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10月9日，联合国教科文组织公布2026年女童和妇女教育奖，摩洛哥与秘鲁项目获奖。两个项目的数据说明，帮助女孩留在学校为什么不能只靠课堂教学。

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On October 9, UNESCO gave its 2026 Prize for Girls’ and Women’s Education to programs in Morocco and Peru. At a ceremony in Paris, the winners were named before the International Day of the Girl. Both programs help teenage girls stay in school, but they do more than offer lessons. They also work on health, confidence, family support and plans for future jobs. Their results suggest why one simple answer is often not enough.

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10月9日，联合国教科文组织将2026年女童和妇女教育奖授予摩洛哥和秘鲁的两个项目。在巴黎举行的一场仪式上，获奖者于国际女童日前揭晓。两个项目都帮助青春期女孩留在学校，但它们所做的不只是提供课程。它们还关注健康、自信、家庭支持以及未来就业规划。其成果表明，为什么一个简单的答案往往并不足够。

In Morocco, Project Soar in a Box uses trained local women to lead small groups. The program is built around five ideas: value, voice, body, rights and path. Girls learn about their health and rights, while also making plans for school and work. It provides menstrual health solutions. Parents, teachers and other local people join talks about barriers such as child marriage.

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在摩洛哥，“翱翔资源包”项目由受过培训的当地女性带领小组活动。该项目围绕五个理念展开：价值、发声、身体、权利和道路。女孩们了解自己的健康和权利，同时也为学业和工作制订计划。项目还提供经期健康解决方案。父母、教师和其他当地居民也会参加讨论，谈论童婚等障碍。

UNESCO reported strong results for 2025. About 97.5 percent of the girls in the program passed their school year, and 99 percent did not enter an early marriage. Xinhua said the project had reached more than 8,000 teenage girls in five countries since 2017. These figures show progress, although they do not prove that every part of the program caused the change.

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联合国教科文组织报告了该项目在2025年的显著成果。约97.5%的参与女孩顺利完成当年学业，99%的女孩没有进入早婚。新华社称，自2017年以来，该项目已惠及五个国家的8000多名青春期女孩。这些数字显示出进展，但它们并不能证明项目的每一个部分都直接造成了这种变化。

The second winner, CARE Peru, takes a whole-school approach. Its Girls with Opportunities project serves girls from rural and Indigenous communities. It combines social and emotional learning with health education, financial skills, science, technology, engineering, arts and math. It also offers life planning and mentors. The goal is to help them finish secondary school and move toward college or decent work. Since 2016, more than 37,000 girls aged 14 to 19 have taken part.

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第二个获奖者是国际关怀组织秘鲁办事处，它采用全校参与的方法。“女孩机遇”项目服务于农村和原住民社区的女孩。它把社交和情绪学习与健康教育、金融技能以及科学、技术、工程、艺术和数学结合起来。项目还提供人生规划和导师辅导，目标是帮助女孩完成中学教育，并走向大学或体面的工作。自2016年以来，已有超过3.7万名14至19岁的女孩参加。

Among participants, the secondary school completion rate rose from 65 percent to about 82 percent. Reported early pregnancies in the schools involved fell by half. The model has also been placed inside public schools, which may help it continue and reach more students. Each winning program received $50,000 to extend its work.

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在参与者中，中学毕业率从65%升至约82%。相关学校报告的早孕案例减少了一半。这一模式还被纳入公立学校，这可能有助于项目持续开展并覆盖更多学生。每个获奖项目都获得了5万美元，用于扩大工作。

The wider need remains large. A UNESCO education official said 133 million girls around the world were still out of school. Women also make up nearly two thirds of adults who lack basic reading and writing skills. The two winners cannot solve this global problem alone. Yet their work offers a useful lesson: keeping girls in school may depend on changing several conditions around them, not only what happens in class.

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更广泛的需求依然巨大。联合国教科文组织一名教育官员表示，全球仍有1.33亿女童失学。在缺乏基本读写能力的成年人中，女性也占近三分之二。两个获奖项目无法独自解决这个全球性问题。然而，它们的工作带来了一条有益启示：要让女孩留在学校，可能需要改变她们周围的多种条件，而不只是课堂里发生的事情。

新闻来源

• UNESCO · L’UNESCO décerne le Prix 2026 pour l’éducation des filles et des femmes à des projets porteurs de transformations au Maroc et au Pérou
• 新华社 · 摩洛哥和秘鲁项目获颁教科文组织女童和妇女教育奖

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