Wilson Room, Portcullis House, Westminster, London, UK
The All-Party Parliamentary Group (APPG) on Global Education in collaboration with the Global Partnership for Education and the Impact Initiative invites you to: Marking International Day for Education: Heralding the Decade for Leaving No Girl Behind.
The UK Prime Minister, Boris Johnson, has made Girls’ Education a top priority, so how do we move beyond numbers of girls in school and towards a truly gender equitable world? This event brings together political, academic and field experts to explore how 12 years of quality education for every girl can be achieved; and how this goal can unlock results across UK and global priority agendas – including peace-building, climate change and global health.
We know that investing in girls’ education delivers the greatest returns. We also know that failing to make this investment today will mean an irreversibly poorer, less productive and significantly more unstable tomorrow.
Speakers and attendees of this special event will discuss priorities for a new era in global education that sees every girl learning and no child left behind, as we enter the Decade of Delivery for the Sustainable Development Goals.
- Alice Albright, CEO of the Global Partnership for Education
- Andrew Stephenson, Minister of State for Africa and International Development
- Pauline Rose, Impact Initiative and Director of the REAL Centre, University (moderator)
There will be plenty of time for audience questions.
Please RSVP to firstname.lastname@example.org by noon on 20th January 2020.
The publication ESRC and DFID Research for Policy and Practice: Gender and Education profiles a collection of ESRC–DFID funded research which provides provides valuable evidence on strategies to ensure commitments to eliminate gender disparities in education are met. Beyond ensuring that every child – both girls and boys – is in school and learning, it highlights new approaches to how gender equality in and through education can be measured, which is crucial to achieving more than just gender parity in education. It also demonstrates the need for multi-stakeholder collaboration to challenge existing norms and traditions; and, highlights the benefits of social-emotional learning activities which can be particularly effective for girls in conflict-affected contexts.