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0 6 0 42 / CHAPTER 2 2 Education for All Global Monitoring Report Figure 2.3: Gross and net intake rates in primary education, 2002 Intake rates (%) 200 150 100 50 0 NIR GIR Sub-Saharan Africa Burkina Faso Mali Niger Eritrea Côte d’Ivoire Ethiopia Zambia Burundi Gambia Ghana Mauritius Swaziland Kenya Namibia Seychelles Togo Cape Verde Zimbabwe Botswana Mozambique South Africa Madagascar Equat. Guinea Lesotho Nigeria U. R. Tanzania Rwanda Uganda Note: Only developing countries are included. See source table for detailed country notes. Source: Statistical annex, Table 4. Figure 2.4: New entrants into primary education: distribution by age group, 2002 100 80 Arab States Sudan Saudi Arabia Oman Bahrain Palestinian A. T. Kuwait Egypt Algeria Tunisia Jordan Lebanon Mauritania Morocco Qatar U. A. Emirates Syrian A. R. Sub-Saharan Africa Arab States Central Asia East Asia and the Pacific % of total new entrants 60 40 20 0 Botswana Mozambique Madagascar Kenya Chad South Africa Uganda Zimbabwe Guinea Burundi Mali Equat. Guinea Burkina Faso Zambia Lesotho Togo Eritrea Swaziland Gambia Rwanda Namibia Nigeria Seychelles U. R. Tanzania Niger Cape Verde Mauritius U. A. Emirates Syrian A. R. Jordan Kuwait Qatar Saudi Arabia Oman Palestinian A. T. Djibouti Morocco Bahrain Lebanon Tunisia Algeria Egypt Mongolia Kyrgyzstan Kazakhstan Azerbaijan Uzbekistan Georgia Armenia Indonesia Philippines Lao PDR China Samoa Fiji Macao, China Myanmar Tonga Viet Nam Rep. of Korea 2 or more years older 1 year older At official age Younger Source: UNESCO Institute for Statistics database. rule rather than the exception (Figure 2.3). It is quite common for a country to combine a GIR above 100% with an NIR below 50%, particularly in sub-Saharan Africa (e.g. Botswana, Equatorial Guinea, Madagascar, Mozambique, South Africa, Togo and Zimbabwe), but also in some Arab States (e.g. Mauritania and the United Arab Emirates) and in countries with fairly welldeveloped education systems (e.g. Indonesia, Nicaragua and the Philippines). Delayed entry is very frequent, especially in sub-Saharan Africa, and in Latin America and the Caribbean, while early enrolment is frequent as well in many countries in all regions (Figure 2.4). Forty per cent of sub-Saharan African countries for which data are available have GIRs below 95%, meaning that access to primary schools remains an issue. This is especially so for poor rural children (particularly girls). Low GIRs are most common in francophone countries (Burkina Faso, Congo, Djibouti, Mali and the Niger have GIRs below
EFA PROGRESS: WHERE DO WE STAND? / 43 East Asia and the Pacific South and West Asia Latin America and the Caribbean NIR GIR 200 150 100 Intake rates (%) 50 0 Macao, China China Rep. of Korea Tonga Indonesia Myanmar Lao PDR Cambodia Marshall Is Philippines Maldives Sri Lanka Bangladesh Dominica Turks/Caicos Is Cuba Chile St Vincent/Grenad. Trinidad/Tobago Jamaica Bermuda Venezuela Saint Lucia Aruba Anguilla Grenada Costa Rica Paraguay Suriname Br. Virgin Is Barbados Argentina Peru St Kitts/Nevis Belize Bolivia Panama Guatemala El Salvador Ecuador Nicaragua Dominican Rep. Montserrat South/ West Asia Latin America and the Caribbean Western Europe Central and Eastern Europe 100 80 60 40 20 % of total new entrants 0 Bangladesh Maldives Nicaragua Uruguay Honduras Chile Dominican Rep. Colombia El Salvador Guatemala Costa Rica Guyana Belize Bolivia Turks/Caicos Is Venezuela Dominica Paraguay Grenada Ecuador St Vincent/Grenad. Trinidad/Tobago St Kitts/Nevis Suriname Br. Virgin Is Neth. Antilles Saint Lucia Peru Bahamas Panama Anguilla Mexico Aruba Jamaica Argentina Barbados Cuba Bermuda Switzerland Malta Luxembourg Cyprus Finland Sweden Italy Iceland Denmark Netherlands Czech Rep. Slovakia Hungary Ukraine Romania Croatia TFYR Macedonia Latvia Albania Lithuania Belarus Estonia Bulgaria Serbia/Montenegro 2 or more years older 1 year older At official age Younger 60%). In a majority of countries, however, GIRs rose between 1998 and 2002. This was particularly the case in some of the countries with the lowest rates, which recorded impressive progress over that period: Guinea, the Niger, Senegal, the United Republic of Tanzania and Yemen had increases of 30% or more (see statistical annex, Table 4). Exceptions to this trend include Oman, whose GIR declined by more than 12%. School participation Between 1998 and 2002, total enrolment in primary education rose from 655 million to 671 million children (Table 2.3). Encouragingly, sub-Saharan Africa, and South and West Asia saw the highest increases in enrolment, nearly 20 million children each, translating into GER increases of 11.2 percentage points in the former and 7.4 percentage points in the latter. Enrolment remains a challenge in sub-Saharan Africa, still facing high fertility: the region’s school-age
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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Page 39 and 40: EFA PROGRESS: WHERE DO WE STAND? /
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Page 73 and 74: a continued heavy focus on sub-Saha
Page 77 and 78: COUNTRY EFFORTS: INCREASING MOMENTU
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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 / 237 Ta
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GOOD POLICY, GOOD PRACTICE / 239 Bo
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GOOD POLICY, GOOD PRACTICE / 243 Ta
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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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