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

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001CHAPTER 32Education for All Global Monitoring ReportFigure 3.4: The education inequality treeAverage number of years of education of the population aged 17 to 22 by wealth, gender, location, and other selected drivers of marginalization, latest available yearAverage years of education14121086420EgyptUkraineCubaBoliviaIndonesiaHondurasCameroonBangladeshChadC. A. R.Richest 20%Egypt, 2005UrbanRuralPoorest 20% UrbanRuralRural Upper EgyptEducation povertyExtreme education povertyMaleFemalePoor rural UpperEgypt malePoor rural UpperEgypt femaleAverage years of education14121086420IndiaUkraineCubaBoliviaIndonesiaHondurasCameroonBangladeshChadC. A. R.Richest 20%Poorest 20%India, 2005UrbanRuralUrbanRuralBiharMaleFemalePoor Bihar malePoor Bihar femaleSource: UNESCO-DME (2009).Figure 3.5: Pastoralists face extreme education deprivation% of the population aged 17 to 22 with fewer than two years of education and % of primary school age children not attending primary school,by gender and membership of selected pastoralist groups, latest available yearEthiopia: mAfar/related f3960858861 8360 90Kenya:Somalimf795192995162Uganda: Karamojong17851778Benin:Peul/relatedmf2653949635428787Country averagePastoralist groupNigeria:Fulanimf17 6833 9130387984Senegal:Poularmf435771800 20 40 60 80 100 0 20 40 60 80 100Extreme education poverty: population aged17 to 22 with fewer than 2 years of education (%)41405053% out of primary schoolNotes: Gender-disaggregated dataare not available for Uganda.% out of primary school: proportionof children of primary school agenot attending primary school.Sources: UNESCO-DME (2009);census, calculations by Harttgenand Klasen (2009).144
REACHING THE MARGINALIZEDMeasuring marginalization in educationUkraineCubaNigeriaBoliviaIndonesiaHondurasCameroonBangladeshChadC. A. R.Richest 20%Poorest 20%Nigeria, 2003RuralUrbanUrbanRuralRural HausaMaleFemalePoor rural Hausa malePoor rural Hausa femaleschool. Being a Somali in Kenya increases therisk of being out of school by a factor of five ormore, depending on gender. Over 60% of Somaligirls are not in primary school – some seventimes the national average.Regional disparities figure prominently in theprofile of educational disadvantage. Inequalitiesbetween regions in the same country are oftenfar larger than inequalities between countries.Figure 3.6, which charts the share of the nationalpopulation aged 17 to 22 with fewer than fouryears of school across regions of selectedcountries, shows that regional differences havea strong influence on educational opportunities.In Nicaragua, the share of the population withfewer than four years of school ranges from lessthan 7% in Managua to almost 60% in Jinotega.Marginalized regions are often characterized byhigh levels of poverty, concentrations of ethnic14121086420Average years of educationminority populations and conflict. In Chad’seastern Barh Azoum district, fighting betweengovernment and rebel forces has led to large-scaleinternal displacement. The area is also home toa large population of refugees from the Sudandisplaced by Janjaweed militias (InternalDisplacement Monitoring Centre, 2009). Over 90%of the district’s population aged 17 to 22 has fewerthan four years of education and school attendancerates are among the country’s lowest. In Uganda,strong national progress towards universalprimary education has obscured large pocketsof regional marginalization. Education data starklyreveal the devastating impact of conflict andpoverty in the north of the country. In thenorth-eastern districts of Kotido, Moroto andNakapiripirit, where security concerns andviolence linked to cattle raiding have contributedto wider factors holding back progress ineducation, around 90% of those aged 17 to 22have fewer than two years of schooling (Box 3.1).Geographic inequalities are often closely linkedto social and economic inequalities, rural-urbandifferences, ethnicity and language. In Cambodia’smost disadvantaged provinces, Mondol Kiri andRattanak Kiri, large concentrations of hill tribeslive in remote areas with high levels of poverty.Fewer than one in three residents aged 17 to22 have more than four years of education(Figure 3.6). Gender disparities in the area aremarked: young women average just 1.8 years ofschool, compared with 3.2 years for young men.These outcomes reflect the combined effectsof poverty, isolation, discrimination and culturalpractices, as well as policy failures in education.In the Philippines, there is a close fit betweenthe regional incidence of poverty and the regionalincidence of young adults aged 17 to 22 withfewer than four years of education. One of themost educationally disadvantaged areas is theAutonomous Region in Muslim Mindanao, whereyears of conflict have exacerbated poverty anddisplaced 750,000 people (Box 3.2).Another example comes from Mexico, where rapidprogress has been made over the past decade,with social protection programmes and targetedtransfers eroding regional and income-basedinequalities. While regional disparities have fallenover time, they nevertheless remain (Table 3.2):The southern ‘poverty belt states’ of Chiapas,Guerrero, Michoacán, Oaxaca and VeracruzIn Cambodia’smostdisadvantagedprovinces, youngwomen averagejust 1.8 years ofschool, comparedwith 3.2 yearsfor young men145
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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 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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12 00ANNEXEducation for All Global
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Reaching the marginalized: EFA global monitoring report, 2010; 2010

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