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0 6 0 40 / CHAPTER 2 2 Education for All Global Monitoring Report Arab Emirates. India, where efforts are being made to expand the pre-primary facilities through the Integrated Child Development Services and several other programmes, particularly in rural areas (Govinda and Biswal, 2005a), also made notable progress, with its GER increasing from 19.5% to 34%. Kenya Equat. Guinea Namibia South Africa Madagascar Lesotho Cameroon Congo Côte d’Ivoire Eritrea Benin Burundi Senegal Ethiopia Niger Uganda S. Tome/Principe Comoros Togo Mali Arab States U. A. Emirates Lebanon Qatar Tunisia Sudan Bahrain Egypt Libyan A. J. Syrian A. R. Jordan Algeria Yemen Oman Saudi Arabia Iraq Morocco Kuwait Palestinian A. T. Gender disparities in ECCE Gender disparities in pre-primary enrolment (Table 2.2), as measured by the gender parity index (GPI), are less pronounced than at other levels of education. In all countries for which data are available in the Arab States, and Central and Figure 2.2: Change in gross enrolment ratios in pre-primary education between 1998 and 2002 Sub-Saharan Africa East Asia and the Pacific Papua N. Guinea Viet Nam New Zealand Indonesia Rep. of Korea Tuvalu Vanuatu Japan Cambodia Maldives Thailand Lao PDR Iran, Isl. Rep. India Br. Virgin Is Panama Ecuador Venezuela El Salvador Uruguay Mexico Trinidad/Tobago Barbados Paraguay Brazil Argentina Bolivia Nicaragua Colombia Jamaica Peru Belize Luxembourg Norway Finland Portugal Sweden Austria United States United Kingdom Samoa China Macao, China Bangladesh Brunei Daruss. South and West Asia Latin America and the Caribbean Dominican Rep. North America and Western Europe Cyprus Greece Canada -20 -15 -10 -5 0 5 10 15 20 25 30 -20 -15 -10 -5 0 5 10 15 20 25 30 Percentage points Percentage points Note: Only countries with a GER below 90% in both years are displayed. See source table for detailed country notes. Source: Statistical annex, Table 3.
EFA PROGRESS: WHERE DO WE STAND? / 41 Eastern Europe, boys predominate, while girls predominate in many countries of East Asia and the Pacific, Latin America and the Caribbean and in sub-Saharan Africa. Particularly low GPIs (below 0.90) characterize Morocco, Oman and Sudan, in the Arab States region, and Nepal and Pakistan, in South Asia, though some of them have made significant progress since 1998. Morocco’s GPI increased from 0.52 in 1998 to 0.62 in 2002 (though it is still the lowest in the table) and Nepal’s from 0.73 to 0.86 (see statistical annex, Table 3). Primary education Worldwide, progress towards universal primary education (UPE) has been slow since Dakar – the global NER in primary education increased by only one percentage point, from 83.6% in 1998 to 84.6% in 2002 (Table 2.3). There are still nearly 100 million children of primary school age who are not enrolled in primary schools, and quality remains a major issue worldwide, as discussed in the 2005 Report. Most of sub- Saharan Africa, South and West Asia, and the Arab States still combine low participation with insufficient school supply. At the same time, though, these are the regions where enrolment ratios have been increasing most rapidly and there is evidence that the gender gap is narrowing, albeit too slowly to reach the Dakar goal of parity in primary and secondary school enrolment by 2005. Access to primary education Assuring timely access of all children to the first grade is crucial if UPE is to be achieved by 2015. Intake rates provide a measure of access. The gross intake rate (GIR) is the total number of new entrants into the first grade of primary education, regardless of age, expressed as a percentage of the population at the official primary-school entrance age. It can be higher than 100% if younger or older enrolment ages are frequent. The net intake rate (NIR) includes only entrants who are of the official entrance age, and is thus a more accurate measure of timely access to primary schooling. 3 A wide discrepancy between the two indicators implies that rules defining the official entrance age are not rigidly enforced or that obstacles to access exist, such as high costs or an inadequate supply of schools. GIRs well above 100% are the Table 2.2: Gender parity index of gross enrolment ratios in pre-primary education, 2002 Disparities in favour of boys (34 countries) Comoros Burkina Faso Lesotho Nigeria Benin Seychelles Morocco Oman Sudan Qatar Jordan Yemen Saudi Arabia Syrian A. R. Bahrain Egypt Palestinian A. T. Libyan A. J. Uzbekistan Tajikistan Kyrgyzstan China Papua N. Guinea Viet Nam Macao, China Nepal Pakistan St Kitts/Nevis Br. Virgin Is Germany Turkey Latvia Russian Fed. Slovenia Sub-Saharan Africa 0.91 Uganda 0.92 Zimbabwe 0.94 C. A. R. 0.94 Guinea-Bissau 0.95 Congo 0.96 Senegal S. Tome/Principe Namibia Arab States 0.62 0.84 0.86 0.92 0.93 0.93 0.94 0.94 0.94 0.95 0.96 0.96 0.94 0.94 0.95 Georgia Armenia Mongolia East Asia and the Pacific 0.92 Philippines 0.93 Lao PDR 0.94 Cambodia 0.95 Malaysia Indonesia Palau Tuvalu Tonga Niue Samoa South and West Asia 0.86 Bangladesh 0.88 Iran, Isl. Rep. Latin America and the Caribbean 0.90 Jamaica 0.95 Honduras El Salvador Belize Saint Lucia North America and Western Europe 0.95 Greece Central and Eastern Europe 0.94 0.94 0.94 0.96 Disparities in favour of girls (29 countries) Countries GPI (F/M) Countries GPI (F/M) Central Asia Note: Countries at gender parity (GPI of 0.97 to 1.03) are not included. See source table for detailed country notes. Source: Statistical annex, Table 3. 1.04 1.04 1.05 1.05 1.06 1.10 1.11 1.30 1.06 1.07 1.14 1.04 1.05 1.05 1.08 1.09 1.12 1.16 1.21 1.23 1.24 1.07 1.12 1.05 1.05 1.06 1.07 1.14 1.04 Assuring timely access of all children to the first grade is crucial if UPE is to be achieved by 2015 3. However where the official entrance age is not actually the most frequent entrance age, the NIR can seriously underestimate access.
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 29 and 30: LITERACY: THE CORE OF EDUCATION FOR
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COUNTRY EFFORTS: INCREASING MOMENTU
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Education for All Global Monitoring
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INTERNATIONAL COMMITMENTS: TIME TO
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WHY LITERACY MATTERS / 137 provided
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WHY LITERACY MATTERS / 139 limit si
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WHY LITERACY MATTERS / 141 In Nepal
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WHY LITERACY MATTERS / 143 provided
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WHY LITERACY MATTERS / 145 the exis
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UNDERSTANDINGS OF LITERACY / 149 Li
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UNDERSTANDINGS OF LITERACY / 151 wo
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UNDERSTANDINGS OF LITERACY / 153 Un
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UNDERSTANDINGS OF LITERACY / 155 un
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UNDERSTANDINGS OF LITERACY / 157 Ta
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UNDERSTANDINGS OF LITERACY / 159 A
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MAPPING THE GLOBAL LITERACY CHALLEN
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THE MAKING OF LITERATE SOCIETIES /
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Language issues, literacy practices
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GOOD POLICY, GOOD PRACTICE / 217 ot
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GOOD POLICY, GOOD PRACTICE / 235 fr
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GOOD POLICY, GOOD PRACTICE / 237 Ta
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GOOD POLICY, GOOD PRACTICE / 239 Bo
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GOOD POLICY, GOOD PRACTICE / 241 re
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GOOD POLICY, GOOD PRACTICE / 243 Ta
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GOOD POLICY, GOOD PRACTICE / 245 wi
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SETTING PRIORITIES FOR ACTION / 249
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APPENDIX 1 / 253 include values, ca
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APPENDIX 1 / 255 Figure A1.4 illust
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APPENDIX 1 / 257 Table A1.1 (contin
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APPENDIX 1 / 259 Table A1.3: Change
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APPENDIX 2 / 261 Once the GER by ge
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INTRODUCTION / 263 Statistical anne
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INTRODUCTION / 265 To fill the gaps
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INTRODUCTION / 267 Metadata for nat
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INTRODUCTION / 269 (Continued) Year
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INTRODUCTION / 271 (Continued) Year
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STATISTICAL ANNEX / 273 Table 1 GNP
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STATISTICAL ANNEX / 281 Table 2A YO
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STATISTICAL ANNEX / 289 Table 2B BO
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STATISTICAL ANNEX / 297 Table 3 GRO
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STATISTICAL ANNEX / 305 Table 4 NET
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STATISTICAL ANNEX / 321 Table 6 REP
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STATISTICAL ANNEX / 329 Table 7 SUR
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STATISTICAL ANNEX / 345 Table 9A EN
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STATISTICAL ANNEX / 353 Table 9B PE
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STATISTICAL ANNEX / 361 Table 10A P
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STATISTICAL ANNEX / 363 Table 10A P
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STATISTICAL ANNEX / 365 Table 10A T
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STATISTICAL ANNEX / 367 Table 10A T
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STATISTICAL ANNEX / 369 Table 10B S
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STATISTICAL ANNEX / 377 Table 11 Pu
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STATISTICAL ANNEX / 385 Table 12 GO
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ANNEX AID DATA / 409 youth and adul
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ANNEX AID DATA / 411 Aid to basic e
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ANNEX AID DATA / 413 Basic educatio
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ANNEX AID DATA / 415 Table 3 (conti
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ANNEX AID DATA / 417
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GLOSSARY / 419 Education for All De
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GLOSSARY / 421 Literacy educator. I
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GLOSSARY / 423 Repetition rate by g
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REFERENCES / 425 Banerjee, A. and K
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REFERENCES / 427 Burchfield, S. 199
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REFERENCES / 429 Desjardins, R. and
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REFERENCES / 431 Garcia Garrido, J.
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REFERENCES / 433 Hull, G. 2003. You
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REFERENCES / 435 Lind, A. 1988. Adu
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REFERENCES / 437 Nirantar. 1997. In
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REFERENCES / 439 Reh, M. (ed.). 198
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REFERENCES / 441 Street, B. (ed.).
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REFERENCES / 443 UNHCHR. 1993. Vien
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ABBREVIATIONS / 445 Abbreviations A
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ABBREVIATIONS / 447 NIR Net intake
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