The International Migration of Women
Edited by Maurice Schiff , Andrew R. Morrison , Mirja Sjoblom. 2007
The current share of women in the world’s international migrant population is close to one half. Despite the great number of female migrants, there has until recently been a striking lack of gender analysis in the economic literature on international migration and development. This volume makes a valuable contribution in this context by providing six new studies focusing on the nexus between gender, international migration and economic development.

Gender equality as smart economics: a World Bank Group gender action plan - fiscal years 2007-10
World Bank. 2006
This Action Plan seeks to advance women's economic empowerment in the World Bank Group's client countries in order to promote shared growth and accelerate the implementation of Millennium Development Goal 3 (MDG3 - promoting gender equality and women's empowerment). The Plan will commit the World Bank Group to intensify and scale up gender mainstreaming in the economic sectors over four years, in partnership with client countries, donors, and other development agencies. The Bank Group and its partners will increase resources devoted to gender issues in operations and technical assistance, in Results-Based Initiatives (RBIs), and in policy-relevant research and statistics. An assessment at the end of the period will determine whether to extend the Action Plan's timeframe.

1 World Manga: Passage 5: Girls Education (pdf - 6.7 MB)
Annette Roman. 2006
Teenage orphan Rei survives by his wits and guts on the mean streets of the world. His fortunes seem to look up when he meets a mysterious stranger who offers to help him achieve his dream of becoming the greatest martial artist ever... But Rei's trainer is more interested in developing his mind, spirit, and - ugh! - heart than his thrashing, raging, fighting moves! And Rei's master turns out to be a real animal! In fact, Rei never knows what animal he's going to turn into next! 
Rei meets two best friends who can't wait to learn a lesson! You think getting up in time to beat the first bell is hard? These women have much greater obstacles to overcome to get an education! Plus, Rei has a transformative experience - several, in fact - an learns about the animal kingdom and girls up close and personal!

From Schooling Access to Learning Outcomes - An Unfinished Agenda : An Evaluation of World Bank Support to Primary Education (pdf - 2.0 MB)
Dean Nielsen. 2006
The Education for All (EFA) movement, launched in 1990, has resulted in an extraordinary mobilization of World Bank and country resources in support of basic education over the past 15 years. World Bank EFA financing, mostly focused on primary education, has become increasingly progressive, targeting the most disadvantaged countries and often the disadvantaged within countries. Over the years of Bank support for EFA and its world conferences in 1990 and 2000, the Bank's policy objectives for increased support to primary education have been simple and remarkably stable: universal primary school completion, equality of access for girls and other disadvantaged groups, and improved student learning outcomes. This Independent Evaluation Group (IEG) evaluation assesses the extent to which these objectives have been met in countries supported by the Bank. and it provide lessons for countries in their development strategies and for the Bank in its support to those strategies.

Cambodia - Getting Girls into School : Evidence From a Scholarship Program (pdf - 0.5 MB)
Deon Filmer, Norbert Schady. 2006
Increasing the schooling attainment of girls is a challenge in much of the developing world. In this paper the authors evaluate the impact of a program that gives scholarships to girls making the transition between the last year of primary school and the first year of secondary school in Cambodia. The report shows that the scholarship program had a large, positive effect on the school enrollment and attendance of girls. The authors' preferred set of estimates suggest program effects on enrollment and attendance at program schools of 30 to 43 percentage points; scholarship recipients were also more likely to be enrolled at any school (not just program schools) by a margin of 22 to 33 percentage points. The impact of the Japan Fund for Poverty Reduction program appears to have been largest among girls with the lowest socioeconomic status at baseline. The results are robust to a variety of controls for observable differences between scholarship recipients and non-recipients, to unobserved heterogeneity across girls, and to selective attrition out of the sample.

The Economic and Human Development Costs of Missing the Millennium Development Goal on Gender Equity (pdf - 550KB)
Dina Abu-Ghaida, Stephan Klasen. 2004
At the Millennium Summit, the world community pledged to promote gender equality and chose as a specific target the achievement of gender equity in primary and secondary education by the year 2005 in every country of the world. This paper is concerned with the instrumental impact of countries failing to meet the Millennium Development Goal (MDG) on gender equity. The prospect of countries failing to meet the MDG is not just a theoretical possibility but a likely outcome for some 45 countries for which data exist. The purpose of the paper is therefore to estimate to what extent these countries will suffer losses in terms of economic growth, as well as foregone reductions in fertility, child mortality, and undernutrition. The main contribution of the paper is to link the data about current trends in gender inequality in education with the results of studies that have estimated the impact of gender inequality on these various development outcomes. The paper demonstrates that countries that fail to meet the MDG on gender inequality will have to face considerable costs in terms of foregone economic growth, as well as reductions in fertility, child mortality, and undernutrition.

Girls’ Education in Africa: What Do We Know about Strategies That Work? (pdf - 1.15MB)
Eileen Kane. 2004
The study provides a comprehensive review of what we know and do not know about successful strategies. One of the study’s main conclusions is that getting girls into school and keeping them there, providing them with good learning conditions and relating the school experience to local economic and cultural conditions, requires a two-prong approach that supports both measures targeting girls and system-wide interventions. Another conclusion is that much of the literature and documentation on strategies fails to provide enough information on circumstances, costs and outcomes to draw sound conclusions about what works, where and why. But this paper does not make the familiar call for “more research”—it suggests instead that we get “information through action” by better documentation of ongoing and future interventions to build better foundations for going forward.

Achieving Universal Primary Education by 2015 - a Chance for Every Child (pdf - 18 MB)
Barbara Bruns, Alain Mingat. 2003
er of countries committed themselves to the Millennium Development Goals (MDGs), aimed at eradicating extreme poverty, and improving the welfare of people by the year 2015. The book assesses whether universal primary education can be achieved by 2015. The study focuses on the largest low-income countries that are furthest from the goal, home to about seventy five percent of the children out of school globally. By analyzing education policies, and financing patterns in relatively high-performing countries, the study identifies a new policy, and financing framework for faster global progress in primary education. The authors use a simulation model to show how adoption of this framework, could accelerate progress in low-income countries, currently at risk of not reaching the education MDG. The study however, makes it clear that worldwide attainment of universal primary education by 2015, will necessitate an even stronger combination of political will, deep and sustained reform, faster dissemination of best practices, and intensified financial effort than has been marshaled to date. 

Gender Equality and the Millennium Development Goals (pdf - 473KB)
Gender and Development Group, World Bank. 2003

Gender Differences in Education in Mexico (pdf - 3.5MB)
Parker, Susan Wendy *Pederzini, Carla. 2000 
The paper examines the determinants of education in Mexico, analyzing first, the level of education among boys and girls, with a focus on the effects of family background, economic and poverty status of the family, the effect of the place of residence, including government subsidies, which may affect educational attendance, and, demographic composition of the family. The paper also attempts to analyze the factors, which affect family investments in boys’ vs. girls' education, and tries to understand gender differences in education in Mexico. Following a description of the educational system, the paper presents the trends in educational attainment, describing the theoretical and empirical information on the determinants of educational investments in children, providing evidence found on the investments made for boys vs. girls. Upon examination of empirical models, the regressions focus on child, family, household, and community characteristics, suggesting parental education levels impact tremendously on the reduction of educational gender gaps. One of the conclusions of this paper suggests that the most important determinant of educational attainment in Mexico is poverty.

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