The examination of gender inequality in education around the globe reveals a multi­faceted issue deeply intertwined with persistent challenges within education systems and society at large. Over the past three decades, girls’ education has often been portrayed as a panacea, touted as the solution to a wide array of societal problems, including issues as diverse as high fertility rates and global warming. This essay explores gender disparities in education, employing case studies from Latin America to elucidate the intricate dynamics of this global phenomenon and to illustrate the potential of gender-transformative approaches. Drawing upon two decades of empirical research and theoretical insights from the capability approach, I discuss the linkages between gender, education, and social transformation.

In this essay, I examine unmet promises and global challenges for achieving language equality in schooling, with special focus on one of the United Nations’ Sustainable Development Goals, SDG-4, which aims to ensure equitable and inclusive quality education and lifelong learning for all. Language of instruction is a key determinant of student success, but there is limited recognition of the vital role language plays as an intervening variable. Most languages continue to be excluded from education and 60 percent of out-of-school children live in regions where their own languages are not used at school. Inequities arising from unjust language policies combine to trap the poorest in a cluster of disadvantages persisting across generations. Underinvesting in education jeopardizes a range of social benefits. A well-educated population will increase the overall economic prosperity of a nation. I call for first language–based multilingual education as a pathway to schooling equality and sustainable development.