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

1200CHAPTER 3Education for All Global Monitoring ReportFigure 3.6: Many countries have large regional disparities in education poverty% of population aged 17 to 22 with fewer than four years of education, by region, selected countries, latest available yearEducation poverty: population with fewer than 4 years of education (%)100806040200HuanucoLimaAdministrative regionCountry averageMekongRiver DeltaRed River DeltaJinotegaManaguaMorotoKampalaTaboraZanzibar SouthMondol Kiriand Rattanak KiriPhnom PenhBalochistanPeru Viet Nam Nicaragua Uganda U. R. Tanzania Cambodia Pakistan Benin Chad Burkina FasoPunjabAliboriLittoralBarh AzoumN’DjamenaEstOuagadougouSource: UNESCO-DME (2009).In Guatemala,the averagenumber of yearsin school rangesfrom about 6.7for Spanishspeakers to 1.8for Q’eqchi’speakersfigure prominently at the bottom end of theeducational opportunity scale. Average yearsof education range from 5.7 for females inChiapas to over 10 in the Federal District.Whereas 11% of those aged 17 to 22 havefewer than four years of education, for Guerrerothe figure rises to 19% and for Chiapas 26%.Indigenous people and ethnic minorities faceparticularly severe disadvantages in education.Some disadvantages faced by indigenous groupsand ethnic minorities are poverty-related. VietNam’s more than fifty ethnic minority groupsaccount for 13% of the population but 40% ofpeople living below the poverty line (Truong Huyen,2009). In Bolivia and Guatemala, almost threequartersof indigenous people are poor, comparedwith half of the non-indigenous population (Halland Patrinos, 2006). Higher levels of poverty areassociated in turn with discrimination andcultural stigmatization, creating obstacles toeducation. In Bolivia, Aymara speakers aged 17 to22 accumulate two years fewer in school than doSpanish speakers and for Quechua speakers thefigure is four years. In Guatemala, average yearsin school range from 6.7 for Spanish speakersto 1.8 for Q’eqchi’ speakers.Poverty and gender discrimination exacerbateeducation deprivation among indigenousminorities. From Guatemala and Peru to Cambodiaand the Lao People’s Democratic Republic,indigenous young adults are far more likelythan the non-indigenous to experience extremeeducation deprivation, especially if they are poorand female. An indigenous person aged 17 to 22in Peru has two years less education than thenational average; poor indigenous girls are twoyears further still down the scale (Figure 3.10).146