into leadership roles, more likely to be evaluated harshly for displaying assertive leadership behaviours and more likely to take on significant caregiving responsibil- ities outside of work. These factors not only delay women’s entry into leadership roles but also shorten the time they have to ascend to more senior levels. Accord- ing to the report, “empirical evidence consistently shows that women enter education leadership roles later than men,” which results in fewer opportun- ities to advance to system-level leadership before retirement (UNESCO 2025, 43). WHY WOMEN’S LEADERSHIP MATTERS Beyond the clear issue of fairness, the report outlines compelling reasons to diversify leadership. When women are visible in leadership roles, it challenges entrenched assumptions about who leads and why. Girls see possibilities they may not have imagined, and boys witness models of leadership that expand their understanding of authority and competence. Moreover, women’s leadership con- tributes substantively to how education systems function. Research cited in the report highlights that women leaders often prioritize instruction, professional collaboration, curriculum development and the cultivation of positive school cultures. At the system level, women in senior roles have been “found to influ- ence national reforms, including funding decisions, teacher recruitment strategies, inclusive policy development, and child- friendly disciplinary practices” (UNESCO 2025, 35). In other words, increasing the representation of women in leadership strengthens not only equity but also the quality and responsiveness of education systems themselves.
BUILDING A MORE EQUITABLE FUTURE To address these systemic challenges, UNESCO recommends a trio of solutions that are interconnected and should be im- plemented concurrently. First, education systems need better data. Without know- ing where women fall off the leadership ladder, policymakers cannot target their efforts effectively. The “broken rung” phenomenon—the point early in a career where women are disproportionately excluded from advancement—must be identified before it can be addressed. Second, systems must actively remove structural barriers. This includes improv- ing recruitment and promotion practices, offering gender-bias training for hiring panels, and setting goals or targets to ensure women are considered equitably for leadership roles. Culture change is essential: women need to work in en- vironments that not only welcome their contributions but also recognize their leadership potential. Finally, women must be supported throughout their leadership journeys. Mentorship, coaching, peer networks and leadership development programs all contribute to a robust pipeline of future leaders. Providing these supports early and consistently increases the likelihood that women will pursue and succeed in leadership pathways. References Eagly, A. H., and L. L. Carli. 2007. “Women and the Labyrinth of Leadership.” Harvard Business Review 85(9): 63–71. UNESCO. 2025. Global Education Monitoring Report: Gender Report—Women Lead for Learning . United Nations. 2015. Transforming Our World: The 2030 Agenda for Sustainable Development . https://sdgs.un.org/2030agenda.
differ. In eastern and southeastern Asia, Europe and North America, more boys than girls are out of school, signalling a shift in long-standing patterns of gender disadvantage. In contrast, in north- ern Africa, western Asia, Oceania and sub-Saharan Africa, girls are more likely to be excluded from schooling, though their participation is improving steadily. Tertiary education presents its own con- tradictions. Enrolment is rising across the globe, yet in low-income countries, young women remain significantly underrepre- sented, with only 77 women enrolled for every 100 men. In high-income countries, the trend reverses, with women outnum- bering men in university participation, even as men continue to dominate voca- tional training pathways. These differences shape how young people see themselves and what futures they imagine. As the report notes, gender disparities in education extend into “how boys and girls learn and imagine their futures” (UNESCO 2025, 18). Because leadership pipelines emerge from educa- tional and occupational pathways, early patterns of participation can have long- term consequences for who goes on to lead schools, systems and ministries. BARRIERS THAT BEGIN EARLY A central message of Women Lead for Learning is that gender gaps in leadership rarely stem from a single cause. Instead, they reflect a web of social norms, organ- izational practices and life circumstances that accumulate over time. Research shows that children internalize gendered expectations at a very young age. As early as six, they begin associating leadership with traits typically coded as masculine, such as assertiveness or strategic deci- siveness. These implicit assumptions shape how individuals view themselves, how others perceive their potential and how leadership qualities are evaluated in professional settings. UNESCO’s analysis echoes the work of Alice Eagly and Linda Carli (2007), who argue that women face a “labyrinth” rather than a single barrier. Despite being as ambitious as their male peers, women are less likely to be encouraged
ATA Magazine Winter 2026
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