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0 6 0 52 / CHAPTER 2 2 Education for All Global Monitoring Report The number of secondary students in the world rose substantially between 1998 and 2002, from 430 million to almost 500 million Secondary education The number of secondary students in the world rose substantially between 1998 and 2002, from 430 million to almost 500 million – more than four times the increase in the number of primaryschool students. The global GER at this level went up from 60% to 65% as a result of increases in the number of children completing primary school and the proportion going on to secondary school. The transition to and participation in secondary education Transition rates increased from 1998 to 2002 in most countries (Figure 2.13). High transition rates are now widespread. Half the developing countries for which data are available have transition rates above 80%, and rates generally exceed 90% in developed countries and countries in transition. A small group of countries still had rates below 70% in 2002, as low as 20% in the Figure 2.13: Transition rates from primary to general secondary education, 1998/1999 and 2001/2002 100 80 Above this line: Rates increased Turks/Caicos Is Lesotho United Republic of Tanzania. Rates also fell substantially in the Dominican Republic, Ghana, Guinea and Madagascar. In three out of four countries in the world, home to 80% of children of secondary school age, lower secondary education is compulsory (see statistical annex, Table 4). Nevertheless, of the 109 countries for which data are available and in which lower secondary education is compulsory, 41 have transition rates below 90%. Regional patterns of participation in secondary education are similar to those observed for primary education, but the contrasts are sharper. Generally, OECD countries have almost achieved universal secondary education. High secondary GERs are found in Central and Eastern Europe, Central Asia, and Latin America and the Caribbean. Levels of participation vary widely in the Arab States (regional average: 65%), and East Asia and the Pacific (71%). The lowest average regional GERs are those of sub-Saharan Africa Viet Nam Samoa Dominica Guatemala Sudan Macao, China Cayman Bangladesh Is Tunisia Costa Rica Ghana Cambodia Algeria Bhutan Lao PDR Gambia Syrian A. R. Dominican Rep. Br. Virgin Is 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 Transition rates 2001 (%) 60 40 Uganda Zambia Djibouti Mauritania Niger Senegal Côte d’Ivoire Mozambique Neth. Antilles Burkina Faso Mali Guinea Madagascar Chad 20 United Republic of Tanzania Below this line: Rates decreased 0 0 20 40 60 80 100 Transition rates 1998 (%) Notes: The transition rate is the number of new entrants to first grade of secondary education, expressed as the percentage of pupils in the last grade of primary education one year earlier. Only countries with comparable data for both years are included. Countries with transition rates below 65% in either year or a change in rates exceeding 5% points are labelled. See source table for detailed country notes. Source: Statistical annex, Table 7.
EFA PROGRESS: WHERE DO WE STAND? / 53 Figure 2.14: Change in secondary gross enrolment ratios between 1998 and 2002 160 140 120 Sub-Saharan Africa Arab States Central Asia East Asia and the Pacific 100 GERs (%) 80 60 40 20 0 Niger Burkina Faso Chad Mozambique Rwanda Angola Senegal Mali Ethiopia Uganda Guinea Côte d’Ivoire Benin Zambia Eritrea Comoros Cameroon Kenya Malawi Gambia Lesotho Ghana Swaziland Gabon Namibia Botswana Mauritius South Africa Seychelles Djibouti Mauritania Sudan Iraq Morocco Yemen Syrian A. R. Saudi Arabia Tunisia U. A. Emirates Lebanon Oman Egypt Jordan Palestinian A. T. Kuwait Qatar Bahrain Georgia Azerbaijan Mongolia Tajikistan Kazakhstan Kyrgyzstan Papua N. Guinea Cambodia Vanuatu Myanmar Lao PDR China Malaysia Viet Nam Samoa Philippines Tuvalu Palau Brunei Daruss. Rep. of Korea Macao, China Niue Japan Tonga New Zealand Australia 160 140 120 South and West Asia Latin America and the Caribbean North America and Western Europe Central and Eastern Europe 100 80 60 40 20 0 Nepal Bangladesh India Maldives Iran, Isl. Rep. Guatemala Dominican Rep. El Salvador Ecuador Nicaragua Paraguay Costa Rica Venezuela Panama Colombia Neth. Antilles Belize Mexico Trinidad/Tobago Jamaica Bolivia Saint Lucia Guyana Chile Peru Cuba Br. Virgin Is Argentina Aruba Barbados Dominica Israel United States Greece Switzerland Cyprus Italy Austria Germany Canada Ireland France Portugal Iceland Norway Spain Netherlands Finland Denmark Rep. Moldova Albania Romania TFYR Macedonia Serbia/Montenegro Croatia Belarus Slovakia Latvia Estonia Czech Rep. Bulgaria Hungary Slovenia GERs (%) 1998 Regional averages 1998 2002 Regional averages 2002 Notes: Only countries with comparable data for both years are included. See source table for detailed country notes. Source: Statistical annex, Table 8. (28%), and South and West Asia (50%) (see statistical annex, Table 8). Figure 2.14 displays changes in GERs between 1998 and 2002 at the country and regional levels. Increases exceeding five percentage points occurred in about half the countries. Increases were especially high in Latin America and the Caribbean, and in East Asia and the Pacific. In sub-Saharan Africa, GERs grew by more than 15% in more than half the countries, including Ethiopia, Guinea, Mali, Mozambique, Rwanda and Zambia, and that of Uganda doubled, albeit from a very low initial level. In contrast to the global trends, substantial decreases were recorded in some countries that already had low enrolment rates in 1998, among them Swaziland and Vanuatu. Grade repetition in secondary education Grade repetition is an issue in secondary as well as in primary education. In general, countries with high repetition rates at the primary level also have high rates at secondary level (see statistical annex, Table 8). Grade repetition is especially frequent in sub-Saharan Africa, where the percentage of repeaters exceeds 10% in half the
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
Page 35 and 36: argues that there is value in under
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
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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 / 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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