The Present article reviewed the UNESCO comparative analysis of E9 countries; the 9 most populated countries (included Bangladesh, Brazil, China, Egypt, India, Nigeria, Pakistan, Mexico and Indonesia). Increasing national struggles of these countries on studies which its formal document presented by UNESCO's coordinator, have been proceeded, and the role of women as educator in family, school, society, and management are considered in development and promotion of education programs. Statistical information and data with conditional indexes, presented in these countries' reports, declared the priority of women education and set them as the center of national actions and activities, although women are confronted with challenges caused by poverty and unavailability to basic social services in some of these countries, expect Nigeria, basic development is observed in the field of women literacy and girls education in marginal and rural area.The explorations also indicated that parents educational class specially the mothers, have a determinative role in children education successfulness, especially in girls. In execution of public and continues education in E9 countries, women and girls were mobilized to apply their abilities, creativeness and skills in development educational program. Generally these countries accepted the fact that in spite of deterring attitude, women must be put in center of reformative programs in the society. These countries, in their initiative programs of women and girls literacy and education, have a collection of executive patterns for people of the world.