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

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50 / CHAPTER 2
2
Education for All Global Monitoring Report
Once enrolled,
girls tend to
perform better
than boys
Progress is being made regarding gender
parity in enrolment, as 104 countries out of the 180
for which 2002 data are available have achieved
parity in primary education as measured by the
GPI of gross enrolment ratios (see statistical
annex, Table 5). Major gender disparities that
impede girls are now concentrated in the Arab
States, South and West Asia and sub-Saharan
Africa, though the situation has improved
considerably since 1998 (Table 2.5).
Table 2.5: Gross enrolment ratios by gender in primary education, by region,
1998 and 2002
World
Developing countries
Developed countries
Countries in transition
Sub-Saharan Africa
Arab States
Central Asia
East Asia and the Pacific
South and West Asia
Latin America and the Caribbean
North America and Western Europe
Central and Eastern Europe
Source: Statistical annex, Table 5.
Gross enrolment ratios
1998 2002
Male Female GPI Male Female
% % (F/M) % %
104.5 96.3
104.9 95.5
101.8 102.3
101.1 99.9
86.8 73.1
95.7 83.5
99.5 98.4
112.1 111.0
102.9 85.6
122.9 119.9
102.1 103.0
99.3 95.3
0.92
0.91
1.00
0.99
0.84
0.87
0.99
0.99
0.83
0.98
1.01
0.96
106.6 100.4
107.3 100.3
100.7 100.4
106.0 105.1
97.9 84.3
98.6 88.8
102.5 100.7
111.7 110.2
106.2 97.5
120.8 118.0
100.9 100.7
100.8 98.1
GPI
(F/M)
0.94
0.93
1.00
0.99
0.86
0.90
0.98
0.99
0.92
0.98
1.00
0.97
Figure 2.11 indicates that very rapid progress
towards gender parity can be achieved in poor
countries with low enrolment ratios, as
demonstrated by Afghanistan, Benin, Chad,
Ethiopia, the Gambia, Guinea, India, Morocco,
Nepal and Yemen. Even so, several of these
countries still have GPIs below 0.80 of their GERs.
Afghanistan’s GPI is the world’s lowest, although
it recovered from 0.08 in 1998 to 0.52 in 2002.
Once enrolled, girls tend to perform better
than boys. This may reflect gender-differentiated
attitudes to learning or, more simply, the fact
that in countries where fewer girls than boys
are enrolled, the average female student tends
to come from a more privileged socio-economic
background than the average male student.
Figure 2.12 shows that repetition rates are
higher for boys than for girls, but even in some
countries of the three regions where gender
disparities favouring boys are most pronounced
(sub-Saharan Africa, the Arab States, and South
and West Asia), girls’ disadvantage is barely
significant. In particular, in Latin America and
the Caribbean, higher grade repetition and
lower survival rates for boys result in girls being
in the majority at the secondary and tertiary levels
(see statistical annex, Table 7).
Survival rates are also generally higher for girls
than for boys everywhere except sub-Saharan
Africa and Central Asia, where males’ survival
rates are higher in a majority of countries (see
statistical annex, Table 7).
Figure 2.11: Changes in gender disparities in GERs between 1998 and 2002
GPI of GERs
1.20
1.10
1.00
0.90
0.80
0.70
0.60
0.50
0.40
0.30
0.20
0.10
0.00
Gender parity line
1998 2002
Sub-Saharan Africa
Chad
Ethiopia
Guinea
Benin
Niger
Burkina Faso
Mali
Mozambique
Côte d’Ivoire
Togo
Nigeria
Burundi
Cameroon
Eritrea
Comoros
Gambia
Senegal
Ghana
Uganda
Equat. Guinea
Zambia
Swaziland
Malawi
Congo
Cape Verde
S. Tome/Principe
Madagascar
South Africa
Kenya
Lesotho
Arab States
Yemen
Djibouti
Morocco
Iraq
Sudan
Egypt
Syrian A. R.
Algeria
Mauritania
Tunisia
Lebanon
U. A. Emirates
Oman
Saudi Arabia
Central
Asia
Tajikistan
Mongolia
East Asia and
the Pacific
Lao PDR
Cambodia
Niue
Viet Nam
Papua N. Guinea
Thailand
Macao, China
Tuvalu
Kiribati
Note: Countries with a GPI between 0.97 and 1.03 in 1998 or 2002 are not included. No data for Pakistan in 1998. See source table for detailed country notes.
Source: Statistical annex, Table 5.