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

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72 / CHAPTER 2
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Education for All Global Monitoring Report
Table 2.10: Country prospects for the achievement of gender parity in primary and secondary education by 2005 and 2015
Gender parity in primary education
Achieved
in 2002
Likely to
be achieved
in 2005
Likely to
be achieved
in 2015
At risk of not
achieving the
goal by 2015
Albania, Anguilla, Armenia, Australia,
Azerbaijan, Bahamas, Barbados,
Belarus, Bulgaria, Canada, Chile, China,
Croatia, Cyprus, Czech Republic,
Ecuador, France, Georgia, Germany,
Greece, Hungary, Indonesia, Israel, Italy,
Jamaica, Japan, Jordan, Kazakhstan,
Kyrgyzstan, Latvia, Lithuania, Malta,
Mauritius, Netherlands, Norway, Oman,
Republic of Korea, Republic of Moldova,
Romania, Russian Federation, Serbia
and Montenegro, Seychelles, Slovakia,
Slovenia, The former Yugoslav Rep. of
Macedonia, Ukraine, United Arab
Emirates, United States, Uzbekistan
49
Estonia
Cuba
Achieved in 2002
El Salvador, Swaziland, Paraguay
1
1
3
Gender parity in secondary education
Likely to be
achieved in 2005
Austria, Bolivia,
Guyana, Kenya
4
Islamic
Republic of Iran
1
Egypt
1
Likely to be
achieved in 2015
Switzerland,
Argentina,
Belize,
Botswana
4
Ghana,
Saudi Arabia
2
Cameroon,
Macao (China),
South Africa,
Viet Nam
4
At risk of not achieving
the goal by 2015
Gambia, Mauritania, Myanmar, Peru,
Poland, Rwanda, Uganda, Zimbabwe,
Bahrain, Bangladesh, Belgium, Brunei
Darussalam, Colombia, Costa Rica,
Denmark, Dominican Republic, Finland,
Iceland, Ireland, Kuwait, Lesotho,
Luxembourg, Malaysia, Maldives,
Mexico, Mongolia, Namibia,
Netherlands Antilles, New Zealand,
Nicaragua, Palestinian Autonomous
Territories, Philippines, Qatar, Saint
Lucia, Saint Vincent and the Grenadines,
Samoa, Spain, Suriname, Tonga,
Trinidad and Tobago, United Kingdom,
Vanuatu, Venezuela
43
India, Syrian Arab Republic, Lebanon,
Panama, Tunisia
5
Nepal, Senegal, Tajikistan, Togo,
Zambia, Brazil, Portugal
7
Benin, Burkina Faso, Burundi,
Cambodia, Chad, Comoros, Côte
d’Ivoire, Djibouti, Eritrea, Ethiopia,
Guatemala, Lao People’s Democratic
Republic, Malawi, Mali, Morocco,
Mozambique, Niger, Papua New Guinea,
Sudan, Turkey, Yemen, Algeria, Aruba,
British Virgin Islands
24
Number
of
countries
100
9
9
31
Number of countries 54 6 10 79 149
Note: Where countries are shown in blue, enrolment disparities at the expense of boys are observed in secondary education.
Box 2.4
Gender disparities in enrolment ratios
In much of the world, the main challenge in achieving
the EFA gender parity goal is still to increase girls’
access to schooling. In a growing number of countries,
however, enrolment ratios are now higher for girls than
for boys, especially at the secondary and tertiary levels.
Although there are exceptions, such countries are
typically either developed countries or developing
countries that are close to UPE. Among the seventynine
countries that are unlikely to achieve gender parity
in secondary education by 2015, forty-two have lower
enrolment ratios for boys than for girls. Research and
results of student assessment worldwide show that
boys tend to perform worse than girls, to repeat grades
and fail graduation exams, and to leave the school
system earlier. This situation, which requires policy
attention, is the reason for developed countries such
as Denmark, Finland, New Zealand and the United
Kingdom appearing in Table 2.10 as being at risk of
not achieving gender parity in secondary education
by 2015. The problem is also increasingly common in
developing countries, especially those of Latin America
and the Caribbean.
A qualification is that higher enrolment ratios for
girls than for boys may well coexist with persisting
inequalities against girls, either in the school system
itself (teaching practices, curriculum, etc.) or in other
institutions such as the labour market, where women
often need higher qualifications than men to reach the
same outcomes. Public policies aimed at bringing about
gender equality in education thus need to go far beyond
initiatives that focus on enrolment ratios alone.