GWI Manifestos

GWI Manifestos




Education for All      

          • EMPHASISING that access to education is both an internationally recognised human right, as well as a fundamental enabler to achieve economic growth, human development, peace and stability
          • RECOGNISING that girls and women are particularly vulnerable and many need increased support to access quality secondary, tertiary and continuing education
          • ACKNOWLEDGING that investing in education for girls and women through their life course is critical to reduce inequality and to stimulate development.


Secondary Education

          • DEEPLY CONCERNED that there are 34 million adolescent girls out of school
          • COMMITTED to ensuring that basic education should extend to secondary education
          • CONVINCED that quality secondary education empowers girls and women, economically, socially and personally.


Tertiary Education

          • RECOGNISING that women have equal rights to tertiary education in all fields, across all countries and regions
          • CALLING for the adoption of tertiary education programmes, which include part-time or evening study, that allow for family, work and other commitments
          • ENCOURAGING women to step outside the humanities and social sciences, and to embark on education in science, technology, engineering and mathematics (STEM)

Cont Ed

Continuing Education

        • IDENTIFYING continuing education as the ongoing, voluntary and self-motivated pursuit of formal and informal knowledge throughout a woman’s lifespan, including learning new skills within the workplace
        • CONVINCED that continuing education is both a means of empowerment and an investment in tomorrow’s future leaders and decision makers
        • EMPHASISING that means and methods of continuing education must respond to the needs of the individual, where at-risk groups of society must be catered for and included in national policy to reduce inequalities and knowledge disparity.


Non-Traditional Education

  • CONVINCED that education is not only limited to formal learning institutions but is also developed through practical, life experience accumulated from a multitude of settings
  • CONCERNED that strict requirements of formal, academic qualifications significantly hinder the professional development of informally educated women
  • EMPHASISING the critical role of technological advancement in providing alternative contemporary methods of education – especially instrumental in providing learning resources to isolated communities
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