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UNESCO, Equimundo, and the University of East Anglia are joining hands to improve boys’ educational opportunities through the "Lifting barriers: Educated boys for gender equality" project, supported by the Global Partnership for Education’s Knowledge and Innovation Exchange.

UNESCO’s 2022 highlighted that gendered norms and expectations in families, communities and schools impact on boys’ opportunities, motivation and desire to learn. School activities and certain subjects may also be considered at odds with expressions of masculinity, making education unpopular with boys. Boys’ disengagement limits not only their future opportunities but also prospects for more gender-equal societies.

The "Lifting barriers” project, launched in August 2024, aims to understand how harmful masculine gender norms undermine boys' motivation and learning and what conditions facilitate the development, successful implementation and scaling-up of strategies to advance positive and inclusive masculinities in and through education. It includes research and pilot-testing a school-based intervention model in Malawi and preparing the ground for intervention in Cambodia and Lesotho. 

The (UNESCO 2022) laid the foundation for research on school dropouts in the country, with a particular focus on boys. The document shows that boys have significantly higher repetition rates than girls at primary level and make up the majority of secondary school-age children who have never attended school. Influenced by cultural practices, like initiation schools, and herding responsibilities leads boys to drop out of school. 

“This project arrives at a crucial time as we are revising our curriculum,” said Makhube Ralenkoane, responsible for curriculum and assessment in the Ministry of Education.

The project was launched on 8 August 2024 by UNESCO and the Cambodian Ministry of Education, Youth, and Sport (MoEYS). Cambodia has a history of focusing on gender equality, particularly for girls, as evidenced by the country's Gender Mainstreaming Strategic Plan (GMSP) 2021-2025. However, as H.E. Dr Nath Bunroeun, Secretary of State of the Ministry of Education, Youth, and Sport, pointed out during the launch, the declining completion rates among boys at the secondary level is alarming and requires immediate attention.

“We are committed to gender-sensitive policies, planning, and learning environments. This project is critical for promoting boys' education, advancing gender equality, and achieving Sustainable Development Goals 4 (Quality Education) and 5 (Gender Equality),” emphasized Dr Bunroeun on behalf of the Minister.

The project in Cambodia will also explore how boys’ disengagement can be integrated into the upcoming GMSP 2026-2030.

Malawi, has slightly fewer boys than girls enrolled in and completing primary education and boys are more likely to repeat one or more years, increasing the risk of dropout. 

At the project launch, the Secretary for Education, Dr Mangani Katundu, stated, "this research is critical because, over time, our focus on girls has unintentionally sidelined boys, leading to negative consequences in gender dynamics within our education sector. This project will help us create a truly inclusive approach."

Dr Katundu continued, "we stand ready to support this research and ensure it is effective, as we believe it will significantly contribute to gender equity in Malawi's education system." 

As the project progresses, the insights gained from Cambodia, Lesotho and Malawi will provide valuable lessons that can be applied in other countries facing similar challenges. "Lifting barriers: Educated boys for gender equality" has the potential to transform educational outcomes for boys, and in doing so, contribute to broader gender equality. By addressing the root causes of boys' disengagement from education, this initiative seeks to create a more inclusive and supportive learning environment for all students.

UNESCO is the project’s technical lead in collaboration with Equimundo and the University of East Anglia (UEA) and national partners including the Center for Social Research, University of Malawi, the Centre for Alternatives for Victimised Women and Children (CAVWOC), and the Cambodia Development Resource Institute (CDRI).

“Lifting barriers” is supported by the Global Partnership for Education’s Knowledge and Innovation Exchange (GPE-KIX), a joint endeavour with the International Development Research Centre, Canada.