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0 0 6 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.
EFA PROGRESS: WHERE DO WE STAND? / 51 Figure 2.12: Percentage of repeaters in primary education, 2002 Mauritius Ghana South Africa Zambia Kenya Uganda Cape Verde Namibia Swaziland Senegal Malawi Rwanda Lesotho S. Tome/Principe Cameroon Comoros Congo Madagascar Gabon Saudi Arabia Egypt Yemen Syrian A. R. Tunisia Lebanon Algeria Djibouti Morocco Sub-Saharan Africa Arab States 0 10 20 30 40 50 Repeaters (%) Boys repeat more Indonesia Macao, China Tonga Vanuatu Cambodia Lao PDR Bangladesh Bhutan Trinidad/Tobago Mexico Br. Virgin Is Panama Dominican Rep. Argentina Venezuela Colombia El Salvador Paraguay Costa Rica Uruguay Aruba Nicaragua Belize St Vincent/Grenad. Turks/Caicos Is Neth. Antilles Peru Guatemala Montserrat Brazil East Asia and the Pacific South and West Asia Latin America and the Caribbean 0 10 20 30 40 50 Repeaters (%) Male Female Girls repeat more or same proportion Sub-Saharan Africa Niger Ethiopia Burkina Faso Côte d’Ivoire Mali Guinea Benin Eritrea Mozambique Togo Chad Burundi Equat. Guinea Arab States Sudan Mauritania South and West Asia India Nepal 0 10 20 30 40 50 Repeaters (%) Note: Countries whose rate is below 3% are not included. See source table for detailed country notes. Source: Statistical annex, Table 6. South and West Asia Afghanistan Pakistan Nepal India Iran, Isl. Rep. Bangladesh Latin America and the Caribbean 1998 2002 Guatemala Dominica Neth. Antilles Cuba Br. Virgin Is El Salvador Aruba Paraguay Europe Portugal Estonia 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 GPI of GERs The increases in enrolment ratios and GPIs between 1998 and 2002 are substantial. They are changing the global picture by generating massive demand for secondary and tertiary education. Meeting this demand will be a major education policy challenge in coming decades. Secondary and tertiary education The achievement of Education for All depends on progress in secondary and tertiary education as well as in basic education. Both the EFA goals and the Millennium Development Goals include achieving parity in enrolment for girls and boys at the primary and secondary levels by 2005 and gender equality at all levels of education by 2015. The achievement of Education for All depends on progress in secondary and tertiary education as well as in basic education
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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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 / 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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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 / 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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