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

REACHING THE MARGINALIZEDMeasuring marginalization in educationFigure 3.3: Education poverty falls with rising income — but the association variesGNP per capita and % of the population aged 17 to 22 with fewer than four years of education14 000GabonTurkey12 00010 000GNP per capita (PPP US$)8 0006 000TFYR MacedoniaColombiaSurinameDominican Rep.Jordan Egypt4 000BoliviaMoroccoHondurasMongoliaViet NamPakistan2 000 KyrgyzstanLesothoCôte d’IvoireSenegalTajikistanUgandaGambiaBurkina FasoMaliGuinea-BissauNigerD. R. Congo LiberiaC. A. R.00 10 20 30 40 50 60 70 80 90 100Education poverty: population with fewer than four years of education (%)Sources: UNESCO-DME (2009); annex, Statistical Table 1.females and poor urban males. Poor ruralHausa women are identifiably at the bottomend of the national distribution for opportunitiesin education, averaging just a few months ofschooling. At the other end of the scale, richboys and girls average around 10 years ineducation. The Nigerian case powerfullyillustrates the mutually reinforcing effectsof poverty, rural location and cultural factorsin creating extreme disadvantage.Inequalities associated with specific livelihoodsoften contribute to national disparities. Theexperience of pastoralists is a particularly starkexample. Living in remote areas, with childrenheavily involved in tending cattle and livelihoodsthat involve movement across large distances,pastoralists face major barriers to educationalopportunity. Those barriers of time and distanceare sometimes reinforced by problems ineducation policy, including failure to offer relevantcurricula, provide appropriate textbooks andrespond to the realities of pastoral livelihoods.And they interact with labour practices, culturaltraditions and belief systems to perpetuate deepdisparities based on gender.National household survey and census dataprovide insight into the scale of this disadvantage.In Ethiopia, Kenya and Uganda, for example,pastoralist groups are at the bottom end of thedistribution for educational opportunity (Figure 3.5).In Uganda, 85% of Karamojong pastoralists aged17 to 22 have fewer than two years in school,compared with a national average of over six years.In West Africa, the Peul group, also called theFula, Fulani and Poular, is among the mosteducationally disadvantaged in countries includingBenin, Chad, Mali and Senegal.Current school attendance patterns point to acontinuation of extreme educational disadvantageacross generations, with pastoralist childrenparticularly unlikely to be attending school, asFigure 3.5 shows. In Benin, nearly 90% of Peulchildren of primary school age do not attendIn Ethiopia,Kenya and Uganda,pastoralist groupsare at the bottomend of thedistributionfor educationalopportunity143