Young women are ticking off all the boxes for success: they are more likely than their male peers to graduate from high school, more likely enter higher education and to graduate from it. But they are less likely than young men to get a degree or vocational qualification in STEM fields or to be employed. Boys are facing challenges in school, performing less well than girls in reading, particularly if they are from a disadvantaged background, and they also do slightly less well than girls in science. They are more likely to drop out of high school or higher education. Nevertheless, young men are more likely than young women to be employed and to have the digital skills needed in today’s economy. Equity in education means both broadening pathways and opportunities for girls and making sure boys stay on target in their learning and stay in school.

About 60% of OECD and partner countries surveyed have already increased their education budget in response to the pandemic. How these additional funds are being spent varies widely across countries: for example, additional teacher salaries to cover smaller classes and extra, remedial instruction; provision of digital tools to students for online learning; additional scholarships or loan waivers for students in higher education.

This is heartening but more needs to be done – and investments need to be maintained, rather than treated as exceptional crisis measures. Making equity in education a reality requires vision and long-term investments.