Teachers should be adequately selected, trained and incentivised to attain greater gender parity in the choice of subjects and learning outcomes. A growing literature shows that the quality and motivation of school personnel can be a crucial bottleneck in the process of improving school quality in emerging economies (e.g. Duflo, Rema and Ryan, 2012). Recent evidence also shows that hiring more female teachers may have a positive impact on girls’ school outcomes (Glewwe and Kremer, 2006).