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

REACHING THE MARGINALIZEDMeasuring marginalization in educationThe diversity of the challenges sets limits to what the centralgovernment can do. Regional and subregional authorities needto develop and implement policies that respond to local needs.However, the central government could do more to createan enabling environment. The education system suffersfrom chronic shortages of teachers and classrooms,rising class sizes and low levels of learning achievement.Addressing these problems will require an increasein the 2.1% share of national income directed towardseducation in 2005 — one of the lowest levels in the world.Figure 3.9: Children in poor, remote, or conflict-affected regions of the Philippines suffer higher levels of education poverty% of the population aged 17 to 22 with fewer than four years of education and prevalence of poor families by region, Philippines, 200315%Autonomous Region inMuslim MindanaoZamboanga PeninsulaEducation poverty10%5%National Capital RegionCentral LuzonCalabarzonCentral VisayasCagayan ValleyIlocosDavaoSoccsksargenWestern VisayasCordillera Admin. RegionBicolMimaropaEastern VisayasNorthern MindanaoCaraga0%0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%Income povertyNotes: Education poverty is measured as the proportion of 17- to 22-year-olds with fewer than four years of education. Income poverty rateis the proportion of families whose income puts them below the poverty line for each region.Sources: UNESCO-DME (2009); Philippines National Statistical Coordination Board (2006).School attendance patterns revealed in householdsurveys point to the prospect of marked disparitiesbeing transmitted across generations.Figure 3.10: Wealth and gender widen indigenous education disparities in Latin AmericaAverage number of years of education for indigenous people aged 17 to 22, selected countries,latest available yearDisadvantages associated with language arefound across all regions. Having the officiallanguage of instruction as a home languagesignificantly lowers the risk of having fewer thanfour years in education at age 17 to 22. HavingKurdish as a home language in Turkey carriesa 30% risk of having fewer than four years ofschooling compared with less than 5% forTurkish speakers. While these language effectsare strongly associated with regional povertydifferences, they are also important in theirown right (Figure 3.11).In countries where the official language is not themost common language spoken at home thereare strong links from language to marginalizationin education. There are some thirty countries ofAverage years of education1086420Bolivia Peru Colombia GuatemalaCountry averageIndigenousIndigenous femalePoor, indigenous femaleNotes: The indigenous average is the weightedaverage for the indigenous groups for whichdata were available. These were: Bolivia(Aymara, Guarani and Quechua ethnicity);Guatemala (Chorti, Kanjobal, Kaqchiquel,K’iche’, Mam, Poqomchi’, Q’eqchi’ and Tzu’Utihillanguage); Peru (Aymara and Quechua ethnicity).For Colombia, the ‘indigenous ethnicity’ censuscategory was used.Sources: UNESCO-DME (2009); census,calculations by Harttgen and Klasen (2009).149