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

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54 / CHAPTER 2
Education for All Global Monitoring Report
Growth rates
for tertiary
education in
developing
countries are, on
average, more
than twice those
in developed
countries
6. See the glossary for
detailed definitions.
countries. In Burkina Faso, Burundi and Congo,
about one-third of secondary students were
repeating a grade in 2002.
Tertiary education
The number of students in tertiary education
worldwide has continued to increase rapidly, from
90 million in 1998 to 121 million in 2002, an
average of more than 7% per year. Growth rates
for tertiary education in developing countries are,
on average, more than twice those observed in
developed countries. China’s growth of 24%
annually accounts for one-third of the global
increase.
Access to tertiary education is expanding in
the vast majority of countries for which data are
available. Two-thirds of all countries had
increased their GERs by more than two
percentage points between 1998 and 2002
(Figure 2.15). The highest absolute increases
were observed in developed countries, but rises
of more than ten percentage points were
observed in Argentina, Bahrain, Cuba, Mongolia,
the Palestinian Autonomous Territories and
the United Arab Emirates.
Gender disparities in secondary
and tertiary education
Secondary education
Gender disparities at the beginning of secondary
education stem from disparities at the primary
level as well as from the transition to secondary
education. Figure 2.16 illustrates the relationship
between gender disparities in the gross intake
rate to the last grade of primary education and
the transition rate from primary to lower
secondary education. 6 Of the 134 countries for
which data are available for 2001, 89 have
achieved gender parity in the transition rate or are
close to doing so. Even countries with relatively
weak education systems, such as Benin,
Guatemala, Mozambique and the Sudan, have
reached gender parity in the transition to
secondary schooling, and gender disparities in
favour of girls are observed in many countries
(India, Morocco and Uganda).
Meanwhile, several countries stand out as
having lower intake rates to the last grade of
primary education, and lower transition rates
to secondary education, for girls than for boys.
These are the same countries already identified
as still having underdeveloped primary school
systems, e.g. Burkina Faso, Cambodia, Chad,
Djibouti, Eritrea, Ethiopia, Mali, Mauritania, and
the Niger. A qualification is that gender disparities
in the transition rate are often less pronounced
than those in various variables pertaining to
primary education. In Burkina Faso, Ethiopia and
the Niger, a boy’s chances of completing primary
education are 1.5 times higher than a girl’s, but
his chances of making the transition to secondary
education are ‘only’ 1.1 times higher.
Overall, however, progress since 1998 has
been slight in countries still experiencing gender
disparities in transition rates (see statistical
annex, Table 7). Gender disparities in gross
Figure 2.15: Changes in the tertiary gross enrolment ratios between 1998 and 2002
80
60
Sub-Saharan Africa Arab States Central Asia
East Asia and
the Pacific
GERs (%)
40
20
0
Malawi
U. R. Tanzania
Angola
Eritrea
Burundi
Madagascar
Comoros
Zambia
Ethiopia
Mali
Rwanda
Lesotho
Uganda
Congo
Swaziland
Botswana
Cameroon
Namibia
South Africa
Mauritius
Mauritania
Morocco
Iraq
Algeria
Qatar
Saudi Arabia
Tunisia
Egypt
Bahrain
U. A. Emirates
Palestinian A. T.
Lebanon
Libyan A. J.
Tajikistan
Azerbaijan
Mongolia
Georgia
Kyrgyzstan
Kazakhstan
Lao PDR
Samoa
Viet Nam
Brunei Daruss.
China
Malaysia
Philippines
Thailand
Japan
New Zealand
Australia
Macao, China
Rep. of Korea
1998 2002
Note: Only countries with comparable data for both years are included. Countries are ranked in ascending order of tertiary GERs in 2002. See source table for detailed country notes.
Source: Statistical annex, Table 9A.