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

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2 0 10Education for All Global Monitoring ReportANNEXStatistical tables 1IntroductionThe most recent data on pupils, students,teachers and expenditure presented in thesestatistical tables are for the school year endingin 2007. 2 They are based on survey resultsreported to and processed by the UNESCOInstitute for Statistics (UIS) before the end of May 2009.Data received and processed after this date will be usedin the next EFA Global Monitoring Report. A smallnumber of countries 3 submitted data for the school yearending in 2008, presented in bold in the statistical tables.These statistics refer to all formal schools, both publicand private, by level of education. They are supplementedby demographic and economic statistics collected orproduced by other international organizations, includingthe United Nations Development Programme (UNDP),the United Nations Children’s Fund (UNICEF), the UnitedNations Population Division (UNPD) and the World Bank.The statistical tables list a total of 204 countries andterritories. Most of them report their data to the UISusing standard questionnaires issued by the Institute.For some countries, however, education data arecollected via surveys carried out under the auspicesof the World Education Indicators (WEI) or are providedby the Organisation for Economic Co-operation andDevelopment (OECD) and the Statistical Office of theEuropean Communities (Eurostat). These countriesare indicated with relevant symbols at the end ofthe introduction.PopulationThe indicators on school access and participation inthe statistical tables are based on the 2006 revisionof population estimates produced by the UNPD, as theones from the 2008 revision were not provided in time.Because of possible differences between nationalpopulation estimates and those of the United Nations,these indicators may differ from those published byindividual countries or by other organizations. 4 The UNPDdoes not provide data by single year of age for countrieswith a total population of fewer than 80,000. Whereno UNPD estimates exist, national population figures,when available, or estimates from the UIS were usedto calculate enrolment ratios.ISCED classificationEducation data reported to the UIS are in conformitywith the 1997 revision of the International StandardClassification of Education (ISCED). In some cases,data have been adjusted to comply with the ISCED97classification. Data for the school year ending in 1991may conform to the previous version of the classification,ISCED76, and therefore may not be comparable in somecountries to those for years after 1997. 5 ISCED is usedto harmonize data and introduce more internationalcomparability among national education systems.Countries may have their own definitions of educationlevels that do not correspond to ISCED. Some differencesbetween nationally and internationally reported educationstatistics may be due, therefore, to the use of thesenationally defined education levels rather than the ISCEDstandard, in addition to the population issue raised above.Adult participation in basic educationISCED does not classify education programmes byparticipants’ age. For example, any programme with acontent equivalent to primary education, or ISCED 1, maybe classed as ISCED 1 even if provided to adults. Theguidance the UIS provides for respondents to its regularannual education survey, on the other hand, askscountries to exclude ‘data on programmes designed forpeople beyond regular school age’. As for the guidancefor the UIS/OECD/Eurostat (UOE) and WEI questionnaires,until 2005 it stated that ‘activities classified as“continuing”, “adult” or “non-formal” education shouldbe included’ if they ‘involve studies with subject contentsimilar to regular educational programmes’ or if ‘the1. For more detailed statistics and indicators, please consult the website:www.efareport.unesco.org.2. This means 2006/2007 for countries with a school year that overlapstwo calendar years and 2007 for those with a calendar school year.3. Bhutan, Burkina Faso, the Central African Republic, Djibouti, the Gambia,Ghana, Kazakhstan, Lebanon, Liberia, Monaco, Nepal, San Marino, Sao Tomeand Principe, Thailand and the United Republic of Tanzania.4. Where obvious inconsistencies exist between enrolment reported by countriesand the United Nations population data, the UIS may decide to not calculate orpublish the enrolment ratios. This is the case with China, publication of whosenet enrolment ratio is suspended pending further review of the population data,and with Myanmar, Singapore and Viet Nam.5. To improve comparisons over time, the UIS has begun to harmonize timeseriesdata, adjusting data from before 1998 so that they comply with theISCED97 classification. So far this has been done for gross and net enrolmentratios in primary education and gross enrolment ratios in secondary education.296
STATISTICAL TABLESIntroductionunderlying programmes lead to similar potentialqualifications’ as the regular programmes. Since 2005,however, the countries involved in the UOE/WEI surveyhave been requested to report data for such programmesseparately so that the UIS can exclude them whencalculating internationally comparable indicators. Despitethe UIS instructions, data from countries in the annualsurvey may still include pupils who are substantiallyabove the official age for basic education.Literacy dataUNESCO has long defined literacy as the ability to readand write, with understanding, a short simple statementrelated to one’s daily life. However, a parallel definitionarose with the introduction in 1978 of the notion offunctional literacy, which emphasizes the use of literacyskills. That year the UNESCO General Conferenceapproved defining as functionally literate those whocan engage in all those activities in which literacy isrequired for the effective functioning of their groupand community and also for enabling them to continueto use reading, writing and calculation for their ownand the community’s development.In many cases, the current UIS literacy statistics relyon the first definition and are largely based on datasources that use a ‘self-declaration’ method:respondents are asked whether they and the membersof their household are literate, as opposed to being askeda more comprehensive question or to demonstrate theskill. Some countries assume that persons who completea certain level of education are literate. 6 As definitionsand methodologies used for data collection differ bycountry, data need to be used with caution.Literacy data in this report cover adults aged 15 and overas well as youth aged 15 to 24. They refer to two periods,1985–1994 and 2000–2007. Literacy rates for the firstperiod are mostly national observed information obtainedfrom censuses and household surveys taken during thatperiod. For the second period, most of the literacy datain the table are UIS estimates. They refer to 2007 and arebased on the most recent observed national data. Theseestimates are supplemented with national observed data,indicated with an asterisk (*), for countries for whichestimates could not be made or that provided recentdata. The reference years and literacy definitions foreach country are presented in a longer version of this6. For reliability and consistency reasons, the UIS has decided no longer topublish literacy data based on educational attainment proxies. Only data reportedby countries based on the ‘self-declaration method’ and ‘household declaration’are included in the statistical tables. However, in the absence of such data,educational attainment proxies are used to compute regional weighted averagesand to calculate the EFA Development Index for some countries, particularlydeveloped ones.introduction, posted on the EFA Global Monitoring Reportwebsite. Both UIS estimates and projections to 2015presented in the literacy statistical table are producedusing the Global Age-specific Literacy Projections Model.For a description of the projection methodology, see p. 261of the EFA Global Monitoring Report 2006, as well as theGlobal Age-specific Literacy Projections Model (GALP):Rationale, Methodology and Software, available atwww.uis.unesco.org/TEMPLATE/pdf/Literacy/GALP.pdf.In many countries, interest in assessing the literacy skillsof the population is growing. In response to this interest,the UIS has developed a methodology and data collectioninstrument called the Literacy Assessment andMonitoring Programme (LAMP). Following the exampleof the International Adult Literacy Survey (IALS), LAMPis based on the actual, functional assessment of literacyskills. It aims to provide literacy data of higher quality andis based on the concept of a continuum of literacy skillsrather than the common literate/illiterate dichotomy.Estimates and missing dataBoth actual and estimated education data are presentedthroughout the statistical tables. When data are notreported to the UIS using the standard questionnaires,estimates are often necessary. Wherever possible, theUIS encourages countries to make their own estimates,which are presented as national estimates. Where thisdoes not happen, the UIS may make its own estimatesif sufficient supplementary information is available.Gaps in the tables may also arise where data submittedby a country are found to be inconsistent. The UISmakes every attempt to resolve such problems withthe countries concerned, but reserves the final decisionto omit data it regards as problematic.To fill the gaps in the statistical tables, data forprevious school years were included when informationfor the school year ending in 2007 was not available.Such cases are indicated by a footnote.Regional averagesRegional figures for literacy rates, gross intake rates,gross and net enrolment ratios, school life expectancyand pupil/teacher ratios are weighted averages, takinginto account the relative size of the relevant populationof each country in each region. The averages arederived from both published data and broad estimatesfor countries for which no recent data or reliablepublishable data are available.The figures for the countries with larger populations thushave a proportionately greater influence on the regional297
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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 MARGINALIZEDIntroducti
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REACHING THE MARGINALIZEDMeasuring
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REACHING THE MARGINALIZEDGetting le
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REACHING THE MARGINALIZEDLevelling
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THE AID COMPACT: FALLING SHORT OF C
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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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20Education for All Global Monitori
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0120ANNEXEducation for All Global M
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