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As a result of this policy the proportion of female enrolment at tertiary level has grown more rapidly
than at secondary level. In 2000, the proportion of female enrolment was 36.7% and now stands at 44%
(see Figure 7.5).
Despite progress, gender disparities in secondary and tertiary education remain a major concern of
the sector. A lot still remains to be done in narrowing the gender gaps at these levels. The current
status of girls’ enrolment in secondary and tertiary education levels is presented in Figure 4.32
Figure 4.32: Percentage share of females in Secondary and Tertiary Education 2006­2012
6 0 .0 0 %
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5 0 .0 0 %
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2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2015*
Seco n d a ry 44.08% 44.09% 45.19% 45.19% 45.00% 44.98% 45.50% 45.80% 45.90% 45.70% 46.60% 47% 46% 50%
T e rtia r y 36.7% 37.1% 38.4% 39.3% 40.0% 40.7% 42.1% 43.1% 43.6% 43.7% 43.8% 43.8% 44% 50%
Y e ar
Source: EMIS 2000­2012
There is a high chance that the gender gap of 8 percent in favor of boys (54%) at secondary education
level could be eliminated by 2015. The gender gap (12%) at tertiary education requires additional
affirmative action to eliminate. Government introduced an additional 1.5 points for girls joining
tertiary education way back as a strategy to eliminate the gap. This affirmative action has made
positive impact and it is hoped that the introduction of USE will help to improve the status quo.
4.5 Trends of EFA Goals
The Dakar Framework for Action is a collective commitment to action by countries, based on the
World Declaration on Education for All (Jomtien, 1990) and supported by the Universal Declaration of
Human Rights, and the Convention on the Rights of the Child. It recognizes that ‘all children, young
people and adults have the human right to benefit from an education that will meet their basic
learning needs in the best and fullest sense of the term, an education that includes learning to know,
to do, to live together and to be.
It is an education geared to tapping each individual’s talents and potential and developing learners’
personalities so that they can improve their lives and transform their societies.’ Education For All is
the key to sustainable development, peace and stability within and among countries.
The Dakar Framework for Action identified six (6) goals for the international community to achieve
by 2015, and also re­affirmed the right to education as a fundamental human right. The Six (6) EFA
Goals as agreed upon by the international community include;
ESSAPR FY 2011/12 to inform the 19 th ESSR – OCTOBER 2012