Girls, Too

14 July 2008, Issue No. 19 - Equity, Gender and Quality in Education in Asia-Pacific

Issue No. 19, 14 July 2008
United Nations Girls Education Initative
Equity, Gender and Quality in Education in Asia-Pacific
 UNGEI meeting in Kathmandu calls for equity, gender and quality in education
Members of the Biratnagar Child Club make a statement at the opening session of the UNGEI GAC meeting in Kathmandu. Photo: © Sonia Yeo/2008


UNGEI meeting in Kathmandu calls for gender equity and quality in education

Last month, UNGEI held is first Global Advisory Committee meeting at the regional level. Education experts representing United Nations agencies, donor countries, national governments and non-governmental organizations met in the Nepalese capital of Kathmandu from 11-12 June 2008 to discuss issues related to gender equality in education in the Asia-Pacific region.

Representatives from Camfed, UNICEF, the UK Department for International Development (DFID), Nepal's Ministry of Education and the children of Nepal gave opening remarks.

"The low status of women and girls in our society is a major problem," said Ms. Reshmi Chowdhary, member of the Biratnagar Child Club, who spoke on behalf of the children of Nepal. "There are as many boys as girls in Nepal, but fewer girls are able to go to school.

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Other UNGEI Global Advisory Committee meeting news:

Press release - World experts on girls’ education meet in Kathmandu

From IPS - Experts report education in Nepal is far more than ABCs

From AsiaNews - Quality Not Quantity

Read more online media coverage of the GAC meeting by national and international media at

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Quick facts: Education in Asia-Pacific

• Women in South Asia make up 21 per cent of the world’s female population but 44 per cent of the total number of illiterate women.

• In Bangladesh, girls’ enrolment rose by 12 per cent a year in rural areas after the national Female Secondary School Stipend programme was implemented.

• Between 1999 and 2005, 19 countries from two Asian subregions achieved substantial reductions in their numbers of out-of-school children.


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