THE STATE OF THE WORLD'S CHILDREN 2004 - Unicef

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“...there is no tool for development more effective than the education of girls.” Kofi A. Annan
FOREWORD Within a family, there are invariably times when one child will need more attention than another. To respond to the needs of that child is not to say that the others are loved any less. Rather, at that particular moment, the needs of one are more pressing, more critical. Every parent knows this to be true; every child realizes it at some intuitive level. What is true of the family is also true of the international community. Every boy and girl around the world has a right to expect that we will do all we can to ensure that they will enjoy their right to an education. But in most countries, girls are the most disadvantaged when it comes to school. As this year’s State of the World’s Children reports, millions of young girls never attend school at all, millions more never complete their education, and countless numbers never receive the quality education that is their right. These millions of girls slip easily to the margins of our societies – less healthy than they could be, less skilled, with fewer choices in their lives and less hope for the future. As they grow into women, they are ill-prepared to participate fully in the political, social and economic development of their communities. They – and their children in turn – are at higher risk of poverty, HIV/AIDS, sexual exploitation, violence and abuse. Conversely, to educate a girl is to educate a whole family. And what is true of families is also true of communities and, ultimately, whole countries. Study after study has taught us that there is no tool for development more effective than the education of girls. No other policy is as likely to raise economic productivity, lower infant and maternal mortality, improve nutrition and promote health – including helping to prevent the spread of HIV/AIDS. No other policy is as powerful in increasing the chances of education for the next generation. Two of the Millennium Development Goals – agreed by all the world’s countries as a blueprint for building a better world in the 21st century – are focused on education for girls and boys alike. These are not only goals in their own right; how we fare in reaching them will be crucial to our ability to reach all the others. Only by translating them into reality can our international family grow stronger, healthier, more equitable and more prosperous. Kofi A. Annan Secretary-General of the United Nations THE STATE OF THE WORLD’S CHILDREN 2004 vii
Page 1 and 2: THE STATE OF THE WORLD’S CHILDREN
Page 5: 4 THE MULTIPLIER EFFECT OF EDUCATIN
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 and 40: What is the scale of the problem th
Page 41 and 42: mostly report on averages and thus
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 65 and 66:
THE STATE OF THE WORLD’S CHILDREN
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 77 and 78:
Page 79 and 80:
Girls’ education is a dream inves
Page 81 and 82:
go to school was overwhelming. UNIC
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the outcome would be better for all
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BOX 6 BUDGETS AND HUMAN RIGHTS A hu
Page 87 and 88:
An unfinished piece of 20th century
Page 89:
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
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ANNEX B THE HUMAN RIGHTS- BASED APP
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In addition, it is essential that 1
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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
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TABLE 4. HIV/AIDS Countries and ter
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TABLE 4. HIV/AIDS Adult prevalence
Page 126 and 127:
TABLE 5. EDUCATION Countries and te
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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
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TABLE 8. WOMEN Countries and territ
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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
Page 148 and 149:
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
Page 154 and 155:
United Nations Development Assistan
Page 156:
UNICEF Offices UNICEF Headquarters
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THE STATE OF THE WORLD'S CHILDREN 2004 - Unicef

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