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

REACHING THE MARGINALIZEDMeasuring marginalization in educationFigure 3.16: Overlapping disadvantages erode education opportunitiesPrimary net attendance rates and % of the population aged 17 to 22 with fewer than two years of education, selected countries,latest available yearNigeria, poor, Hausa, girlsCambodia, rural, Mondol Kiriand Rattanak Kiri, girlsKenya, rural, Somali, girls259712 748 96126615 7730 91Ghana, northern region, rural, girls17843261GroupPakistan, rural, Sindhi, girls31734168CountryTurkey, poor, Kurdish language, girls6 4358 88Guatemala, poor, Indian ethnicity, girls19666082India, poor, Uttar Pradesh, girls20 570 20 40 60 80 10067 760 20 40 60 80 100Source: UNESCO-DME (2009).Extreme education poverty: population withfewer than 2 years of education (%)Primary net attendance rates (%)Figure 3.17: Small groups, big disadvantagesAverage number of years of education for selected marginalized groups, population aged 17 to 22 selected countries,latest available yearIn Nigeria,97% of poorHausa girlshave fewer thantwo years ofeducation98CountryGroupViet NamMexico7KenyaAverage years of education6543NepalBeninEthiopiaChad2BurkinaFasoNiger10MushaharethnicityBarh AzoumregionGourmantchéethnicityPeul/relatedethnicityGourmantchéethnicitySomaliethnicityHmongethnicityIndigenouslanguage onlyNorth-easternregionShare of population (%)Proportion who are inthe ‘bottom 20%’ (%)1 5 7 4 1 3 1 2 389 43 32 43 25 45 88 42 77Sources: UNESCO-DME (2009); census, calculations by Harttgen and Klasen (2009).153