Comments regarding “Girls’ education is a top international development priority for the UK government”.

In a recent policy paper Published 27 July 2023, the UK government’s commitment to advancing girls’ education worldwide is commendable and aligns with the principles of developing a knowledge economy. A knowledge economy is characterised by the use of knowledge to produce economic benefits and job growth. In this context, education, particularly girls’ education, plays a crucial role. By supporting 15.6 million children, including 8.1 million girls, to gain a decent education between 2015 and 2020, the UK is contributing to the development of a global knowledge economy.

However, a critical analysis reveals some areas for improvement. While the UK’s efforts are commendable, the focus seems to be more on access to education rather than the quality of education. A knowledge economy requires not just education, but high-quality education that fosters critical thinking, creativity, and innovation. The policy paper mentions the importance of quality teaching, but there is less emphasis on curriculum development, technology integration, and other aspects that contribute to the quality of education.

Furthermore, the policy paper does not explicitly mention how the UK plans to ensure that girls’ education leads to meaningful employment opportunities, a key aspect of a globalised knowledge economy. While education is a fundamental right and has intrinsic value, in the context of a knowledge economy, it should also serve as a pathway to gainful employment and economic empowerment for both the citizen and also for the country.

Lastly, while the UK’s efforts are on primary and secondary education, there is a need for more emphasis on higher education as it ‘s important for girls for several reasons:

1. Empowerment and Independence: Higher education equips girls with the knowledge and skills needed to be self-reliant and independent. It provides them with the ability to make informed decisions about their lives and careers. See Malhotra, A., Pande, R., & Grown, C. (2003). Impact of Investments in Female Education on Gender Equality. International Center for Research on Women.
2. Economic Opportunities: A university degree often leads to better job opportunities and higher wages. This economic stability can help women support themselves and their families, and can contribute to overall economic growth. See Psacharopoulos, G., & Patrinos, H. A. (2004). Returns to investment in education: a further update. Education Economics, 12(2), 111-134.
3. Reduced Gender Inequality: Higher education can help to break down traditional gender roles and stereotypes. It can challenge societal norms about what women can and cannot do, leading to more gender equality in the workforce and in society as a whole. See UNESCO. (2012). World Atlas of Gender Equality in Education.
4. Health and Well-being: Studies have shown that women with higher levels of education tend to have healthier lifestyles. They are more likely to make informed health decisions for themselves and their families, leading to better overall health outcomes. See Cutler, D. M., & Lleras-Muney, A. (2006). Education and health: evaluating theories and evidence. National Bureau of Economic Research.
5. Leadership: University education can help women develop leadership skills. Women leaders can serve as role models for younger girls, inspiring them to pursue their own education and career goals. See Eagly, A. H., & Carli, L. L. (2007). Through the labyrinth: The truth about how women become leaders. Harvard Business Press.
6. Social Change: Educated women are more likely to participate in political and social discourse, leading to societal change. They can advocate for their rights and the rights of others, contributing to a more equitable society. See Burns, N., Schlozman, K. L., & Verba, S. (2001). The private roots of public action: Gender, equality, and political participation. Harvard University Press.
7. Breaking the Cycle of Poverty: Education is a key factor in breaking the cycle of poverty. When girls receive a higher education, they are less likely to marry early and more likely to have fewer, healthier children. Their children are also more likely to receive an education, creating a positive cycle for future generations. See Behrman, J. R., & Rosenzweig, M. R. (2002). Does increasing women’s schooling raise the schooling of the next generation? The American Economic Review, 92(1), 323-334.

In conclusion, while the UK’s commitment to advancing girls’ education aligns with the principles of a knowledge economy, there is room for improvement in terms of focusing more on the quality of education, ensuring education leads to employment, and adopting strategies which increase the number of female university students.