Reaching the marginalized: EFA global monitoring report, 2010; 2010

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10CHAPTER 3Education for All Global Monitoring Report20Introduction .................................................................. 135Measuring marginalizationin education .................................................................. 138Getting left behind .............................................. 164Levelling the playing field ....................... 186Who are the marginalized?What are the factors contributingto their exclusion and lack ofeducational opportunity? Thischapter looks at the mutuallyreinforcing interactions betweenpoverty, gender, ethnicity,geographic location, disability,race, language and other factorsthat create cycles of disadvantagein education. It also shows howintegrated anti-marginalizationstrategies can enable all children– regardless of circumstance –to enjoy their right to education.134
REACHING THE MARGINALIZEDIntroductionEducation is the great engine of personaldevelopment. It is through education that thedaughter of a peasant can become a doctor…thata child of farmworkers can become the presidentof a great nation. It is what we make out of whatwe have, not what we are given, that separatesone person from another.– Long Walk to Freedom:The Autobiography of Nelson Mandela (1994,p.144)IntroductionEducation has the power to transform lives. Itbroadens people’s freedom of choice and action,empowering them to participate in the social andpolitical lives of their societies and equipping themwith the skills they need to develop their livelihoods.For the marginalized, education can be a routeto greater social mobility and a way out of poverty.Forged in a society that restricted educationon the basis of skin colour and discrimination,Nelson Mandela’s words powerfully capturethe role of inclusive education in broadeningopportunities and building inclusive societies.This chapter focuses on marginalization ineducation. Marginalization is the subject ofmuch debate. There is a voluminous literatureon how to measure it and how to differentiatethe concept from broader ideas about inequality,poverty and social exclusion. 1 Many importantissues have been raised. However, debate overdefinitions can sometimes obscure the politicaland ethical imperative to combat marginalization.Writing on the idea of justice, Amartya Sen arguesthat there are limits to the value of perfectingdefinitions. ‘What moves us,’ he writes, ‘is notthe realisation that the world falls short of beingcompletely just (…) but that there are clearlyremediable injustices around us which we wantto eliminate’ (Sen, 2009, p. vii).The starting point in this Report is thatmarginalization in education is a form of acuteand persistent disadvantage rooted in underlyingsocial inequalities. It represents a stark exampleof ‘clearly remediable injustice’. Removing thatinjustice should be at the centre of the nationaland international Education for All agendas.The focus of this chapter is on schools and basiceducation. While marginalization typically startslong before children enter school and continuesinto adult life, schools are in a pivotal position.They can play a vital role in counteracting earlychildhood disadvantage and help break thetransmission of illiteracy across generations.But schools can also reinforce disadvantageand perpetuate marginalization.The experience of marginalization in educationtoday is seldom a consequence of formaldiscrimination. Legal restrictions on opportunity,such as those that characterized apartheid SouthAfrica, are rare. Yet informal discrimination iswidespread. It is embedded in social, economicand political processes that restrict life chancesfor some groups and individuals. Marginalizationis not random. It is the product of institutionalizeddisadvantage – and of policies and processesthat perpetuate such disadvantage.Half a century ago, governments around the worldmade a clear statement of intent on education.In the 1960 Convention Against Discriminationin Education, they imposed what amounts toa comprehensive ban not just on discriminationby legal intent, but on processes that have theeffect of causing discrimination. As Article 1 ofthe Convention puts it,the term ‘discrimination’ includes any distinction,exclusion, limitation or preference which, beingbased on race, colour, sex, language, religion,political or other opinion, national or social origin,economic condition or birth, has the purposeor effect of nullifying or impairing equalityof treatment in education and in particular:(a) Of depriving any person or group of personsof access to education of any type or at any level;(b) Of limiting any person or group of personsto education of an inferior standard[.](UNESCO, 1960, Article 1, para. 1).Underpinning this provision is the simple butcompelling idea of equal opportunity. That ideais at the heart of many international human rightsprovisions, starting with the 1948 UniversalDeclaration of Human Rights. The 1989 Conventionon the Rights of the Child establishes a bindingobligation on governments to work towards fulfillingthe right to education ‘progressively and on thebasis of equal opportunity’ (United Nations, 1989,Marginalizationin education isa form of acuteand persistentdisadvantagerooted inunderlying socialinequalities1. See, for example,Kabeer (2005),Sayed et al. (2007),Klasen (2001),Ferreira and Gignoux (2008),World Bank (2005f).135
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CONTENTSChapter 4The aid compact: f
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100CONTENTS2Education for All Globa
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HIGHLIGHTS OF THE EFA REPORT 2010Hi
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OVERVIEW© XINHUA/Gamma/Eyedea Pres
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OVERVIEWChapter 2Monitoring progres
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OVERVIEWis open to question. Many n
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OVERVIEWon the scale of marginaliza
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OVERVIEWhome from the language of i
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OVERVIEW© Crispin Hughes/PANOSthe
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OVERVIEWThe reform process starts b
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Education for All Global Monitoring
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EDUCATION AT RISK: THE IMPACT OF TH
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PROGRESS TOWARDS THE EFA GOALSIntro
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PROGRESS TOWARDS THE EFA GOALSEarly
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PROGRESS TOWARDS THE EFA GOALSUnive
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PROGRESS TOWARDS THE EFA GOALSYouth
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REACHING THE MARGINALIZEDGetting le
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REACHING THE MARGINALIZEDLevelling
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THE AID COMPACT: FALLING SHORT OF C
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RISING TO THE EFA CHALLENGEOvercomi
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THE EDUCATION FOR ALL DEVELOPMENT I
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SELECTED INTERNATIONAL HUMAN RIGHTS
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EDUCATIONAL EFFECT OF SELECTED SOCI
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STATISTICAL TABLESIntroductionunder
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STATISTICAL TABLESIntroductionLithu
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STATISTICAL TABLESTable 1CurrentUS$
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STATISTICAL TABLESTable 2YOUTH LITE
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STATISTICAL TABLESTable 3ACHILD WEL
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STATISTICAL TABLESTable 3ATuberculo
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STATISTICAL TABLESTable 3ACHILD WEL
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STATISTICAL TABLESTable 3ATuberculo
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STATISTICAL TABLESTable 3BGROSS ENR
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STATISTICAL TABLESTable 3BGROSS ENR
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01ANNEX02Education for All Global M
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0102ANNEXTable 5Participation in pr
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1002ANNEXTable 7Internal efficiency
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01ANNEX02Table 7 (continued)DROPOUT
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01ANNEX02Table 9B. Tertiary educati
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01ANNEX02Table 9B (continued)PERCEN
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1020ANNEXTable 12Trends in basic or
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2 0 10Education for All Global Moni
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20Education for All Global Monitori
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0120ANNEXEducation for All Global M
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