On September 4， 2015， Irina Gueorguieva Bokova， Director-General of United Nations Educational， Scientific and Cultural Organization （UNESCO） and Peng Liyuan， the First Lady of China attended a high-level seminar of professionals of education from Africa and Asia in Diaoyutai State Guesthouse. More than 40 people from 14 countries attended the “International Seminar of Education for Girls and Women”. The seminar has brought the problem of education for girls to the public sight through the discussion about how to promote education for girls.
　　2015年9月4日，联合国教科文组织总干事伊琳娜·博科娃与联合国教科文组织
　　促进女童和妇女教育特使、中国第一夫人彭丽媛共同参加了在北京钓鱼台国宾馆举办的
　　由非洲和亚洲教育界人士参加的高级别研讨会。共有来自14个国家的40余名人士参加了此次“女童与妇女教育国际研讨会”，会议就如何推动女童教育开展了研讨，
　　再一次将女童教育问题提入了公众视野。
　　How many girls have no access to education？
　　还有多少女孩不能上学？
　　In recent years， the international community has had great progress in promoting education for girls. One of the Millennium Development Goals （MDGs） which has the most prominent effect is about the education for girls. However， many conventions， conflicts， inequality have made millions of women and girls live in the shadow.
　　According to the data released by UNESCO in 2004： there are 126 million children in the world who have been deprived of the right of education， among whom 56% are girls； over one third of these children have never been to a classroom， which means that， one of every six children is not receiving education. According to International Labour Organization （ILO）， there are more than 246 million child laborers who are aged from 5 to 17. Over 100 million of them cannot go to school， or have been deprived the normal life of a child.
　　By now， more than one third of the countries have not realized education equality. One third of the girls of developing countries get married before18 years old， and millions of them give birth before 20 years old. Many of these young females have obstacles in the way of pursuing education， they may have only been to school for several years， or have not studied at all.
　　近年来，国际社会在促进女童教育方面取得了长足的进展，联合国“千年发展目标”中有关女童平等教育的第三项目标是落实成效最为显著的目标之一。然而，种种条条框框、冲突、不公正仍然给全球数以百万计的女童和妇女的生活投下阴影。
　　根据联合国教科文组织2004年公布的数字：全世界被剥夺上学权利的儿童有1.26亿人，其中女童占56%；他们中超过三分之一的孩子从来都没有进过教室。也就是说，全世界每六个儿童中，就有一个没在接受教育。另据世界劳工组织公布：当今世界上大约有2.46亿5至17岁不等的童工。他们中超过1亿人不能上学，或是被剥夺了正常的儿童生活。
　　目前，仍有三分之一的国家没有在小学中实现平等教育。发展中国家三分之一的女童在年满18岁前出嫁，她们当中数百万人十几岁的时候就分娩产子。这些年轻女性中的大多数在继续求学之路上受到阻碍，她们只能读几年书，甚至根本没有机会接受教育。
　　In Yemen， it is unlikely for 80% of the uneducated girls to have education， however， the proportion of the boys is 36%. In Sub-Saharan Africa， it is estimated that 12 million girls cannot have education. In India， 40% of the girls under 14 do not go to school， and it is common for girls to work to support the family； two of every five Indian women are literate； in many regions of India， it is a custom to get married in the childhood and many girls get married and give birth early. In 2003， the State of the World’s Children 2015 （SOWC） released by the UNICEF pointed out that 83% of the girls who have not had education live in Africa， South Asia， East Asia and the Pacific Ocean Region. 　　In addition， the girls pursuing education are targeted by extremist movements， in that their energy can bring great social changes in society， culture， economy and politics after they are educated. According to the statistics， thousands of school attacks have taken place in over 70 countries， and most of the targets were female students and teachers who advocated education for girls.
　　The famous attack on Malala Yousafzai is an example. In 2008， Taliban began to rule the Swat Valley， Pakistan with high pressure， including prohibiting girls from going to school. In the same year， more than 400 schools were forced to shut down. In such condition， Malala fought for the local girls’ right of receiving education by speech and blog. On October 9， 2012， the 15-year-old girl Malala was shot in a school bus in the head， dying. Fortunately， with the doctor's efforts， Malala survived. On March 19 the next year， she managed to wear the school uniform and returned school， and started a new life in a British high school for girls， continued to speak for vulnerable children. particularly girls， and strive for the realization of the equal right of education.
　　在也门，有将近80%失学的女孩不大可能入学，而男孩的比例则为36%。在撒哈拉沙漠以南的非洲，估计有1，200万女孩不会入学。在印度，14岁以下的女童中有40%不上学，女孩辍学打工补贴家用是常态；每五名印度妇女中只有两人识文解字；印度很多地区童婚是习俗，很多女孩早早的便嫁人生子。早在2003年，联合国儿童基金会发表的《世界儿童状况》报告就指出全球83%的失学女童生活在非洲、南亚、东亚和太平洋地区。
　　此外，极端主义运动也将寻求受教育的女童作为目标，因为女童受教育后所激发出的能量能够带来社会、文化、经济和政治方面的变革。据统计，2009年至2014年间，世界70多个国家共发生了数千起袭击学校事件，其中大多数以女学生和提倡女童教育的老师为目标。
　　著名的马拉拉遇袭案就是其一。2008年，塔利班开始了对巴基斯坦斯瓦特地区的高压统治，包括禁止任何女孩上学读书。同年，超过400所学校被迫关闭。在这种情况下，马拉拉站出来用演讲和博客为当地女孩子争取受教育的权利。2012年10月9日，15岁女孩马拉拉在学校校车上遭遇枪击，头部中弹，生命垂危。所幸，在医生的极力抢救下，马拉拉活了下来。在次年的3月19日，她终于重新穿上校服，在一家英国女子高中开始了新的生活，继续为弱势孩童，特别是女孩子振臂高呼，争取和实现平等教育权。
　　What is hindering girls from stepping into school？
　　是什么阻止女孩迈进校园？
　　In the developing countries， millions of girls have no access to education， however， the number of industrialized countries is much lower.
　　The report released by the UNESCO and UNICEF pointed out that， among the 126 million children who have no access to education， 110 million are living in developing countries， especially underdeveloped countries， among them， half of the children live in Asia. South Asia has 46.5 million， and there are about 46 million in Sub-Saharan Africa. The United Nations Children's Emergency Fun （UNICEF） says that there are about 46 million children of schooling age who have never been to school in several Sub-Saharan Africa countries. In South Asia， almost the same number of children have never received education before. These children in the two areas alone account for 3/4 of the child who cannot go to school in the world， while in industrialized countries， only about 2 million children are not able to go to school. 　　According to the data of World Bank in 2013， about 1.2 billion of people in the world live in extreme poverty in 2010， with a living expenses of less than 1.25 dollars a day. Sub-Saharan Africa， India， China and Latin America are the world's leading countries and regions of extreme poverty. These areas are known as "serious disaster-stricken areas" for children， especially girls who cannot receive education.
　　在发展中国家里，数百万女孩面临着失学。而在工业化国家，这个数字要少很多。
　　联合国教科文组织和联合国儿童基金会的报告指出，在全球1.26亿失学儿童中，有1.1亿多失学儿童生活在发展中国家，尤其是最不发达国家，其中，有一半的儿童生活在亚洲。南亚地区有0.465亿，非洲撒哈拉以南地区约有0.46亿。联合国儿童基金组织说，在撒哈拉沙漠以南的几个非洲国家，大约有4，600万个学龄儿童从来没有上过学。在南亚，也有几乎同样多的儿童从来没有上过学。光这两个地区的失学儿童，就占全世界失学儿童的四分之三。而相比之下，在工业化国家里，只有200多万个儿童没能上学。
　　世界银行2013年的数据显示，2010年，全世界约有12亿人处于极度贫困状态中，每天生活费不足1.25美元。撒哈拉以南非洲、印度、中国和拉美，成为世界极度贫困人口主要居住的国家和地区。而这些地区，在失学儿童，尤其是失学女童“重灾区”，也是榜上有名。
　　Take India which has poor education of girls as an example， in 2010， its population of the extremely poor accounted for about 33% of the total number of the world， higher than the 22% of thirty years before that. The rural population in India is above 70%， and the illiteracy rate is 24%， the rate of malnutrition in children is over 40%， and 50% of the mortality of the children is caused by malnutrition. In the 2008 Global Hunger Index survey， the number of hungry people in India reached 0.2 billion， ranking the highest in the world and accounting for nearly 1/5 of the total population of the country.
　　Under such conditions， where the family members struggle for living or even rely on the girl's marriage contract to get some income to maintain domestic case， education is a fantasy.
　　American expert of the girls' education policy， Dr. Barbara Herz says in her essay What Works in Girls' Education that， poverty may be the most important reason why girls cannot go to school. "Most of the benefits of the education of girls will be given to the family and society after the girls grow up， but the cost of education must be borne by now." "Even in countries where the government is in charge of primary and secondary education， some of the costs are still burdened by their parents， it is a huge expense， especially for poor parents."
　　以女童教育情况较差的印度为例，2010年，印度极贫人口占全球极贫人口的比重高达33%，占比高于30年前的22%。印度的农村人口在70%以上，文盲率高达24%，儿童营养不良率超过40%，将近50%的儿童死亡率是营养不足所导致。在2008年全球饥饿指数调查时，印度的饥饿人数达2亿，位列全球之最，占全国总人口的近五分之一。
　　在这样的条件下，在家庭成员苦苦挣扎甚至要靠家中女孩的契约婚姻所得钱财维持家用的情况下，教育成了天方夜谭。
　　美国女童教育政策的专家芭芭拉·赫兹（Barbara Herz）博士在其文章《教育女童：奏效方略》中表示，贫穷可能是导致女童无法上学的最重要原因。“教育女孩对家庭、社会和女孩自己所产生的大部分好处是在女孩们长大成人后才得到，而教育的费用则必须要在现在就承担。”“即使在一些由政府承担小学和中学大部分教育费用的国家里，某些费用仍然落在家长的身上，特别对于穷困的家长来说这些费用可能是一笔相当大的开支。” 　　At present， the direct costs of education may be accounted for 5% to 10% of the average family income， and 20% to 30% of the income of poor families， while the extremely poor， or hungry families， cannot pay for the huge cost of education at all. In addition， parents may also need to pay the teacher's supplementary wages， the transportation cost for children go to school， accommodation costs， school uniforms and other expenses， and generally speaking， the cost for girls will be higher than that of boys.
　　In addition， because of going to school， the children have no time to do housework or farm work， or work to make money to support the family， such loss should also be considered. And in most rural areas， girls need to take on more housework and trifles， in such a social environment， sending girls to school will cost parents a higher price.
　　In addition， in poor families，there are generally more than one child. This makes education more difficult to be achieved. Dr. Barbara said sadly that， while not all children can have education， many families choose to sacrifice girls， whose education cost is higher but with "lower returns" （due to marriage and so on）.
　　目前，教育所需要的直接费用可能会占到一般家庭平均收入的5%至10%，占贫困家庭收入的20%至30%，而极度贫困，甚至与饥饿为伴的家庭，完全支付不起教育所需花费的庞大费用。另外，家长还可能需要支付教师的补充工资、孩子上学的交通费用、住宿费用以及校服等一些其他费用，而一般来说，女孩的这些费用会比男孩更高。
　　除此之外，孩子因为上学没时间做家务或干农活，无法打工赚钱补贴家用的损失也需要计算在内。而在大部分贫困地区，女孩都需要承担更多的家务和杂活，这样的社会环境里，送女孩去上学家长需要付出更高的代价。
　　另外，在贫困的家庭里，一般都不只有一个孩子。这使得教育更加难以实现。芭芭拉·赫兹博士十分遗憾地表示，在不能满足所有孩子都受教育的情况下，很多家庭选择了牺牲明显教育成本更高且“回报更少”（因为嫁人等）的女孩。
　　贫困除了带来教育的条件不足，还是落后观念的滋生土壤。调查发现，越是贫困的地区，重男轻女的情况越为严重。在这些地区，人们更多期待女孩比她们的兄弟去做更多的家务和农活，在达到年龄后及时出嫁。“如果家长希望自己的女儿将来结婚并出嫁，那么教育一个女儿比起教育一个儿子来说似乎是一项不太靠得住的未来投资。”
　　Poverty not only leads to lack of education conditions， but also acts as breeding ground for the old-fashioned concepts. According to the survey， the more impoverished the area is， the more serious the situation of men are superior to women is. In these areas， people expect girls to do more housework and farm work than their brothers， and get married promptly after reaching the marrying age. “If parents want their daughter to get married in the future and live with the husband， then educating a daughter seems to be a less reliable future investment than educating a son."
　　Indian girl Geetha is the victim of such idea. Geetha quit school at the age of 9， because her father thought it was better for girls to herd sheep and do housework at home. A former teacher of Geetha tried to persuade Geetha's father and the villagers to let girls like Geetha to go back to school， but the attempt failed. "Never， and will never be changed" said her father， “I have never been to school. We are simple minded people." The government provides textbooks， scholarships， school uniforms， and even lunch as a means of encouragement， but it does not work. They struggle for survival all their life， and poverty and ignorance make them more stubborn. 　　In addition， some old fashioned and weird customs may also become a hindrance of girls’ education， For example， the dowry system in India， and the popular child marriage in Southeast Asian countries and Arab countries.
　　BBC once filmed a documentary of the Indian dowry system. The parents in the documentary said that they had to prepare dowry early for girls， to prevent that they are not able to marry， so they do not have much money to pay for their education； in addition， child marriage is prevailed in many places， which ends the possibility of girls’ education too early. According to the data of the International Women's Research Center for population and health 2011， in Niger， Chad and Mali， more than 70% girls are married under 18 years. In India， Nepal and Pakistan， some children have been engaged， or even get married before ten.
　　印度女孩Geetha就是这样观念下的牺牲品。Geetha在9岁时就停了学，因为她父亲觉得女孩最好还是在家放羊做家务。Geetha以前的一位教师竭力劝说Geetha的父亲和村里的父老，让他们把像Geetha这样的女童送回学校上学，但无功而返。“从来如此，不会改变，”她父亲说，“我没有上过学。我们是头脑简单的人。”政府以提供课本、奖学金、校服，甚至是午餐作为鼓励手段都不起任何作用。他们终生为生存而挣扎，贫穷和无知使他们更加顽固。
　　除此之外，一些落后奇怪的习俗也可能成为女孩受教育的阻碍，例如印度的嫁妆制度，东南亚国家及阿拉伯国家盛行的童婚等。
　　BBC曾针对印度的嫁妆制度拍摄纪录片，纪录片中的女孩家长无奈地表示，他们不得不早早为女孩筹备嫁妆，以防孩子无法嫁出去，因此没有过多的金钱支付孩子上学的费用；此外，很多地方盛行的童婚，更是过早地结束了女孩受教育的可能。2011年国际妇女研究中心人口和健康数据统计显示，在尼日尔、乍得和马里，有70%多的女孩结婚时未满18岁。印度、尼泊尔和巴基斯坦一些儿童10岁前就已订婚，甚至结婚。
　　Girls’ education is part of social development
　　女童教育是社会发展的一部分
　　When we talk about girls' education， we usually talk about the benefits that educating girls will bring to families and society. That is not wrong. However， girls' education is urgent， not because of its potential benefits for future generations， but because receiving education itself is a part of human rights， as well as the first step to achieve gender equality.
　　As early as 1948， the Universal Declaration of Human Rights of the United Nations Declaration confirmed the human right to receive education， On the basis of Declaration of the Rights of Man and of the Citizen， all kinds of international human rights conventions made the following provisions： to enjoy free compulsory primary school education is every child’s right， which cannot be deprived， regardless of gender.
　　In the 2000 World Education Forum， 164 countries made the collective commitment to strive to achieve the goals of the "Education for All" （EFA） program. Which includes that achieving gender equality in education by 2005 and achieving a good basic education for all by 2015. In the same year， the United Nations Millennium Declaration established the United Nations Millennium Development Goals （MDG）， where 189 countries signed the declaration and made commitments： by 2015， both boys and girls can complete all primary education courses； it is best to eliminate the gender gap in primary and secondary education by 2005， and the latest time to eliminate all levels of education gaps should be 2015. 　　Zeid Ra'ad Al Hussein， the United Nations High Commissioner for human rights pointed out in the speech on the issue of equal education rights， that， without education， the equal rights of women cannot be achieved， “the opportunity to receive education is the key to open many achievements and choices". Zeid stressed that every country should take immediate measures to ensure that all girls are able to effectively and safely get high-quality education， including human rights education. He mentioned that， in order to make women overcome discrimination， make their own voice， and fully participate in social life， we must further promote the realization of women's education. As the international community is moving towards sustainable development goals， if the implementation of the right of equal education of girls and women cannot be done， we will not be able to successfully meet the challenges of the future.
　　通常我们在谈论女童教育时，提及较多的是教育给女童、女童家庭以及社会带来的诸多好处。这并无可厚非。然而，女童教育之所以紧迫，并不是因其对后代或社会有潜在的好处，而是因为，受教育本身就是人权的一部分，是实现两性平等的第一步。
　　早在1948年，联合国《世界人权宣言》（Universal Declaration of Human Rights）便确定了每个人的受教育权，在《人权宣言》的基础上，各种国际人权公约均对教育做了如下规定：享有免费的小学义务教育是每个儿童——无论性别——不可剥夺的权利。
　　在2000年世界教育论坛大会（World Education Forum）上，164个国家做出集体承诺，要努力实现“人人受教育”计划 （Education for All， EFA）的目标。其中包括到2005年实现教育性别平等以及到2015年实现人人享有接受良好的基础教育的同等机会。同年，联合国《千年宣言》确立了“联合国千年发展目标”（MDG），189个国家签署《宣言》做出承诺：到2015年，确保不论男童或女童都能完成全部初等教育课程；最好到2005年在小学教育和中学教育中消除两性差距，最迟于2015年在各级教育中消除此种差距。
　　联合国人权高专扎伊德·侯赛因就女童的平等教育权利问题发表讲话时指出，没有教育就无法实现女性的平等权利，“受教育的机会是开启诸多成就和选择的钥匙”。扎伊德强调，每一个国家都应立即采取措施确保所有女童都能够有效、安全地获得包括人权教育在内的优质教育。他提到，要使女性战胜歧视、发出自己的声音，并且全面参与社会生活，就必须进一步推动实现女性受教育的权利。在国际社会朝着可持续发展目标前进之际，如不能落实女童平等教育权利以及妇女平等权利，就将无法成功应对未来的挑战。
　　Education for girls only possesses the value of itself， but also can promote the development. The first U.S. Ambassador for Global Women’s Issues， Melanne Verveer wrote an article specially to explicate the view. The experimental data show that the education of the girls can promote economic growth， the increase of agricultural production and the improvement of labor productivity. Educated mothers are more likely to make sure that their babies are vaccinated and get adequate nutrition， and tend to have fewer but healthier children，so that they receive a good education. In addition， educated mothers are more likely to make their children receive education.
　　The World Bank studies show that， generally speaking， an extra year of primary education in addition to average number of primary education which can make a person’s salary in the future increased by 5% to 15%， and girls’ rate of return is generally higher than boys’； tan extra year of secondary education in addition to average number will can make a person’s salary in the future increased by 15% to 25%， it is the same that girls’ rate of return is generally higher than boys’. 　　Middle school education often provides valuable opportunities for girls to learn healthy behavior. In some countries， for example， the spread of AIDS in uneducated girls is two times faster than in those educated. In some places where child marriage is generally accepted， letting girls go to school is often the best way to prevent such harmful practice.
　　Obviously， the whole society will benefit from the education of women and girls.
　　女孩教育不仅本身具有价值，而且它能推动发展，美国首位全球女性事务大使梅兰妮·韦维尔（Melanne Verveer）专门撰文表明此观点。实验数据表明，增强女孩的教育可以推动经济增长、农业产量的增加以及劳动生产率的提高。而受过教育的母亲更有可能确保让她们的婴儿接种疫苗和得到适当的营养，并往往生育较少但更健康的孩子，使他们受到良好的教育。另外，受过教育的母亲的孩子更有可能上学接受教育。
　　世界银行的研究发现，整体而言，在平均年数之外多受一年初等教育，能使一个人日后的工资平均增加5%到15%，而女童的回报率通常高于男童；在平均年数之外多受一年中等教育，则能使一个人日后的工资平均提高15%到25%，女童的回报率同样高于男童。
　　中学教育往往还为女孩提供学到健康行为的宝贵机会。例如，在一些国家，艾滋病在未受过教育的女孩中蔓延的速度快两倍。在童婚被普遍接受的地方，让女孩继续上学往往是防范这种有害做法的最佳途径。
　　很显然，整个社会都会受益于妇女和女孩的教育。
　　There is still far to go
　　我们还需努力
　　Education is essential to the economic and social development of a country， which has been proved by many facts and figures， and the education of girls is both urgent and important. However， in spite of these benefits and must， in many countries， women are still less educated than men. At present， there are thousands of girls in the world who cannot go to school， these girls， who struggles for a lifetime， will also pass on their hardship to the next generation.
　　To change this situation， we need to make a change from the people's ideas. The United Nations defined the chance of receiving education equally between men and women as a basic human right . To implement this right， the society， nation， enterprise and related organizations and individuals should make efforts in all aspects. Whether it is from the promotion of the importance or the fundamentality of education， or from the gender equality and the prevalence of women's rights， we have far to go in many areas. This work also needs more efforts for a long time from top to bottom.
　　In addition to public opinion and ideas， the following up of the law is also essential. In fact， in 1948， the United Nations confirmed children’s rights of receiving education in Declaration of Human Rights， and after that relevant laws and laws have been formulated by different countries to ensure the smooth implementation of child education. In China， the Marriage Law adopted in 1950 stipulated that child marriage is strictly prohibited. As early as 1929， the government of India banned child marriage law， but it did not work. In 1978， the Indian government raised the marriageable age of men and women to 21 years old and 18 years old， but until now， in many parts of India， especially mountain tribes， child marriage is still very popular. 　　At present， the vast majority of countries and regions have relevant laws （including compulsory primary and secondary education， the abolition of backward customs， etc.） which are highly complete， but the implementation and supervision should be furthered， to prevent the law from becoming empty talk.
　　教育对一个国家的经济和社会发展至关重要，这是众多事实和数据都已经证明了的观点，而女童的教育更是既急迫又重要。然而，尽管存在这些益处和必须，在许多国家中女性受教育的程度依然低于男性。就在现在，全世界还有上千万的女孩没有学上，这些女孩，在困苦中挣扎一生，又把她们的困苦传递给下一代。
　　要改变这种状况，首先需要从民众观念上做出改变。联合国把男女平等的受教育机会定义为一项基本人权。要推行这项权利，需要社会、国家、企业以及相关组织和个人等方方面面的努力。无论是从教育重要性以及基本性的推广，还是从两性平等女性权利的普及，很多地区做的都还远远不够。这项工作还需要从上到下方方面面长时间的努力。
　　除了舆论与观念以外，法律的跟进也必不可少。事实上，在1948年，联合国就颁布《人权宣言》确定了儿童的受教育权，之后各国相关法律也相继出台，确保儿童教育的顺利实施。中国在1950年出台的婚姻法中规定了合法结婚年龄，童婚被严令禁止。早在1929年，印度政府就通过禁止童婚法，然而并未奏效。1978年，印度政府将男女婚龄提高到21岁和18岁，但直到如今，在印度许多地区，特别是山区部族，童婚仍旧很盛行。
　　目前来看，绝大多数国家和地区相关法律（包括强制初等和中等教育，废除落后习俗等）都较为完备，然而执行和监管却还需要更进一步，避免法律沦为空话。
　　The government's regulations and policies are the guidance for society. Dr. Barbara Herz said， the quickest and most direct way for government to improve girls’ rate of enrollment to school and attendance of school is to reduce the cost of parents for educating their daughters. China， Indonesia and other countries have once regarded the reduction of tuition fees as an important part of the expansion of education reform， so as to achieve the rise of the enrollment rate of primary school girls. Uganda， for example， has increased its enrollment rate by 70% in the late 1990s， after regarding reduction of tuition fee as a major portion of the education reform. Uganda girls’ enrollment rate rose from 63% to 83%， and the enrollment rate of the poorest 1/5 of the girls rose from 46% to 82%. In addition， providing a variety of scholarships， constructing schools in remote areas， providing training teachers and basic materials， etc.， are helpful to promote girls' education.
　　Schools should also provide more convenient studying environment for girls.Dr. Barbara Herz pointed that in some poverty-stricken areas， water and hygiene facility has hindered the girls from receiving education. It can be seen from the experience of Africa to Asia that if there is no water or sanitation facilities， girls in the menstrual period will not continue to stay in school. This problem is particularly important for improving the school enrollment rate and the attendance rate of girls om secondary school. In addition， in the society where women and girls and men are traditionally separated， making girls in different schools or having different class time with boys in mixed schools can ensure the girls' privacy， and may also play a role in improving the school enrollment rate. In some countries， recruiting and training more female teachers also， to a certain extent， encourages more girls to school.
　　In the view of the current situation， education for girls， which bears great responsibility， still has far to go. Countries， societies， enterprises and individuals should make more efforts to all deal with the global challenge， and the course to improve people’s living standards and the level of society.
　　政府的法规和支持政策是社会的指向标。芭芭拉·赫兹博士（Barbara） Herz表示，政府提高女孩入学和上学率的最快和最直接的方式是降低家长教育自己女儿的费用。中国、印度尼西亚等国家，曾把削减学费作为扩大教育改革的一项重要内容，从而实现小学女生入学率的上升。举例来说，乌干达在20世纪90年代后期把削减学费作为重大教育改革的部分内容后，小学入学率增长了70%。乌干达女生入学率从63%升至83%，最贫困的五分之一的女孩入学率从46%升至82%。除此之外，提供各种奖学金、在偏远地区建造学校、提供培训老师和基本教材等，都有助于推进女童教育。
　　学校方面也应该为女孩提供更有利的学习环境。芭芭拉·赫兹博士提出，在一些较为贫困的地区，水和卫生设施正在成为阻碍女孩受教育的原因之一，从非洲到亚洲的经验表明，如果没有水和卫生设施，女孩在月经期就不会继续留在学校。这个问题对于提高女孩的中学入学率和在学率尤为关键。此外，在部分传统上将妇女和女孩与男性隔开的社会，通过让女孩分上不同的学校和在男女混合学校中将女孩的上课时间与男孩分开以确保女孩的隐私，可能对提高女孩的入学率同样能起到一定作用。在一些国家，招聘和培训更多的女老师，也能在一定程度上鼓励更多女孩入学。
　　现在看来，女童教育工作依旧任重而道远，国家、社会、企业和个人，都应当为应对这一全球性挑战、改善公民生活和社会水平的事业做出更多努力。