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Girls' Education - Projects


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Below is a selection of World Bank projects which focus on gender equality through specific girl's education intervention.

Bangladesh: Secondary Education for All
In order to improve secondary education completion rates and provide more opportunities for girls, the Bangladesh Female Secondary School Assistance Program, launched in 1993 and financed by the International Development Association (IDA), has provided tuition stipends, aiming to increase girls’ access to secondary education. In the past two decades, Bangladesh has experienced significant poverty reduction and profound social transformation with the widespread entry of girls into the education system and women into the labor force. The country is on track to meet the MDGs for infant and child mortality and has already met the goal for attaining gender parity in education. Ninety-eight percent of girls are enrolled in primary school today. Enrollment of girls in secondary schools has also risen to over 6 million from 1.1 million in 1991.

India: Delivering on the Promise of Education for All 
Since 2001, the Sarva Shiksha Abhiyan project has supported Government efforts to bring 20 million out-of-school children into elementary school. This includes girls, first-generation learners from long-deprived communities and minority communities, and children with special needs. In 2002, India unveiled its national flagship program, the Elementary Education Project (Sarva Shiksha Abhiyan or SSA), financed by the International Development Association (IDA). Universal access is now almost achieved. Across the country, 99 percent of households now have physical access to a primary school within one kilometer of home, and 93 percent to an upper primary school.India is now very close to achieving gender parity in primary education. By 2009, 94 girls were enrolled for every 100 boys in primary school compared to 90 in the early 2000s. Moreover, the gap between girls and boys in terms of primary completion is narrowing. With this, the primary completion rate is expected to achieve gender parity by 2013.

Malawi: The Power of Conditional Cash Transfers
Between 2006 and 2010, the Bank increased the use of Cash Transfer (CT) schemes (conditional and unconditional) to address gender inequalities. This partly stemmed from evidence that conditional cash transfer programs increase the demand for girls’ schooling in poor countries and thus reduce gender disparities. In Malawi, one of the poorest countries in the world, a pilot experiment provided cash transfers to adolescent girls (aged 13-22) to encourage them to enroll in primary schools and to reduce their drop-out rates in primary and secondary schools. The two-year intervention led to a significant improvement in girls’ enrollment, attendance rates and grades. The program also provided other benefits as, after one year alone, the cash transfers also resulted in a 40% drop in the probability of girls getting married while in school and a 30% drop in the chances of them getting pregnant while in school. The project in Malawi serves as a model for initiatives which seek to better the lives of adolescent girls and young women.

Pakistan: Increasing Access and Quality through Education Reforms in Punjab 
The Punjab Education Sector Project (PESP) for Pakistan is supporting the Government of Punjab’s education reforms, which since 2003 have aimed to improve access, quality, and governance in education. Together with a combination of critical supply and demand-side interventions to enhance access, the PESP has focused on deepening sector wide reforms to improve accountability and transparency in service delivery in the public sector, which caters to 12 million children, and a large low-cost private sector (accounts for 40 percent of total enrollments in the province). 62% of girls now attend school in Punjab and 400,000 girls received stipends to go to school.

Yemen: Advocating for Girls' Education 
Several IDA projects have contributed to Yemen’s impressive gains in enrolment. Gains in girls’ enrolment were even higher with an increase to 78% in 2008-09 from 49% in 1998-99, reducing by half the gap with male enrolment. Starting in 2007, authorities committed to contract and train female teachers over a three-year period. According to the Minister of Education, as quoted in Yemen Times, 1,000 new female teachers were contracted in 2008. Anecdotal evidence suggests the contracting of female teachers is indeed attracting girls to school by making girls’ education more culturally acceptable. Conditional cash transfer schemes were introduced in two governorates in 2008 and 2009 to support girls’ attendance in school. More than 30,000 girls have received the transfers so far.

 

World Bank Education Projects Database

The World Bank maintains a searchable database of Bank projects with education components. Through this database you can access projects that include Girl's Education (female education) components approved between 1998 and 2010:
http://ddp-ext.worldbank.org/ext/EdStats/ProjectByFeatures/

Also, note that you can access all World Bank projects and related information at the World Bank's Project Portal.

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