The UNESCO Global Education Monitoring (GEM) Report 2024-25 highlights persistent gender disparities in education despite improvements in enrolment rates. The report raises urgent concerns over boys falling behind in literacy and women remaining underrepresented in leadership roles across the globe.
Global Gender Disparity in Learning Outcomes
One of the most striking findings of the report is the widening gender gap in literacy. Globally, for every 100 girls who achieve minimum reading proficiency, only 87 boys do. This gap is even more troubling in middle-income countries, where the number drops to just 72 boys per 100 girls.
These figures reflect systemic issues in learning environments, with boys facing increasing challenges in foundational literacy skills. The report calls for gender-responsive pedagogy and inclusive learning support to bridge this gap
COVID-19’s Lasting Impact on Educational Equity
The COVID-19 pandemic has had a reversing effect on gender parity in mathematics. Data from countries such as Brazil, England, and Italy show a decline in girls’ math performance, signaling a regression in previously gained ground.
This disruption has long-term implications for STEM participation, workforce readiness, and economic equality, especially for girls in vulnerable regions.
Women in Educational Leadership: The Indian Scenario
In India, women form a majority of the elementary teaching workforce (60%), yet are severely underrepresented in leadership roles. As of 2022, only 13% of vice-chancellors in central universities were women.
This gap reflects structural gender biases, limited access to professional growth, and cultural barriers that prevent women from advancing into decision-making roles in education.
Gaps in Leadership Training and NEP 2020
The National Education Policy (NEP) 2020 emphasizes the need for professional development of school principals. However, many Indian states lack formal training programs for educational leaders.
This training deficit contributes to poor school governance and perpetuates inequalities in student outcomes and staff representation. The GEM report recommends institutionalizing leadership development to strengthen equity and efficiency in the education system.
Conclusion
The UNESCO GEM Report 2024-25 is a call to action. While access to education has improved globally, gender disparities in learning and leadership remain entrenched. Addressing these gaps requires a multi-pronged approach—inclusive curriculum, targeted interventions for boys, leadership training for women, and continued policy commitment.
Education equity is not just a goal—it’s a global necessity.