rural-urban dynamics_report.pdf - Khazar University

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MDG 2 Achieve universal primary education The commitment to provide primary education to every child is the oldest of the MDGs, having been set in 1990 at the first Education for All conference, in Jomtien, Thailand. Achieving this goal has often seemed tantalizingly near, but it has been reached only in Latin America and the Caribbean, although Europe and Central Asia is close. (This goal had been reached at the outset by East Asia and the Pacific; then there was some backtracking, but the region is now close to reaching the goal again.) Progress among the poorest countries, slow in the 1990s, has accelerated since 2000, particularly in South Asia and Sub-Saharan Africa, but full enrollment remains elusive. Many children start school but drop out before completing the primary stage, discouraged by cost, distance, physical danger, and failure to progress. Even as countries approach the MDG target, the education demands of modern economies are expanding. In the 21st century, more than ever before, primary education is a critical stepping stone in building the human skills necessary for continued growth and prosperity. In most developing regions, school enrollment rates picked up after the MDGs were promulgated in 2000, when the completion rate was 80 percent. By 2009, that rate had climbed to nearly 90 percent but has stalled since. Completion rates in the Middle East and North Africa have stayed at 90 percent since 2008. Sub-Saharan Africa and South Asia, which started out farthest behind, have made substantial progress in absolute terms: South Asia has reached 88 percent but progress has been slow, while Sub-Saharan Africa lags far behind, at 70 percent. Even if schools in these regions were to begin now to enroll every eligible child in the first grade, those children would not be able to achieve a full course of primary education by 2015. But they would at least be on their way. Many children enroll in primary school but attend intermittently or drop out entirely. This is particularly true for girls. Almost all school systems with low enrollment rates show underenrollment of girls in primary school. In rural areas, the work of children of both sexes may be needed during planting and harvest. Other obstacles, including school fees, lack of suitable facilities, and absence of teachers, discourage parents from sending their children to school. The problem is worst in South Asia and Sub-Saharan Africa, where more than 48 million children of primary school age are not in school. Urban and rural primary completion rates are very similar in many countries around the world. The quality of primary education, however, differs more substantially, as FIGURE 2a Progress toward achieving complete primary education by region % of relevant age group 120 100 80 60 40 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012 2015 East Asia & Pacific Europe & Central Asia Latin America & the Caribbean Middle East & North Africa South Asia Sub-Saharan Africa Source: UNESCO Institute of Statistics and World Development Indicators database. Note: Dotted lines show path to goal. FIGURE 2b More girls than boys remain out of school by region, 2010 30 Girls Percent 25 20 15 10 5 0 East Asia & Pacific Boys Europe & Central Latin America & Middle East & North Asia the Caribbean Africa South Asia Sub-Saharan Africa Source: UNESCO Institute of Statistics and World Development Indicators database. Note: Progress assessment in East Asia and Pacific does not include China, which is believed to have completion rates close to 100 percent. 28
evidenced by the notable differences in the percentage of pupils reaching competency levels in reading in urban versus rural areas. In Ghana, for example, enrollment in basic education nearly doubled by 2011, to 7 million pupils, and government expenditures on basic education more than tripled in real terms. More children are accessing basic education, graduating from junior high school, and enrolling in senior high school than at any time in Ghana’s history. Despite these achievements in access to basic education, inequity remains a persistent feature of Ghana’s education service delivery and its most critical challenge. The primary net enrollment ratio has remained close to 80 percent over the past five years, meaning that nearly 1 million primary school-age children are not in school. These students are disproportionately from poor households and rural or marginalized areas or language groups (including the three northern regions) or are living in foster situations. Instead of compensating for deprivation, public expenditures appear to exacerbate the inequality by allocating fewer resources per child to the regions with the majority of deprived districts. Such a system perpetuates poverty and inequality. This picture of inequity is mirrored in data on Ghanaian children’s primary learning outcomes, primary completion rates, and access to senior high school. Notably, although the Ministry of Education has introduced several equity-improving initiatives, challenges with program design, targeting, and implementation have not been overcome, and the initiatives disproportionately benefit individuals from wealthier populations. Hence, Ghana’s scores in the Trends in International Mathematics and Science Study (TIMSS) 2003 were lower than any other African country evaluated, including Botswana, the Arab Republic of Egypt, Morocco, South Africa, and Tunisia. Ghana’s scores on the TIMSS 2007 were better but still among the lowest among African countries whose students took the tests. FIGURE 2c Urban and rural primary completion rates are not very different worldwide Mozambique (2009) São Tomé and Príncipe (2010) Malawi (2010) Uganda (2010) Côte d’Ivoire (2008) Cameroon (2007) Zambia (2010) Guyana (2009) Ukraine (2007) Turkey (2003) Albania (2008) Egypt, Arab Rep. (2008) India (2005) Philippines (2003) Cambodia (2005) Dominican Republic (2007) Nepal (2006) Peru (2007) Bolivia (2008) Timor-Leste (2009) Nicaragua (2001) Moldova (2005) Colombia (2005) Azerbaijan (2006) Armenia (2005) Haiti (2005) Maldives (2009) Urban Rural 0 30 60 90 120 150 Primary completion rate Sources: Demographic and Health Surveys; World Bank 2012; and staff calculations. FIGURE 2d Reading competency levels (4-8) in urban and rural areas, 2007 100 80 Rural (%) 60 40 20 0 0 20 40 60 80 100 Urban (%) Source: Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). 29
Page 3: Global Monitoring Report 2013 Rural
Page 6 and 7: © 2013 International Bank for Reco
Page 8 and 9: vi CONTENTS GLOBAL MONITORING REPOR
Page 10 and 11: viii CONTENTS GLOBAL MONITORING REP
Page 13 and 14: Foreword Global Monitoring Report (
Page 15 and 16: Acknowledgments This report has bee
Page 17: Abbreviations and Acronyms ADB Asia
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Page 22 and 23: 4 OVERVIEW GLOBAL MONITORING REPORT
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Page 38 and 39: Goals and Targets from the Millenni
Page 40 and 41: Progress toward the MDGs Only two y
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Page 44 and 45: FIGURE 1a Poverty rates (living on
Page 48 and 49: MDG 3 Promote gender equality and e
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Appendix Table A1.1 Classification
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ECO-AUDIT Environmental Benefits St
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