Some female leaders are a matter of serious concern in education, global reports say. Bharat News

New Delhi: “Most teachers are women, but some leads” lead for learning “are the central message of” Leadership in Education “, which has been released by UNESCO on Wednesday night, a section of Global Education Monitoring (GEM) Report 2024-25. The report states what is a problem in countries: From low representation of women to the posts of leadership at all levels of education system to ministry of education.Globally, women make 57% of secondary school teachers, but in most countries, the ratio of women principals lags the share of female teachers at least 20% points. This inequality exists despite increasing evidence that gender-class leadership is correlated with better learning consequences and more competent school environment. There is a similar story at higher education level. While 45% of higher education faculties are included in women, they are responsible for only 30% of the leadership roles in universities and colleges.India is no exception to this incident. While women dominate the teaching workforce in primary schools, accounting for more than 60% of primary teachers, their number leads to a rapid decline in leadership posts, especially at secondary and tertiary levels. Limited access to mentarships, lack of institutional support, security concerns, and deep roots such as gender norms, restraint women’s height to the roles of decision -making.The report also investigated political leadership in the education sector. Between 2010 and 2023, only 27% of the education ministers worldwide were women. This imbalance matters not only for representation purposes but also for policy priorities. Studies cited in the GEM report show that women political leaders are more likely to bat for equal education funding, inclusive courses and community engagement.Countries with specific policies to promote gender equity in school leadership are clearly in minority. Globally only 11% of countries have taken concrete steps to address gender differences in major recruitment. Some fields are active measures – for example, many Frankophone are conducting support programs for African countries women school leaders. The report stated that in such settings, students were leading in progress and reading in mathematics for at least six months compared to their peers in male-lower schools, with more schools under the leadership of women.This asks for systemic reforms that move beyond the token representation. The recommendations of the report have transparent and gender-sensitive recruitment for leadership roles, target training and programs advising programs for women’s leaders and provisions of flexible work and childcare support.Since countries work towards the Sustainable Development Target 4 (SDG 4) of inclusive and equitable quality education, the educational leadership should reflect the diversity of those who do this function. Until the gender barriers in the leadership are removed, the progress in other aspects of educational equity can remain incomplete, emphasizing in the report.