Chapter 2. Progress towards the EFA goals - Unesco

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0 0 1 CHAPTER 2 2 Education for All Global Monitoring Report Since 1999, sub-Saharan Africa and South and West Asia have increased net enrolment ratios at five times and three times the rate of the 1990s, respectively For all its limitations, the net enrolment ratio is useful in providing an average picture of progress over time. That picture has been positive since the Dakar forum. Most developing countries that started the current decade a long way from universal primary enrolment have made significant strides (Table 2.2). Since 1999, sub-Saharan Africa and South and West Asia have increased net enrolment ratios at five times and three times the rate of the 1990s, respectively, reaching 73% and 86% in 2007. However, regional aggregates inevitably mask large intraregional differences. Sub-Saharan Africa has a particularly wide range of net enrolment ratios, from 31% in Liberia to 98% in Madagascar and the United Republic of Tanzania. In the Arab States, the spread extends from less than 45% in Djibouti to 75% in Yemen and over 95% in Bahrain and Egypt (Annex, Statistical Table 5). Progress on enrolment has been uneven Global progress towards universal net enrolment masks a more complex picture. Countries are moving forwards at different rates, some are not moving – and others are moving backwards. Figure 2.15 provides a summary progress report. Some countries have achieved extraordinary advances. The United Republic of Tanzania raised its net enrolment ratio from around 50% in 1999 to 98% in 2006. Madagascar, Nicaragua and Zambia have also broken through the 90% threshold towards universal primary enrolment. Benin started out in 1999 with one of the world’s lowest net enrolment ratios and could now be on track for universal primary enrolment by 2015. As the education system expands, however, the challenge of extending opportunities to populations that are hard to reach will intensify (Box 2.6). Some of the countries furthest from breaking through the 90% barrier towards universal net enrolment have nonetheless moved a long way, including Burkina Faso, Ethiopia and the Niger. Past net enrolment trends provide a limited indicator of the potential for countries to achieve universal primary completion. As Figure 2.15 demonstrates, very rapid progress on net enrolment is possible. However, countries with current net enrolment ratios of less than 75% face very steep challenges. Ensuring that all primary school age children progress through the education system is even more challenging, especially when schools are dealing with a large backlog of over-age children. Several countries in sub-Saharan Africa have tailored their ambitions to current circumstances. Burkina Faso’s original goal of attaining universal Table 2.2: Primary enrolment by region, 1999 and 2007 Total enrolment Net enrolment ratios Gender parity in primary 1 World Developing countries Developed countries Countries in transition Sub-Saharan Africa Arab States Central Asia East Asia and the Pacific East Asia Pacific South and West Asia Latin America and the Caribbean Caribbean Latin America North America and Western Europe Central and Eastern Europe School year ending in School year ending in School year ending in 1999 2007 1999 2007 1999 2007 (millions) (%) (F/M) 646 694 82 87 0.92 0.96 559 615 80 86 0.91 0.95 70 66 97 96 1.00 1.00 16 13 88 91 0.99 0.99 82 124 56 73 0.85 0.90 35 41 78 84 0.87 0.90 7 6 88 92 0.99 0.98 218 191 96 94 0.99 0.99 214 188 96 94 0.99 0.99 3 3 90 84 0.97 0.97 155 192 74 86 0.84 0.95 70 68 92 93 0.97 0.97 3 2 75 72 0.98 0.99 68 66 93 94 0.97 0.96 53 51 97 95 1.01 1.00 26 21 91 92 0.96 0.98 1. Gender parity in primary education is measured by the gender parity index of gross enrolment ratios. See annex for details. Source: Annex, Statistical Table 5. 62
PROGRESS TOWARDS THE EFA GOALS Universal primary education Figure 2.15: Most countries improved their primary school enrolment between 1999 and 2007 Change in net enrolment ratios in primary education, 1999–2007 100 90 Net enrolment ratios have progressed since 1999 U. R. Tanzania Bhutan Kenya Madagascar Zambia Morocco S. Tome/Principe Nicaragua Guatemala Iran, Isl. Rep. Venezuela, B. R. Swaziland Cambodia Zimbabwe Lao PDR Botswana Brazil Mongolia Latvia Colombia Vanuatu Malawi Hungary South Africa Cape Verde Dominican Rep. Egypt 80 Benin Mauritania Nepal Net enrolment ratios in primary eudcation in 2007 (%) 70 60 50 Ethiopia Burkina Faso Guinea Mozambique Yemen Ghana Senegal Lesotho Mali Nigeria Gambia Togo Oman Cook Islands Palestinian A. T. Equat. Guinea Niger Djibouti 40 Eritrea 30 Liberia Net enrolment ratios have deteriorated since 1999 20 20 30 40 50 60 70 80 90 100 Source: Annex, Statistical Table 5. Net enrolment ratios in primary education in 1999 (%) primary enrolment by 2015 has been revised downwards in national plans to 70% (Bennell, 2009). Eritrea’s current education strategy neatly summarizes the dilemma facing planners: ‘achievement of universal primary education by the global target date of 2015 would be extremely difficult. Even if the financial resources were readily available, it would be physically almost impossible to provide the necessary infrastructure and associated inputs (teachers, administrators, etc.) during the next eleven years to cater for all children of primary school age. … In view of this, it is projected that the net primary school enrolment ratio would reach 82% by 2015 and that UPE would be achieved by 2019’ (Eritrea Ministry of National Development, 2005, p.10). 63
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