Global Education Digest 2012 - International Reading Association

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SECTION 1 / Policy design and implementation of compulsory education systems FIGURE 2 At what age are children meant to begin compulsory education? Percentage of countries by age at the start of compulsory education, 2010 Starting age of compulsory education 3 years 4 years 5 years 6 years 7 years Arab States (19/20) 100 Latin America and the Caribbean (42/42) 2 7 52 33 5 East Asia and the Pacific (29/34) 24 69 7 South and West Asia (7/9) 29 57 14 North America and Western Europe (26/29) 19 65 15 Sub-Saharan Africa (41/45) 2 2 63 32 Central and Eastern Europe (20/21) 55 45 Central Asia (9/9) 44 56 WORLD (193/209) 2 19 60 19 1 0 20 40 60 80 100 Percentage of countries Notes: The figures in parentheses refer to the number of countries in the region reporting data out of the total number of countries in the region. Countries where compulsory education is reported as not applicable are not included. Sources: UNESCO Institute for Statistics database and UNESCO International Bureau of Education database. supported Basic Education in Africa Programme 2 (BEAP) is an example of this expanded notion of a minimum standard of education. Education laws have also expanded the definition of compulsory education to include years of pre-primary education, as in the case of some Latin American and Caribbean countries. Globally, the number of years of compulsory education has been generally on the increase since 2000 (see Figure 3). The global average duration of compulsory education was 8.9 years in 2010, a slight increase from 8.5 years in 2000. In 2010, the longest average duration of compulsory education was noted 2 For more information, see: http://www.unesco.org/new/en/dakar/ education/basic-education-in-africa-programme/ in North America and Western Europe (10.6 years) and in Latin America and the Caribbean (10.3 years). The shortest average duration was observed in South and West Asia and in sub-Saharan Africa, 5.7 and 7.7 years, respectively. 1.3 DO COUNTRIES REACH CHILDREN OF THE INTENDED AGE FOR COMPULSORY EDUCATION? To what extent are countries meeting the goal of compulsory education? Data on out-of-school children show that major gaps still persist (see Figure 1). Also, while a clear majority of countries recognise lower secondary education as being compulsory, this is not fully realised in terms of 12
OPPORTUNITIES LOST: THE IMPACT OF GRADE REPETITION AND EARLY SCHOOL LEAVING FIGURE 3 How many years are children required to stay in compulsory education? Average duration of compulsory education by region, 2000 and 2010 Average 2000 Shortest country duration 2000 Longest country duration 2000 Average 2010 Shortest country duration 2010 Longest country duration 2010 South and West Asia (9/9) 5.0 5.7 Sub-Saharan Africa (43/45) 7.0 7.7 East Asia and the Pacific (32/34) 8.0 8.3 Arab States (20/20) 7.5 8.5 Central and Eastern Europe (20/21) 8.8 9.2 Central Asia (9/9) 9.4 9.9 Latin America and the Caribbean (42/42) 9.9 10.3 North America and Western Europe (26/29) 10.5 10.6 WORLD (201/209) 8.5 8.9 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Years Notes: Regional averages are unweighted. The figures in parentheses refer to the number of countries in the region reporting data out of the total number of countries in the region. Countries where compulsory education is reported as not applicable are included. Sources: UNESCO Institute for Statistics database and International Bureau of Education database. accessibility and availability. In monitoring the implementation of compulsory education worldwide, it is clear that many countries are far from meeting these commitments. Figure 4 shows that, while most lower secondary school-age children (80%) live in countries where lower secondary schooling is considered part of compulsory schooling, four in ten of these children live in countries that are far from providing universal lower secondary education. Despite legal frameworks that are often in place, participation at this level of schooling is not universal. About one-third of the world’s children live in countries where lower secondary education is formally considered compulsory but where gross enrolment ratios fall below 90%. In four regions (Central and Eastern Europe, Central Asia, Latin America and the Caribbean, and North America and Western Europe), at least 97% of children live in countries where participation in lower secondary education is considered compulsory. Yet, 13
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 12 and 13: 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
Page 62 and 63: 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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