Chapter 2. Progress towards the EFA goals - Unesco

More documents

Recommendations

Info

1 0 0 CHAPTER 2 2 Education for All Global Monitoring Report In sub-Saharan Africa, almost 12 million girls are expected never to enrol Nigeria India Pakistan Ethiopia Bangladesh Niger Philippines Burkina Faso Mozambique Ghana Yemen Brazil Kenya Mali Nepal Turkey South Africa Iraq Indonesia Senegal Figure 2.11: Children in sub-Saharan Africa are the least likely to enter school Distribution of out-of-school children by school exposure, by region, 2007 World Developing countries Developed countries Countries in transition N. America/W. Europe East Asia/Pacific Latin America/Caribbean South and West Asia Central Asia Arab States Central/East. Europe Sub-Saharan Africa Source: UIS (2009a). 0 20 40 60 80 100 % of total number of out-of-school children Expected never to enrol Enrolled but dropped out Expected to enrol late Figure 2.12: A child’s prospects of entering and staying in school vary by country Distribution of out-of-school children by school exposure, selected countries, most recent year Expected never to enrol Enrolled but dropped out Expected to enrol late Total 0 2 000 4 000 6 000 8 000 10 000 overwhelmingly one of late entry, though close to one in five out-of-school children is unlikely even to enter school. Country profiles mirror the regional differences (Figure 2.12). In four of the ten countries in sub- Saharan Africa with large out-of-school populations – Burkina Faso, Mali, the Niger and Senegal – more than 70% of out-of-school children are expected never to enrol. 8 In Pakistan, almost half of the out-of-school population is unlikely to enrol. The pattern is not restricted to low-income countries. One of the most striking results to emerge is the profile of out-of-school children in Turkey, where seven out of ten are unlikely to enter school. For countries including Bangladesh, India, Indonesia and Nepal, the big challenge is keeping children in school once they enrol. Identifying patterns of exclusion are important for public policy design – the approaches needed to ensure that children not expected to enrol have a chance to enter school are likely to differ from those addressing the constraints facing children at risk of dropout. How do the three markers for disadvantage – gender, wealth and location – shape prospects that out-of-school children will ever enrol? Young girls face some of the highest barriers. Not only are they less likely than boys to be in school, but those who are out of school are far more likely than boys never to enter (Figure 2.13). In sub-Saharan Africa, almost 12 million girls are expected never to enrol, compared with 7 million boys. Countries in other regions face similar problems. In Yemen, nearly 80% of out-of-school girls are unlikely ever to enrol, compared with 36% of boys; in Pakistan the figures are 62% for girls and 27% for boys. Gender disadvantages can cut in the other direction: in Bangladesh, Brazil and South Africa, it is more likely that boys will never enrol. However, it is clear that more rapid progress in getting children into school will require measures that target the social, economic and cultural barriers facing young girls. Number of out-of-school children (000) Notes: Countries included had more than 500,000 children out of school in 2007 or the latest year available. For Iraq, Mozambique and Nigeria the breakdown is not available. Source: Bruneforth (2009b). Prospects for attending school are also heavily conditioned by household location and wealth. Children from rural areas are at a particular disadvantage (Figure 2.14). In Burkina Faso, rural children are almost four times more likely than 8. Nigeria could be in a similar situation, but disaggregated data are not available. 60
PROGRESS TOWARDS THE EFA GOALS Universal primary education Figure 2.13: Left behind: out-of-school girls are less likely ever to get into school % of out-of-school children who are expected never to enrol, by gender, selected countries, 2007 Figure 2.14: Poor and rural children have much less chance of going to school in Burkina Faso and Ethiopia School exposure of out-of-school children by location and wealth, Burkina Faso (2003) and Ethiopia (2005) Mali Niger Senegal Burkina Faso Turkey Yemen Ghana Pakistan Ethiopia Bangladesh India Nepal South Africa Kenya 100 Burkina Faso 100 Ethiopia % of primary school age children 80 60 40 20 In school Expected to enter late Enrolled but dropped out Expected never to enrol % of primary school age children 80 60 40 20 Boys Girls 0 Rural Urban 0 Poorest 20% Richest 20% 0 20 40 60 80 100 % of out-of-school children expected never to enrol Source: Bruneforth (2009b). Notes: Countries included had more than 500,000 children out of school in 2007. Source: Bruneforth (2009b). urban children to be out of school – and those not in classrooms are over four times less likely ever to go to school. These disparities reflect some of the distinctive problems facing rural communities, including distance to school, poverty and gender disadvantages. Poverty strongly influences prospects for school entry. Children from the poorest 20% of households dominate the out-of-school populations in many countries and are far less likely than higher-income children ever to enrol. To take one example, around three-quarters of children from the poorest 20% of households in Ethiopia are not in school. Of these, over half are not expected to enter school (Figure 2.14). The heightened risk of never going to school associated with low household wealth underlines the importance of public policies to ensure that poverty does not automatically lead to educational disadvantage. Enrolment of school age children moving too slowly Getting children into school is just one of the stepping stones towards universal primary education. As many children will drop out before completing the primary cycle as are currently out of school. The critical challenge is not just getting children into school but ensuring that, once there, they complete a good-quality education. Universal primary education is easily identified after the event. It exists when almost all primary school age children graduate at roughly the official age. Measuring progress towards this goal is more challenging. No single indicator provides the complete picture, but a combination of measures can help cast light on different parts of a complicated picture. Overall, there is clear evidence that school enrolment and completion are increasing across the world, but a narrow focus on certain indicators may be leading to an underestimation of the distance still to be travelled to achieve universal primary education. Net enrolment ratios have been rising in the developing world One commonly used indicator, the net enrolment ratio, measures the proportion of students in the official primary school age group who are enrolled in school. In a system that has achieved universal primary education, the vast majority of children in the official age group will be in primary school. Universal net enrolment, widely used as a measure of progress towards Goal 2, is a necessary but not sufficient condition for universal primary completion. Countries with a net enrolment ratio close to 100% have most of their primary school age children in the school system, but the measure does not indicate where children are in the cycle. Some children may have dropped out and returned to early grades, while others may be repeating grades having failed school tests. The critical challenge is to ensure all children complete a good-quality education 61
Page 1 and 2: 0 Education for All Global Monitori
Page 3 and 4: PROGRESS TOWARDS THE EFA GOALS Intr
Page 5 and 6: PROGRESS TOWARDS THE EFA GOALS Earl
Page 17 and 18: PROGRESS TOWARDS THE EFA GOALS Univ
Page 21: PROGRESS TOWARDS THE EFA GOALS Univ
Page 39 and 40: PROGRESS TOWARDS THE EFA GOALS Yout
Page 67 and 68: PROGRESS TOWARDS THE EFA GOALS The
Page 73 and 74:
PROGRESS TOWARDS THE EFA GOALS The
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
PROGRESS TOWARDS THE EFA GOALS Esti
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93:
show all

Chapter 2. Progress towards the EFA goals - Unesco

Create successful ePaper yourself

Delete template?

Save as template?