This committee encouraged most women and girls to be educated and eliminated the gender disparities. However, some countries could not take na advantage of this integration. According to Odaga & Heneveld(as cited in Wangari n.d), "There are still limitations to an access to education in sub-Saharan countries due to the massive combinations of economic, political, socio-cultural factors". The political unwillingness of the government on promoting the education constrain the borders to women. In addition, one of the main obstacles faced is the cost of the education, tuition fees which forbids the opportunities for most families in these countries. Even in developed countries where people study for free there are also payments for books, uniforms, extra tutorials. In developing countries it is even harder to study, due to the widespread poverty and fiscal crisis. For example, Kinyanjui studied the case of Kenya in 1980, there has been created a "cost-sharing" policy, by following its programs government had to shift the education funding to families, despite their financial problems and thus due to gender biases girls had to be eliminated from the classes(as cited in Wangari n.d). .
According to UNESCO (as cited in Women and Globalization, n.d), "Inequality in education is directly correlated to poverty". Because they do not have a wide range of interconnections, and so do not have much foreign investments. Moreover, these countries' traditional view on women in education is different from others. There is an understanding that women need not to be educated, according to this there are restrictions for the rights of being educated. As a consequence, there are more illiterate women which cannot "participate in the economy and can be deprived of the rights to be healthier and increase the economic prosperity of family" (Women and globalization, n.d).
