LEAS: Learning to Empower Adolescent Girls at Scale

Events

LEAS: Learning to Empower Adolescent Girls at Scale

March 26, 2025

Virtual

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Educational Equity for All: Addressing Barriers to Adolescent Boys' Academic Success

March 26, 2025 �C The fourth session of the Learning to Empower Adolescent Girls at Scale (LEAS) series examined the barriers hindering adolescent boys�� educational success and showcased successful interventions across regions and sectors. The session highlighted how these approaches are helping improve learning outcomes, boost enrollment and retention, and close gender gaps �� ultimately empowering adolescent boys and supporting the development of more equitable, inclusive education systems where no child is left behind.

Educational Underachievement among Boys Is Widespread and Growing: Boys are increasingly falling behind girls in enrollment, completion, and learning outcomes. In more than 100 countries, boys are less likely to be in secondary and tertiary education, with the largest gaps in , Europe and Central Asia (ECA), , and East Asia and Pacific (EAP) regions. Learning poverty is higher for boys �� 61 percent compared to 58 percent for girls �� especially in lower-middle-income countries. This underachievement represents a critical break in human capital accumulation and future economic outcomes, amounting to almost a �� with broader implications for equity and social cohesion.
Social Norms, Economic Pressures, and School Environments Are Key Barriers: In low-income contexts, norms around masculinity often push boys toward early entry into the labor market as breadwinners, especially when opportunity costs of schooling are high. Boys are also more exposed to school-based violence and physical bullying and often find school environments disengaging��particularly when curricula lack relevance or when male role models are absent?.
Misconceptions About Boys�� Learning Abilities Obscure Policy Action: Common beliefs that boys have fundamentally different learning styles or lower motivation are not supported by . Instead, boys tend to be more responsive to school quality, disciplinary climate, and pedagogical approaches. Countries with better-performing boys tend to have higher-performing education systems overall. Good-quality, inclusive teaching benefits all students��boys and girls alike?.
Policy and Program Responses Are Still Limited, But Promising Models Exist: Despite the growing challenge, few countries have national frameworks or large-scale interventions specifically addressing boys�� educational needs. However, several promising models��from Mexico, , , , and ��show that conditional cash transfers, vocational training, after-school programs, and job training with internships can reduce dropout, improve learning quality, develop technical and life skills and facilitate formal employment among boys.
Advancing Boys�� Education Is Critical for Achieving Gender Equality: Investing in boys�� education is essential to gender equality. Boys who stay in school are more likely to reject harmful gender norms and gender-based violence, and more likely to support gender equality. The WBG Gender Strategy 2024�C30 recognizes this and calls for inclusive efforts to address the vulnerabilities of both girls and boys. A more equitable education system for all helps build stronger, more democratic, and more prosperous societies.

Global Director for Gender, ŷ��b��Ƭ
Hana Brixi is the Global Director for Gender at the World Bank, leading efforts to advance gender equality, including directing the development of the World Bank Group Gender Strategy 2024-2030. Over her career, she has held leadership roles in the Human Capital Project, Social Protection, and Governance Global Practices across various regions, and has worked with WHO and UNICEF in China. Hana has published extensively on economic development, including books on service delivery and fiscal management. She holds graduate degrees in physics and economics from Masaryk University and Princeton University.
Garen Avanesyan
Statistics & Monitoring Specialist, UNICEF
Garen Avanesian works as a Statistics and Monitoring Specialist in the Data & Analytics section at UNICEF. His areas of expertise include in causal analysis, predictive modeling, and survey methodology. With a PhD degree in Economic Sociology, Garen��s work focuses on socio-economic inequalities, youth employment, and human development, leveraging data-driven insights to inform evidence-based policy and impact-driven solutions. A passionate R programmer, Garen uses statistical tools to translate data into meaningful action.
Sakshi Mishra
Data & Education Analytics Consultant, UNICEF
Sakshi Mishra is an experienced Development Practitioner with a demonstrated history of working in data and policy analysis. She currently works with UNICEF NYHQ.
Senior Education Specialist, Education, ŷ��b��Ƭ
Himdat Bayusuf is a Senior Education Specialist with 14+ years of experience in operations, analysis, and policy dialogue. She leads Tunisia's education program and previously managed projects in West Africa, including the Africa Centers of Excellence. She has worked on education reforms in the Philippines and co-developed the IFC Employability Assessment Tool. Before joining the World Bank, she worked in London��s financial sector and at Transparency International. Himdat holds a BSc in Economics from Cardiff University and an MSc in Development from the London School of Economics. She is from Mombasa, Kenya, and speaks English, Swahili, Arabic, and French.
Senior Education Specialist, Education, ŷ��b��Ƭ
Gemma Todd is a Tanzanian national with social sector experience in research, education, and child protection. She has an MSc in Urbanization and Development from the London School of Economics and a BA in Human Geography from the University of Southampton. Gemma began her career on the ground with an international NGO in Tanzania, working closely with Local Government Authorities, vulnerable households, and children to build supportive platforms for children at risk of having to move to the streets. She then joined a research organization for three years as a research scientist and lead investigator, specializing in the social determinants for learning and health in Tanzania��s urbanizing context and in GIS, using data and evidence for policy making.
Member UNICEF - Global Girl Leaders Advisory Group
Menghorng, a first-year data science and AI engineering college student, is a passionate advocate for tech, education, and entrepreneurship. Since age 15, she has inspired girls to pursue tech careers, leading UNICEF��s Ladies in Tech and founding STEMUNITY to promote STEM education in Cambodia. As part of UNICEF��s Young People��s Action Team, she represents Cambodian youth at international forums like the ASEAN ICT Forum. Menghorng also champions environmental causes, developing games for climate action and contributing to the Skills4Girls programme, reflecting her commitment to empowering girls in tech and driving change.
Co-Founder & CEO, Laboratoria
Gabriela Rocha is co-founder and CEO of Laboratoria, an organization that empowers women who dream of a better future to start and grow a transformative career in technology. At Laboratoria, she directed the operations in Mexico for 3 years, then Laboratoria's expansion to Brazil and Colombia, and today she leads Operations with a 60+ person team across LATAM. Before launching Laboratoria in Mexico, Gabriela worked as a public policy consultant in Mexico City, and directed development projects in the favelas of Rio de Janeiro and in the Peruvian Andes. In 2017 she was selected as one of the Rising Talents of the International Women's Forum.
CEO, Soronko Academy
Regina Honu is the CEO of Soronko Academy, West Africa��s first coding and human-centered design academy, which has trained over 20,000 women, girls, and marginalized groups to bridge the gender gap in tech. Named to the 2021 Quartz Africa Innovators List, she is also a Leadership Champion and Observer for We-Fi at the World Bank. Soronko Academy won the Most Impactful Initiative at the 2020 Women in Tech Global Awards. Regina��s accolades include the 2018 AFS Active Global Citizen Award, and she serves on the board of AFS International.
Managing Partner, Istidama Consulting
Shireen Yacoub is a leader in education technology, skilling, and youth empowerment with over 16 years of experience. She is a Managing Partner at Istidama Consulting, guiding strategic planning and partnerships. Previously, she was the CEO and a founding team member of Edraak, the Arab world��s leading open online learning platform, serving over six million learners. Shireen advises global education initiatives, including the UN��s SDG Academy and the World Economic Forum��s Skills Consortium (2020-2022). She holds an MA in Technology, Innovation, and Education from Harvard University.
Global Director, Education and Adolescent Development
Pia Britto was appointed Global Director of Education and Adolescent Development at UNICEF in August 2024. She leads UNICEF��s education and adolescent development programs globally. Previously, she served as UNICEF��s Representative to Laos, focusing on education, health, and more, and as UNICEF's Global Chief for Early Childhood Development. Britto has over 100 publications in child development and holds a PhD in Developmental Psychology from Teachers College, Columbia University.
Practice Manager, Global Engagement & Knowledge Unit, Education, ŷ��b��Ƭ
Halil Dundar?is the Practice Manager of the Global Engagement and Knowledge unit at the World Bank. Previously, he managed the Global Education Practice in Central and Southern Africa, overseeing a team of 19 staff across 16 countries. Halil has led operational and analytical work in education, focusing on tertiary education in Pakistan, skills development in Sri Lanka, and education quality in South Asia. He also worked on education programs in Azerbaijan, Ethiopia, and Nigeria, including a field assignment in Abuja. Before joining the Bank, he was an assistant professor at the Middle East Technical University and policy advisor to T��rkiye��s Ministry of Education. Halil holds a PhD in education from the University of Minnesota.
External Affairs Officer, Education, ŷ��b��Ƭ
Stefano De Cupis is a Strategic Communications and External Affairs Officer at the World Bank Group��s Education Global Practice, specializing in partnerships, advocacy, and digital strategy. With 14+ years of experience at organizations like the UN and AfDB, he enhances visibility and engagement. A UN SDG Champion and LinkedIn Top Corporate Communications Voice, he holds advanced degrees in international communication and development. Fluent in Italian, English, and French, he also has a working knowledge of Spanish and Russian.

The LEAS Series, jointly launched by the Gender Group and Education Global Practice, highlights evidence-based approaches and best practices to empower adolescent girls at scale. It aims to bridge key knowledge gaps and identify entry points to bolster adolescent girls' programming to elevate girls' foundational well-being, prevent early marriage and gender-based violence, promote school completion, strengthen school-to-work transition, and advance women's economic opportunities. LEAS will support the achievement of meaningful outcomes and targets aligned with the . The series seeks to facilitate cross-country and multi-sectoral learning, engaging technical experts and thought leaders from the World Bank Group and its partners to drive impact at scale.

CONTACTS

?- Economist, Gender, World Bank |?asahay@worldbank.org

?- Senior Education Specialist, World Bank |?ebentil@worldbank.org

International Day of Education

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