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

More documents

Recommendations

Info

0 0 6 72 / CHAPTER 2 2 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.
a continued heavy focus on sub-Saharan Africa, South and West Asia, and the Arab States, along with the least developed countries in other regions. Countries most at risk need to redouble their efforts in certain key policy areas, especially domestic resource mobilization (see Chapter 3), and need further external assistance (see Chapter 4). EFA PROGRESS: WHERE DO WE STAND? / 73
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 27 and 28: Education for All Global Monitoring
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? /
Page 71: EFA PROGRESS: WHERE DO WE STAND? /
Page 77 and 78: COUNTRY EFFORTS: INCREASING MOMENTU
Page 107 and 108: INTERNATIONAL COMMITMENTS: TIME TO
Page 123 and 124:
INTERNATIONAL COMMITMENTS: TIME TO
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
WHY LITERACY MATTERS / 137 provided
Page 139 and 140:
WHY LITERACY MATTERS / 139 limit si
Page 141 and 142:
WHY LITERACY MATTERS / 141 In Nepal
Page 143 and 144:
WHY LITERACY MATTERS / 143 provided
Page 145 and 146:
WHY LITERACY MATTERS / 145 the exis
Page 147 and 148:
Page 149 and 150:
UNDERSTANDINGS OF LITERACY / 149 Li
Page 151 and 152:
UNDERSTANDINGS OF LITERACY / 151 wo
Page 153 and 154:
UNDERSTANDINGS OF LITERACY / 153 Un
Page 155 and 156:
UNDERSTANDINGS OF LITERACY / 155 un
Page 157 and 158:
UNDERSTANDINGS OF LITERACY / 157 Ta
Page 159 and 160:
UNDERSTANDINGS OF LITERACY / 159 A
Page 161 and 162:
Page 163 and 164:
MAPPING THE GLOBAL LITERACY CHALLEN
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
Page 171 and 172:
Page 173 and 174:
Page 175 and 176:
Page 177 and 178:
Page 179 and 180:
Page 181 and 182:
Page 183 and 184:
Page 185 and 186:
Page 187 and 188:
Page 189 and 190:
Page 191 and 192:
THE MAKING OF LITERATE SOCIETIES /
Page 193 and 194:
Page 195 and 196:
Page 197 and 198:
Page 199 and 200:
Page 201 and 202:
Page 203 and 204:
Page 205 and 206:
Page 207 and 208:
Page 209 and 210:
Page 211 and 212:
Page 213 and 214:
Language issues, literacy practices
Page 215 and 216:
Page 217 and 218:
GOOD POLICY, GOOD PRACTICE / 217 ot
Page 219 and 220:
GOOD POLICY, GOOD PRACTICE / 219 pa
Page 221 and 222:
GOOD POLICY, GOOD PRACTICE / 221 th
Page 223 and 224:
GOOD POLICY, GOOD PRACTICE / 223 co
Page 225 and 226:
GOOD POLICY, GOOD PRACTICE / 225 Bo
Page 227 and 228:
GOOD POLICY, GOOD PRACTICE / 227 co
Page 229 and 230:
GOOD POLICY, GOOD PRACTICE / 229 Me
Page 231 and 232:
GOOD POLICY, GOOD PRACTICE / 231 sy
Page 233 and 234:
GOOD POLICY, GOOD PRACTICE / 233 Th
Page 235 and 236:
GOOD POLICY, GOOD PRACTICE / 235 fr
Page 237 and 238:
GOOD POLICY, GOOD PRACTICE / 237 Ta
Page 239 and 240:
GOOD POLICY, GOOD PRACTICE / 239 Bo
Page 241 and 242:
GOOD POLICY, GOOD PRACTICE / 241 re
Page 243 and 244:
GOOD POLICY, GOOD PRACTICE / 243 Ta
Page 245 and 246:
GOOD POLICY, GOOD PRACTICE / 245 wi
Page 247 and 248:
Page 249 and 250:
SETTING PRIORITIES FOR ACTION / 249
Page 251 and 252:
Page 253 and 254:
APPENDIX 1 / 253 include values, ca
Page 255 and 256:
APPENDIX 1 / 255 Figure A1.4 illust
Page 257 and 258:
APPENDIX 1 / 257 Table A1.1 (contin
Page 259 and 260:
APPENDIX 1 / 259 Table A1.3: Change
Page 261 and 262:
APPENDIX 2 / 261 Once the GER by ge
Page 263 and 264:
INTRODUCTION / 263 Statistical anne
Page 265 and 266:
INTRODUCTION / 265 To fill the gaps
Page 267 and 268:
INTRODUCTION / 267 Metadata for nat
Page 269 and 270:
INTRODUCTION / 269 (Continued) Year
Page 271 and 272:
INTRODUCTION / 271 (Continued) Year
Page 273 and 274:
STATISTICAL ANNEX / 273 Table 1 GNP
Page 275 and 276:
Page 277 and 278:
Page 279 and 280:
Page 281 and 282:
STATISTICAL ANNEX / 281 Table 2A YO
Page 283 and 284:
Page 285 and 286:
Page 287 and 288:
Page 289 and 290:
STATISTICAL ANNEX / 289 Table 2B BO
Page 291 and 292:
Page 293 and 294:
Page 295 and 296:
Page 297 and 298:
STATISTICAL ANNEX / 297 Table 3 GRO
Page 299 and 300:
Page 301 and 302:
Page 303 and 304:
Page 305 and 306:
STATISTICAL ANNEX / 305 Table 4 NET
Page 307 and 308:
Page 309 and 310:
Page 311 and 312:
Page 313 and 314:
Page 315 and 316:
Page 317 and 318:
Page 319 and 320:
Page 321 and 322:
STATISTICAL ANNEX / 321 Table 6 REP
Page 323 and 324:
Page 325 and 326:
Page 327 and 328:
Page 329 and 330:
STATISTICAL ANNEX / 329 Table 7 SUR
Page 331 and 332:
Page 333 and 334:
Page 335 and 336:
Page 337 and 338:
Page 339 and 340:
Page 341 and 342:
Page 343 and 344:
Page 345 and 346:
STATISTICAL ANNEX / 345 Table 9A EN
Page 347 and 348:
Page 349 and 350:
Page 351 and 352:
Page 353 and 354:
STATISTICAL ANNEX / 353 Table 9B PE
Page 355 and 356:
Page 357 and 358:
Page 359 and 360:
Page 361 and 362:
STATISTICAL ANNEX / 361 Table 10A P
Page 363 and 364:
STATISTICAL ANNEX / 363 Table 10A P
Page 365 and 366:
STATISTICAL ANNEX / 365 Table 10A T
Page 367 and 368:
STATISTICAL ANNEX / 367 Table 10A T
Page 369 and 370:
STATISTICAL ANNEX / 369 Table 10B S
Page 371 and 372:
Page 373 and 374:
Page 375 and 376:
Page 377 and 378:
STATISTICAL ANNEX / 377 Table 11 Pu
Page 379 and 380:
Page 381 and 382:
Page 383 and 384:
Page 385 and 386:
STATISTICAL ANNEX / 385 Table 12 GO
Page 387 and 388:
Page 389 and 390:
Page 391 and 392:
Page 393 and 394:
Page 395 and 396:
Page 397 and 398:
Page 399 and 400:
Page 401 and 402:
Page 403 and 404:
Page 405 and 406:
Page 407 and 408:
Page 409 and 410:
ANNEX AID DATA / 409 youth and adul
Page 411 and 412:
ANNEX AID DATA / 411 Aid to basic e
Page 413 and 414:
ANNEX AID DATA / 413 Basic educatio
Page 415 and 416:
ANNEX AID DATA / 415 Table 3 (conti
Page 417 and 418:
ANNEX AID DATA / 417
Page 419 and 420:
GLOSSARY / 419 Education for All De
Page 421 and 422:
GLOSSARY / 421 Literacy educator. I
Page 423 and 424:
GLOSSARY / 423 Repetition rate by g
Page 425 and 426:
REFERENCES / 425 Banerjee, A. and K
Page 427 and 428:
REFERENCES / 427 Burchfield, S. 199
Page 429 and 430:
REFERENCES / 429 Desjardins, R. and
Page 431 and 432:
REFERENCES / 431 Garcia Garrido, J.
Page 433 and 434:
REFERENCES / 433 Hull, G. 2003. You
Page 435 and 436:
REFERENCES / 435 Lind, A. 1988. Adu
Page 437 and 438:
REFERENCES / 437 Nirantar. 1997. In
Page 439 and 440:
REFERENCES / 439 Reh, M. (ed.). 198
Page 441 and 442:
REFERENCES / 441 Street, B. (ed.).
Page 443 and 444:
REFERENCES / 443 UNHCHR. 1993. Vien
Page 445 and 446:
ABBREVIATIONS / 445 Abbreviations A
Page 447 and 448:
ABBREVIATIONS / 447 NIR Net intake
show all

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

Create successful ePaper yourself

Delete template?

Save as template?