THE STATE OF THE WORLD'S CHILDREN 2004 - Unicef

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are disproportionately exposed – but the global figure hides an even more disturbing truth at the regional level. Sub-Saharan Africa, for example, accounts for a proportionately larger number of the world’s non-enrolled primaryschool-aged children – 41 million in 1990 and 45 million in 2002. 33 Significantly, the mass of children out of school includes those who have dropped out early, as well as those who have never set foot in a classroom. The Millennium Development Goals specify that the world needs to ensure that children complete their primary schooling – it is not enough that they merely register and attend only for a year or two. A recent World Bank study indicates that the population-weighted rate of primary-school completion in the developing world rose from 73 per cent to 81 per cent during the 1990s. 34 Again, the global figure masks great regional and gender variations. In sub-Saharan Africa the completion rate has improved over the decade but it is still barely over 50 per cent, and if it continues to increase only at the present rate, it will barely reach 60 per cent by 2015. In the Middle East and North Africa completion rates are generally higher, at around 74 per cent, but have remained stagnant throughout the 1990s (see Figure 7: Primary-school-completion progress). 35 In many cases, out-of-school girls are ‘invisible’; they are either not reported or underreported. Many countries suffer from a real information gap in which populations in hard-to-reach areas are often not accounted for. In addition, countries FIGURE 6 PRIMARY NET ENROLMENT/ATTENDANCE RATES (1996-2002) Source: UNICEF, 2003 32 GIRLS LEFT OUT, COUNTRIES LEFT BEHIND
mostly report on averages and thus frequently conceal very serious gender disparities between internal regions, and economic and ethnic groups. The same study indicates that if the rate of progress in the 1990s extends to 2015, nearly one child in five will still fail to complete primary school. 36 Girls drop out The gender gap in primary school enrolment certainly narrowed during the 1990s. The ratio of girls’ gross enrolment rate to boys’ in developing countries increased from 0.86 to 0.92. Nearly two thirds of developing countries improved on girls’ enrolment over the decade, with the biggest improvements seen in Benin, Chad, the Gambia, Guinea, Mali, Mauritania, Morocco, Nepal, Pakistan and Sudan. 37 In Morocco, the proportion of girls’ enrolment in rural areas shot up from 44.6 per cent in 1997– 1998 to 82.2 per cent in 2002–2003. 38 Yet girls’ primary school completion rate still lags way behind boys’, at 76 per cent compared with 85 per cent. This yawning gender gap means that millions more girls than boys are dropping out each year. 39 As a result, the majority of the children not in school are girls. 40 Again, the most worrying statistics come from sub-Saharan Africa, where the number of girls out of school rose from 20 million in 1990 to 24 million in 2002. 41 Eighty-three per cent of all girls out of school in the world live in sub-Saharan Africa, South Asia and East Asia and the Pacific. 42 The latest UNICEF global figures, which include both girls’ attendance FIGURE 7 PRIMARY-SCHOOL-COMPLETION PROGRESS, 1990-2015 Note: data is weighted by country Source: Adapted from Bruns, Mingat and Rakotomalala, Achieving Primary Education by 2015: A chance for every child, World Bank, Washington, D.C., 2003. THE STATE OF THE WORLD’S CHILDREN 2004 33
Page 1 and 2: THE STATE OF THE WORLD’S CHILDREN
Page 5 and 6: 4 THE MULTIPLIER EFFECT OF EDUCATIN
Page 7 and 8: FOREWORD Within a family, there are
Page 9 and 10: In the Millennium Declaration of Se
Page 11 and 12: The most urgent goal of all More im
Page 13 and 14: global and country levels 6 (see Pa
Page 15 and 16: children out of school). At any mom
Page 17 and 18: Parents often do not realize that g
Page 19 and 20: that is needed to overcome the obst
Page 21 and 22: have acknowledged that education is
Page 25 and 26: Education is everybody’s human ri
Page 27 and 28: The multiplier effect. Education ha
Page 29 and 30: This view of growth as central to d
Page 31 and 32: ment that was born of it, recognize
Page 33 and 34: gling with the decision as to wheth
Page 35 and 36: le jeopardy: because of their gende
Page 39: What is the scale of the problem th
Page 43 and 44: learning achievement. In many cases
Page 45 and 46: that have achieved gender parity is
Page 47 and 48: FIGURE 9 CHILDREN’S OPINIONS ON G
Page 49 and 50: There are recent, tentatively hopef
Page 53 and 54: The benefits of educating girls are
Page 55 and 56: that such programmes establish the
Page 57 and 58: in Zambia fell by almost half among
Page 59 and 60: HIV/AIDS prevention strategies. Som
Page 61 and 62: Tree Initiative in several other co
Page 63 and 64: if the extra income is channelled t
Page 67 and 68: Making schools and education system
Page 69 and 70: having boys look after family cattl
Page 71 and 72: as boys achieved better results in
Page 73 and 74: graduated have gained significant s
Page 75 and 76: In Brazil, too, boys’ problems wi
Page 79 and 80: Girls’ education is a dream inves
Page 81 and 82: go to school was overwhelming. UNIC
Page 83 and 84: the outcome would be better for all
Page 85 and 86: BOX 6 BUDGETS AND HUMAN RIGHTS A hu
Page 87 and 88: An unfinished piece of 20th century
Page 89: THE STATE OF THE WORLD’S CHILDREN
Page 92 and 93:
While one cannot assume that all wo
Page 94 and 95:
Enabling young mothers to return to
Page 96 and 97:
community meeting, where women disc
Page 99 and 100:
ANNEX B THE HUMAN RIGHTS- BASED APP
Page 101 and 102:
In addition, it is essential that 1
Page 103 and 104:
27. Spogárd, René and Meril James
Page 105:
94. Zarchin, Jill, Tin Mar Aung and
Page 108 and 109:
General note on the data The data p
Page 110 and 111:
TABLE 1. BASIC INDICATORS Countries
Page 112 and 113:
TABLE 1. BASIC INDICATORS Under-5 m
Page 114 and 115:
TABLE 2. NUTRITION Countries and te
Page 116 and 117:
TABLE 2. NUTRITION % of infants wit
Page 118 and 119:
TABLE 3. HEALTH Countries and terri
Page 120 and 121:
TABLE 3. HEALTH % of population usi
Page 122 and 123:
TABLE 4. HIV/AIDS Countries and ter
Page 124 and 125:
TABLE 4. HIV/AIDS Adult prevalence
Page 126 and 127:
TABLE 5. EDUCATION Countries and te
Page 128 and 129:
TABLE 5. EDUCATION Countries and te
Page 130 and 131:
TABLE 6. DEMOGRAPHIC INDICATORS Cou
Page 132 and 133:
TABLE 6. DEMOGRAPHIC INDICATORS Pop
Page 134 and 135:
TABLE 7. ECONOMIC INDICATORS Countr
Page 136 and 137:
TABLE 7. ECONOMIC INDICATORS GNI pe
Page 138 and 139:
TABLE 8. WOMEN Countries and territ
Page 140 and 141:
TABLE 8. WOMEN Life expectancy: fem
Page 142 and 143:
TABLE 9. CHILD PROTECTION Child lab
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Regional summaries Regional average
Page 146 and 147:
TABLE 10. THE RATE OF PROGRESS Coun
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TABLE 10. THE RATE OF PROGRESS Unde
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INDEX Afghanistan, 4, 73-75 Africa,
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and budgets, 77 and economic develo
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United Nations Development Assistan
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UNICEF Offices UNICEF Headquarters
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THE STATE OF THE WORLD'S CHILDREN 2004 - Unicef

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