Little research has been done to understand how investments in girls impact economic growth and the health and well-being of communities. This lack of data reveals how pervasively girls have been overlooked. For millions of girls across the developing world, there are no systems to record their birth, their citizenship, or even their identity. However, the existing research suggests their impact can reach much further than expected.
THE RIPPLE EFFECT
When a girl in the developing world receives seven or more years of education, she marries four years later and has 2.2 fewer children.
(United Nations Population Fund, State of World Population 1990.)
An extra year of primary school boosts girls’ eventual wages by 10 to 20 percent. An extra year of secondary school: 15 to 25 percent.
(George Psacharopoulos and Harry Anthony Patrinos, “Returns to Investment in Education: A Further Update,” Policy Research Working Paper 2881[Washington, D.C.: World Bank, 2002].)
Research in developing countries has shown a consistent relationship between better infant and child health and higher levels of schooling among mothers.
(George T. Bicego and J. Ties Boerma, “Maternal Education and Child Survival: A Compara- tive Study of Survey Data from 17 Countries,” Social Science and Medicine 36 (9) [May 1993]: 1207–27.)
When women and girls earn income, they reinvest 90 percent of it into their families, as compared to only 30 to 40 percent for a man.
(Chris Fortson, “Women’s Rights Vital for Developing World,” Yale News Daily 2003.)
THE RIPPLE EFFECT
When a girl in the developing world receives seven or more years of education, she marries four years later and has 2.2 fewer children.
(United Nations Population Fund, State of World Population 1990.)
An extra year of primary school boosts girls’ eventual wages by 10 to 20 percent. An extra year of secondary school: 15 to 25 percent.
(George Psacharopoulos and Harry Anthony Patrinos, “Returns to Investment in Education: A Further Update,” Policy Research Working Paper 2881[Washington, D.C.: World Bank, 2002].)
Research in developing countries has shown a consistent relationship between better infant and child health and higher levels of schooling among mothers.
(George T. Bicego and J. Ties Boerma, “Maternal Education and Child Survival: A Compara- tive Study of Survey Data from 17 Countries,” Social Science and Medicine 36 (9) [May 1993]: 1207–27.)
When women and girls earn income, they reinvest 90 percent of it into their families, as compared to only 30 to 40 percent for a man.
(Chris Fortson, “Women’s Rights Vital for Developing World,” Yale News Daily 2003.)
POPULATION TRENDS
Today, more than 600 million girls live in the developing world.
(Population Reference Bureau, DataFinder database, http://www.prb.org/datafinder.aspx [accessed December 20, 2007].)
More than one-quarter of the population in Asia, Latin America, the Caribbean, and sub-Saharan Africa are girls and young women ages 10 to 24.
(United Nations Department of Economic and Social Affairs, “World Population Prospects: The 2006 Revision,” http://esa.un.org/unpp, and “World Urbanization Prospects: The 2005 Revision,” www.un.org/esa/population/publications/WUP2005/2005WUP_DataTables1.pdf.)
(Population Reference Bureau, DataFinder database, http://www.prb.org/datafinder.aspx [accessed December 20, 2007].)
More than one-quarter of the population in Asia, Latin America, the Caribbean, and sub-Saharan Africa are girls and young women ages 10 to 24.
(United Nations Department of Economic and Social Affairs, “World Population Prospects: The 2006 Revision,” http://esa.un.org/unpp, and “World Urbanization Prospects: The 2005 Revision,” www.un.org/esa/population/publications/WUP2005/2005WUP_DataTables1.pdf.)
The total global population of girls ages 10 to 24 —already the largest in history - is expected to peak in the next decade.
(Ruth Levine et al., Girls Count: A Global Investment & Action Agenda [Washington, D.C.: Center for Global Development, 2008].)
EDUCATIONAL GAPS
Approximately one-quarter of girls in developing countries are not in school.
(Cynthia B. Lloyd, ed., Growing Up Global: The Changing Transitions to Adulthood in Developing Countries [Washington, D.C.: National Academies Press, 2005].)
Out of the world’s 130 million out-of-school youth, 70 percent are girls.
(Human Rights Watch, “Promises Broken: An Assessment of Children’s Rights on the 10th Anniversary of the Convention on the Rights of the Child,” www.hrw.org/campaigns/crp/promises/education. html [December 1999].)
Pretty convincing data. Check out the Girl Effect website for ways to get involved.
Happy Giving!
(Ruth Levine et al., Girls Count: A Global Investment & Action Agenda [Washington, D.C.: Center for Global Development, 2008].)
EDUCATIONAL GAPS
Approximately one-quarter of girls in developing countries are not in school.
(Cynthia B. Lloyd, ed., Growing Up Global: The Changing Transitions to Adulthood in Developing Countries [Washington, D.C.: National Academies Press, 2005].)
Out of the world’s 130 million out-of-school youth, 70 percent are girls.
(Human Rights Watch, “Promises Broken: An Assessment of Children’s Rights on the 10th Anniversary of the Convention on the Rights of the Child,” www.hrw.org/campaigns/crp/promises/education. html [December 1999].)
Pretty convincing data. Check out the Girl Effect website for ways to get involved.
Happy Giving!
