Global Education Digest 2012 - International Reading Association

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SECTION 1 / Policy design and implementation of compulsory education systems out-of-school rate of all regions. In contrast, South and West Asia has made strong gains over the past decade. The reported number of out-of-school children fell by two-thirds, from 40 million to 13 million between 1999 and 2010. This decrease was primarily due to progress made in India. Currently the out-of-school rate in South and West Asia is 7%. Slightly more than one-quarter of the global out-ofschool population live in the remaining six regions: East Asia and the Pacific, the Arab States, Latin America and the Caribbean, North America and Western Europe, Central and Eastern Europe and Central Asia. Together, these regions account for 16.8 million primary school-age children who are not attending school. In 2010, an estimated 71 million lower secondary school-age children were out of school worldwide. This figure has remained relatively high over the past several years, despite a reduction in the previous decade. In 1999, there were 101 million lower secondary school-age children not attending school. The regions with the highest shares of the global out-of-school figure for this age group in 2010 were South and West Asia (31 million), sub-Saharan Africa (22 million) and East Asia and the Pacific (10 million). While in total approximately 131 million children of primary and lower secondary school age are currently out of school, this does not mean that they have never entered school. In fact, many out-ofschool children have had some exposure to formal FIGURE 1 How many primary school-age children are out of school? Distribution of out-of-school children by type and region and absolute number of children out of school, 2010 Left school Likely to enter school in the future Unlikely to ever enter school Children out of school (in millions) Sub-Saharan Africa 20 25 55 30.6 South and West Asia 45 7 49 13.3 East Asia and the Pacific 47 38 15 6.6 Arab States 11 41 49 5.0 Latin America and the Caribbean 7 56 38 2.7 North America and Western Europe 19 79 2 1.3 Central and Eastern Europe 9 55 36 0.9 Central Asia 8 41 51 0.3 WORLD 26 27 47 60.7 0 20 40 60 80 100 Distribution of primary school-age children out of school (%) Source: UNESCO Institute for Statistics database. 10
OPPORTUNITIES LOST: THE IMPACT OF GRADE REPETITION AND EARLY SCHOOL LEAVING schooling. The UIS disaggregates these children according to their exposure to education: those who have left school, those who are expected to enter school in the future and those who are expected to never attend school. <strong>Global</strong>ly, 47% of all out-of-school children of primary school age will probably never enter school. A further 26% have attended school but dropped out, and the remaining 27% are expected to enter school in the future. Data show large variations in regional patterns. In the Arab States, Central Asia, South and West Asia and sub-Saharan Africa, about one-half of all out-of-school children will probably never enter school. In Central and Eastern Europe, Latin America and the Caribbean and North America and Western Europe, most out-of-school children will start school late. East Asia and the Pacific and South and West Asia have large shares of early school leavers. These data on different categories of out-of-school children highlight two central points relevant to this analysis. First, roughly 28 million children will not benefit from access to schooling, despite the improvements made over the past decade. It is therefore imperative – albeit difficult – to identify who these disadvantaged children are in order to design programmes that will be more effective in reaching them. Second, most children who are currently out of school will either start late (by exceeding the intended school entry age) or have left school early. So, in order to reduce the risk of early school leaving and the number of children out of school, it is essential to focus more attention on what is actually happening in schools and how this affects children’s chances of staying in school and progressing through the system. 1.2 WHEN ARE CHILDREN MEANT TO ENTER SCHOOL? HOW LONG ARE THEY SUPPOSED TO STAY IN SCHOOL? How long are children meant to be in school? What are the legal regulations for compulsory schooling and how are education systems designed in terms of intended age coverage? The UIS collects data on compulsory education according to the age span and grades during which children and young people are legally obliged to attend school. These legal measures aim to assure that children and young people in a given country receive a minimum amount of education (even if they repeat grades) and do not leave school early. Many governments acknowledge the right to education in their national constitutions and through the signing of international treaties. Often, laws are enacted that obligate citizens in a certain age span to attend school. Furthermore, countries may guarantee these rights by offering tuition-free public education to their citizens, especially for certain grades or levels of education. The intended age for school entry varies by region (see Figure 2). Primary education is nearly always compulsory. It typically begins between the ages of 5 and 7 years, with 6 years as the most common entry age. Yet in some countries, especially in Latin America and the Caribbean, compulsory education may even begin before primary education, starting as early as age 3. The regions with the latest starting ages for compulsory education in 2010 were Central Asia and Central and Eastern Europe (over 45% of countries begin primary education at age 7). In sub- Saharan Africa, more than two-thirds of countries begin compulsory education at age 6 or earlier, and the rest begin at age 7. In line with various international declarations and conventions on the right to education 1 , compulsory education typically begins with primary education. In 2010, lower secondary education was part of compulsory education in three out of four countries reporting data, and laws on compulsory education now include all or part of upper secondary education in just over one in four countries worldwide. Lower secondary education is part of basic education (according to ISCED 1997). Increasingly it is seen as part of compulsory education. The UNESCO- 1 For example, the Universal Declaration of Human Rights, Article 26: www.un.org/en/documents/udhr/ and the UN Convention on the Rights of the Child, Article 28: www2.ohchr.org/english/law/crc.htm 11
Page 1 and 2: Global education diGest 2012 INSTIT
Page 3 and 4: GLOBAL EDUCATION DIGEST 2012 Opport
Page 5 and 6: FOREWORD Each year the UNESCO Insti
Page 7 and 8: CONTENTS Foreword 3 Acknowledgement
Page 9: OPPORTUNITIES LOST: THE IMPACT OF G
Page 14 and 15: SECTION 1 / Policy design and imple
Page 20 and 21: SECTION 2 / Learning achievement: D
Page 34 and 35: SECTION 3 EARLY SCHOOL LEAVING: LOS
Page 36 and 37: SECTION 3 / Early school leaving: L
Page 48 and 49: SECTION 4 / Monitoring education qu
Page 54 and 55: SECTION 5 THE COSTS OF SCHOOL FAILU
Page 56 and 57: SECTION 5 / The costs of school fai
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REFERENCES Belfield, Clive (2008).
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A N N E X A4 DEFINITIONS Adjusted n
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DEFINITIONS Educational institution
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DEFINITIONS Social science, busines
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DEFINITIONS Net flow ratio of mobil
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DEFINITIONS Part-time students. Stu
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A N N E X B INTERNATIONAL STANDARD
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A N N E X C REGIONS ARAB STATES (20
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A N N E X D ELECTRONIC RESOURCES UI
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READER’S GUIDE ii) UOE survey UNE
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READER’S GUIDE Population issues:
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A N N E X F STATISTICAL TABLES The
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OPPORTUNITIES LOST: THE IMPACT OF G
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Global Education Digest 2012 - International Reading Association

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