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

001CHAPTER 32Education for All Global Monitoring ReportBox 3.2: The Philippines — leaving the marginalized behindEducation indicators for the Philippines are below what might beexpected for a country at its income level. There is a real dangerthat the country will fail to achieve universal primary educationby 2015. Household survey data help identify the large pockets ofextreme and persistent deprivation that are holding back progress.The net enrolment ratio was 92% in 2007, which is comparablewith countries at far lower levels of average income, such asZambia, and below the levels attained by other countries in theregion, such as Indonesia. Around 1 million children are out ofschool — a slight increase over the level in 1999.Extreme poverty and regional disparities are at the heart ofthe mismatch between national wealth and education outcome.The gap separating the poorest 20% from the rest of societyis far wider than in most countries in the region (Figure 3.8).Those aged 17 to 22 in the poorest quintile average about sevenyears of education — more than four years fewer than in thewealthiest 20%. Data on school attendance provide evidencethat current policies are not reaching the poorest. Around 6%of 7- to 16-year-olds from the poorest households are reportedas not attending school or to have ever attended. Extremeeconomic inequalities fuel education inequalities, notably bypushing many children out of school and into employment.Regional data reveal deep fault lines in opportunity (Figure 3.9).Nationally, about 6% of those aged 17 to 22 have fewer than fouryears of education. In the best-performing regions — Ilocos andthe National Capital Region — the share falls to 1% to 2%. At theother extreme, in the Autonomous Region in Muslim Mindanaoand Zamboanga Peninsula over 10% fall below this threshold.The disparities are driven by a wide array of factors. The impactof high levels of poverty is exacerbated by conflict in Mindanao,and by the remoteness and wider disadvantage experiencedby indigenous people in the Eastern Visayas and Zamboanga.National authorities face difficult policy choices if the Philippinesis to achieve universal primary education by 2015. Far moreweight has to be attached to reaching marginalized populationsand providing them with good quality education. Social protectionand conditional cash transfer programmes, such as those in Braziland Mexico, could play a vital role in combating child labour andextending educational opportunities to the poor. Another urgentpriority is local language teaching in indigenous areas.Figure 3.8: The Philippines has large wealth gaps in educationAverage number of years of education of the population aged 17 to 22,Philippines, 2003Years of education121086420PoorestSource: UNESCO-DME (2009).SecondpoorestMiddleWealth quintilesSecondrichestRichestLarge pocketsof extremeand persistentdeprivationare holdingback progressTable 3.2: Selected education indicators, by region, Mexico, 2005ChiapasGuerreroMichoacánOaxacaVeracruzSecondary net attendancerates (%)MaleDisadvantaged southern statesFemaleFewer than4 years ofYears of education*educationMale Female (%)*65 54 6.6 5.7 2668 64 7.1 7.0 1959 57 7.1 7.4 1469 61 7.1 6.7 1668 65 7.3 7.1 20National average69 66 8.2 8.2 11Selected northern and central statesBaja CaliforniaDistrito FederalMéxico* Data for population aged 17 to 22.Source: Census, calculations by Harttgen and Klasen (2009).75 74 8.9 9.4 684 84 10.0 10.1 374 72 9.0 9.0 6148