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0 2 0 6 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.
EFA PROGRESS: WHERE DO WE STAND? / 55 Figure 2.16: Comparison of gender disparities at the end of primary education and in transition to secondary education, 2001 Transition rate from primary to secondary is: 1.4 times higher for girls Saint Lucia St Vincent/Grenad. 1.3 times higher for girls Br. Virgin Is Mauritius 1.2 times higher for girls Chad Ethiopia Benin Mozambique Niger Mali Côte d’Ivoire Uruguay Bangladesh Cape Verde Uganda India Comoros Neth. Antilles Morocco Andorra Aruba Sudan Guatemala Lesotho Burkina Faso Nepal Lao PDR Senegal Cameroon Eritrea Cambodia Myanmar Togo Mauritania Djibouti U. R. Tanzania 1.1 times higher for girls Gender parity 1.1 times higher for boys 1.2 times higher for boys 1.3 times higher for boys 1.4 times higher for boys Suriname 1.5 times higher for boys Intake rate to last grade of primary education is: 2.5 times higher for boys 2 times higher for boys 1.5 times higher for boys Notes: Only countries with comparable data for both indicators are included. Disparities are presented on a comparable scale for both sexes: those favouring women are expressed as the ratio of the female rates to the male rates while those favouring men are expressed as the ratio of the male rates to the female rates. Countries with disparities above 1.1 for either indicator are labelled. See source table for detailed country notes. Sources: Statistical annex, Table 7; UNESCO Institute for Statistics (2005), Table 4. Congo Gender parity 1.6 times higher for boys 1.5 times higher for girls South/ West Asia Latin America and the Caribbean North America and Western Europe Central and Eastern Europe 80 60 40 GERs (%) 20 0 Bangladesh Iran, Isl. Rep. Trinidad/Tobago Neth. Antilles Honduras El Salvador Costa Rica Brazil Mexico Colombia Aruba Cuba Uruguay Barbados Bolivia Chile Argentina Luxembourg Malta Cyprus Switzerland Austria Germany Ireland France Portugal Italy Israel Canada Netherlands Belgium Spain Iceland United Kingdom Denmark Greece Norway United States Sweden Finland TFYR Macedonia Rep. Moldova Slovakia Romania Czech Rep. Serbia/Montenegro Bulgaria Croatia Hungary Poland Belarus Ukraine Estonia Slovenia Lithuania Latvia 1998 2002
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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
Page 77 and 78: 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 / 219 pa
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GOOD POLICY, GOOD PRACTICE / 235 fr
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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 / 241 re
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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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