Data presented in this paper point to the fact that in spite of a widely supported thesis of "male disadvantage or underachievement" in education, nonetheless, beyond school males have the competitive advantage in terms of wider social, economic and political outcomes. Any analysis which seeks to understand the educational realities of males and females is therefore misleading unless it takes into account the socioeconomic value of certification to either sex and the inverse relationship between educational outputs and social outcomes that favours males rather than females. Data related to both quantitative and qualitative dimensions of the educational experience at all levels that are addressed in subsequent sections of this paper point to clear gender differentials in a number of areas related to governance of the system, access, curriculum-related matters and performance; all of which need to be addressed through a precise, evidence-based policy that would promote greater gender parity and equity. (Contains 7 tables, 3 figures and 5 notes.)