b'SDG Image caption goes hereEnsure inclusive and equitable qualityincome countries, and boys in upper-middle-education and promote lifelongincome countries. Reports suggest that in the majority of countries, it is girls who are found learning opportunities for all to be twice as likely to be involved in child domestic work.From a young age, discriminatory and Economically, womens under-representationexclusionary norms influence attendance in in emerging roles is considered a priority factorschools. Child marriage, pregnancy, inadequate in closing the gender gap and yet, withinsanitation facilities and hygiene management, education, only 35 countries are considered toschool-related gender-based violence, all have achieved gender parity.impacting the participation of girls and young Educated women are more likely to holdwomen in education. greater decision-making power within theirGendered norms and discrimination continue households, and yet, women make up moreat university level, with graduate education than two-thirds of the worlds 796 millionperceived in many countries and cultures to illiterate people (UN Women). be more important for males than females. Globally, gender parity stands at 68.6%, andProgrammes and careers in the science and although substantial progress has been madetechnology sector, although not exclusively, are towards achieving gender parity within bothtraditionally male dominated, with little over primary and secondary education (UNESCO,a quarter of all those enrolled in engineering, 2019), numbers vary geographically, and acrossmanufacturing and construction, and age groups and educational levels. Parity is saidinformation and communications technology, to be achieved in two out of three countriesreported to be women, influenced greatly by during the primary schooling phase, one in twocreating environments within schools where at lower secondary, and one in four countriesgender stereotypes can be deconstructed and within upper secondary education level.fought. Lifelong learning, particularlyThe gender parity education index in Centralvocational training for adult women is and Southern Asia is improving, whilst sub- necessary and valuable. Saharan Africa lags behind at all levels,If we are to fully achieve both SDG 4 and SDG 5, particularly within upper secondary education,and reach gender parity within the education and Northern Africa and Western Asia withinsystem, girls must be able to remain in school, primary education. Overall, gender influencesand equal opportunities must be affordededucation, with girls disadvantaged in lower- to graduates. soroptimistinternational.org 9'