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Article 14 (d) sets out the right to education of rural women, which includes the right to obtain all types of training and education, formal and non-formal, including that relating to functional literacy.
However, despite progress, women and girls continue to face multiple barriers based on gender and its intersections with other factors, such as age, ethnicity, poverty, and disability, in the equal enjoyment of the right to quality education.
Young women are also more likely to be excluded from upper secondary education in the Caucasus and Central Asia, Northern Africa, Southern Asia, sub-Saharan Africa, and Western Asia.
Despite gains in rates of girls’ enrolment in primary school there are disparities in completion rates.
Provisions relating to gender equality in education can be found in both general and specific international treaties, as well as treaties concluded in most regions of the world., which explains the normative content of the right to education, that is what rights-holders are entitled to (education must be acceptable, accessible, adaptable, and available) and states’ legal obligations to realise that content, including obligations of immediate effect, minimum core obligations, and progressive realisation, which are key to understanding the content laid out below.
To summarise, all provisions related to non-discrimination carry immediate obligations and are considered a minimum core obligation, which means states must take immediate action as a matter of priority.