Education is one of the most valuable investments a State can make to ensure a sustainable and healthy future for its people. Education is a fundamental human right enshrined in the United Nations’ Universal Declaration of Human Rights. Article 26 (2) of the Declaration states that education contributes to the “full development of development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations” (United Nations, 1948). Education is a powerful tool capable of  breaking down and eradicating poverty; reducing child mortality; supporting economic and professional growth, development, and well-being; and most importantly closing the gap in gender inequality (UNICEF). From an economic viewpoint, investment in education expands business opportunities by strengthening a nation's human capital. A larger and more educated labour force results in better wages and income for stable living.

 

According to UNICEF, on average, an individual’s earnings can increase by 10% for each additional year of education a person receives (UNICEF).

 

The economic incentives for education are quite appealing, however, it is important to view education beyond an economic lens only. The advantages of providing education to all human beings extend beyond direct economic advantages to include greater social benefits for everyone. The effect of educational attainment often results in promising developments and outcomes in four areas: health; family structure, child care, and fertility; the environment; and crime (Stacey, 2020). Having an educated citizenry allows individuals to universally take better care of themselves and others, especially during times of crises such as the public health emergency of COVID-19 (UNESCO, 2019).

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The journey towards providing each individual, including the world’s most disadvantaged, with access to proper education is progressing steadily but has proved to be extremely challenging (UNESCO, 2019). Universally, girls and young women are more likely to be deprived from gaining an education than males. In 1975, the UN General Assembly declared the years of 1975-1985 as the Decade for Women by convening four global conferences to discuss women’s issues at the international level (O'Brien and William, 2020). Despite these conferences making gender issues and inequality a forefront for development policy, progress is still far from where it needs to be (Montoya, 2019). Global out-of-school rates have decreased over the years alongside the gender disparity rates in education. Despite this equalizing effect on the global level, extreme gender inequalities surrounding education remain masked at regional and national levels. With a specific focus on qualitative and quantitative research based on the regions of Oceania and the Middle East, including North Africa, this paper aims to cement the importance of educational equity for girls and women in those regions. 

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Achieving educational equity in the regions of Oceania and MENA is in the best interest of everyone, regionally and globally.

 

In 2006, The Economist stated that “arguably, women are the most powerful engine of global growth”, when given the chance to utilize their knowledge and skill (O'Brien and Williams, 2020). Equitable educational attainment goes beyond school enrolment. Access to education in Pacific and Middle Eastern/North African States should ensure that girls learn the necessary knowledge and skills to navigate the world and make decisions about their own lives. It is also crucial to ensure that girls feel safe in school so that they have the opportunity to complete all levels of education. The economic benefits of providing women with an education are well established. According to the Global Partnership for Education organisation reported that a “one percentage point increase in female education raises the average gross domestic product (GDP) by 0.3% and raises annual GDP growth rates by 0.2%” (Bourne, 2014).

 

Investing in girl’s education can lead to an increase of females in future leadership positions and new perspectives to old persisting problems.

 

Studies concerning Egypt, Jordan, and Tunisia, found that long-term economic growth increases by 3.7% when the population’s level of schooling rises (Roudi-Fahimi et al. 2006). Education is interconnected to the labour market. Educating women in the Oceania and MENA regions can eradicate the cyclical obstacles hindering girls and women from going to school. Having an education leads to employment, female employment delays marriage and child bearing at a young age which overall improves the health of the mother and child (Bernard, 2006). As a result, national public health costs are also reduced. Inequitable access to education in both regions strengthen archaic cultural traditions that view women inferior to men.

 

As claimed by the Secretariat of the Pacific Community, women in the Pacfic Community face widespread and pervasive discrimination. “Many girls and women are raised to believe that they are second-class citizens without the right to respect and the freedoms and dignities enjoyed by their fathers, brothers, husbands and sons”(Secretariat of the Pacific Community, 2015).  Cultural restrictions on girls’ education exist in the MENA region as well, as a result the overall availability and quality of education is impacted. Equitable education is necessary in both regions to ensure a future of sustainable growth, security, and equality. The three main objectives of this paper are simple. The first objective is to assess the availability of education to girls and young women in the Oceania and MENA regions. The second objective is to identify the obstacles and challenges hindering girl’s access to education in those regions. The final objective is to track the progress and shortcomings of State action to provide education.