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

100CHAPTER 22Education for All Global Monitoring ReportIn sub-SaharanAfrica, almost12 million girlsare expectednever to enrolNigeriaIndiaPakistanEthiopiaBangladeshNigerPhilippinesBurkina FasoMozambiqueGhanaYemenBrazilKenyaMaliNepalTurkeySouth AfricaIraqIndonesiaSenegalFigure 2.11: Children in sub-Saharan Africaare the least likely to enter schoolDistribution of out-of-school children by school exposure,by region, 2007WorldDeveloping countriesDeveloped countriesCountries in transitionN. America/W. EuropeEast Asia/PacificLatin America/CaribbeanSouth and West AsiaCentral AsiaArab StatesCentral/East. EuropeSub-Saharan AfricaSource: UIS (2009a).0 20 40 60 80 100% of total number of out-of-school childrenExpected neverto enrolEnrolled butdropped outExpected toenrol lateFigure 2.12: A child’s prospects of entering and staying in school vary by countryDistribution of out-of-school children by school exposure, selected countries, most recent yearExpectednever to enrolEnrolled butdropped outExpectedto enrol lateTotal0 2 000 4 000 6 000 8 000 10 000overwhelmingly one of late entry, though close toone in five out-of-school children is unlikely evento enter school.Country profiles mirror the regional differences(Figure 2.12). In four of the ten countries in sub-Saharan Africa with large out-of-school populations– Burkina Faso, Mali, the Niger and Senegal – morethan 70% of out-of-school children are expectednever to enrol. 8 In Pakistan, almost half of theout-of-school population is unlikely to enrol. Thepattern is not restricted to low-income countries.One of the most striking results to emerge is theprofile of out-of-school children in Turkey, whereseven out of ten are unlikely to enter school.For countries including Bangladesh, India, Indonesiaand Nepal, the big challenge is keeping childrenin school once they enrol. Identifying patterns ofexclusion are important for public policy design –the approaches needed to ensure that children notexpected to enrol have a chance to enter schoolare likely to differ from those addressing theconstraints facing children at risk of dropout.How do the three markers for disadvantage –gender, wealth and location – shape prospectsthat out-of-school children will ever enrol?Young girls face some of the highest barriers.Not only are they less likely than boys to be inschool, but those who are out of school are farmore likely than boys never to enter (Figure 2.13).In sub-Saharan Africa, almost 12 million girls areexpected never to enrol, compared with 7 millionboys. Countries in other regions face similarproblems. In Yemen, nearly 80% of out-of-schoolgirls are unlikely ever to enrol, compared with 36%of boys; in Pakistan the figures are 62% for girlsand 27% for boys. Gender disadvantages can cut inthe other direction: in Bangladesh, Brazil and SouthAfrica, it is more likely that boys will never enrol.However, it is clear that more rapid progress ingetting children into school will require measuresthat target the social, economic and culturalbarriers facing young girls.Number of out-of-school children (000)Notes: Countries included had more than 500,000 children out of school in 2007 or the latest year available.For Iraq, Mozambique and Nigeria the breakdown is not available.Source: Bruneforth (2009b).Prospects for attending school are also heavilyconditioned by household location and wealth.Children from rural areas are at a particulardisadvantage (Figure 2.14). In Burkina Faso, ruralchildren are almost four times more likely than8. Nigeria could be in a similar situation, but disaggregated dataare not available.60