一個國家的教育機會可以從多面向來分析，兩性教育機會差距就是重要的觀察面向之一。各國在教育發展過程中，兩性教育機會差距為何？本研究從世界銀行所蒐集之各國男、女性教育在學率的九個變項，運用變異數分析、迴歸分析、集群分析與區別分析來瞭解兩性教育在學率之差異與關聯情形。研究發現：一、多數開發中國家的男性教育機會高於女性，而已開發國家較傾向於兩性教育機會相近或女性教育在學率高於男性。二、教育等級愈低者（如義務教育），女性在學率高於男性愈多，相對地，在較高等級的教育，男性在學率則高於女性。三、國家經濟愈好，會縮減兩性教育在學率差距。四、110個國家在九項兩性教育在學率之差異可以區分為高度、中度及低度等三類國家，台灣被分類為兩性在學率差距較小的國家。五、各國信仰的宗教類型、所在地理區域，與兩性教育在學率的差距有關。

The equality of educational opportunity is a significant but multifaceted issue, so it has been analyzed from diverse angles. One of the key factors involved in this equality is the gender. Nevertheless, an underexplored issue is whether gender differences would exercise an identical impact on educational opportunity across different countries and, if yes, how. In order to better explicate this issue, this study first collected data from the world development report by the World Bank. Then the one-way ANOVA, Chisquare(χ2), Regression Analysis, Cluster Analysis, Distrimant Analysis were performed to analyze the per capital income and 9 varialbes associated with the educational enrollment ratio. The results showed that: (a) in most developing countries, males had higher education enrollment ratios than females, but in developed countries, female's education enrollment ratios were either equivalent to or higher than males'; (b) at lower levels of education (e.g., at the elementary or high school level), females' enrollment ratios were higher than males', whereas an opposite relationship was identified at higher levels of education (e.g., at the college level); (c) the higher per capital income a country had, the smaller gender differences in the education enrollment ratios it displayed; (d) based on the 9 variables, 110 countries were categorized into three groups, namely, the high, middle, and low gender difference countries, and Taiwan fell into the category of the low gender difference; and (e) differences in religions and geographic locations of countries also impacted the gender differences in the education enrollment ratios.