This thesis aims to examine what is understood by gender equality in education, as well as how can it be measured and promoted. Taking as a start point Subrahmanian's (2005) perspective on gender equality in education, this study analyses how is gender equality in education measured by four relevant international frameworks, and promoted by UNGEI (2009), in accordance to the author's view. It questions rather these frameworks and UNGEI integrate the three-dimensional approach to gender equality in education, as presented by Subrahmanian (2005).