Educational Equity Initiatives

A research report by Candid and ABFE. A Philanthropic Partnership for Black Communities examines how private philanthropic and foundation support helps finance both private and public Historically Black Colleges and Universities (#HBCUs). Because of systemic barriers and #racialinequalities, HBCUs were established to provide Black students with high-quality, formal #education. HBCUs like Spelman College, Bethune-Cookman University, Fisk University and Savannah State University have been foundational in educating Black Americans in the U.S. The education received from HBCUs has supported Black professionals in critical fields. The United Negro College Fund (UNCF) reported that 50% of Black doctors, 50% of Black lawyers and 80% of Black judges received their education at HBCUs. However, HBCUs are drastically underfunded compared to their higher-learning counterparts. This extensive report, titled “Philanthropy and HBCUs: Foundation funding to historically Black colleges and universities,” studied the funding patterns and gaps in HBCU foundation grants. According to the report’s findings, #IvyLeague institutions received 178 times the funding from foundations than the average HBCU. In addition to the in-depth analysis of funding disparities and gaps, the report offers recommendations for how foundations can further support HBCUs moving forward, helping to build equity for HBCUs and Black communities. Read more in the report. https://bit.ly/3qGLAv3

More than half of academics come from the 20% richest families, whereas only 5% come from the poorest 20%. But how about their academic productivity? A new study finds that, whereas there are "no differences in the average number of publications, academics from poorer backgrounds are both more likely to not publish and to have outstanding publication records." "These findings suggest that academics from lower socio-economic backgrounds are more likely to pursue research agendas off the beaten path, which may result in scientific breakthroughs but also in a higher failure rate" The study also examines peer recognition, finding that even though "academics from poorer backgrounds introduce more novel scientific concepts, [they] are less likely to receive recognition, as measured by citations, Nobel Prize nominations, and awards." Two other findings: 🔹"socio-economic composition of academics has remained remarkably stable over seven decades," 🔹"representation from lower socio-economic backgrounds is higher in disciplines with a stronger emphasis on quantitative relative to verbal skills." "While around 60% of academics in the humanities come from the top quintile of the parental income distribution, around 40% of academics in mathematics and economics come from the top quintile." Read the full study here: Climbing the Ivory Tower: How Socio-Economic Background Shapes Academia https://lnkd.in/eeJsryQw by Ran Abramitzky, Lena Greska, Santiago Pérez, Joseph Price, Carlo Schwarz, and Fabian Waldinger The study looks at US academics. Would be very interesting to know whether the situation in other parts of the world is (much) different.

Jannie Mouton. A billionaire's inspiring Gift to South Africa’s Future. At a time when many might choose to step back, Jannie Mouton, a visionary South African entrepreneur, is leaving an extraordinary mark on the nation’s education landscape. Despite his advancing years and frail health, Jannie's passion for transforming lives through education shines brighter than ever. Through the Jannie Mouton Foundation, he has announced a monumental R7.2 billion ($400 million) buyout of Curro Holdings, South Africa’s largest private school network, to convert it into a non-profit organization dedicated to empowering future generations. This selfless act is not just a business deal—it’s a heartfelt commitment to creating opportunities for thousands of children. A Simple Breakdown of the Deal. The Jannie Mouton Foundation, a public benefit organization, is acquiring Curro Holdings, which operates 189 schools with over 71,000 learners. The deal offers Curro shareholders R13 per share—a 60% premium over the recent market price—paid through a mix of cash, Capitec Bank shares, and PSG Financial Services shares. Once approved by shareholders and regulators, Curro Holdings Ltd will be delisted from the @Johannesburg Stock Exchange and transformed into a non-profit company. All profits will be reinvested to fund at least 12,000 full bursaries for underprivileged learners, build new schools in rural areas, and enhance existing facilities, ensuring quality education reaches those who need it most. A Vision for the Future. This move is a testament to Mouton’s enduring legacy as the founder of PSG Group, Capitec Bank, and a key figure behind Curro Holdings Ltd’s inception. Facing health challenges, he continues to inspire through his family’s foundation, which is carrying forward his dream of accessible, quality education. By shifting Curro’s focus from profit to purpose, Jannie is ensuring that children from all walks of life—especially those in underserved communities—have a chance to thrive. This is philanthropy at its finest: a bold, forward-thinking gesture that prioritizes social good over personal gain. Why This Matters In a country where education remains a critical challenge, Jannie’s initiative is a beacon of hope. It’s a reminder that true leadership transcends generations, turning personal success into collective progress. As Curro embarks on this new chapter, it will continue to serve its 71,000 learners while expanding its reach to empower thousands more. This is more than a deal—it’s a promise to South Africa’s youth, ensuring they have the tools to build a brighter future. Let’s celebrate Jannie Mouton’s remarkable vision and generosity. His legacy reminds us all to dream big, act boldly, and invest in the potential of others. Here’s to creating a world where every child has the opportunity to learn, grow, and succeed! 🌟 #EducationForAll #Leadership #Philanthropy #SouthAfrica

Girls start school just as capable in math. So why does the gender gap widen within months? This chart is both fascinating and troubling. It tracks all children in France who began school in 2018. At the start, boys and girls scored similarly in mathematics. But just four months in, boys begin to pull ahead. By the start of the second year, the gap is no longer subtle—it’s systemic. The data points to a hard truth: the gender gap in math isn’t innate. It’s learned. Girls are subtly (and not so subtly) steered away from math from the earliest stages of education. The result? Fewer girls in STEM, fewer women in high-earning tech roles, and yet another pipeline problem that starts before they even learn multiplication. For those of us advising on leadership, equity, and talent strategy, this matters. Because the solution isn’t just in university quotas or boardroom targets. It starts in the classroom. The future of innovation demands that we rethink how we educate and who we empower—early. #Leadership #STEM #Education #GenderEquity #WomenInTech #FutureOfWork

How centuries of sexism excluded women from science — and how to redress the balance 👩🏾🔬 “Physicist Athens Donald’s research was dismissed as ‘cookery’. Now she’s written a primer on how to fight back. Despite growing numbers of women participating in science, technology, engineering and mathematics (STEM), barriers to entry and retention remain prevalent. Numerous reports outline the problem. Some 35% of the US STEM workforce are women, with fewer in the European Union (17%), Japan (16%) and India (14%). But harassment and discrimination remain common. Just over one-fifth of women in STEM are considering leaving their field, whereas two-thirds of those who have left wish they could return. However, such numbers don’t explain how the situation arose or how to repair it. British physicist Athene Donald offers answers in her latest book. Not Just for the Boys is an enjoyable and useful primer on the challenges faced by women in STEM. Donald, an experimental physicist at the University of Cambridge, UK, and a leading authority on gender-equity issues, draws evidence from history, neuroscience and social science to explain why gender bias is rife in STEM. With close attention to the societal factors that affect education and career choices, she successfully argues that the scientific workforce needs more women. The book’s main point is that ‘science is done best when it is approached from as many different angles as possible’. Maximizing the diversity of scientists’ backgrounds is crucial in avoiding groupthink and the domination of ideas from one group.” #WomenInSTEM #GirlsInSTEM #STEMGems #GiveGirlsRoleModels https://lnkd.in/gTx-H4b4

In development, many of us see cash transfers as the kind of gold standard against which other programs are measured. It's rare to find interventions that outperform flat out cash. Well, it looks like economists have found something.... 🚲.... the simple and cost effective bicycle. Studies in India and Zambia looked at what providing bicycles to girls who live in rural areas and not immediately next to schools would do to school attendance, norms around girls' education, and performance. Results were impressive: ✔️ In India, there was a 32% increase in enrolment and a 40% reduction in the gap between girls and boys for secondary school education. Girls were also more likely to sit through exams (18% increase), and were more likely to pass (12%). ✔️ In Zambia, commuting time was cut by 35%; punctuality improved by 66%; and absenteeism declined by 27%. Long-term results also included measures around empowerment -- increased bargaining power, control and girls' aspirations. What was not expected, was that the value of girls in society also increased....increasing the bride price. This had the add on effect of increased early marriages and pregnancies. The researchers note that these results require important contextualization of how empowerment is understood and measured in different cultural contexts. Important take-aways from the research: 🚲 "Bicycle programmes are often more effective than cash transfers: Unlike direct cash transfers, which may not address structural issues, mobility-focused initiatives directly improve school accessibility and safety – critical factors in girls’ education." 🚲 "Scalability requires adaptability and context-specific implementation ....Rather than treating these programmes as universal solutions, they should be seen as adaptable frameworks that can be tailored to different socio-cultural contexts to break systemic barriers to education and empowerment." #Voxdev https://lnkd.in/enrNXMd5

Education is unusual in that it's quite a feminized profession. How topsy turvy then that education leadership is mostly male. Let's say this up front: being a leader is not just a male trait. There is not - and should not be - only one way to lead. Only 1/4 ministers of education have been female over roughly the past 15 years, new GEM Report UNESCO analysis shows in this new report (link in comments). All education ministers were male until 2014 in #France, #Mauritius and #Myanmar, for instance; the first female education minister in #Ukraine was only appointed in 2016. It's about more than just numbers though: Women bring different perspectives. They translate this into different approaches, often championing inclusion; driving collaboration in school teams and communities. And when leaders are mostly men in education - the very institution that is meant to shape future generations - what lesson is that teaching our children? This new report, Women lead for learning, deepens and echoes research by UNICEF Innocenti, by The Brookings Institution and International Institute for Educational Planning (IIEP-UNESCO) that shows female school leaders also having breakthroughs in learning outcomes in poorer countries - equivalent to around a year of additional schooling in some contexts. The evidence seems hard to ignore. What is less obvious than the fact that more women should be climbing the leadership ladder, however, is how they should do it. I'd be interested to hear how others are working on this issue, and where successes are being found in helping tackle unconscious bias to bring more equality at the top. #SheLeads

Fascinating, albeit demoralising, new research highlights the persistence of gendered double standards in how students evaluate their academic professors.    In this study from Italian academia, identical lecture passages, delivered in written or oral form and attributed to professors with either masculine or feminine names/voices, were rated very differently depending on the perceived gender of the professor.    ➡️ Male students consistently rated men professors higher on clarity, competency, confidence, learning benefit, interest, and engagement. ➡️ Women professors were rated higher only on care, reflecting persistent stereotypes about women’s roles. ➡️ While women students showed fewer biases overall, they too expressed a greater willingness to take a course with a male professor once the lectures were orally delivered.    The researchers argue this points to a “double bind” for women in academia: conform to masculine traits associated with the “ideal professor” (authoritativeness, confidence, intellectual rigour), and risk violating gender norms OR embody normative gendered traits (communal, caring), and risk being judged as less competent. The study concludes that student evaluations of teaching are flawed as a measure of teaching quality, and even more problematic when used for recruitment, promotion, and career progression.    Such research reinforces what many women in higher education already know from lived experience. Bias isn’t just an abstract problem; it directly shapes careers. 🔗 Read the full study: https://lnkd.in/g2wMADHt

Pleased to launch our latest edition of Education at a Glance, the definitive guide on the state of education around the world, providing policymakers with evidence-based advice and recommendations on how to improve the effectiveness of their education systems, with data on attainment, enrolment, finance, labour market outcomes, working conditions for teachers and the organisation of education systems. While educational attainment and labour market outcomes have improved in many OECD countries, findings from this year’s report show that challenges remain. Our latest edition of Education at a Glance provides recommendations for policymakers to help improve equality in educational opportunities by enhancing access to high quality early childhood education, tackling teacher shortages, and better aligning education systems with labor market needs. 🔗 https://oe.cd/5GA #OECDEAG