Education is a fundamental human right and an essential condition for achieving gender equality and sustainable development. The global Sustainable Development Goals (SDGs), adopted by the United Nations in 2015 as part of the 2030 Agenda for Sustainable Development, give education a central place in the development process. SDG 4 calls for “inclusive and equitable quality education and promote lifelong learning opportunities for all.” From a Gender and Development perspective, this goal is especially significant because women and girls have historically faced greater disadvantages in access to education, retention, completion, and quality of learning. SDG 4 contains several targets that are directly relevant to women’s and girls’ education. Target 4.1 seeks to ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes. Target 4.2 focuses on access to quality early childhood development, care and pre-primary education. Target 4.3 aims to ensure equal access for women and men to affordable and quality technical, vocational and tertiary education, including university education. Target 4.4 promotes the development of relevant skills, including technical and vocational skills, for employment and entrepreneurship. Target 4.5 is particularly important from a gender perspective because it calls for eliminating gender disparities in education and ensuring equal access to all levels of education and vocational training for vulnerable groups. Target 4.6 seeks to ensure that all young people and a substantial proportion of adults achieve literacy and numeracy. This has special importance for women because female illiteracy remains closely connected with poverty, restricted employment opportunities, poor access to information and limited participation in decision-making. Target 4.7 promotes education for sustainable development, human rights, gender equality, global citizenship, peace and appreciation of cultural diversity. Target 4.a calls for safe, non-violent, inclusive and effective learning environments, while Target 4.b promotes expanded scholarships for developing countries. Target 4.c focuses on increasing the supply of qualified teachers, including through international cooperation. Education is also linked with SDG 5, which seeks to achieve gender equality and empower all women and girls. SDG 5 recognises that eliminating discrimination, violence, harmful practices and unequal access to resources is essential for women's empowerment. Thus, SDG 4 and SDG 5 are mutually reinforcing. Education can increase women's capabilities, economic independence, political participation, health awareness and bargaining power within households and communities. At the same time, gender equality is necessary for girls to receive equal opportunities to learn. Despite international commitments, women and girls continue to experience systemic barriers to education. These barriers are not simply individual problems but are produced by social institutions, economic structures, cultural norms, political systems and educational practices. One of the most important barriers is poverty. Poor households often face difficult choices regarding which children should attend school when educational expenses, uniforms, books, transportation and other costs are involved. In societies where boys are considered future earners and girls are expected to marry and move to another household, families may prioritise boys' education. Girls may consequently be withdrawn from school or never enrolled. Even when tuition is formally free, indirect costs can remain significant. The