Contents -- Foreword -- Preface -- Acknowledgments -- Contributors -- Abbreviations -- Part I Education Quality, Skills Development, and Economic Growth -- Chapter 1 Overview -- Structure of the Book -- Note -- References -- Chapter 2 Schooling, Gender Equity, and Economic Outcomes -- Schooling as an Investment in Human Capital -- Policy Objectives -- Conclusion -- Notes -- References -- Chapter 3 Student Learning Outcomes in Mathematics from a Gender Perspective:What Does the International PISA Assessment Tell Us? -- Introduction -- Gender Differences in Mathematics Performance -- Policy Implications -- References -- Chapter 4 Returns to Education: The Gender Perspective -- Calculating the Rate of Return to Education -- The Social Benefits of Schooling -- Gender Differences -- Conclusions -- Note -- References -- Chapter 5 Is Female Education a Pathway to Gender Equality in the Labor Market? Some Evidence from Pakistan -- Examining the Education-Occupation Relationship in Pakistan -- Education, Labor Market Transitions, and Occupational Attainment -- Education and Earnings -- Conclusion -- Notes -- References -- Part II Equity in Education: What Is Holding Countries Back? -- Chapter 6 Inequalities in Education: Effects of Gender, Poverty, Orphanhood, and Disability -- Data and Methodology -- Poverty -- The Pattern of Educational Attainment: Survivor Profiles -- Urban or Rural Residence and Gender -- Orphanhood -- Disability -- Conclusion -- Notes -- References -- Chapter 7 The Double Disadvantage of Gender and Social Exclusion in Education -- Socially Excluded Groups -- Social Exclusion and Education -- Creative Ways of Reaching and Teaching Excluded Girls -- Practical Actions to Promote Education for Excluded Girls -- Notes -- References -- Chapter 8 Promoting Education Quality through Gender-Friendly Schools -- Introduction.

Bringing Girls and Women into Schools and Learning Spaces through WID -- School and Society as Gendered Power Structures -- The Poststructuralist Challenge to Gender, Sexuality, Education, and Development -- Transformative Action through Rights to Education and Gender Equality -- Concluding Remarks -- References -- Chapter 9 Combating Gender-Based Violence in Benin -- Benin and Millennium Development Goal 3 -- GBV in Benin-A Culturally Accepted Practice with Major Health and Human Rights Implications -- Policy Frameworks to Address GBV in Schools -- Why GBV in Schools Persists and Ways to Overcome It to Promote Girls' Education -- Note -- References -- Chapter 10 Addressing Gender Disparities in Education in Contexts of Crisis, Postcrisis, and State Fragility -- Challenges and Opportunities: Gender Issues in Education in Emergencies and Fragile States -- Promising Policy Developments at the Global Level -- Implications: Learning for Peace and Equality -- Conclusions -- Annex 10A: Classroom Assistants in Guinea and Sierra Leone -- Annex 10B: The Gender Equity Support Project of the Sudan Basic Education Program -- Annex 10C: An Integrated Approach to Addressing Sanitary Protection Needs: IRC Ethiopia's Intervention -- Notes -- References -- Part III Experiences from the Field: How Was It Done? -- Chapter 11 Building a Better Future for Afghanistan through Female Education -- The Situation of Afghan Women Past and Present -- The Context in Which Afghan Women Live -- Improving the Circumstances of Afghan Women -- A Strategy to Empower and Educate Afghan Women -- Conclusion -- References -- Chapter 12 The Effects of a Reduction in User Fees on School Enrollment: Evidence from Colombia -- The Effect of User Fees on Enrollment -- Some Ideas on Targeting -- Note -- References.

Chapter 13 Holy Alliances: Public Subsidies, Islamic High Schools, and Female Schooling in Bangladesh -- Madrassa Reform in South Asia -- The Madrassa Reform Scheme in Bangladesh -- Conclusion and Policy Implications -- Annex 13A:Variable Description, Summary Statistics, and Regression Results -- Notes -- References -- Chapter 14 Cultivating Knowledge and Skills to Grow African Agriculture -- The Context for Agricultural Education and Training in Africa -- Agricultural Education Is Vital for African Development -- African AET in Perspective -- Constraints on Building AET Capacity -- Priorities for Modernizing Agricultural Education -- Different Approaches for Different Levels of Training -- The Time to Act Is Now -- Notes -- References -- Chapter 15 Quality and Gender Equality in Education: What Have We Learned from FAWE's 15 Years of Experience? -- Introduction -- Background and Evolution of FAWE -- Overview of Girls' Education in Sub-Saharan Africa -- FAWE's Major Achievements -- Components of FAWE's Gender-Responsive School or Center of Excellence (COE) Model -- Challenges Related to the Achievement of FAWE's Strategic Objectives 2002-06 -- Lessons Learned -- Conclusion and Way Forward -- Notes -- References -- Chapter 16 Strategies for Gender Equality in Basic and Secondary Education: A Comprehensive and Integrated Approach in the Republic of Yemen -- Where Are We Now? -- Current Interventions -- Obstacles to Universal Education -- A Concluding Word -- References -- Chapter 17 Conclusion and Recommendations for the Way Forward -- Strategic Directions for the Future -- Implications for the World Bank -- References -- Index -- Figure 2.1 Improved GDP with Moderately Strong Knowledge Improvement -- Figure 2.2 Inequality of Educational Quality and Earnings -- Figure 3.1 Growth in Baseline Qualifications.

Figure 3.2 Gender Differences in University Attainment, in Percentage Points -- Figure 3.3 Performance of Males and Females on the Mathematics Scale in PISA, 2006 -- Figure 3.4 Performance of Males and Females on the Reading Scale in PISA, 2006 -- Figure 3.5 Gender Differences in Mathematics and Other Learning Characteristics as Measured by Effect Sizes -- Figure 4.1 Typical Age-Earnings Profiles -- Figure 4.2 Rate of Return to Additional Years of Schooling in Selected Countries -- Figure 4.3 Returns to Education in Developing Countries, by Level of Education -- Figure 4.4 Returns to Schooling, by Region -- Figure 4.5 Declining Returns to Schooling, 1970-2000 -- Figure 4.6 Returns to Schooling in Selected Countries, by Gender -- Figure 4.7 Gender Differences in Years of Schooling in Developing and Industrial Countries -- Figure 4.8 Returns to Schooling, by Level and Gender -- Figure 4.9 Average Scores on Subject Examinations of the 2003 Programme for International Student Assessment (PISA) in OECD Countries, by Gender -- Figure 5.1 Kernel Densities of Log Earnings, by Employment Status and Gender, 1999 -- Figure 5.2 Estimated Probability of Occupation and Education for Young Men and Women in Pakistan -- Figure 5.3 Estimated Probability of Occupation and Age for Young Men and Women in Pakistan -- Figure 5.4 Estimated Probability of Occupation and Education for Men and Women in Ghana -- Figure 5.5 Estimated Probability of Occupation and Education for Young Men, 1999 and 2007 -- Figure 5.6 Estimated Probability of Occupation and Education for Young Women, 1999 and 2007 -- Figure 5.7 Predicted Earnings and Level of Education for Wage Employment -- Figure 6.1 School Completion through Grade 6, by Richest and Poorest Quintiles in Selected Countries.

Figure 6.2 Grade Survival Profiles: Proportion of Cohort from Each Income Quintile That Has Completed Grades 1-9 in Selected Countries -- Figure 6.3 Inequalities in School Completion through Grade 6, by Household Economic Status, Urban or Rural Residence, and Gender -- Figure 6.4 Inequalities in School Completion through Grade 6 in the Richest and Poorest Quintiles, by Gender -- Figure 6.5 Differences in Enrollment of Children Ages 7-14, by Orphan Status -- Figure 6.6 Differences in Enrollment of Children Ages 7-14, by Orphan Status and Economic Status, Conditional on Individual and Household Characteristics -- Figure 6.7 Differences in Enrollment of Children Ages 7-14, by Orphan Status and Gender, Conditional on Individual and Household Characteristics -- Figure 6.8 Deficit in Current Enrollment Associated with Disability, Gender, Rural Residence, and Economic Status in Selected Countries -- Figure 13.1 Growth of Secular Schools and Modern Madrassas, 1947-2003 -- Figure 13.2 Gender Orientation of Aliyah Madrassas Established before and after 1980 Reforms, 2003 -- Figure 14.1 Sub-Saharan Africa: Enrollments in the Agricultural Sciences in Ethiopia, by Gender, 1991 and 2000 -- Table 2.1 Private Rates of Return to Investment in Education, by Level and Region -- Table 2.2 Enrollment Rates by Development Status, 2004 -- Table 4.1 Nonmarket and External Benefits of Education -- Table 4.2 Returns to Schooling and Cognitive Ability, by Gender, in Chile -- Table 5.1 Employment and Education Characteristics of Persons Ages 16-70 Who Are Not Enrolled in School in Pakistan, by Gender, 1999 -- Table 5.2 Employment and Education Characteristics of Persons Ages 16-70 Who Are Not Enrolled in School in Pakistan, by Gender and Occupational Status, 1999.

Table 5.3 Employment and Education Characteristics of Persons Ages 16-60 Who Are Not Enrolled in School in Punjab and North West Frontier Province, by Gender, 1999 and 2007.