literacy for life; EFA global monitoring report, 2006 - Institut de ...

More documents

Recommendations

Info

0 2 0 6 168 / CHAPTER 7 Education for All Global Monitoring Report Adult literacy rates remain relatively low in South and West Asia, sub-Saharan Africa and the Arab States though only in China was the reduction very significant; Brazil, the Democratic Republic of the Congo, Egypt, India, Indonesia, Nigeria and the Islamic Republic of Iran recorded small decreases. By contrast, the illiterate populations in Bangladesh, Ethiopia, Morocco and Pakistan have increased since 1990, despite improvements in adult literacy rates, indicating that progress in the latter was insufficient to offset the effect of continuing population growth. In which countries are adult literacy rates especially low? While adult literacy rates have improved in all world regions, they remain relatively low (around 60%) in South and West Asia, sub-Saharan Africa and the Arab States. Within these regions there Figure 7.4: Adult literacy rates by gender in fifty-five low-literacy developing countries, 2000—2004 Adult literacy rate (%) 100 80 60 40 20 Male Female Total are considerable differences in adult literacy rates. For example, in South and West Asia, rates are especially low in Bangladesh, Nepal and Pakistan, and quite high in the Maldives and Sri Lanka. In sub-Saharan Africa, literacy rates are extremely low in Benin, Burkina Faso, Chad, Mali, Mozambique, the Niger, Senegal and Sierra Leone, and relatively high in the Congo, Equatorial Guinea, Lesotho, Mauritius and Namibia. Literacy skills are very limited in Egypt, Mauritania, Morocco, Sudan and the Yemen, but more widespread in Bahrain, Jordan, Qatar and the Syrian Arab Republic. Figure 7.4 ranks the fiftyfive countries that have the world’s lowest adult literacy rates – ranging from 13% (Burkina Faso) to 80% (Honduras) – and are thus at risk of not meeting the 2015 goal. 0 Burkina Faso Niger Mali Chad Sierra Leone Benin Senegal Bangladesh Ethiopia Mozambique Côte d’Ivoire C. A. R. Nepal Pakistan Yemen Morocco Mauritania Haiti Togo Ghana Egypt Liberia Comoros Papua N. Guinea Burundi Sudan India Rwanda Malawi D. R. Congo Nigeria Angola Zambia Cameroon Lao PDR Uganda Guatemala U. R. Tanzania Algeria Madagascar Cambodia Kenya Tunisia Oman Cape Verde Nicaragua Belize Iran, Isl. Rep. U. A. Emirates Botswana Swaziland Saudi Arabia El Salvador Honduras Note: See source table for detailed country notes. Source: Statistical annex, Table 2A. Table 7.6: The literacy challenge compounded: many illiterates, low adult literacy rates, 2000—2004 Adult literacy rate is < 63% Adult literacy rate is > 63% Number of illiterates is greater than 5 million Number of illiterates is between 1 and 5 million Number of illiterates is less than 1 million Bangladesh; Egypt; Ethiopia; Ghana; India; Morocco; Mozambique; Nepal; Pakistan; Sudan; Yemen Benin; Burkina Faso; Burundi; Central African Republic; Chad; Côte d’Ivoire; Haiti; Mali; Niger; Papua New Guinea; Senegal; Sierra Leone; Togo Comoros; Liberia; Mauritania Afghanistan; 1 Algeria; Brazil; China; D.R. Congo; Indonesia; Iraq; 2 Iran, Isl. Rep.; Mexico; Nigeria; Turkey; U.R. Tanzania Angola; Cambodia; Cameroon; Guatemala; Kenya; Madagascar; Malawi; Malaysia; Myanmar; Peru; Rwanda; Saudi Arabia; South Africa; Syrian A.R.; Tunisia; Uganda; Zambia Bahrain; Belize; Bolivia; Botswana; Cape Verde; Congo; Dominican Republic; El Salvador; Equatorial Guinea; Honduras; Jamaica; Jordan; Kuwait; Lao PDR; Lesotho; Libyan A.J.; Malta; Mauritius; Namibia; Nicaragua; Oman; Qatar; Suriname; Swaziland; U.A. Emirates; Vanuatu Note: The figure of 63% to distinguish between high and low adult literacy rates is based on an examination of the distribution of all countries with rates below 95% and a calculation of the median. See source table for detailed country notes. 1. Data for Afghanistan based on estimates from CIA (2005). 2. Data for Iraq based on estimates from UNDP (2004c). Source: Statistical annex, Table 2A.
MAPPING THE GLOBAL LITERACY CHALLENGE / 169 By comparing the size of each country’s illiterate population with its overall adult literacy rate, countries with especially significant literacy challenges can be identified. India, Bangladesh, Ethiopia, Egypt, Ghana, Morocco, Mozambique, Nepal, Pakistan, the Sudan and Yemen fall into this category, with relatively large numbers of illiterates (more than 5 million) and relatively low adult literacy rates (less than 63%) (Table 7.6). By contrast, countries such as Burkina Faso, Chad, Côte d’Ivoire, Haiti, the Niger, Papua New Guinea and Senegal have low literacy levels, but also have smaller illiterate populations (1–5 million). The link with poverty The magnitude of the literacy challenge facing many countries today is further complicated by the strong links between illiteracy and poverty. For example, there is a significant negative correlation between Table 7.7: The literacy challenge compounded: links to poverty Bangladesh Egypt Ethiopia Ghana India Morocco Mozambique Nepal Pakistan Sudan Yemen Algeria Brazil China D.R. Congo Indonesia Iran, Isl. Rep. Mexico Nigeria Turkey Burkina Faso Côte d’Ivoire Mali Niger Gross national income per capita, 2003 (in PPP US$) Number of illiterates is greater than 5 million and adult literacy rate is < 63% Percent of population living below US$2 a day (most recent figures) Belongs to HIPC countries 1 870 83 3 940 44 710 78 X 2 190 79 X 2 880 81 3 940 14 1 060 78 X 1 420 81 2 040 66 1 760 – X 820 45 Number of illiterates is greater than 5 million and adult literacy rate is > 63% 5 930 15 7 510 22 4 980 – 660 – X 3 210 52 7 000 7 8 980 26 900 91 6 710 10 Number of illiterates is between 1 and 5 million and adult literacy rate is < 63% 1 170 81 X 1 400 38 X 960 91 X 830 86 X Note: The categorization of countries in this table is based on Table 7.6. Source: World Bank Development Indicators Database (http://www1.worldbank.org/prem/poverty/data/, accessed April 2005). measures of poverty and the adult literacy rate, at both the international level (Figure 7.5) and at the subnational level in countries such as India (Figure 7.6); that is, where poverty rates are higher, literacy rates tend to be lower. Noteworthy exceptions include countries such as the Islamic Republic of Iran, Morocco and Tunisia, which have relatively low poverty and literacy rates. Table 7.7 provides additional evidence of the illiteracy–poverty link by reporting estimates of per Figure 7.5: Literacy rate and poverty Percentage of population below $2 a day 100 80 60 40 20 0 y = - 0.8165x + 108.89 R 2 = 0.4043 Yemen Côte d’Ivoire Morocco Nigeria Tunisia Where poverty rates are higher, literacy rates tend to be lower Mongolia Uzbekistan Rep. Moldova 0 10 20 30 40 50 60 70 80 90 100 Adult literacy rate (%) Egypt Sources: Statistical annex, Table 2A, and World Bank Development Indicators Database (http://www1.worldbank.org/prem/poverty/data/, accessed April 2005). Average household expenditure per capita (Roupies) 1 000 900 800 700 600 500 400 300 200 100 Bihar Uttar Pradesh Rajasthan Haryana Punjab Tamil Nadu Karnataka Gujarat Andhra West Bengal Pradesh Madhya Pradesh Orissa Uganda Zambia Madagascar Iran, Isl. Rep. Himachal Pradesh Maharashtra Zimbabwe Figure 7.6: Relationship between adult literacy and average household expenditure in India, by selected states y = 10.557x - 91.132 R 2 = 0.6139 Kerala 0 45 50 55 60 65 70 75 80 85 90 95 Adult literacy rate (%) Source: Drèze and Sen (2002).
Page 1 and 2:
EFA Global Monitoring Report 2 0 0
Page 3 and 4:
Education for All UNESCO Publishing
Page 5 and 6:
Foreword This fourth annual Educati
Page 7 and 8:
Acknowledgements Former Director Ch
Page 9 and 10:
Contents Headline messages . . . .
Page 11 and 12:
List of figures, tables and text bo
Page 13 and 14:
Tables 2.1: School life expectancy
Page 15 and 16:
4.9: Working together for better-qu
Page 17 and 18:
Literacy Literacy is: A right still
Page 19 and 20:
Education for All Global Monitoring
Page 21 and 22:
EXECUTIVE SUMMARY / 21 25-35% of al
Page 23 and 24:
EXECUTIVE SUMMARY / 23 meeting the
Page 25 and 26:
EXECUTIVE SUMMARY / 25 builds on le
Page 27 and 28:
Page 29 and 30:
LITERACY: THE CORE OF EDUCATION FOR
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
argues that there is value in under
Page 37 and 38:
Page 39 and 40:
EFA PROGRESS: WHERE DO WE STAND? /
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
a continued heavy focus on sub-Saha
Page 75 and 76:
Page 77 and 78:
COUNTRY EFFORTS: INCREASING MOMENTU
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
INTERNATIONAL COMMITMENTS: TIME TO
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118: INTERNATIONAL COMMITMENTS: TIME TO
Page 135 and 136: Education for All Global Monitoring
Page 137 and 138: WHY LITERACY MATTERS / 137 provided
Page 139 and 140: WHY LITERACY MATTERS / 139 limit si
Page 141 and 142: WHY LITERACY MATTERS / 141 In Nepal
Page 143 and 144: WHY LITERACY MATTERS / 143 provided
Page 145 and 146: WHY LITERACY MATTERS / 145 the exis
Page 149 and 150: UNDERSTANDINGS OF LITERACY / 149 Li
Page 151 and 152: UNDERSTANDINGS OF LITERACY / 151 wo
Page 153 and 154: UNDERSTANDINGS OF LITERACY / 153 Un
Page 155 and 156: UNDERSTANDINGS OF LITERACY / 155 un
Page 157 and 158: UNDERSTANDINGS OF LITERACY / 157 Ta
Page 159 and 160: UNDERSTANDINGS OF LITERACY / 159 A
Page 163 and 164: MAPPING THE GLOBAL LITERACY CHALLEN
Page 167: MAPPING THE GLOBAL LITERACY CHALLEN
Page 191 and 192: THE MAKING OF LITERATE SOCIETIES /
Page 213 and 214: Language issues, literacy practices
Page 217 and 218: GOOD POLICY, GOOD PRACTICE / 217 ot
Page 219 and 220:
GOOD POLICY, GOOD PRACTICE / 219 pa
Page 221 and 222:
GOOD POLICY, GOOD PRACTICE / 221 th
Page 223 and 224:
GOOD POLICY, GOOD PRACTICE / 223 co
Page 225 and 226:
GOOD POLICY, GOOD PRACTICE / 225 Bo
Page 227 and 228:
GOOD POLICY, GOOD PRACTICE / 227 co
Page 229 and 230:
GOOD POLICY, GOOD PRACTICE / 229 Me
Page 231 and 232:
GOOD POLICY, GOOD PRACTICE / 231 sy
Page 233 and 234:
GOOD POLICY, GOOD PRACTICE / 233 Th
Page 235 and 236:
GOOD POLICY, GOOD PRACTICE / 235 fr
Page 237 and 238:
GOOD POLICY, GOOD PRACTICE / 237 Ta
Page 239 and 240:
GOOD POLICY, GOOD PRACTICE / 239 Bo
Page 241 and 242:
GOOD POLICY, GOOD PRACTICE / 241 re
Page 243 and 244:
GOOD POLICY, GOOD PRACTICE / 243 Ta
Page 245 and 246:
GOOD POLICY, GOOD PRACTICE / 245 wi
Page 247 and 248:
Page 249 and 250:
SETTING PRIORITIES FOR ACTION / 249
Page 251 and 252:
Page 253 and 254:
APPENDIX 1 / 253 include values, ca
Page 255 and 256:
APPENDIX 1 / 255 Figure A1.4 illust
Page 257 and 258:
APPENDIX 1 / 257 Table A1.1 (contin
Page 259 and 260:
APPENDIX 1 / 259 Table A1.3: Change
Page 261 and 262:
APPENDIX 2 / 261 Once the GER by ge
Page 263 and 264:
INTRODUCTION / 263 Statistical anne
Page 265 and 266:
INTRODUCTION / 265 To fill the gaps
Page 267 and 268:
INTRODUCTION / 267 Metadata for nat
Page 269 and 270:
INTRODUCTION / 269 (Continued) Year
Page 271 and 272:
INTRODUCTION / 271 (Continued) Year
Page 273 and 274:
STATISTICAL ANNEX / 273 Table 1 GNP
Page 275 and 276:
Page 277 and 278:
Page 279 and 280:
Page 281 and 282:
STATISTICAL ANNEX / 281 Table 2A YO
Page 283 and 284:
Page 285 and 286:
Page 287 and 288:
Page 289 and 290:
STATISTICAL ANNEX / 289 Table 2B BO
Page 291 and 292:
Page 293 and 294:
Page 295 and 296:
Page 297 and 298:
STATISTICAL ANNEX / 297 Table 3 GRO
Page 299 and 300:
Page 301 and 302:
Page 303 and 304:
Page 305 and 306:
STATISTICAL ANNEX / 305 Table 4 NET
Page 307 and 308:
Page 309 and 310:
Page 311 and 312:
Page 313 and 314:
Page 315 and 316:
Page 317 and 318:
Page 319 and 320:
Page 321 and 322:
STATISTICAL ANNEX / 321 Table 6 REP
Page 323 and 324:
Page 325 and 326:
Page 327 and 328:
Page 329 and 330:
STATISTICAL ANNEX / 329 Table 7 SUR
Page 331 and 332:
Page 333 and 334:
Page 335 and 336:
Page 337 and 338:
Page 339 and 340:
Page 341 and 342:
Page 343 and 344:
Page 345 and 346:
STATISTICAL ANNEX / 345 Table 9A EN
Page 347 and 348:
Page 349 and 350:
Page 351 and 352:
Page 353 and 354:
STATISTICAL ANNEX / 353 Table 9B PE
Page 355 and 356:
Page 357 and 358:
Page 359 and 360:
Page 361 and 362:
STATISTICAL ANNEX / 361 Table 10A P
Page 363 and 364:
STATISTICAL ANNEX / 363 Table 10A P
Page 365 and 366:
STATISTICAL ANNEX / 365 Table 10A T
Page 367 and 368:
STATISTICAL ANNEX / 367 Table 10A T
Page 369 and 370:
STATISTICAL ANNEX / 369 Table 10B S
Page 371 and 372:
Page 373 and 374:
Page 375 and 376:
Page 377 and 378:
STATISTICAL ANNEX / 377 Table 11 Pu
Page 379 and 380:
Page 381 and 382:
Page 383 and 384:
Page 385 and 386:
STATISTICAL ANNEX / 385 Table 12 GO
Page 387 and 388:
Page 389 and 390:
Page 391 and 392:
Page 393 and 394:
Page 395 and 396:
Page 397 and 398:
Page 399 and 400:
Page 401 and 402:
Page 403 and 404:
Page 405 and 406:
Page 407 and 408:
Page 409 and 410:
ANNEX AID DATA / 409 youth and adul
Page 411 and 412:
ANNEX AID DATA / 411 Aid to basic e
Page 413 and 414:
ANNEX AID DATA / 413 Basic educatio
Page 415 and 416:
ANNEX AID DATA / 415 Table 3 (conti
Page 417 and 418:
ANNEX AID DATA / 417
Page 419 and 420:
GLOSSARY / 419 Education for All De
Page 421 and 422:
GLOSSARY / 421 Literacy educator. I
Page 423 and 424:
GLOSSARY / 423 Repetition rate by g
Page 425 and 426:
REFERENCES / 425 Banerjee, A. and K
Page 427 and 428:
REFERENCES / 427 Burchfield, S. 199
Page 429 and 430:
REFERENCES / 429 Desjardins, R. and
Page 431 and 432:
REFERENCES / 431 Garcia Garrido, J.
Page 433 and 434:
REFERENCES / 433 Hull, G. 2003. You
Page 435 and 436:
REFERENCES / 435 Lind, A. 1988. Adu
Page 437 and 438:
REFERENCES / 437 Nirantar. 1997. In
Page 439 and 440:
REFERENCES / 439 Reh, M. (ed.). 198
Page 441 and 442:
REFERENCES / 441 Street, B. (ed.).
Page 443 and 444:
REFERENCES / 443 UNHCHR. 1993. Vien
Page 445 and 446:
ABBREVIATIONS / 445 Abbreviations A
Page 447 and 448:
ABBREVIATIONS / 447 NIR Net intake
show all

literacy for life; EFA global monitoring report, 2006 - Institut de ...

Create successful ePaper yourself

Delete template?

Save as template?