The report provides a thorough analysis of why girls have limited access to education. Despite a firm legal framework, the implementation of the right to education remains problematic, especially for girls. Three main causes are indicated, including gender inequality in cultural practices, poverty and safety risks for girls. The report aims to give a better understanding of the challenges girls face in their struggle to get access to education. The situation in Pakistan serves as an example showing the complex problems surrounding the implementation of the right to education for girls. With 5.1 million children, the country has the second highest number of boys and girls who are not able to access education after Nigeria. In rural areas, widespread gender inequality remains, and the hurdles described above all apply. Furthermore, the conflict between the Pakistani Government and the Taliban often brings girls, teachers and school buildings in the direct line of fire.
The report concludes by highlighting what still needs to be done to improve the situation of access to education for girls globally and in Pakistan. By meeting these challenges worldwide, a true change can be achieved, enabling all girls to take school for granted because no-one is excluded.
The UNESCO Institute for Educational Planning (IIEP-UNESCO) has just published six case studies from Asia and the Pacific to inspire and inform open school data policies in and beyond the region, and to empower citizens to fight corruption in education.
The case studies look at a range of school report card initiatives (both government-led and citizen-led) to create a new evidence base for more informed policy-making on how to use school-related data to create a more transparent and accountable education system.
They look at who publishes school data, what type of data is published, and the level of accessibility and use by various stakeholders. Each case study also draws from a survey of some 250 school-level actors to understand how users of school data currently interact with various school report card initiatives. The case studies conclude with a number of recommendations for more effective school report card design and implementation.