The regions of Oceania have progressed to minimize the gender disparity in their educational systems. However, the rate at which changes are occurring is extremely slow to match the changing needs of women and girls in the region. The Secretariat of the Pacific Community’s report on women’s rights in the Pacific stated that many promises have been made by governments to enhance women’s access to human rights through institutional mechanisms (Secretariat of the Pacific Community, 2015). However, assessments by the United Nations Population Fund found that most national action plans developed by governments view women’s issues separate from other important national matters (Secretariat of the Pacific Community, 2015). Due to the lack of female representation at national levels, policy makers do not see the connection between education and women's rights (United Nations, 2011).

 

The Secretariat recognized that in order to fulfill women’s human rights in the Pacific, gender mainstreaming needs to happen at all levels in all Pacific countries (Secretariat of the Pacific Community, 2015). This includes the domestication of human rights obligations into the local and national policies and laws of each State.

 

Despite this recognition for such action being outlined in various global action plans such as the former Millennium Development Goals (MDGs) and now the Sustainable Development Goals (SDGs), human rights obligations and gender mainstreaming have not been integrated into regional development frameworks (Secretariat of the Pacific Community, 2015). Regional organizations have greater influence in bettering the lives of women and girls since they are more accessible to them than national government representatives. One area of concern regarding regional organizations in the Pacific, is that they tend to be male-dominated. Regional male-dominated organizations in Oceania have pledged their commitment to gender equality, however, the Secretariat fears that since there are no mechanisms to track accountability (Secretariat of the Pacific Community, 2015). Another issue Pacific governments have to tackle is the gendered curriculum that limits opportunities for girls to engage in that suits their needs and interests. The government of New Zealand has announced plans to make womens’ education, leadership, safety, and participation a national priority. The country developed a National Action Plan sensitive and supportive of the needs of indigenous, migrant, and refugee women to implement the Security Council’s Resolution 1325 on Women Peace and Security (UN Women, 2020).

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The Arab Spring movement in the MENA countries reflected the desire for institutional change in government structure, economy, education, and women’s integration and participation in society (Markle, 2013). Ongoing armed conflict in many parts of the Middle East and North Africa has hindered the momentum to bring in change. Most nations such as Jordan rely on international organizations such as the UN and its agencies for support when it comes to girl’s education (UNICEF, 2020).

 

However, common acts of corruption prevent funding and aid from going to girls' access to education. The variation in experiences in the MENA countries politically and economically leads to different progress results.

 

For example, Iraq has one of the lowest female literacy rates in the region. The government of Iraq adopted a National Action Plan in 2014 for the period of 2014-2018 (The Federal Government of Iraq, 2014). The NAP was aimed at tackling the challenges Iraqi women and girls face after the several wars and economic sanctions that have denied women’s rights for decades. Iraq’s NAP is supposed to implement the Security Council’s on Women, Peace, and Security, Resolution 1325. Rebuilding Iraq requires the country to prioritize women’s rights and education. The Baghdad Women Association has introduced an initiative funded by the UN Women and the European Union Regional Trust Fund in Response to the Syria Crisis, to help women and girl’s catch up on the years of lost education during the period of turmoil (UN Women, 2019). Although its impacts are still quite small, it is a necessary step for greater change. Similarly, countries impacted by ongoing conflict such as Syria, Yemen, and Palestine have not been able to develop plans to help give their female populations access to equitable education.