Global Education Digest 2012 - International Reading Association

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SECTION 2 / Learning achievement: Differing policies and practices regarding grade repetition As illustrated in Figure 13, repetition rates for poor or rural pupils are at least five percentage points higher than those for rich or urban pupils in 13 countries. Moreover, these disparities are compounded by a gap in attendance rates in 10 countries. In Belize, Cambodia, Congo, Lesotho, Malawi, Rwanda, Swaziland and Uganda, poor children are not only less likely to attend school but more likely to repeat as well. In Cameroon and Togo, it is rural children who face the largest disparities in attendance and repetition (World Bank, 2003). The highest repetition rates are found in Malawi, Rwanda and Togo, where about one in three primary education pupils repeat a grade. In Rwanda and Malawi, pupils from poor households are about 50% more likely to repeat than those from wealthy households. Repetition rates in urban areas are higher than in rural areas in Burkina Faso, which is an exception to the usual pattern among the countries shown in Figure 13 (Coulidiati-Kielem, 2007). It is important to note some other exceptions. Poverty and rural location are not linked to significantly higher repetition rates at the primary level in Côte d’Ivoire, Guinea, Namibia, Niger and Sierra Leone. Moreover, household income is not linked to disparities in GARs in these countries: the GAR of poor and rich children differ by less than 10 percentage points. 2.6 INEQUITY TENDS TO DECLINE AS CHILDREN MAKE THE TRANSITION TO SECONDARY EDUCATION Figure 14 compares the repetition rates in primary (ISCED 1), lower secondary (ISCED 2) and upper secondary (ISCED 3) education in sub-Saharan Africa, based on data from 29 countries that represented 84% of the primary school-age population in that region in 2010. For each level of education and group of disaggregation, the graph highlights the mean repetition rate across the 29 countries. 8 National values are represented by hollow grey markers that surround the regional average. Repetition rates that exceed 30% are not shown in the graph but were taken into account in the calculation of mean values. In general, repetition rates tend to decrease by level of education – with the average rate for all children falling from 12% at the primary level to 10% for lower and upper secondary education. Boys are somewhat more likely to repeat a grade at the primary level, but this small gap closes at the secondary level of education. Geographic location and household wealth account for far greater disparities in repetition rates than gender. Yet, these disparities tend to decrease as children advance from primary to secondary education. The average repetition rate in primary education is 13% in rural areas and 10% in urban areas. At the lower secondary level, the repetition rates for the two groups are 11% and 9%, respectively, and at the upper secondary level the difference between the repetition rates of urban and rural pupils shrinks to less than one percentage point. 9 The biggest gap exists between children from the poorest and richest household wealth quintiles: 14% of primary school pupils from the poorest households repeat a grade, compared to 10% of those from the richest households. At the lower secondary level of education, the gap between the two groups is much smaller: 11% of the poorest children repeat a grade compared to 9% of the richest children. At the upper secondary level, the repetition rate of children from the richest households is 10%, which is the same as at the primary level. Very few children from the poorest households enrol in upper secondary education, so 8 Mean repetition rates are not weighted by each country’s population. The focus of the analysis is thus on countries, giving each country the same weight, and not on the school-age population in the region. 9 In theory, the repetition rates for the total student population in the first panel of Figure 14 should lie between the urban and rural repetition rates in the third panel. However, this is not observed for the upper secondary level of education, because the repetition rates by location and household wealth were calculated from a smaller group of countries due to limitations of data, including small sample size for some groups of disaggregation. 30
OPPORTUNITIES LOST: THE IMPACT OF GRADE REPETITION AND EARLY SCHOOL LEAVING FIGURE 14 Disparities in repetition rates are highest at the primary education level Repetition rates in primary, lower secondary and upper secondary education in sub-Saharan Africa by sex, location and household wealth quintile, most recent year (2005-2010) Female Rural Poorest 20% Total Male Urban Richest 20% 30 25 20 Repetition rate (%) 15 12.4 12.8 13.4 14.2 10 9.8 9.8 12.1 9.8 10.0 9.9 9.7 10.1 11.0 8.9 10.5 9.9 9.8 10.7 9.2 10.1 5 0 1 2 3 1 2 3 1 2 3 1 2 3 ISCED level ISCED level ISCED level ISCED level Notes: ISCED levels: 1=primary education, 2=lower secondary education, 3=upper secondary education. Hollow markers represent national values. Solid markers represent regional averages. Sources: Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). it is not possible to calculate reliable repetition rates based on the household survey samples. Why do disparities between the different groups of children tend to weaken at higher levels of education? Analysis of household survey data from sub-Saharan Africa demonstrates that children with higher repetition rates – rural residents and those from poor households – also tend to have higher dropout rates. Pupils from disadvantaged groups are less likely to attend school, but those who persist and advance from primary to secondary education perform equally well as their peers, at least as far as repetition is concerned. Thus, the relatively few rural and poor children who manage to reach upper secondary education are no more likely to repeat grades than children from urban areas or wealthy households. 31
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).
Page 64 and 65: A N N E X A4 DEFINITIONS Adjusted n
Page 66 and 67: DEFINITIONS Educational institution
Page 68 and 69: DEFINITIONS Social science, busines
Page 70 and 71: DEFINITIONS Net flow ratio of mobil
Page 72 and 73: DEFINITIONS Part-time students. Stu
Page 74 and 75: A N N E X B INTERNATIONAL STANDARD
Page 76 and 77: A N N E X C REGIONS ARAB STATES (20
Page 78 and 79: A N N E X D ELECTRONIC RESOURCES UI
Page 80 and 81: 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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