Every day, 41,000 girls marry before they are 18 years old. That’s 15 million girls every year. While child marriage can happen to both boys and girls, in most places around the world, the practice mostly affects girls.
Girls like Nafissa* (not her real name), from Niger.
“I stopped (going to) school in order to marry,” says the young teen, “It was because of people’s mentality and their prejudices. I was married during a school break and, before I could return, I became pregnant. After that, I never returned.”
gifted?” A gap like this—in perceptions and expectations—is not new. Myths about ‘gendered’ learning gaps have persisted since at least the 
designed to better help workers adapt to new jobs being created by the internet if they want to avoid increasing inequality and exclusion in the region, notes a new World Bank Report. According to 
achievement of the aforementioned pupils relative to the learning outcomes prescribed in the primary curriculum. Other objectives were: to investigate differences in pupil achievement by key system, school and pupil factors {e.g., division, district, school type, locality (urban v. rural), and gender}; to examine the relationships between achievement and factors such as school size, class size, pupil-teacher ratio, attendance rate, teachers’ qualifications and training, training of school managers, and frequency of inspection; and to draw implications for improvements in teaching and learning through enhanced policy actions, planning and management, and teacher education. It is expected that relevant Government of Bangladesh (GoB) line agencies will utilize the findings and recommendations in order to inform educational planning of sub-components such as teacher professional development and curriculum reform.
Netherlands for the World Bank 
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