Paragraph 80(c)-(e) of the Beijing Platform for Action. Chapter IV. B. Education and Training of Women

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Strategic objective B.1.

Ensure equal access to education

Actions to be taken

80. By Governments:

c. Eliminate gender disparities in access to all areas of tertiary education by ensuring that women have equal access to career development, training, scholarships and fellowships, and by adopting positive action when appropriate;

d. Create a gender-sensitive educational system in order to ensure equal educational and training opportunities and full and equal participation of women in educational administration and policy- and decision-making;

e. Provide – in collaboration with parents, non-governmental organizations, including youth organizations, communities and the private sector – young women with academic and technical training, career planning, leadership and social skills and work experience to prepare them to participate fully in society;

Beijing Declaration (1995)

The areas of gender equality around the world have been fraught with difficulties for a variety of reasons. Among them, the ways in which barriers have been placed historically that require comprehensive plans for solving, but also the barriers put in place actively by regressive forces.

It raises questions about the ways in which to solve the problem of inequality, to unfold over time the unseen aspects of inequality, and work towards a more equitable and just future. The elimination of gender disparities in tertiary education is important to this move.

There is a wide smattering of women who can pursue postsecondary education more often than their peers in poorer countries or their mothers who rose from worse circumstances than them. The provisions of training, scholarships, and fellowships are some means by which to improve potential outcomes.

Looking into the educational system at large, we can see equal access, not necessarily outcomes but access, are important to ensure equal educational and training opportunities for women to be able to participate in the global economy in some meaningful way.

Looking at the women with sufficient representative power, the administration of institutions, and those in educational policy-making and decision-making roles can be important for the outcomes of women in postsecondary education.

As well, the individual parents of the children and NGOs can play an important role in systems around young women to provide them sufficient support to be able to pursue their dreams. This is part of a wide array of preparation in order to be able to participate more fully within the institutions of the nation.

For example, training and career planning, and leadership and social skills, to be able to benefit from the provisions of the nation at large. There is a great need for women in leadership to, at core, round out the opinions and work of the leadership of many men.

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One can find similar statements in other documents, conventions, declarations and so on, with the subsequent statements of equality or women’s rights: