The report features new data analytics covering more than 100 countries and territories, revealed in headline terms, boys are up to 1.3 times more likely to acquire essential math skillscompared to girls.
False expectations
Negative gender stereotypes and stereotypes often shared by teachers, parents and peers in relation to girls’ innate inability to understand math, are contributing to disparities this.
These patterns are shines on young girls and often undermines their confidence, causing them to fail, UNICEF speak.
The report also notes the long-term effects of persistent gender disparities, noting in particular how boys are more likely to be and apply for jobs in math. This finding highlights a stark gender gap that deprives the world of talent in the fields of science, technology, engineering and math (STEM).
Unsuccessful opportunity
“Girls have the same ability to learn math as boys – what they lack is an equal opportunity to acquire these important skills,” said UNICEF Executive Director Catherine Russell.
“We need to remove gender stereotypes and norms that hold girls back – and do more to help every child learn the basic skills they need to be successful in school and in life. “
Learning math at an early age enhances memory, comprehension and analysis, which in turn improves children’s creativity, the report notes.
Before the big day of next week Education Transformation SummitUNICEF warns that children who do not master basic math and other foundational learning methods may have difficulty performing important tasks in the future.
© UNICEF / Vinay Panjwani
11-year-old Anish was studying at home in Gujarat, India, when schools were closed due to the COVID-19 pandemic in 2020.
The numbers tell the story
An analysis of data from the 34 low- and middle-income countries featured in the report, found that although girls lag behind boys, three-quarters of students in primary grades 4th graders did not achieve basic math skills.
Data from 79 middle- and high-income countries show more than a third of 15-year-olds have not achieved the minimum level of mathematics. These statistics reveal the depth of education problems that are affecting all genders.
Household wealth is also a determining factor. The report notes that students from the richest households 1.8 times more likely to acquire computational skills by the time they reach 4th grade, more than children from the poorest households.
The children who attended early childhood care and education programs have 2.8x odds to reach minimum proficiency in math at age 15 compared to those who didn’t.
COVID mill
The report also notes the impact of COVID-19 Pandemic happened continue to widen the gender disparity.
Similarly, the mass disruption to education systems around the world has slowed the progress of all students. In countries where girls are more likely to miss school than boys, overall disparities in math proficiency have increased since the COVID-19 pandemic.
© UNICEF / Raúl Pereira García
Students sit outside the E Alfonso Ugarte school in the community of San Rafael Shipibo in the Masisea district of Peru due to the suspension of classes during the COVID-19 pandemic.
Turn the page
UNICEF is calling on governments committed to reaching all children with quality education, and argue for renewed effort and investment to re-enroll and keep all children in school; increased access to tutoring and catch-up learning; support teachers and give them the tools they need; and ensure that schools provide a safe and supportive environment where all children are ready to learn.
Digging into these standards, the agency said there should be a commitment to assessing ongoing learning, improving instruction delivery, prioritizing teaching of fundamentals, and caring for mental health. .
In her conclusion, Ms Russell said: “With the learning of an entire generation of children at risk, This is not the time for empty promises. To transform education for every child, We need action and we need it now. “
