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0 0 6 96 / CHAPTER 3 2 Education for All Global Monitoring Report Box 3.9 The Niger’s strategy to eliminate gender bias in schooling The Niger’s strategy to improve girls’ participation in the first and second cycle of basic education has eight elements: three campaigns between 2003 and 2015 to make parents and school partners aware of the benefits of enrolling girls, with special emphasis on issues relating to registration, retention, graduation rates and the sharing of education costs; local action plans to promote the enrolment of girls in rural areas with low girls’ enrolment rates, starting with a test phase involving 480 schools and gradually being extended to 1,280 villages; tutoring to reduce the drop-out rate in 1,350 schools with the lowest girls’ retention indicators; gender-based training for 5,410 teachers and 60 academic supervisors; revision of texts on the protection of girl students; prizes and scholarships for the 400 girls who each year achieve the best grades in science subjects for the primary school completion certificate; building of accommodation and provision of support to families that host girls from disadvantaged backgrounds while they attend school; capacity-building for the department concerned with the promotion of girls’ enrolment (Direction de la promotion de la scolarisation des filles). Source: Damiba (2005), citing the 2004 action plan of the Niger for its 2000—2015 national plan. Figure 3.15: Education and armed conflict Panama Colombia Peru Guatemala Nicaragua Haiti resources are greatly constrained, it is rational to make a special effort to reach the most disadvantaged groups – whether girls or boys – as gender disparities are often greater among the poor (World Bank, 2001; Filmer, 1999). Emergencies, conflict and post-conflict settings should also receive preference in implementing strategic priorities and allocating resources. The boundaries and names shown and the designations used on this map do not imply official endorsement or acceptance by UNESCO. J. K.: Jammu and Kashmir. Dotted line represents approximately the Line of Control agreed upon by India and Pakistan. The final status of Jammu and Kashmir has not yet been agreed upon by the parties. Adapting to the context The discussion thus far in this chapter has related to normal circumstances, implicitly assuming reasonably stable governments and economies. A major obstacle to the achievement of EFA is the high proportion of countries that are in fact in, or recently emerged from, conflict, natural disasters, such as the December 2004 Indian Ocean tsunami, and economic instability. In addition, especially in sub-Saharan Africa, most countries have to confront the HIV/AIDS pandemic. This section initiates a discussion of such issues that future Reports will pursue further. Emergencies and EFA Increasingly war and conflict occur within, rather than between, countries. In 2003, for instance, there were thirty-six armed conflicts, mostly civil wars, in twenty-eight countries, almost all lowincome developing countries; 90% of the victims were civilians (Project Ploughshares, 2004). Figure 3.15 plots these conflicts on the world map. Conflict has important consequences for EFA for two reasons. First, the countries furthest from EFA are the low-income countries, and most conflicts today occur in poorer countries. Second, conflicts and their aftermath directly affect
COUNTRY EFFORTS: INCREASING MOMENTUM / 97 United Kingdom R.F. Russian Federation Serbia/Montenegro Croatia Bosnia/Herzegovina TFYR Macedonia Albania Algeria Lebanon Palestinian A.T. Israel Turkey Iraq Kuwait Kazakhstan Azerbaijan Islamic Afghanistan Rep.of Iran Pakistan J. K. Nepal Bangladesh Senegal Guinea Sierra Leone Liberia Côte d’Ivoire Nigeria Ghana Congo Chad Sudan D. R. Congo Ethiopia Eritrea Djibouti Somalia Kenya Uganda Rwanda Burundi India Myanmar Sri Lanka Lao PDR Cambodia Philippines Indonesia Papua New Guinea Angola Timor-Leste Adult literacy rates: above 95% between 80% and 95% between 60% and 80% South Africa between 40% and 60% below 40% no data no armed conflict 1990–2004 States or territories experiencing at least one armed conflict during the period 1990–2004 An armed conflict is defined as a political conflict in which armed combat involves the armed forces of at least one state (or one or more armed factions seeking to gain control of all or part of the state), and in which at least 1,000 people have been killed by the fighting during the course of the conflict. Source: Project Ploughshares (2004). Based on United Nations map education systems. Schools and other buildings in the education system are common targets, as they are often perceived as a key to power. Schools are also seen as battlefields in the attempt to win hearts and minds. Parents are reluctant to send children, especially girls, to school when there is insufficient security. Children may even be recruited as soldiers. Chechen schools have been bombed during school hours (Nicolai and Triplehorn, 2003). By the end of the genocide in Rwanda only one-third of the country’s 1,836 schools were still operational and only 45% of primary school teachers remained (Obura, 2003). In Timor-Leste, 95% of the classrooms were destroyed in the violence that followed independence (Buckland, 2005). Teachers are the targets of murder, threats and displacement in Colombia, where eighty-three teachers were killed in 2003 (Women’s Commission for Refugee Children and Women, 2004). Fear of abduction, rape, landmines and crossfire makes travel to school treacherous and parents reluctant to let children go to school during conflicts. Schools are frequent sites of military training and child recruitment, for example by rebel groups in the eastern
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EFA Global Monitoring Report 2 0 0
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Education for All UNESCO Publishing
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Foreword This fourth annual Educati
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Acknowledgements Former Director Ch
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Contents Headline messages . . . .
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List of figures, tables and text bo
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Tables 2.1: School life expectancy
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4.9: Working together for better-qu
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Literacy Literacy is: A right still
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Education for All Global Monitoring
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EXECUTIVE SUMMARY / 21 25-35% of al
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EXECUTIVE SUMMARY / 23 meeting the
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EXECUTIVE SUMMARY / 25 builds on le
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LITERACY: THE CORE OF EDUCATION FOR
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argues that there is value in under
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EFA PROGRESS: WHERE DO WE STAND? /
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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 / 243 Ta
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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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