STATE OF THE WORLD's INDIGENOUs PEOpLEs - CINU

More documents

Recommendations

Info

EMBARGOED UNTIL 14 January 2010STATE OF THE WORLD’S INDIGENOUS PEOPLESNot for distributionDisparate secondary school graduation rates between indigenousand non-indigenous studentsA gap exists between indigenous and non-indigenous rates of high schoolgraduation. (Percentage of the population who graduated high school, latestavailable year)Country Total Population Indigenous Percentage GapAustralia a 49 23 26Canada b 65 37 28New Zealand: Mãori c 76.1 62.9 13.2USA: Native American/Alaska NativedUSA: Native Hawaiian/Pacific Islander80.4 70.9 9.580.4 78.3 2.1Sources: a Australian Bureau of Statistics (2008); b Stewart, S.C. (2006); c New ZealandHousehold Labour Force Survey (2008); dU.S. Census Bureau (2000).In a recent ILO study on the MDGs, 14 examples from different indigenouscommunities around the world showed that primary school enrolment ratesin general were low; in the case of a Bolivian Andean community, rates weresubstantially lower (75 per cent) than the national average (97 per cent); inCameroon, only 1.31 per cent of the indigenous Baka children in the District ofSalapoumbé attended primary school. In 2000, the UN Committee on the Rightsof the Child expressed “serious concern regarding the striking disparities interms of access to education, attendance at primary and secondary levels anddrop-out rates [suffered by] children belonging to scheduled castes and tribes[in India]”. 15Speaking an indigenous or non-official language is a clear marker ofdisadvantage in terms of schooling. In Mozambique, for example, 43 per cent ofpeople aged between 16 and 49 who speak Portuguese have at least one gradeof secondary schooling, while among speakers of Lomwe, Makhuwa, Senaand Tsonga, the rates are between 6 and 16 per cent. In Bolivia, 68 per cent ofSpanish speakers aged 16 to 49 have completed some secondary education,while only a third or fewer of Aymara, Quechua and Guaraní speakers havedone so. 16 Indigenous girls tend to be more disadvantaged than indigenousboys. In Guatemala, only 54 per cent of indigenous girls are in school, comparedwith 71 per cent of indigenous boys. By age 16, only a quarter of indigenousgirls are enrolled, compared with 45 per cent of boys. 17speaking an indigenousor non-official languageis a clear marker ofdisadvantage14Vinding (ed.) (2006).15UN Committee on the Rights of the Child (CRC) (2000).16UNESCO (2008), p. 96.17UNESCO (2008), p.104-105.CONTEMPORARY EDUCATION | 133
EMBARGOED UNTIL 14 January 2010STATE OF THE WORLD’S INDIGENOUS PEOPLESNot for distributionAccording to census data in Australia, Canada, New Zealand and the United States, the gap betweenindigenous and non-indigenous peoples’ participation in formal education has narrowed in recent years.Nevertheless, there remains a significant gap. In 2006, 21 per cent of 15-year-old indigenous children inAustralia were not participating in school education, compared with 5 per cent of non-indigenous children,while indigenous students were half as likely to complete year 12 of primary school education as their nonindigenouscounterparts. 18 In the United States, absences from school are higher among indigenous childrenthan other groups.Estimated probability of primary school dropout, Mexico, 2002 (per cent)Indigenous Non-Indigenous AllMale 51.8 25.0 28.2Female 56.6 29.7 32.9Rural 61.8 47.5 51.4Urban 24.4 19.2 19.4Source: Hall and Patrinos (2006).High dropout rates are due to multiple causes: Parents cannot afford the out-of-pocket costs related to keepingtheir children in schools, especially in rural areas where children customarily participate in traditional agriculturalactivities and are valuable contributors to the household economy; they face numerous obstacles (languageproblems, discrimination, etc.) or, in the case of girls, because they have to help their mothers with domesticchores, take care of siblings or contribute to their families’ income, or because they get married.Probability of a 10-14-year-old child working, Guatemala, 2000 (per cent)School only School and work Work, no school No work, no schoolIndigenous 47 24 14 15Non-Indigenous 69 14 8 9Source: Based on table in Hall and Patrinos (2006), 124.18Steering Committee for the Review of Service Provision (2007).134 | CHAPTER IV
Page 1 and 2:
EMBARGOED UNTIL 14 January 2010Not
Page 3 and 4:
EMBARGOED UNTIL 14 January 2010STAT
Page 5 and 6:
Page 7 and 8:
Page 9 and 10:
Page 11 and 12:
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Bolivia Ecuador Guatemala Mexico Pe
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91:
Page 94 and 95: EMBARGOED UNTIL 14 January 2010STAT
Page 194 and 195:
Page 196 and 197:
Page 198 and 199:
Page 200 and 201:
Page 202 and 203:
Page 204 and 205:
Page 206 and 207:
Page 208 and 209:
Page 210 and 211:
Page 212 and 213:
Page 214 and 215:
Page 216 and 217:
Page 218 and 219:
Page 220 and 221:
Page 222 and 223:
Page 224 and 225:
Page 226 and 227:
Page 228 and 229:
Page 230 and 231:
Page 232 and 233:
Page 234 and 235:
Page 236 and 237:
Page 238 and 239:
Page 240 and 241:
Page 242 and 243:
Page 244 and 245:
Page 246 and 247:
Page 248 and 249:
Page 250:
show all

STATE OF THE WORLD's INDIGENOUs PEOpLEs - CINU

Create successful ePaper yourself

Delete template?

Save as template?