Escolar Documentos
Profissional Documentos
Cultura Documentos
3/4
TEACHING
AND LEARNING:
EFA Global
Monitoring Report
United Nations
Educational, Scientic and
Cultural Organization
UNESCO
Publishing
United Nations
Educational, Scientic and
Cultural Organization
3 /4
1
0
2
Education for All Global Monitoring Report
UNESCO, 2014
All rights reserved
First edition
Published in 2014 by the United Nations Educational,
Scientific and Cultural Organization
7, Place de Fontenoy, 75352 Paris 07 SP, France
Graphic design by FHI 360
Layout by FHI 360
Cover photo by Poulomi Basu
Library of Congress Cataloging in Publication Data
Data available
Typeset by UNESCO
ISBN 978-92-3-104255-3
foreword
Foreword
This 11th EFA Global Monitoring Report provides a timely update on progress that
countries are making towards the global education goals that were agreed in 2000. It
also makes a powerful case for placing education at the heart of the global development
agenda after 2015. In 2008, the EFA Global Monitoring Report asked will we make it?
With less than two years left before 2015, this Report makes it clear that we will not.
Fifty-seven million children are still failing to learn, simply because they are not
in school. Access is not the only crisis poor quality is holding back learning even
for those who make it to school. One third of primary school age children are not
learning the basics, whether they have been to school or not. To reach our goals, this
Report calls on Governments to redouble efforts to provide learning to all who face
disadvantages whether from poverty, gender, where they live or other factors.
An education system is only as good as its teachers. Unlocking their potential is
essential to enhancing the quality of learning. Evidence shows that education quality
improves when teachers are supported it deteriorates if they are not, contributing to
the shocking levels of youth illiteracy captured in this Report.
Governments must step up efforts to recruit an additional 1.6 million teachers to achieve
universal primary education by 2015. This Report identifies four strategies to provide
the best teachers to reach all children with a good quality education. First, the right
teachers must be selected to reflect the diversity of the children they will be teaching.
Second, teachers must be trained to support the weakest learners, starting from the
early grades. A third strategy aims to overcome inequalities in learning by allocating
the best teachers to the most challenging parts of a country. Lastly, governments must
provide teachers with the right mix of incentives to encourage them to remain in the
profession and to make sure all children are learning, regardless of their circumstances.
But teachers cannot shoulder the responsibility alone. The Report shows also
that teachers can only shine in the right context, with well-designed curricula and
assessment strategies to improve teaching and learning.
These policy changes have a cost. This is why we need to see a dramatic shift in funding.
Basic education is currently underfunded by US$26 billion a year, while aid is continuing
to decline. At this stage, governments simply cannot afford to reduce investment in
education nor should donors step back from their funding promises. This calls for
exploring new ways to fund urgent needs.
3 /4
1
foreword
We must learn from the evidence as we shape a new global sustainable development
agenda after 2015. As this Report shows, equality in access and learning must stand
at the heart of future education goals. We must ensure that all children and young
people are learning the basics and that they have the opportunity to acquire the
transferable skills needed to become global citizens. We must also set goals that are
clear and measurable, to allow for the tracking and monitoring that is so essential for
governments and donors alike, and to bridge the gaps that remain.
As we advance towards 2015 and set a new agenda to follow, all governments must
invest in education as an accelerator of inclusive development. This Reports evidence
clearly shows that education provides sustainability to progress against all development
goals. Educate mothers, and you empower women and save childrens lives. Educate
communities, and you transform societies and grow economies. This is the message of
this EFA Global Monitoring Report.
Irina Bokova
Director-General of UNESCO
ii
Acknowledgements
Acknowledgements
This Report would not have been possible without the contributions of numerous people.
The EFA Global Monitoring Report team would like to acknowledge their support and
thank them all for their time and effort.
Invaluable support has been provided by the Global Monitoring Report Advisory Board.
Amina J. Mohammed, chairperson of the board, has continuously backed us in our work.
Special thanks go to the funders without whose financial support the Report would not
be possible.
We would like to acknowledge the role of UNESCO, both at headquarters and in the
field, as well as the UNESCO institutes. We are very grateful to numerous individuals,
divisions and units in the Organization, notably in the Education Sector and External
Relations, for facilitating our work daily. As always, the UNESCO Institute for Statistics
has played a key role and we would like to thank its director Hendrik van der Pol
and his dedicated staff, including Redouane Assad, Sheena Bell, Manuel Cardoso,
Amlie Gagnon, Friedrich Huebler, Alison Kennedy, Elise Legault, Weixin Lu, Albert
Motivans, Simon Normandeau, Said Ould Ahmedou Voffal, Pascale Ratovondrahona
and Weng Xiaodan.
A group of experts, including Beatrice Avalos, Christopher Colclough, Ricardo
Fuentes-Nieva and Andreas Schleicher, helped us during the initial phase and we
would like to thank them warmly.
The Report team would also like to thank the researchers who produced background
papers and provided other input that informed the Reports analysis: Nadir Altinok,
Massimo Amadio, Allison Anderson, Nisha Arunatilake, Monazza Aslam, Julie Beranger,
Sonia Bhalotra, Michael Bruneforth, Amparo Castell-Climent, Yekaterina Chzhen,
Damian Clarke, Elizabeth Clery and Rebecca Rhead, Santiago Cueto, Marta
Encinas-Martin, Brian Foster, Emmanuela Gakidou, Julin Jos Gindin, Csar
Guadalupe, Kenneth Harttgen, Frances Hunt, Priyanka Jayawardena, Sophia
Kamarudeen, Stephan Klasen, Simon Lange, Juan Len, Ken Longden, Anit N.
Mukherjee, Sandra Nieto, Yuko Nonoyama-Tarumi, Lee Nordstrum, Moses Oketch, Ral
Ramos, Caine Rolleston, Ricardo Sabates, Spyros Themelis, William Thorn, Kristen
Weatherby and Jon Douglas Willms. The students from the London School of Economics
who prepared a paper for the Report as part of their Capstone Project are to be thanked
as well.
We are also grateful to several institutions, including the Annual Status of Education
Report (ASER) India, ASER Pakistan, the Organisation for Economic Cooperation
and Development, Ple de Dakar, Understanding Childrens Work, the United Nations
Childrens Fund and the United Nations Girls Education Initiative.
iii
3 /4
1
Acknowledgements
Special thanks to all those who worked tirelessly to support the production of the
Report. This includes Rebecca Brite, Erin Crum, Kristine Douaud, FHI 360, Imprimerie
Faber and Max McMaster. Many colleagues within and outside UNESCO were involved in
the translation and production of the Report and we would like to thank them all.
Several people have contributed to the Global Monitoring Report work in the area of
communication and outreach, including Rachel Bhatia, Nicole Comforto, Rachel Palmer,
Liz Scarff and Salma Zulfiqar. For the images, infographics and quotes from teachers,
the Report team has benefited from the support of Schools of Tomorrow (Brazil), the
Pratham Education Foundation (India), Eneza Education (Kenya), the Gauteng Primary
Literacy and Mathematics Strategy team (South Africa), the Legal Resources Centre
(South Africa), Class Act Educational Services (South Africa), Morpeth School (United
Kingdom), Education International, Information is Beautiful, Voluntary Service Overseas
and Wild is the Game.
Finally, we would like to thank the interns who have supported the team in various areas
of its work: Stephie-Rose Nyot, Vivian Leung and Yousra Semmache on communication
and outreach; Sarah Benabbou and Matthieu Lanusse on production and distribution
and Ming Cai, Marcela Ortiz and Rafael Quintana on research.
The Education for All Global Monitoring Report is an independent annual publication.
It is facilitated and supported by UNESCO.
Any errors or omissions found subsequent to printing will be corrected in the online version at www.efareport.unesco.org.
iv
Contents
Contents
Foreword............................................................................................................... i
Acknowledgements............................................................................................ iii
List of figures, infographics, tables and text boxes...........................................vii
Overview............................................................................................................... 1
Part 1. Monitoring progress towards the EFA goals..............................................40
Chapter 1
Chapter 2
3 /4
1
Contents
Chapter 5
Introduction........................................................................................................................................................ 217
Quality must be made a strategic objective in education plans...................................................................... 217
Getting enough teachers into classrooms....................................................................................................... 222
Conclusion......................................................................................................................................................... 229
Chapter 6
Chapter 7
Recommendations........................................................................................... 298
Unlocking teachers potential to solve the learning crisis............................................................................... 301
Conclusion......................................................................................................................................................... 304
Annex................................................................................................................ 307
The Education for All Development Index........................................................................................................ 308
Statistical tables ............................................................................................................................................... 311
Aid tables............................................................................................................................................................ 393
Glossary ............................................................................................................................................................. 404
Abbreviations...................................................................................................................................................... 407
References......................................................................................................................................................... 410
Index................................................................................................................................................................... 444
vi
vii
3 /4
1
Figure 1.8.3: Over the decade, disadvantaged groups mainly improved their access to school rather
than their completion rates.............................................................................................................................................104
Figure 1.8.4: Ensuring that the poorest girls complete lower secondary school remains a major challenge.......... 105
Figure 1.8.5: Assessing the number of children learning should not exclude those not tested................................ 106
Figure 2.1: Most low and middle income countries have increased education spending since 1999........................ 112
Figure 2.2: Only a few countries spend at least one-fifth of their budget on education............................................. 114
Figure 2.3: Many countries that are far from reaching EFA goals cut their education budgets in 2012.................... 116
Figure 2.4: Countries need to both mobilize resources and prioritize education....................................................... 117
Figure 2.5: Modest increases in tax effort and prioritizing education spending could significantly
increase resources..................................................................................................................................................... 123
Figure 2.6: Aid to education fell by US$1 billion between 2010 and 2011.................................................................... 128
Figure 2.7: Aid to basic education fell in 19 low income countries between 2010 and 2011...................................... 129
Figure 2.8: Nine of the 15 largest donors reduced their aid to basic education for low income
countries between 2010 and 2011............................................................................................................................. 131
Figure 2.9: In some countries, the Global Partnership for Education is a large donor for aid to basic education.... 132
Figure 2.10: Educations double disadvantage in humanitarian aid: a small share of requests and the
smallest share of requests that get funded ............................................................................................................. 134
Figure 2.11: Conflict-affected countries receive only a tiny share of their requests for humanitarian
education funding....................................................................................................................................................... 135
Figure 2.12: 40% of education aid does not leave donor countries, or is returned to them....................................... 135
Figure 2.13: Middle income countries receive almost 80% of aid to scholarships and imputed student costs........ 136
Figure 2.14: In low and middle income countries, families pay a heavy price for education...................................... 138
Figure 3.1: Education opens doors to non-farm employment...................................................................................... 147
Figure 3.2: Education leads to more secure jobs.......................................................................................................... 150
Figure 3.3: Investment in education helps deliver growth............................................................................................ 152
Figure 3.4: Literacy enhances understanding of how to prevent and respond to HIV/AIDS...................................... 164
Figure 3.5: More education is linked with stronger support for democracy................................................................ 171
Figure 3.6: Education leads to more engagement in alternative forms of political participation ............................. 173
Figure 3.7: Maternal education greatly reduces fertility rates .................................................................................... 185
Figure 4.1: 250 million children are failing to learn the basics in reading.................................................................. 191
Figure 4.2: Learning outcomes vary widely between countries................................................................................... 193
Figure 4.3. Wealth affects whether primary school age children learn the basics .................................................... 195
Figure 4.4. Poorest girls face the largest barriers to learning..................................................................................... 196
Figure 4.5: In India and Pakistan, poor girls are least likely to be able to do basic calculations............................... 197
Figure 4.6: Weaker learners are more likely to drop out.............................................................................................. 199
Figure 4.7: Poverty holds back learning in lower secondary school............................................................................ 200
Figure 4.8: In secondary school, the weakest learners are the poor in rural areas................................................... 201
Figure 4.9: Wide learning disparities exist in developed countries ............................................................................. 202
Figure 4.10: Weak learners in rich countries perform as badly as students in some middle income countries...... 203
Figure 4.11: In Australia, learning gaps persist between indigenous and non-indigenous students........................ 203
Figure 4.12: Some countries in southern and eastern Africa have both widened access and improved learning.... 204
Figure 4.13: Despite progress, the poor still lag behind in learning............................................................................ 205
Figure 4.14: In Mexico, progress in access and learning benefitted the poorest............................................................206
Figure 4.15: Less than three-quarters of young people in low and lower middle income countries are literate...... 208
Figure 4.16: Many young people emerge from several years of primary education without basic literacy skills..... 209
Figure 4.17: In 22 countries, less than half of poor young people are literate............................................................ 210
Figure 4.18: The poorest young women are the most likely to be illiterate................................................................. 211
Figure 4.19: Young womens chances of learning depend on wealth, location and ethnicity..................................... 212
Figure 4.20: Nepal has made big strides toward literacy for disadvantaged youth.................................................... 213
Figure 5.1: Globally, 1.6 million additional teachers are needed by 2015.................................................................... 223
Figure 5.2: Around 5.1 million additional lower secondary teachers are needed to achieve universal
lower secondary education by 2030........................................................................................................................... 223
Figure 5.3: Additional primary teachers are mainly needed in sub-Saharan Africa................................................... 224
Figure 5.4: Some countries need a larger share of additional primary teachers due to low access, others
because the number of students per teacher is high.............................................................................................. 224
viii
Figure 5.5: 29 countries will not fill the primary teacher gap before 2030, on current trends..................................... 225
Figure 5.6: Some countries need to hire teachers at a much faster rate to fill the teacher gap by 2020.................. 225
Figure 5.7: Mali faces a huge challenge in recruiting trained teachers...................................................................... 226
Figure 5.8: In Niger, 23% of upper secondary school graduates would need to be teachers to achieve
universal primary education by 2020......................................................................................................................... 226
Figure 5.9: Some countries face a double task: recruiting trained teachers and training untrained teachers......... 227
Figure 5.10: In some schools in northern Nigeria, there are more than 200 students per trained teacher............. 227
Figure 5.11: Some countries need to increase their education budget by at least 20% to cover the
cost of additional primary school teachers............................................................................................................... 228
Figure 5.12: The cost of hiring additional teachers would mostly not exceed the spending benchmark of
3% of GDP on primary education............................................................................................................................... 229
Figure 6.1: Teachers in some poor countries are not paid enough to live on.............................................................. 255
Figure 6.2: Many West African countries have a teaching force made up largely of people on
short-term contracts.................................................................................................................................................. 257
Figure 6.3: In many African countries, contract teachers earn a fraction of what their
civil servant teachers receive..................................................................................................................................... 257
Figure EDI.1: Some countries have made strong progress towards EFA goals.......................................................... 309
Infographics
Job search: Educated men and women are more likely to find work.......................................................................... 149
Wage gaps: Education narrows pay gaps between men and women.......................................................................... 151
Educated growth: Education equality accelerates prosperity...................................................................................... 154
Saving childrens lives: A higher level of education reduces preventable child deaths.............................................. 157
Educated mothers, healthy children: Higher levels of education for mothers lead to improved
child survival rates..................................................................................................................................................... 158
A matter of life and death: Educated mothers are less likely to die in childbirth....................................................... 163
Education keeps hunger away: Mothers education improves childrens nutrition.................................................... 168
Love thy neighbor? Education increases tolerance...................................................................................................... 174
Schooling can save the planet: Higher levels of education lead to more concern for the environment.................... 180
Learning lessens early marriages and births: Women with higher levels of education are less likely to
get married or have a child at an early age.............................................................................................................. 183
Tables
Table 1.1.1: Key indicators for goal 1............................................................................................................................... 45
Table 1.1.2: Likelihood of countries achieving a pre-primary enrolment target of at least 70% by 2015.................... 50
Table 1.2.1: Key indicators for goal 2 .............................................................................................................................. 52
Table 1.2.2: Changes in the out-of-school population, 20062011 .............................................................................. 54
Table 1.2.3: Fourteen countries are likely to have more than 1 million children out of school.................................... 54
Table 1.2.4: Conflict-affected countries, 19992008 and 20022011............................................................................. 55
Table 1.2.5: Likelihood of countries achieving a primary enrolment target of at least 95% by 2015............................ 59
Table 1.3.1: Key indicators for goal 3............................................................................................................................... 62
Table 1.3.2: Likelihood of countries achieving a lower secondary education net enrolment target of
at least 95% by 2015..................................................................................................................................................... 69
Table 1.4.1: Key indicators for goal 4............................................................................................................................... 70
Table 1.4.2: Likelihood of countries achieving an adult literacy target of at least 95% by 2015................................... 75
Table 1.5.1: Key indicators for goal 5............................................................................................................................... 76
Table 1.5.2: Likelihood of achieving gender parity in primary education by 2015......................................................... 81
Table 1.6.1: Key indicators for goal 6............................................................................................................................... 84
Table 1.6.2: Major international and regional learning assessment studies ................................................................ 93
Table 2.1: Public spending on education, by region and income level, 1999 and 2011............................................... 111
Table 2.2: Countries can dig deeper to fund education from domestic resources...................................................... 122
Table 2.3: Total aid disbursements to education and basic education, by region and income level, 20022011....... 127
Table 2.4: Many donors expect to reduce aid further in coming years........................................................................ 133
ix
3 /4
1
Text boxes
Box 1.1.1: In the Arab States, the private sector is the main provider of pre-primary education................................ 48
Box 1.1.2: In Central and Eastern Europe, the quest for universal access to pre-primary
education continues..................................................................................................................................................... 51
Box 1.2.1: Which countries have more than 1 million children out of school?.............................................................. 54
Box 1.2.2: The continuing hidden crisis for children in conflict-affected areas............................................................ 55
Box 1.2.3: Children with disabilities are often overlooked.............................................................................................. 56
Box 1.2.4: Measuring primary school completion .......................................................................................................... 58
Box 1.2.5: The contrasting education fortunes of Ethiopia and Nigeria......................................................................... 60
Box 1.2.6: The cost of delaying action for disadvantaged children the diverging paths of
Indonesia and the Philippines...................................................................................................................................... 61
Box 1.3.1: In sub-Saharan Africa, far too few young people complete lower secondary school.................................. 64
Box 1.3.2: Upper secondary education is key to acquiring transferable skills.............................................................. 66
Box 1.3.3: Latin America has made good progress in secondary education, but wide inequality remains................. 68
Box 1.4.1: West Africa accounts for almost half of the regions illiterate adults........................................................... 72
Box 1.4.2: Engagement in everyday reading activities helps sustain literacy skills...................................................... 73
Box 1.5.1: In some sub-Saharan African countries, progress in primary school completion
for the poorest girls is too slow................................................................................................................................... 78
Box 1.5.2: Challenges in improving access to secondary education for girls in Iraq and Turkey................................. 82
Box 1.6.1: Reducing the cost of textbooks helps increase their availability.................................................................. 88
Box 1.8.1: Guiding principles for setting education goals after 2015........................................................................... 100
Box 1.8.2: Data needs for monitoring education goals after 2015............................................................................... 102
Box 1.8.3: Some countries take a close interest in education inequality..................................................................... 107
Box 2.1: Brazils reforms reduce regional education inequality................................................................................... 125
Box 2.2: Poor children out of school in some lower middle income countries also need aid.................................... 129
Box 2.3: How important is the Global Partnership for Education for funding basic education in poor countries?... 132
Box 3.1: In India, education boosts womens role in politics........................................................................................ 175
Box 3.2: Educating to avert conflict in Lebanon............................................................................................................ 176
Box 3.3: Education reform is needed to reduce the United States impact on the environment................................ 178
Box 3.4: Education gives women the power to claim their rights................................................................................ 182
Box 6.1: South Sudan encourages secondary school girls to go into teaching........................................................... 236
Box 6.2: Practically oriented pre-service teacher education supports teachers in rural Malawi.............................. 241
Box 6.3: Improving teacher development in Dadaab, the worlds largest refugee complex ...................................... 243
Box 6.4: Helping teachers track pupils progress in Liberia ....................................................................................... 244
Box 6.5: In Jordan, rote learning hampers teaching of transferable skills ................................................................ 246
Box 6.6: Addressing uneven teacher deployment in Indonesia.................................................................................... 253
Box 6.7: Teach for America a success, but not a solution......................................................................................... 253
Box 6.8: In India, contract teachers have not significantly improved low levels of learning....................................... 258
Box 6.9: In Portugal, performance-related pay led to lower cooperation among teachers........................................ 261
Box 6.10: Performance-related incentives on a large scale lessons from Mexico and Brazil................................. 263
Box 6.11: Inadequate teacher policies contribute to declining learning outcomes in France.................................... 265
Box 6.12: Ghanas new teacher development policy aims to make promotion evidence based................................. 265
Box 6.13: In Egypt, private tutoring damages the educational chances of the poor................................................... 272
Box 7.1: Curriculum expectations keep pace with learners abilities in Viet Nam but not in India............................ 281
Box 7.2: Foundation skills for out-of-school children in northern Ghana................................................................... 283
Box 7.3: In Cameroon, local language instruction improved learning, but needed to be sustained.......................... 284
Box 7.4: Improving access to low cost local language resources in South Africa....................................................... 285
Box 7.5: Schools and communities in partnership to support early literacy in Malawi.............................................. 286
Box 7.6: Activity Based Learning boosts pupils progress in India............................................................................... 290
Box 7.7: Supporting child-led disaster risk reduction in the Philippines.................................................................... 296
Overview
Overview
With the deadline for the Education for All
goals less than two years away, it is clear that,
despite advances over the past decade, not a
single goal will be achieved globally by 2015.
This years EFA Global Monitoring Report vividly
underlines the fact that people in the most
marginalized groups have continued to be denied
opportunities for education over the decade. It
is not too late, however, to accelerate progress
in the final stages. And it is vital to put in place a
robust global post-2015 education framework to
tackle unfinished business while addressing new
challenges. Post-2015 education goals will only
be achieved if they are accompanied by clear,
measurable targets with indicators tracking that
no one is left behind, and if specific education
financing targets for governments and aid
donors are set.
Amina Sayeed/UNESCO
Monitoring the
Education for All goals
3 /4
1
overview
Overview
In low income
countries,
only 14% of
the poorest
complete lower
secondary
school
3 /4
1
overview
The number
of illiterate
adults fell by
just 1% since
2000
Eduardo Martino/UNESCO
Overview
By 2015, 70%
of countries
are expected
to reach
gender parity
in primary
enrolment
3 /4
Education for All Global Monitoring Report
overview
In a third of
countries, less
than 75% of
primary school
teachers are
trained
Overview
In sub-Saharan
Africa, the
poorest
girls will
not achieve
universal
primary
completion
until 2086
3 /4
Education for All Global Monitoring Report
overview
Only 8 of
53 countries
plan to
monitor
inequality
in learning
Monitoring progress on
financing Education for All
Insufficient financing is one of the main
obstacles to achieving Education for All. The
finance gap to achieve good quality basic
education for all by 2015 has reached
US$26 billion, putting the goal of getting every
child into school far out of reach. Unfortunately,
donors seem more likely to reduce their aid
than increase it in coming years. Unless urgent
action is taken to change aid patterns, the goal
of ensuring that every child is in school and
learning by 2015 will be seriously jeopardized.
With little time left before 2015, closing the
financing gap might seem impossible. But
analysis in this Report shows that the gap could
be filled by raising more domestic revenue,
devoting an adequate share of existing and
projected government resources to education
and sharpening the focus of external assistance.
If, as expected, new education goals after 2015
extend to lower secondary education, the finance
gap will rise to US$38 billion. The post-2015
Overview
67 countries
could increase
education
resources by
US$153 billion
through reforms
to expand the
tax base
3 /4
Education for All Global Monitoring Report
overview
Reforms
to expand
domestic
resources
could meet
56% of
the annual
financing
gap in basic
education
10
Overview
In 2011,
aid to basic
education
fell for the
first time
since 2002
11
3 /4
1
overview
Education
receives
just 1.4% of
humanitarian
aid
12
Overview
If all students
left school with
basic reading
skills, 171
million people
could be lifted
out of poverty
13
3 /4
1
overview
For each
additional
year of
mothers
education,
a child spends
an extra
0.32 years
in school
14
Overview
If all women
completed
primary education,
there would
be 66% fewer
maternal deaths
15
3 /4
1
overview
16
Overview
In Argentina,
China and
Turkey, citizens
are twice as
likely to sign
a petition if
they have
secondary
education
17
3 /4
1
overview
Educations
power to
transform
lives should
secure it
a central
place in the
post-2015
framework
18
Conclusion
The striking evidence laid out in this chapter
demonstrates not only educations capacity
to accelerate progress towards other
development goals, but also how best to tap that
potential, most of all by making sure that access
to good quality education is available to all,
regardless of their circumstances. Educations
unique power should secure it a central place
in the post-2015 development framework, and
in the plans of policy-makers in poor and rich
countries alike.
Overview
The cost of
250 million
children not
learning the
basics is
equivalent to
US$129 billion
19
3 /4
Education for All Global Monitoring Report
overview
Less than
60% of
immigrants
in France
passed the
minimum
learning
benchmark
20
Overview
In low and
lower middle
income
countries,
one-quarter
of youth
cannot read
a sentence
21
3 /4
1
overview
Ethiopias
youth literacy
rate increased
from 34% in
2000 to 52%
in 2011
22
Overview
In Bolivia,
teacher unions
campaigned
to ensure that
indigenous
rights were
enshrined
in the
constitution
23
3 /4
1
overview
29 countries will
not be able to
fill the primary
school teacher
gap by 2030
24
Overview
Donors spend
only US$189
million per
year on
teacher
education
25
3 /4
0
overview
In Turkey, a
pre-service
course on
gender
equity had
a significant
impact on
female
teachers
gender
attitudes
26
Overview
27
3 /4
1
overview
In South
Sudan,
pupil/teacher
ratios reached
145:1 in
Jonglei
28
Overview
Average
teacher
salaries
are below
US$10 per
day in
8 countries
29
3 /4
1
overview
In the
Republic of
Korea, an
experienced
teacher can
earn more
than twice
as much as a
new teacher
30
Overview
Karel Prinsloo/ARETE/UNESCO
31
3 /4
1
overview
In Egypt, rich
students
are almost
twice as likely
as poorer
students to
receive
private tuition
32
Overview
33
3 /4
Education for All Global Monitoring Report
overview
In India,
schools with
trained female
community
volunteers
helped increase
childrens
learning
34
Overview
35
3 /4
0
The Philippines
has integrated
disaster risk
reduction into
education
Karel Prinsloo/ARETE/UNESCO
overview
36
Overview
37
3 /4
1
overview
38
Overview
Conclusion
To end the learning crisis, all countries, rich
and poor, have to ensure that every child has
access to a well-trained and motivated teacher.
The 10 strategies outlined here are based on the
evidence of successful policies, programmes,
strategies from a wide range of countries and
educational environments. By implementing
these reforms, countries can ensure that
all children and young people, especially
the disadvantaged, receive the good quality
education they need to realize their potential
and lead fulfilling lives.
39
3 /4
1
Education for All Global Monitoring Report
Figure I.1: By 2015, many countries will still not have reached the EFA goals
Percentage of countries projected to achieve a benchmark for five EFA goals by 2015
21
12
10
37
25
24
21
14
9
34
16
7
7
7
48
10
56
22
Percentage of countries:
very far from target
far from target
close to target
12
reached target
70
56
46
29
Pre-primary
education
Primary education
Lower secondary
education
Adult literacy
Goal 1
Goal 2
Goal 3
Goal 4
Primary education
gender parity
Lower secondary
education gender
parity
Goal 5
Notes: Countries are assessed as having reached the target if they have achieved a pre-primary education gross enrolment ratio of 80% (goal 1); a primary education adjusted net
enrolment ratio of 97% (goal 2); a lower secondary education adjusted net enrolment ratio of 97% (goal 3); an adult literacy rate of 97% (goal 4); a gender parity index between 0.97
and 1.03 at primary and lower secondary education respectively (goal 5). The analysis was conducted on the subset of countries for which a projection was possible.
Source: Bruneforth (2013).
40
3 /4
3 /4
1
0
Credit: Amina Sayeed/UNESCO
3 /4
Chapter 1
The six EFA goals
43
3 /4
Education for All Global Monitoring Report
44
Highlights
Despite major improvements, an unacceptably high number of children suffer from ill
health: under-5 mortality was 48 deaths per 1,000 live births in 2012, equivalent to
6.6 million deaths. Of the 43 countries where child mortality was greater than 100 deaths
per 1,000 live births in 2000, 35 are not expected to reach the target of reducing child deaths
by two-thirds from the 1990 level by 2015.
Progress in improving child nutrition has been considerable. Yet, as of 2012, the share
of children under 5 who were short for their age a sign of chronic deficiency in
essential nutrients was 25%. Sub-Saharan Africa and South and West Asia account for
three-quarters of the worlds malnourished children.
Between 1999 and 2011, the pre-primary education gross enrolment ratio increased from
33% to 50%, although it reached only 18% in sub-Saharan Africa. It is projected that by
2015, only 68 out of 141 countries will have a pre-primary education gross enrolment ratio
above 80%.
In many parts of the world, governments have yet to assume responsibility for pre-primary
education: as of 2011, private providers were catering for 33% of all enrolled children. The
cost of this provision is one of the factors that contribute most to inequity in access.
World
Low income countries
Lower middle income countries
Upper middle income countries
High income countries
Sub-Saharan Africa
Arab States
Central Asia
East Asia and the Pacific
South and West Asia
Latin America and the Caribbean
North America and Western Europe
Central and Eastern Europe
Education
Moderate or
severe stunting
(children under age 5)
Total enrolment
2000
()
2012
()
2012
(%)
2011
(000)
Change
since 1999
(%)
75
134
93
38
10
156
53
62
39
92
32
7
24
48
82
61
20
6
97
33
36
20
58
19
6
11
25
37
35
8
3
170 008
10 743
65 195
64 164
29 906
12 222
4 142
1 713
47 603
49 539
20 999
22 341
11 448
52
88
112
29
17
126
72
35
29
130
31
17
21
1999
(%)
2011
(%)
1999
(F/M)
2011
(F/M)
33
11
22
43
72
10
15
19
39
22
54
76
51
50
17
46
67
82
18
23
32
62
50
73
85
72
0.97
0.98
0.93
1.00
0.99
0.95
0.77
0.96
1.00
0.93
1.02
0.98
0.96
1.00
0.99
1.01
1.02
1.01
1.00
0.94
1.00
1.01
1.02
1.01
1.01
0.98
Note: Gender parity is reached when the gender parity index is between 0.97 and 1.03.
Sources: Annex, Statistical Tables 3A and 3B (print) and Statistical Table 3A (website); UIS database; Inter-agency Group for Child Mortality Estimation (2013); UNICEF et al. (2013).
45
3 /4
The total
number of
children dying
before their
fifth birthday
fell by 48%
between 1990
and 2012
Figure 1.1.1: Despite progress, few countries are expected to meet the target for child survival
Under-5 mortality rate, selected countries, 20002015 (projection)
250
2000
2015 (projected)
Target
200
150
100
50
Niger
Sierra Leone
Mali
Angola
Liberia
Guinea
Malawi
Mozambique
South Sudan
Nigeria
Guinea-Bissau
Burkina Faso
Chad
Ethiopia
Zambia
Afghanistan
Equat. Guinea
D. R. Congo
Burundi
Somalia
Timor-Leste
Uganda
Benin
C. A. R.
Gambia
Madagascar
U. R. Tanzania
Rwanda
Cte dIvoire
Togo
Cameroon
Haiti
Senegal
Mauritania
Djibouti
Sudan
Comoros
Congo
Cambodia
Kenya
Lesotho
Swaziland
Zimbabwe
Chapter 1
Notes: The countries shown are those where the child mortality rate exceeded 100 in 2000. The projection from 2011 to 2015 is based on the average rate of reduction between 2000
and 2011.
Source: EFA Global Monitoring Report team calculations (2013), based on the Inter-agency Group for Child Mortality Estimation (2012).
46
80
19871995
20082011
70
60
50
40
30
20
China
Indonesia
Philippines
Guinea
Nigeria
Nepal
C. A. R.
U. R. Tanzania
D. R. Congo
Mozambique
Rwanda
Sierra Leone
Pakistan
Malawi
Ethiopia
Guatemala
Madagascar
Niger
10
Burundi
Figure 1.1.2: Despite improvements, over 40% of young children are malnourished in
many countries
Moderate or severe stunting rate, selected countries, 19871995 and 20082011
Source: UNICEF (2013a), based on Demographic and Health Surveys, Multiple Indicator Cluster Surveys or other national
surveys.
Nepal reduced
stunting by
more than
one-third
over 15 years
47
3 /4
Chapter 1
In Chad,
hardly any
poor children
attended
early
childhood
education
in 2010
48
Yemen
Mean
Iraq
Poorest
Burundi
Chad
C. A. R.
Mauritania
Cte dIvoire
Syrian A. R.
Guinea-Bissau
Tajikistan
Bosnia/Herzeg.
Sierra Leone
Bangladesh
Zimbabwe
Gambia
Kyrgyzstan
Uzbekistan
TFYR Macedonia
Cameroon
Myanmar
Lao PDR
Vanuatu
S. Tome/Principe
Togo
Montenegro
Belize
By 2015,
68 countries
are expected
to have
reached
pre-primary
enrolment
of 80%
Suriname
Kazakhstan
Albania
Nigeria
Georgia
Serbia
Guyana
Figure 1.1.4: Goal 1 pre-primary education will need to grow faster after 2015
Number of countries by level of pre-primary gross enrolment ratio, 1999, 2011
and 2015 (projected)
Mongolia
Thailand
Ukraine
Ghana
64
Viet Nam
64
64
33
30
39
33
10
Trinidad/Tobago
Number of countries:
0
20
40
60
80
100
53
47
11
30
1999
17
52
2011
2015 projected
Note: The analysis was conducted on the subset of countries for which a projection was possible; therefore, it covers fewer
countries than those for which information is available for either 1999 or 2011.
Source: Bruneforth (2013).
49
3 /4
Chapter 1
Table 1.1.2: Likelihood of countries achieving a pre-primary enrolment target of at least 70% by 2015
Target
reached or
close (70%)
78
Algeria, Angola, Antigua and Barbuda, Argentina, Aruba, Australia, Austria, Barbados, Belarus, Belgium, Brunei
Darussalam, Bulgaria, Canada, Cape Verde, Chile, Cook Islands, Costa Rica, Cuba, Cyprus, Czech Republic, Denmark,
Dominica, Ecuador, El Salvador, Equatorial Guinea, Estonia, Finland, France, Germany, Ghana, Greece, Grenada,
Guatemala, Guyana, Hungary, Iceland, India, Israel, Italy, Jamaica, Japan, Latvia, Lebanon, Lithuania, Luxembourg,
Malaysia, Maldives, Malta, Mexico, Mongolia, Nepal, Netherlands, New Zealand, Nicaragua, Norway, Panama, Peru,
Poland, Portugal, Qatar, Republic of Moldova, Romania, Russian Federation, Saint Kitts and Nevis, Seychelles, Slovakia,
Slovenia, South Africa, Spain, Suriname, Sweden, Switzerland, Thailand, Ukraine, United Kingdom, Uruguay, Venezuela
(Bolivarian Republic of), Viet Nam
33
Far from
target
(3069%)
Very far from
target (<30%)
30
41
22
Afghanistan, Andorra, Anguilla, Bahamas, Bahrain, Bosnia and Herzegovina, Botswana, Brazil, British Virgin Islands, Central
African Republic, Chad, Comoros, Democratic Peoples Republic of Korea, Gabon, Gambia, Georgia, Guinea, Haiti, Iraq,
Ireland, Kiribati, Kuwait, Liberia, Libya, Macao (China), Malawi, Mauritania, Mauritius, Micronesia (Federated States of),
Monaco, Montserrat, Mozambique, Namibia, Nauru, Netherlands Antilles, Niue, Oman, Pakistan, Palau, Papua New
Guinea, Republic of Korea, Saint Vincent and the Grenadines, San Marino, Saudi Arabia, Sierra Leone, Singapore, Somalia,
South Sudan, Sri Lanka, Sudan, Swaziland, Timor-Leste, Tokelau, Tonga, Trinidad and Tobago, Tunisia, Turkmenistan, Turks
64 and Caicos Islands, Tuvalu, Uganda, United Arab Emirates, United Republic of Tanzania, Zambia, Zimbabwe
50
Box 1.1.2: In Central and Eastern Europe, the quest for universal access to pre-primary
education continues
Access to pre-primary education increased rapidly in Central
and Eastern Europe between 1999 and 2011, from 51% to 72%.
This region, together with Central Asia, has the highest share of
government provision at more than 97%. However, countries in
Central and Eastern Europe have progressed at different paces,
reflecting the varying degree of attention that governments
have paid to this level of education.
In the Republic of Moldova, where there has been a concerted
effort to expand pre-primary education, the gross enrolment
ratio of children aged 3 to 6 increased from 43% in 2000 to
77% in 2011. Strong political commitment led to pre-primary
educations share of the education budget reaching as much
as 20% in 2011. Education already receives a high share of
the government budget, at 22%, or 7.9% of GNP. The national
strategy aims to achieve enrolment ratios of 78% by 2015 for
children aged 3 to 6 and 98% for those aged 6 and 7 while
reducing inequality between urban and rural areas by 5%. The
strategy focuses on both access targeting lagging areas and
disadvantaged groups and quality, expanding the training
systems of educators and nurses.
The Former Yugoslav Republic of Macedonia appears to have
a very low enrolment ratio, at 25% in 2010 placing it in the
group of countries most off track but this figure is partly the
51
3 /4
Chapter 1
Highlights
The goal of universal primary education is likely to be missed by a wide margin, as 57 million
children were still out of school in 2011. Half of these children live in conflict-affected
countries.
If the global rate of reduction of the out-of-school population observed between 1999 and
2008 had been maintained, the target could have been achieved by 2015.
The region lagging the most is sub-Saharan Africa, where no progress has been made since
2007, leaving 22% of primary school age children out of school in 2011. No progress was
made in the region on preventing children from dropping out of school over the decade: of
those who entered school, the proportion who reached the last grade fell from 58% in 1999
to 56% in 2010.
Girls make up about 54% of the global population of children out of school. The proportion
rises to 60% in the Arab States, a share that has remained unchanged since 1999.
Of the 57 million children out of school, nearly half are expected never to make it to school.
In the Arab States and sub-Saharan Africa, almost two-thirds of girls who are out of school
are expected never to go to school.
It is projected that by 2015, only 68 out of 122 countries will achieve universal primary
enrolment. In 15 countries, on current trends, the ratio will still be below 80%.
The record is likely to be far worse for primary school completion: it is expected that only
13 out of 90 countries will achieve universal primary school completion.
698 693
126 870
293 937
204 934
72 951
136 423
42 771
5 468
184 257
192 850
65 686
51 686
19 552
52
Change
since 1999
(%)
7
70
20
-20
-4
66
22
-20
-18
24
-6
-2
-21
Survival rate
to last grade of primary education
Out-of-school children
1999
(%)
2011
(%)
2011
(000)
Change
since 1999
(%)
Female
(%)
1999
(%)
2010
(%)
84
59
79
95
97
59
79
94
95
77
94
98
93
91
82
90
97
98
78
89
95
97
93
95
98
96
57 186
21 370
27 826
6 337
1 653
29 798
4 823
290
5 118
12 450
2 726
1 249
732
-47
-46
-49
-44
-24
-29
-42
-34
-50
-69
-24
39
-57
54
54
55
49
46
54
60
55
44
57
45
45
49
74
55
68
85
92
58
79
97
84
62
77
92
96
75
59
69
90
94
56
87
98
89
64
84
94
98
120
107
100
World
80
60
40
74
40
South and
West Asia
60
57
12
42
Sub-Saharan Africa
23
30
2014
2015
2013
2011
2012
2010
2009
2007
2008
2006
2004
2005
2003
2001
1999
2002
20
2000
Note: The dotted line from 2008 to 2015 is based on the average annual absolute reduction in the
number of out-of-school children between 1999 and 2008.
Sources: UIS database; EFA Global Monitoring Report team calculations (2013).
Ethiopia and
India have
contributed
significantly
to the overall
reduction in
out-of-school
numbers
3 /4
Chapter 1
Nigeria
Pakistan
Ethiopia
India
Philippines
Cte d'Ivoire
Burkina Faso
Kenya
Niger
Yemen
Out-of-school
population
2011
(000)
10 542
5 436
1 703
1 674
1 460
1 161
1 015
1 010
957
949
Out-of-school population
Rwanda
Viet Nam
Lao PDR
Congo
Lebanon
India
Timor-Leste
Morocco
Cambodia
Ethiopia
2006
(000)
273
436
123
239
58
6 184
61
419
91
3 947
2011
(000)
20
39
19
47
12
1 674
18
134
31
1 703
Out-of-school population
Change
(%)
-93
-91
-85
-81
-78
-73
-71
-68
-66
-57
2006
(000)
57
206
387
7 150
295
65
519
325
113
853
Paraguay
Colombia
Thailand
Nigeria
Eritrea
Gambia
South Africa
Liberia
Mauritania
Yemen
2011
(000)
136
435
611
10 542
422
86
679
386
131
949
Change
(%)
139
112
58
47
43
33
31
19
16
11
Note: The countries considered were those that had data for both 2006 and 2011 and an out-of-school population in the first period that exceeded 50,000.
Source: UIS database.
Box 1.2.1: Which countries have more than 1 million children out of school?
Despite improvements in the availability of education data over the
past decade, it is regrettable that recent data on out-of-school
numbers, one of the simplest education indicators, are not publicly
available for 57 countries. Focusing only on countries with publishable
data is likely to be misleading for global policy debates, particularly
as many of the countries without data are likely to be the furthest from
achieving UPE. Recent improvements in the availability of household
survey data help better understand the global picture. However, this
picture will only be complete once all countries have publishable data.
The global figure for out-of-school children includes publicly available
data from 147 out of 204 countries, and unpublished estimates by
the UNESCO Institute for Statistics (UIS) for the remaining countries.
Countries for which the UIS publishes no data either do not have
enrolment by age or population data, or these data are not considered
sufficiently reliable.
The publicly available data for individual countries account for only 68%
of the 57 million children out of school. For example, published data
account for 95% of out-of-school children in North America and Western
Europe, but only 38% in the Arab States.
The largest gaps are in sub-Saharan Africa, where 14 countries
lack data. These include countries affected by conflict, such as the
Democratic Republic of the Congo and Somalia, where the chances of
going to school remain slim, but also countries such as Benin, Sierra
Leone, Togo and the United Republic of Tanzania. While most countries
in Latin America have published data, Brazil, for example, does not, due
to lack of agreed population figures.
For this Report, an attempt was made to identify which countries
lacking data are likely to have more than 1 million children out of
school, using estimates of the primary net attendance rate from
household surveys carried out between 2008 and 2011.1
These calculations add six countries to the eight known to have
more than 1 million children out of school (Table 1.2.3). Together the
1. Somalia is an exception, with data from the 2006 Multiple Indicator Cluster
Survey. Continuing conflict in the country makes it unlikely that enrolment improved
significantly over the following five years.
54
Kenya
Nigeria
Pakistan
Philippines
Somalia
Sudan (pre-secession)
U. R. Tanzania
Notes: Countries in bold are estimated to have more than 1 million children out of school,
according to EFA Global Monitoring Team calculations using household survey data. During
the period in question, Sudan is still included in the area that is now South Sudan.
Source: EFA Global Monitoring Report team calculations, based on the UIS database, the
2010 World Population Prospects and data from Demographic and Health Surveys and
Multiple Indicator Cluster Surveys.
Box 1.2.2: The continuing hidden crisis for children in conflict-affected areas
In many of the worlds poorest countries, armed conflict continues
to destroy the education chances of a whole generation of
children. This Report draws on the international reporting systems
used for the 2011 EFA Global Monitoring Report to construct an
updated list of conflict-affected countries. Thirty-two countries
were identified as affected by armed conflict in the period from
2002 to 2011, three fewer than in 19992008 (Table 1.2.4). New
countries have joined the list, however, including Libya, Mali and
the Syrian Arab Republic.
The analysis shows that, while the global number of children
out of school fell slightly from 60 million in 2008 to 57 million in
2011, the benefits of this progress have not reached children in
conflict-affected countries. These children make up 22% of the
worlds primary school age population, but 50% of its out-of-school
children, and the proportion has increased from 42% in 2008.
Of the 28.5 million primary school age children out of school in
conflict-affected countries, 12.6 million live in sub-Saharan Africa,
5.3 million in South and West Asia, and 4 million in the Arab States.
The vast majority 95% live in low and lower middle income
countries. Girls, who make up 55% of the total, are the
worst affected.
Ethiopia
Myanmar
Sierra Leone
Algeria
Georgia
Nepal
Somalia
Angola
Guinea
Niger
Sri Lanka
Burundi
India
Nigeria
Sudan (pre-secession)
Indonesia
Pakistan
Chad
Palestine
Thailand
Colombia
Iraq
Philippines
Timor-Leste
Cte dIvoire
Liberia
Russian Federation
Turkey
D. R. Congo
Libya
Rwanda
Uganda
Eritrea
Mali
Serbia
Yemen
Notes: The 20022011 list comprises countries with 1,000 or more battle-related deaths over the period, plus
those with more than 200 battle-related deaths in any one year between 2009 and 2011. Data are compiled
using the Peace Research Institute Oslo and Uppsala Conflict Data Program data sets on armed conflict and
battle deaths. See Box 3.1 in the 2011 EFA Global Monitoring Report for further information.
Countries in light blue were on the list in 2011 but are no longer identified as conflict-affected in 2013.
Countries in red joined the list in 2013.
During the period in question, Sudan still included the area that is now South Sudan.
Male 38
32
35
45
20
25
30
14
17
20
42
Female 21
28
52
27
51
Male 24
26
50
Female 55
21
World 49
Male 41
Expected never to enrol
23
25
Enrolled but dropped out
24
28
34
Expected to enrol late
55
3 /4
Chapter 1
60
50
40
Walking and moving
Visual
Hearing
Mental
None
30
20
10
0
Thailand
Bhutan
Iraq
Bangladesh
Source: EFA Global Monitoring Report team calculations (2013), based on Multiple Indicator Cluster
Surveys.
56
Sources: Gottlieb et al. (2009); Mitra et al. (2011); WHO and World Bank (2011).
Figure 1.2.4: Goal 2 progress towards achieving universal primary education by 2015
is less than usually assumed
Number of countries by level of adjusted net enrolment ratio, 1999, 2011 and 2015 (projected)
83
83
83
27
15
15
37
31
61
68
2011
2015 projected
Number of countries:
with insufficient data
42
16
37
1999
Note: The analysis was conducted on the subset of countries for which a projection was possible; therefore, it covers fewer
countries than those for which information is available for either 1999 or 2011.
Source: Bruneforth (2013).
By 2015,
54 countries
are not
expected to
have achieved
universal
primary
enrolment
57
3 /4
Chapter 1
showing the probability that a child of official primary school entrance age
will ever enrol in the first grade. In Senegal, for example, the expected net
intake rate was 83% in 2010.
The survival rate to the last grade of primary school, which shows the
probability that a child who has entered primary school will ever reach
the last grade. Reaching the last grade is taken as a proxy for completion
because actual graduation records from primary school are not collected in
many countries. In Senegal, 60% of those who enrolled in school reached
the last grade. Taking account of the expected net intake rate, 49% of
current 7-year-olds are expected to complete primary school.
Gross intake to the last grade in Senegal was higher, at 63% in 2011, showing
that it can overestimate progress towards completion. An indicator in the
spirit of the expected cohort completion rate provides a more accurate
picture of completion, and so is more appropriate for measuring progress
towards post-2015 goals.
1. This indicator is equal to the number of students of any age in the last grade of primary
school (excluding repeaters), divided by the number of children of official graduating age.
58
115
115
Number of countries:
115
8
15
7
26
32
60
5
23
Expected net
intake rate
Survival rate to
last grade
28
40
9
13
Expected cohort
completion rate
Table 1.2.5: Likelihood of countries achieving a primary enrolment target of at least 95% by 2015
Target
reached or
close (95%)
Algeria, Aruba, Australia, Bahamas, Belgium, Belize, Bulgaria, Cambodia, Croatia, Cuba, Cyprus, Dominica, Ecuador,
Egypt, El Salvador, Estonia, Fiji, Finland, France, Germany, Greece, Grenada, Guatemala, Honduras, Hungary, Iceland,
India, Indonesia, Iran (Islamic Republic of), Ireland, Israel, Italy, Japan, Kazakhstan, Kyrgyzstan, Lao Peoples Democratic
Republic, Latvia, Lebanon, Luxembourg, Malawi, Maldives, Mexico, Mongolia, Morocco, Mozambique, Nepal, Netherlands,
New Zealand, Nicaragua, Norway, Oman, Panama, Peru, Portugal, Qatar, Republic of Korea, Rwanda, Saint Vincent and
the Grenadines, Samoa, Sao Tome and Principe, Slovenia, Spain, Sweden, Switzerland, Syrian Arab Republic, Tajikistan,
The former Yugoslav Republic of Macedonia, Trinidad and Tobago, Tunisia, Turkey, United Arab Emirates, United Kingdom,
76 United States, Venezuela (Bolivarian Republic of), Viet Nam, Zambia
Far from
target
(80-94%)
31
Very far from
target (<80%)
15
15
31
Countries not
included in analysis
because of
insufficient data
83
Afghanistan, Albania, Andorra, Angola, Anguilla, Antigua and Barbuda, Argentina, Armenia, Austria, Bahrain, Bangladesh,
Barbados, Benin, Bermuda, Bosnia and Herzegovina, Brazil, Brunei Darussalam, Burundi, Cameroon, Canada, Central
African Republic, Chad, Chile, China, Comoros, Congo, Cook Islands, Costa Rica, Czech Republic, Democratic Peoples
Republic of Korea, Democratic Republic of the Congo, Gabon, Georgia, Guinea-Bissau, Guyana, Haiti, Iraq, Kiribati,
Kuwait, Libya, Macao (China), Madagascar, Malaysia, Marshall Islands, Mauritius, Micronesia (Federated States of),
Monaco, Montenegro, Montserrat, Myanmar, Nauru, Netherlands Antilles, Niue, Palau, Papua New Guinea, Russian
Federation, San Marino, Saudi Arabia, Serbia, Seychelles, Sierra Leone, Singapore, Slovakia, Solomon Islands, Somalia,
South Sudan, Sudan, Swaziland, Thailand, Timor-Leste, Togo, Tokelau, Tonga, Turkmenistan, Turks and Caicos Islands,
Tuvalu, Uganda, Ukraine, United Republic of Tanzania, Uruguay, Uzbekistan, Vanuatu, Zimbabwe
59
3 /4
The education experience of the 2000s for the two most populous countries of
sub-Saharan Africa could not have been more different. It was a lost decade for
Nigeria in terms of educational development. Despite the optimism generated
by the restoration of democracy in 1999 and the introduction of the Universal
Basic Education Law in 2004, the percentage of children out of school showed
no improvement. By contrast, Ethiopia made major advances, with the number
of children out of school falling by three-quarters between 1999 and 2011.
While major challenges remain, the reforms that Ethiopia has put in place
suggest that continued progress should be possible.
Household survey data confirm this divergent picture. Between 1998 and
2008, the share of children who had not completed primary school remained
at about 29% in Nigeria (Figure 1.2.6). The gap between the countrys two most
populous areas hardly changed, with the rate of non-completers sixtimes
higher in the North-west than in the South-west. The gender gap within the
two regions did not change either. As a result, 70% of young women in the
North-west have not completed primary school.
In Nigeria, the federal government has less control over the states. The
absence of data on the share of the budget spent on education since 1999 is
one sign of poor accountability. An attempt to track whether schools in Kaduna
and Enugu states received allocated resources revealed that, for most basic
inputs, including maintenance, textbooks and in-service training, there were
not even any norms as to what each school should receive.
Sources: Garcia and Rajkumar (2008); Nigeria National Bureau of Statistics et al. (2013);
World Bank (2008b).
Figure 1.2.6: Ethiopia has made progress in primary education while Nigeria has stagnated
Percentage of children who have not completed primary school, by gender and selected regions, Ethiopia 20002011 and Nigeria 19992008
Nigeria
100
Somali
Chapter 1
Ethiopia
Male
Average
Female
80
Somali
Female
Female
North-west
Male
Average
North-west
60
Male
Male
40
Average
Female
Average
Addis Ababa
20
South-west
0
1999
Female
Male
South-west
Male
Female
Addis Ababa
Male
Female
Male
2008
Source: EFA Global Monitoring Report team analysis (2013), based on Demographic and Health Survey data.
60
Female
2000
2011
Box 1.2.6: The cost of delaying action for disadvantaged children the diverging paths of Indonesia
and the Philippines
The Philippines is one of 14 countries estimated to have more than
1 million out-of-school children and also one where there has been
lack of progress towards UPE. By contrast, Indonesia managed to
reduce its out-of-school population by 84% between 2000 and 2011.
Evidence from household surveys shows, moreover, that inequality
gaps in the Philippines have remained wide. The percentage of young
people who had not completed primary education slightly increased
in the Philippines over 19982008, from 11% to 13%, with inequalities
between the poorest and richest and between young men and young
women remaining entrenched. In Indonesia, the percentage of youth
who had not completed primary education almost halved over a
similar period, 19972007, from 14% to 8%, while gender inequalities
remained narrow (Figure 1.2.7).
Whether children in the Philippines have a chance of attending school
depends strongly on where they live. In the Autonomous Region
of Muslim Mindanao, which continues to suffer from conflict, 21%
of primary school age children were not in school in 2008 more
than twice the national average of 9%. The share of national income
invested in education, which equalled the subregional average in
Figure 1.2.7: Indonesia has moved much faster than the Philippines towards universal primary education
Percentage of young people who have not completed primary school, by gender and wealth, Indonesia 19972007 and the Philippines
19982008
60
Philippines
Male
50
Indonesia
Male
Poorest
40
Poorest
Poorest
Female
30
Female
Male
Female
Poorest
20
Average
Average
Average
10
Female
Male
Average
Richest
Richest
Richest
1998
2008
1997
Richest
2007
Source: EFA Global Monitoring Report team analysis (2013), based on Demographic and Health Survey data.
61
3 /4
Chapter 1
Ensuring that the learning needs of all young people and adults are met through
equitable access to appropriate learning and life skills programmes.
Highlights
Participation in lower secondary education increased from 72% in 1999 to 82% in 2011.
The fastest growth was in sub-Saharan Africa, where enrolment more than doubled, albeit
from a low base, reaching 49% in 2011.
Progress in completing lower secondary school a prerequisite for acquiring the
foundation skills necessary for decent jobs has been more modest, with little improvement
in low income countries, where just 37% of adolescents complete that level. Among
adolescents from poor families in these countries, completion rates are as low as 14%.
The number of adolescents out of school stood at 69 million in 2011. While this constituted
a reduction of 31% since 1999, most of the improvement had been achieved by 2004.
In sub-Saharan Africa, the number of adolescents out of school remained at 22 million
between 1999 and 2011, as population growth cancelled out any improvement in
enrolment growth.
Of the 82 countries with data, 38 are expected to achieve universal lower secondary
enrolment by 2015. But three-quarters of the countries in sub-Saharan Africa are not
included among these 82 countries. Given most of these countries have not yet achieved
universal primary completion, it is extremely unlikely that they will achieve universal lower
secondary education by 2015.
Across 19 high income countries around half of young people have poor problem-solving
skills in part due to too low upper-secondary completion.
World
Low income countries
Lower middle income countries
Upper middle income countries
High income countries
Sub-Saharan Africa
Arab States
Central Asia
East Asia and the Pacific
South and West Asia
Latin America and the Caribbean
North America and Western Europe
Central and Eastern Europe
Lower secondary
Upper secondary gross
gross enrolment ratio
enrolment ratio
Out-of-school adolescents of
lower secondary school age
2011
(000)
Change
since 1999
(%)
1999
(%)
2011
(%)
1999
(%)
2011
(%)
1999
(%)
2011
(%)
2011
(000)
Change
since 1999
(%)
Female
(%)
543 226
49 393
203 179
205 015
85 640
46 282
30 726
10 288
159 783
144 402
60 525
61 433
29 787
25
83
48
11
-2
114
37
12
22
48
15
1
-27
72
36
61
88
102
29
73
85
78
61
95
102
92
82
54
77
96
105
49
88
97
90
76
102
106
95
45
23
31
52
97
21
44
81
44
30
62
97
82
59
31
48
75
100
32
52
102
70
47
77
99
83
11
5
5
13
17
8
14
6
15
1
10
14
18
11
5
5
16
14
8
9
13
17
2
10
14
21
69 413
18 435
42 359
7 810
809
21 832
3 757
397
8 944
31 277
1 494
583
1 129
-31
-13
-25
-65
-52
-1
-31
-56
-64
-21
-55
-50
-68
49
51
53
30
39
55
56
57
33
50
49
35
48
Sources: Annex, Statistical Table 7 (print) and Statistical Table 8 (website); UIS database.
62
In low income
countries,
completion
rates among
the poorest
reached just
14% in 2010
100
Widening inequality
Richest male
Mean
Poorest female
80
60
40
Indonesia
Colombia
Egypt
Bolivia,
P. S.
U. R.
Tanzania
Mozambique
Togo
Cambodia
Cameroon
Iraq
1999
2007
2011
2000
2011
1998
2010
2000
2010
2000
2011
1997
1999
2010
1998
2008
2008
2000
2010
2000
1997
2007
20
Dominican
Rep.
Source: EFA Global Monitoring Report team analysis (2013), based on Demographic and Health Surveys and Multiple Indicator Cluster Surveys.
63
3 /4
Chapter 1
Box 1.3.1: In sub-Saharan Africa, far too few young people complete lower secondary school
60
50
50
60
Malawi
40
30
20
Rwanda
30
20
2011
2010
2009
2008
2007
2006
2005
2004
0
2003
0
2002
10
2001
Richest male
Richest female
Average
Poorest male
Poorest female
40
10
2000
Figure 1.3.2: Completion of lower secondary school remains elusive for many adolescents
in Malawi and Rwanda
Lower secondary gross enrolment ratios and completion rates, Malawi and Rwanda, 20002010
2000
2010
Malawi
2000
2010
Rwanda
Note: The completion rate has been calculated for people aged 18 to 22.
Sources: Gross enrolment ratio: UIS database; Completion rate: EFA Global Monitoring Report team calculations (2013), based on
Demographic and Health Survey data.
64
120
Out-of-school children
107
100
Out-of-school adolescents
101
World
80
73
69
60
57
40
South and West Asia
31
Sub-Saharan Africa
22
40
20
In sub-Saharan
Africa, 22million
adolescents
remained out of
school between
1999 and 2011
0
1999
22
2001
2003
2005
2007
2009
2011
65
3 /4
Chapter 1
66
250
225
200
Finland
Netherlands
Estonia
Australia
Japan
Belgium
Sweden
United States
Poland
Norway
Canada
Rep. of Korea
Austria
Germany
Slovak Republic
Ireland
Denmark
175
Czech Republic
Proficiency in problem-solving in
technology-rich environments among young
adults is strongly associated with literacy
skills. On average, moving from level 1 to
level 2 in terms of performance in problemsolving skills is associated with an increase
in the PIAAC literacy score from 264 to 300
points. This is equivalent to the difference
in literacy skills between a person who
can only draw lower level inferences from
a text compared with a person who can
interpret information from different sources
(Figure 1.3.4).
275
United Kingdom
Literacy score
Notes: A literacy score between 225 and 275 points means respondents could paraphrase or draw low
level inferences from the text. A score between 275 and 325 points means respondents could identify,
interpret, or evaluate one or more pieces of information that required varying levels of inference and where
competing information was often present.
The UK data refer to England and Northern Ireland. The Belgian data refer to Flanders.
Source: OECD (2013c).
Figure 1.3.5: Goal 3 of 82 countries with data, less than half will achieve universal
lower secondary education by 2015
Number of countries by level of adjusted net enrolment ratio for lower secondary education,
1999, 2011 and 2015 (projected)
123
123
Number of countries:
with insufficient data
very far from target (<80%)
far from target (8094%)
24
123
26
35
28
12
11
21
26
38
1999
2011
2015 projected
Note: The analysis was conducted on the subset of countries for which a projection was possible; therefore, it covers fewer
countries than those for which information is available for either 1999 or 2011.
Source: Bruneforth (2013).
Between
1999 and 2011,
Ecuador, Ghana
and Indonesia
rapidly
expanded
access to
lower secondary
school
67
3 /4
Chapter 1
Box 1.3.3: Latin America has made good progress in secondary education, but wide
inequality remains
68
20
0
2001 2006 2011
Guatemala
Ecuador
Paraguay
Table 1.3.2: Likelihood of countries achieving a lower secondary education net enrolment target of at least 95% by 2015
Target
reached or
close (95%)
46
Far from
target
(80-94%)
Bahamas, Belarus, Botswana, Colombia, Croatia, Cyprus, Denmark, Dominica, Estonia, Fiji, Finland, France, Greece,
Hungary, Iceland, Ireland, Israel, Italy, Japan, Kazakhstan, Kenya, Luxembourg, Mexico, Mongolia, Netherlands, Norway,
Oman, Peru, Philippines, Qatar, Republic of Korea, Romania, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the
Grenadines, Samoa, Seychelles, Slovenia, Spain, Switzerland, Syrian Arab Republic, Tajikistan, Turkey, United Kingdom,
United States, Venezuela (Bolivarian Republic of)
Bhutan, Dominican Republic, Ecuador, El Salvador, Ghana,
Guatemala, Indonesia, Nicaragua, Panama
28
Very far from
target (<80%)
8
14
22
123
Afghanistan, Albania, Algeria, Andorra, Angola, Anguilla, Antigua and Barbuda, Argentina, Armenia, Australia, Austria,
Bahrain, Bangladesh, Belgium, Belize, Benin, Bermuda, Bosnia and Herzegovina, Brazil, British Virgin Islands, Brunei
Darussalam, Burundi, Cambodia, Cameroon, Canada, Cape Verde, Central African Republic, Chad, Chile, China, Comoros,
Congo, Costa Rica, Cte dIvoire, Czech Republic, Democratic Peoples Republic of Korea, Democratic Republic of the
Congo, Djibouti, Egypt, Equatorial Guinea, Gabon, Gambia, Georgia, Germany, Grenada, Guinea-Bissau, Guyana, Haiti,
Honduras, India, Iran (Islamic Republic of), Iraq, Kiribati, Kuwait, Kyrgyzstan, Latvia, Lebanon, Liberia, Libya, Macao
(China), Madagascar, Maldives, Mali, Malta, Marshall Islands, Mauritania, Mauritius, Micronesia (Federated States of),
Monaco, Montenegro, Montserrat, Morocco, Myanmar, Namibia, Nauru, Nepal, Netherlands Antilles, New Zealand,
Nigeria, Niue, Pakistan, Palau, Papua New Guinea, Portugal, Russian Federation, Rwanda, San Marino, Sao Tome and
Principe, Saudi Arabia, Senegal, Serbia, Sierra Leone, Singapore, Slovakia, Solomon Islands, Somalia, South Africa, South
Sudan, Sri Lanka, Sudan, Suriname, Swaziland, Thailand, The former Yugoslav Republic of Macedonia, Timor-Leste, Togo,
Tokelau, Tonga, Tunisia, Turkmenistan, Turks and Caicos Islands, Tuvalu, Uganda, Ukraine, United Arab Emirates, United
Republic of Tanzania, Uruguay, Uzbekistan, Vanuatu, Viet Nam, Yemen, Zambia, Zimbabwe
69
3 /4
Chapter 1
Highlights
The adult illiteracy rate fell from 24% in 1990 to 18% in 2000 and 16% in 2011. However, the
number of illiterate adults remains stubbornly high at 774 million, a fall of 12% since 1990
but just 1% since 2000.
In sub-Saharan Africa, the number of illiterate adults has increased by 37% since 1990,
mainly as a result of population growth. This region, together with South and West Asia,
accounts for three-quarters of the global population of illiterate adults.
The number of illiterate adults is projected only to fall to 743 million by 2015. In 32 out of
89 countries, the adult literacy rate will still be below 80%.
Almost two-thirds of illiterate adults are women. Only half of the 61 countries with data
for the beginning and end of the decade are expected to achieve gender parity in adult
literacy by 2015.
West African countries account for 44% of illiterate young people in sub-Saharan Africa.
Household survey data suggest that in 12 of 15 West African countries fewer than half of
young women are literate, which means the quest for universal youth literacy will continue
for at least another generation.
773 549
183 552
470 164
112 671
181 950
47 603
290
89 478
407 021
35 614
4 919
-12
23
2
-57
37
-8
-69
-61
2
-16
-59
63
60
61
67
62
63
77
69
60
55
79
64
60
65
67
61
66
63
71
64
55
78
Total
Total
19851994
(%)
20052011
(%)
19851994
(F/M)
20052011
(F/M)
19851994
(%)
20052011
(%)
19851994
(F/M)
20052011
(F/M)
76
51
59
82
53
55
98
82
47
86
96
84
61
71
94
59
77
100
95
63
92
99
0.85
0.69
0.71
0.86
0.68
0.62
0.98
0.84
0.57
0.97
0.96
0.90
0.79
0.78
0.96
0.74
0.81
1.00
0.95
0.70
0.99
0.99
83
60
71
94
66
74
100
95
60
93
98
89
73
84
99
70
90
100
99
81
97
99
0.90
0.79
0.80
0.96
0.80
0.78
1.00
0.96
0.70
1.01
0.98
0.94
0.90
0.88
1.00
0.84
0.93
1.00
1.00
0.86
1.01
1.00
Notes: Data are for the most recent year available during the period specified. Gender parity is reached when the gender parity index is between 0.97 and 1.03.
Sources: Annex, Statistical Table 2; UIS database.
70
China has
reduced its
number of
illiterate
adults by
130 million
over 2 decades
71
3 /4
Chapter 1
Box 1.4.1: West Africa accounts for almost half of the regions illiterate adults
Figure 1.4.1: In 12 West African countries, less than half of young women are literate
Female youth literacy rate, selected countries, 20042011
Niger
Chad
Mali
Guinea
Burkina Faso
Somalia
C. A. R.
Guinea-Bissau
Sierra Leone
Benin
Senegal
Pakistan
Yemen
Mozambique
Nigeria
Liberia
Cte dIvoire
Ethiopia
Gambia
Mauritania
D. R. Congo
Djibouti
Zambia
Togo
Uganda
Bhutan
Burundi
Lao PDR
India
Cameroon
Congo
Iraq
Egypt
Ghana
Bangladesh
Haiti
U. R. Tanzania
Madagascar
Cambodia
Malawi
Timor-Leste
Rwanda
Nepal
S. Tome/Principe
Belize
Syrian A. R.
Kenya
Swaziland
Zimbabwe
Lesotho
Guyana
Tajikistan
Indonesia
Mongolia
Viet Nam
Philippines
Honduras
Bolivia, P. S.
Georgia
Rep. Moldova
Kyrgyzstan
Armenia
Ukraine
Uzbekistan
0
25
50
75
100
72
Figure 1.4.2: 10 countries account for 72% of the global population of illiterate adults
Number of illiterate adults, 10 countries with highest populations of illiterate adults, 19851994 and 20052011
300
287
287
250
19851994
20052011
200
183
150
50
40
30
20
10
D. R. Congo*
Indonesia
Brazil*
Egypt
Ethiopia
Nigeria
Bangladesh
Pakistan*
China
India
Box 1.4.2: Engagement in everyday reading activities helps sustain literacy skills
100
Prose reading
skills
80
Level 3
Level 2
Level 1
60
40
20
Jordan
Mongolia
Palestine
Active
Very active
Not active
Active
Very active
Not active
Very active
Active
Not active
Active
0
Very active
Two people with the same schooling could end up with very different
literacy levels depending on how much they use literacy skills in their
spare time. In the four countries, at least half of the people with the least
engagement in everyday reading activities perform at the lowest level of prose
reading (level 1). This means they can, at best, identify a telephone number in a
newspaper advertisement, or locate and copy, verbatim, the answer to a simple
question in a one-paragraph text.
Figure 1.4.3: Literacy skills differ among people with the same education
Performance in prose reading, by level of engagement in everyday reading
activities, adults with secondary education, 20102011
Not active
literacy skills. In Mongolia, among those with secondary schooling, only 12% of
those who engage in few everyday reading activities score at the highest level
in prose reading tests (level 3). The share increased to 31% among those with
the highest engagement in everyday reading activities (Figure 1.4.3).
Adults (%)
The number of years spent in school is the most important predictor of literacy
skills. However, everyday reading activities such as sending text messages
or emails and using the Internet can sustain and extend literacy skills beyond
what would be expected based on an individuals schooling history. Conversely,
individuals who are unable to engage regularly in such activities may lose even
the skills they acquired in their schooling.
Paraguay
Source: UIS calculations (2013), based on Literacy Assessment and Monitoring Programme data.
73
3 /4
Chapter 1
Figure 1.4.4: Goal 4 At least one in five adults will be illiterate in a third of
countries in 2015
Number of countries by level of adult literacy rate, 2000, 2011 and 2015 (projected)
118
118
118
Number of countries:
with insufficient data
very far from target (<80%)
far from target (8094%)
close to target (9596%)
34
28
7
18
2000
35
32
21
19
11
23
25
2011
2015 projected
Note: The analysis was conducted on the subset of countries for which a projection was possible; therefore, it covers
fewer countries than those for which information is available for either 2000 or 2011.
Source: Bruneforth (2013).
1. Note that, unlike with other indicators, almost half the 58 countries for
which such projections are not provided are high income countries.
74
Table 1.4.2: Likelihood of countries achieving an adult literacy target of at least 95% by 2015
Albania, Argentina, Armenia, Aruba, Azerbaijan, Bahrain, Belarus, Bosnia and Herzegovina, Brunei Darussalam, Bulgaria,
Chile, China, Costa Rica, Croatia, Cuba, Cyprus, Democratic Peoples Republic of Korea, Equatorial Guinea, Estonia,
Georgia, Greece, Italy, Kazakhstan, Kuwait, Kyrgyzstan, Latvia, Lithuania, Macao (China), Maldives, Mongolia, Montenegro,
Netherlands Antilles, Palestine, Panama, Paraguay, Philippines, Portugal, Qatar, Republic of Moldova, Romania, Russian
Federation, Samoa, Serbia, Singapore, Slovenia, Spain, Suriname, Tajikistan, Thailand, The former Yugoslav Republic
of Macedonia, Tonga, Trinidad and Tobago, Turkey, Turkmenistan, Ukraine, Uruguay, Uzbekistan, Venezuela (Bolivarian
58 Republic of)
Target
reached or
close (95%)
Far from
target
(80-94%)
No evidence on trend
37
Very far from
target (<80%)
48
Strong relative progress
13
38
34
Countries not
included in analysis
because of
insufficient data
62
Afghanistan, Andorra, Anguilla, Antigua and Barbuda, Australia, Austria, Bahamas, Barbados, Belgium, Belize, Bermuda,
British Virgin Islands, Canada, Cayman Islands, Congo, Cook Islands, Czech Republic, Denmark, Djibouti, Dominica, Fiji,
Finland, France, Germany, Grenada, Hungary, Iceland, Ireland, Israel, Japan, Kiribati, Luxembourg, Marshall Islands,
Micronesia (Federated States of), Monaco, Montserrat, Nauru, Netherlands, New Zealand, Niue, Norway, Palau, Poland,
Republic of Korea, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the Grenadines, San Marino, Seychelles, Slovakia,
Solomon Islands, Somalia, South Sudan, Sudan, Sweden, Switzerland, Tokelau, Turks and Caicos Islands, Tuvalu, United
Kingdom, United States, Vanuatu
Note: This table includes a wider group of countries with projections by the UIS.
Source: Bruneforth (2013); UIS database.
75
3 /4
Chapter 1
Highlights
At the primary level, only 60% of countries with data had achieved gender parity by 2011.
Among low income countries, just over a fifth have achieved parity. Of all countries,
17 had fewer than 9 girls enrolled in school for every 10 boys.
It is projected that by 2015, 112 out of 161 countries will have achieved parity in primary
education, but also that 12 countries will still have fewer than 9 girls enrolled in school for
every 10 boys.
At the secondary level, only 38% of countries with data had achieved parity by 2011.
There are 30 countries with fewer than 9 girls enrolled in school for every 10 boys, but
also 15 countries with fewer than 9 boys enrolled for every 10 girls.
It is projected that by 2015, 84 out of 150 countries will have achieved parity in lower
secondary education, but also that 31 countries will still have severe gender disparities.
World
Low income countries
Lower middle income countries
Upper middle income countries
High income countries
Sub-Saharan Africa
Arab States
Central Asia
East Asia and the Pacific
South and West Asia
Latin America and the Caribbean
North America and Western Europe
Central and Eastern Europe
Secondary education
Gender parity index
(GPI)
Total number
of countries
Countries
with data
1999
2011
Total number
of countries
Countries
with data
1999
2011
104
7
20
33
44
12
7
6
13
5
17
24
20
173
32
46
48
47
43
15
7
21
9
34
24
20
17
10
6
1
0
13
2
0
0
2
0
0
0
0.92
0.86
0.86
0.99
1.00
0.85
0.87
0.99
0.99
0.83
0.97
1.01
0.97
0.97
0.95
0.96
1.00
0.99
0.93
0.92
0.98
1.02
0.98
0.97
0.99
1.00
59
1
11
17
30
1
2
5
7
0
11
18
15
157
27
39
44
47
31
15
7
20
8
31
25
20
30
18
9
1
2
18
6
1
2
2
0
1
0
0.91
0.83
0.80
0.98
1.01
0.82
0.88
1.00
0.94
0.75
1.07
1.02
0.96
0.97
0.88
0.92
1.04
0.99
0.83
0.93
0.97
1.03
0.92
1.07
1.00
0.97
Note: Gender parity is reached when the gender parity index of the gross enrolment ratio is between 0.97 and 1.03.
Sources: Annex, Statistical Tables 5 and 7.
76
Gender parity
achieved in 2011
Just 20%
of low income
countries
have achieved
gender parity
at the primary
level
77
3 /4
Chapter 1
Box 1.5.1: In some sub-Saharan African countries, progress in primary school completion
publicity campaigns, targeting girls in disadvantaged areas,
and scholarships.
Figure 1.5.1: A move towards gender parity does not always mean access for all
Primary gross enrolment ratio by gender and gender parity index, 19992011
140
120
120
Burkina Faso
Male
100
80
Female
60
Male
40
20
Female
0
1999
2001
2003
2005
2007
2009
120
Male
100
Female
80
Male
60
Female
2001
2003
2005
2007
2009
2011
2003
2005
2007
2009
2011
120
Senegal
40
Cameroon
20
2001
78
Parity
80
60
1999
2011
140
0
1999
100
2003
2005
2007
2009
2011
100
Parity
80
60
1999
2001
Sources: Burkina Faso Ministry of Basic Education and Literacy (1999); Kazianga et
al. (2012).
Figure 1.5.2: The poorest girls have the least chance of completing primary school
Primary school completion rate by gender, national average and poorest 20% of households
100
Male
Female
80
60
40
Average
Poorest
Burkina Faso
Poorest
C. A. R.
Poorest
Cameroon
2010
2010
Average
2005
2005
2011
2011
Average
1998
1998
2006
2006
Average
2000
2000
2010
1998
2010
1998
20
Poorest
Senegal
Source: EFA Global Monitoring Report team analysis (2013), based on Demographic and Health Surveys and Multiple Indicator
Cluster Surveys.
79
3 /4
Figure 1.5.3: Few low income countries have achieved gender parity at any level of education
Countries with gender parity in enrolment ratios, by country income group, 2011
Chapter 1
100
80
Countries (%)
60
40
20
Primary
Lower
secondary
Upper
secondary
Primary
Lower
secondary
Upper
secondary
Primary
Lower
secondary
Upper
secondary
Primary
Lower
secondary
Upper
secondary
By 2015, 84
countries are
expected to
have achieved
gender parity
in lower
secondary
enrolment
80
Figure 1.5.4: Goal 5 despite progress towards gender parity in education, the goal will not be achieved by 2015
Number of countries by level of gender parity index in primary and lower secondary education, 1999, 2011 and 2015 (projected)
44
44
44
15
12
23
23
31
19
55
55
27
31
24
25
Number of countries:
50
14
22
55
20
25
33
10
10
112
101
91
84
66
65
1999
2011
2015 projected
1999
2011
2015 projected
Primary education
Note: The analysis was conducted on the subset of countries for which a projection was possible; therefore, it covers fewer countries than those for which information is available for either 1999 or 2011.
Source: Bruneforth (2013).
Target
reached or
close (95%)
Algeria, Argentina, Australia, Austria, Azerbaijan, Bahamas, Barbados, Belarus, Belgium, Bermuda, Bhutan, Bolivia
(Plurinational State of), Brunei Darussalam, Bulgaria, Burundi, Cambodia, Canada, Chile, China, Colombia, Cook Islands,
Costa Rica, Croatia, Cuba, Cyprus, Czech Republic, Denmark, Dominica, Ecuador, Egypt, El Salvador, Equatorial Guinea,
Estonia, Ethiopia, Fiji, Finland, France, Gabon, Gambia, Georgia, Germany, Ghana, Greece, Grenada, Guatemala,
Honduras, Hungary, Iceland, India, Indonesia, Iran (Islamic Republic of), Ireland, Israel, Italy, Japan, Jordan, Kazakhstan,
Kenya, Kyrgyzstan, Lao Peoples Democratic Republic, Latvia, Lebanon, Lesotho, Liberia, Lithuania, Luxembourg,
Madagascar, Maldives, Malta, Marshall Islands, Mexico, Mongolia, Morocco, Myanmar, Namibia, Netherlands, New
Zealand, Nicaragua, Nigeria, Norway, Oman, Palestine, Panama, Paraguay, Peru, Philippines, Poland, Portugal, Qatar,
Republic of Korea, Republic of Moldova, Romania, Russian Federation, Rwanda, Saint Kitts and Nevis, Saint Lucia, Samoa,
Sao Tome and Principe, Serbia, Seychelles, Slovakia, Slovenia, Solomon Islands, South Africa, Spain, Sri Lanka, Sweden,
Switzerland, Syrian Arab Republic, Tajikistan, Thailand, The former Yugoslav Republic of Macedonia, Togo, Trinidad
and Tobago, Tunisia, Turkey, Uganda, Ukraine, United Kingdom, United Republic of Tanzania, United States, Uruguay,
126 Uzbekistan, Venezuela (Bolivarian Republic of), Viet Nam, Zambia
Far from
target
(80-94%)
Afghanistan
23
Very far from
target (<80%)
12
27
Countries not
included in analysis
because of
insufficient data
44
Albania, Andorra, Angola, Anguilla, Antigua and Barbuda, Armenia, Bahrain, Bangladesh, Bosnia and Herzegovina, Brazil,
Democratic Peoples Republic of Korea, Guinea-Bissau, Haiti, Iraq, Kuwait, Libya, Macao (China), Malaysia, Mauritius,
Micronesia (Federated States of), Monaco, Montenegro, Montserrat, Nauru, Nepal, Netherlands Antilles, Niue, Palau,
Papua New Guinea, San Marino, Saudi Arabia, Sierra Leone, Singapore, Somalia, South Sudan, Sudan, TimorLeste,
Tokelau, Tonga, Turkmenistan, Turks and Caicos Islands, Tuvalu, United Arab Emirates, Zimbabwe
81
3 /4
Chapter 1
Box 1.5.2: Challenges in improving access to secondary education for girls in Iraq and Turkey
strategies aimed at widening access. A conditional cash transfer
programme that provided a larger benefit for girls than for boys
also helped close the enrolment gap.
Figure 1.5.5: Fast progress towards gender parity in secondary education is possible
Gender parity index of the secondary education gross enrolment ratio, Iraq, 19992007, and
Turkey, 19992011
110
100
Parity
Late 2000s
1999
90
80
70
60
50
Iraq
Turkey
Lower secondary
Source: UIS database.
82
Iraq
Turkey
Upper secondary
Sources: Turkey Ministry of National Education (2009, 2013); Uan (2013); World Bank
(2012b).
Figure 1.5.6: Poor Iraqi girls living in rural areas are far less likely to complete lower secondary school
Percentage who have ever been to school, completed primary, and completed lower secondary school, by
gender, location and wealth, 2000 and 2011
100
80
60
40
20
Poor rural
female
Female
All
Male
2011
2000
2011
2000
2011
2000
2011
2000
2011
2000
Rich urban
male
Source: EFA Global Monitoring Report team analysis (2013), based on the 2000 and 2011 Iraq Multiple Indicator Cluster Surveys.
83
3 /4
Chapter 1
Highlights
At the primary education level, the pupil/teacher ratio exceeded 40:1 in 26 of the
162 countries with data in 2011. Less than 75% of primary school teachers are trained
according to national standards in around a third of the countries with data.
At the secondary education level, the pupil/teacher ratio exceeded 30:1 in 14 of the
130 countries with data in 2011. Less than 75% of secondary school teachers are trained
according to national standards in half of the countries with data.
In sub-Saharan Africa there is a lack of female teachers in primary schools that is even
more accute in secondary schools. Among the countries with data, female teachers make up
less than 40% of the total in 43% of countries at the primary level, in 72% of countries at the
lower secondary level and in all countries at the upper secondary level.
World
Low income countries
Lower middle income countries
Upper middle income countries
High income countries
Sub-Saharan Africa
Arab States
Central Asia
East Asia and the Pacific
South and West Asia
Latin America and the Caribbean
North America and Western Europe
Central and Eastern Europe
84
Primary education
Pupil/teacher ratio
2011
(000)
Change
since 1999
(%)
1999
2011
8 230
427
...
3 521
1 990
439
197
158
2 262
...
1 149
1 596
1 130
53
100
...
35
43
123
66
24
60
...
53
50
1
21
27
26
19
18
28
20
10
26
36
21
18
8
21
25
...
18
15
28
21
11
21
...
18
14
10
Teaching staff
Secondary education
Pupil/teacher ratio
2011
(000)
Change
since 1999
(%)
1999
2011
28 824
2 978
9 589
11 017
5 239
3 190
1 931
340
10 355
...
3 079
3 801
1 127
16
70
24
4
10
62
27
3
13
...
13
11
-17
26
43
31
24
16
42
23
21
24
36
26
15
18
24
43
31
19
14
43
22
16
18
...
21
14
17
Teaching staff
Pupil/teacher ratio
2011
(000)
Change
since 1999
(%)
1999
2011
31 473
1 892
9 229
13 446
6 906
1 788
2 023
873
10 000
5 428
3 811
4 957
2 694
28
95
61
17
9
115
48
9
32
85
26
10
-23
18
28
24
16
14
26
16
11
17
33
17
14
12
17
26
22
15
12
26
15
12
16
27
16
12
11
In Rwanda,
the share
of qualified
teachers
increased from
49% of the
teaching force
in 1999 to
98% in 2011
85
3 /4
Chapter 1
160
Pupil/trained teacher ratio
Pupil/teacher ratio
100
80
60
40
Barbados
Dominica
Qatar
Kyrgyzstan
Guyana
Nicaragua
Solomon Is.
Belize
Liberia
Comoros
Lesotho
S. Tome/Principe
Nigeria
Equat. Guinea
Togo
Guinea
Ghana
Sudan (pre-secession)
Sierra Leone
Mozambique
Cameroon
Bangladesh
Senegal
Mali
Benin
Chad
Ethiopia
Guinea-Bissau
C. A. R.
20
In Niger,
only 17% of
teachers in
secondary
schools are
trained
86
80
60
40
20
TYFR Macedonia
Albania
Serbia
Poland
Romania
Slovakia
Croatia
Estonia
Latvia
Bulgaria
Hungary
Lithuania
Slovenia
Czech Rep.
Rep. Moldova
120
Djibouti
Yemen
Saudi Arabia
Egypt
Palestine
Lebanon
U. A. Emirates
Kuwait
Qatar
140
Figure 1.6.1: In 29 countries, there is a big gap between the number of pupils per
teacher and per trained teacher
Pupil/teacher ratio and pupil/trained teacher ratio, primary education, countries where
the pupil/trained teacher ratio exceeds the pupil/teacher ratio by at least 10:1, 2011
Arab States
Central/Eastern Europe
Women
teachers are
particularly
lacking in
countries with
wide gender
disparity in
enrolment
sub-Saharan Africa
education, 2011
Timor-Leste
Solomon Is.
Lao PDR
China
Indonesia
Samoa
DPR Korea
New Zealand
Myanmar
Macao, China
Philippines
Guatemala
Mexico
Ecuador
Belize
El Salvador
Panama
St. Vincent/Grenad.
Cuba
Chile
Dominican Rep.
Colombia
Costa Rica
Cayman Is.
Dominica
Saint Lucia
St. Kitts/Nevis
Guyana
Brazil
Bermuda
Bahamas
Br. Virgin Is.
Suriname
Montserrat
Luxembourg
Spain
Finland
Portugal
Sweden
France
Cyprus
Israel
Malta
Germany
United States
Austria
Bhutan
Nepal
Bangladesh
Chad
Mali
Guinea
Ghana
Ethiopia
Eritrea
Kenya
Niger
Nigeria
Madagascar
S. Tome/Principe
Cape Verde
Primary
Lower secondary
Upper secondary
East Asia/Pacific
Latin America/Caribbean
N. America/W. Europe
South/
West Asia
Sub-Saharan Africa
87
3 /4
Chapter 1
Box 1.6.1: Reducing the cost of textbooks helps increase their availability
The availability of textbooks could be significantly increased by
devoting more resources to teaching and learning materials,
and by reducing the cost of each book. Textbooks and other
teaching and learning materials accounted for just 6.6% of
education budgets in sub-Saharan Africa in 2009. Uganda
allocated as little as 1.7% of its primary education recurrent
budget on textbooks and learning materials in 2009, which
was equivalent to US$1.30 per student. An analysis of six
districts in Pakistan found that only 5% of the recurrent budget
in 2009/10 was spent on non-salary items, and as little as
0.6% in one district.
After abolishing school fees, some countries introduced grants
per pupil to schools to cover non-salary expenditure, including
textbooks. The grants are often insufficient and vulnerable to
budget cuts, however. In the United Republic of Tanzania, the
government shifted the responsibility for procuring textbooks
and other materials from the district to the school. It introduced
a grant of US$10 per primary school pupil, earmarking 40% for
textbooks and teacher guides. But this amount covered only
10% of the cost of a full set of textbooks for a grade 5 pupil.
Furthermore, as a result of inflation and budget cuts, by 2011
less than US$2 per primary pupil was reaching schools. In
addition, schools received their allocation several months after
the school year started, so funds were not available to purchase
textbooks in time.
88
80
60
40
20
120
80
Malawi
Chad
Rwanda
Togo
Mauritius
40
4
Grade
Swaziland
Seychelles
Lesotho
Zambia
South Africa
Uganda
Mauritius
Botswana
Mozambique
Kenya
Namibia
Malawi
Zimbabwe
U. R. Tanzania
A global
post-2015
goal must be
set to ensure
that, by 2030,
all children
and youth,
regardless
of their
circumstances,
acquire
foundation skills
89
3 /4
Chapter 1
Brazil has
used national
assessments
to significantly
improve
education
quality,
especially for
disadvantaged
groups
90
Namibia
has used
information
from a regional
assessment
to improve
learning
91
3 /4
Chapter 1
Better
information
from learning
assessments
is needed
to identify
children from
disadvantaged
backgrounds
92
Background data
Countries
Target group
Subjects
Frequency
Years
Socio-economic status
Other
Prior achievement
TIMSS
76
Grades 4, 8
Mathematics
Science
4-year
cycle
1995, 1999,
2003, 2007,
2011, 2015
Language spoken at
home, country of birth
of student and parents
Preschool,
early literacy and
numeracy
PIRLS
59
Grade 4
Reading
5-year
cycle
2001, 2006,
2011, 2016
PISA
73
15 year-olds
Reading
Mathematics
Science
3-year
cycle
2000, 2003,
2006, 2009,
2012, 2015
Index based on
parental education,
parental occupation
and home possessions,
including books
Language spoken
at home, country of
birth of student and
parents, reading habits
Grade repetition,
self-reported
performance,
pre-school,
extra tuition
LLECE
Latin America
18
Grades 3, 6
Reading
Mathematics
Science
Variable
1997
2006
(SERCE)
2013
(TERCE)
Language spoken at
home, child labour,
reading habits
Grade repetition,
age at entry,
pre-school
SACMEQ
Anglophone
eastern and
southern Africa
14
Grade 6
Reading
Mathematics
Variable
1995-1997,
2000-2002,
2007, 2014
Language spoken at
home, child labour,
distance travelled
Grade repetition,
absenteeism,
pre-school
PASEC
Francophone
sub-Saharan Africa
and South East Asia
24
Grades 2, 5;
(as of 2014)
Grade 6
Reading
Mathematics
Variable
1993-1995,
1997-2001,
2004-2010,
2014
Language spoken at
home
Same students
tested over time,
grade repetition,
absenteeism,
pre-school
International
Regional
Note: Dates in bold are the most recent rounds; dates in italics are the forthcoming rounds.
93
3 /4
Chapter 1
By 2060,
universal
primary
completion
will not have
been achieved
for poor girls in
24 low income
countries
94
Figure 1.7.1: On recent trends, universal primary completion will not be achieved for the poor in some countries for at least another two generations
Projected year of achieving a primary completion rate in excess of 97%, selected countries
B. By gender and wealth
Azerbaijan
Tajikistan
Jordan
Albania
Serbia
Maldives
Montenegro
Indonesia
Syrian A. R.
Viet Nam
Colombia
Guyana
Zimbabwe
TFYR Macedonia
Mongolia
Namibia
Peru
Kenya
Dominican Rep.
Swaziland
Suriname
Belize
Congo
Bolivia, P. S.
Timor-Leste
Egypt
Bangladesh
Mauritania
Honduras
U. R. Tanzania
Iraq
Djibouti
Gambia
S. Tome/Principe
Zambia
Malawi
Nigeria
Vanuatu
Cambodia
Ghana
India
Nepal
Lesotho
Lao PDR
Togo
Liberia
Uganda
Haiti
Burundi
Rwanda
Bhutan
Yemen
Cameroon
Madagascar
Pakistan
Sierra Leone
Cte dIvoire
Ethiopia
Mali
Senegal
C. A. R.
Mozambique
Benin
Guinea-Bissau
Burkina Faso
Guinea
Niger
Richest girls
2130
2120
2110
2100
2080
2070
2060
Richest boys
2050
2130
2120
2110
2100
2090
2080
2070
2060
2050
2040
2030
2020
2010
Urban boys
Poorest boys
2040
Urban girls
Poorest girls
2030
Rural boys
2010
Rural girls
2020
Albania
Maldives
TFYR Macedonia
Viet Nam
Guyana
Indonesia
Syrian A. R.
Zimbabwe
Kenya
Mongolia
Peru
Colombia
Swaziland
Dominican Rep.
Namibia
Suriname
Belize
Egypt
Bangladesh
Timor-Leste
Congo
India
Bolivia, P. S.
Ghana
Nepal
U. R. Tanzania
Nigeria
Cambodia
Honduras
Haiti
Malawi
Lao PDR
Lesotho
Mauritania
Gambia
Pakistan
Iraq
Zambia
S. Tome/Principe
Vanuatu
Cameroon
Uganda
Bhutan
Yemen
Madagascar
Rwanda
Togo
Djibouti
Somalia
Burundi
Liberia
Ethiopia
Cte dIvoire
Benin
Senegal
C. A. R.
Sierra Leone
Mozambique
Guinea-Bissau
Guinea
Burkina Faso
Mali
Niger
2090
Source: EFA Global Monitoring Report team analysis (2013), based on Lange (2013).
95
3 /4
96
Richest girls
2170
2160
2140
2150
2130
2110
2120
2100
2090
2070
2080
2060
Richest boys
2040
Poorest boys
2050
Poorest girls
2030
In 44 countries,
there is at least
a 50-year gap
between all the
richest boys
completing
lower
secondary
school and all
the poorest
girls doing so
Ukraine
Kyrgyzstan
Jordan
Azerbaijan
Tajikistan
Montenegro
Serbia
Maldives
Viet Nam
Dominican Rep.
Colombia
Indonesia
Zimbabwe
Kenya
Egypt
Mongolia
TFYR Macedonia
Bolivia, P. S.
Gambia
Mauritania
Swaziland
Syrian A. R.
Djibouti
Timor-Leste
Guyana
Namibia
Peru
Congo
Suriname
Albania
Bangladesh
Ghana
India
Nigeria
Haiti
Liberia
Nepal
Belize
Zambia
Bhutan
Iraq
Lesotho
S. Tome/Principe
Sierra Leone
Yemen
Cameroon
Cambodia
Togo
Rwanda
Malawi
Mali
Lao PDR
Pakistan
Senegal
Cte dIvoire
Burundi
Uganda
Honduras
Vanuatu
Madagascar
Mozambique
Guinea-Bissau
U. R. Tanzania
Benin
Ethiopia
C. A. R.
Guinea
Burkina Faso
Niger
2010
2020
Chapter 1
Primary
Female richest
Lower secondary
Male urban
Female urban
Sub-Saharan
Africa
Male rural
Female rural
Male poorest
2110
2120
2100
2090
2070
2080
2060
2040
2050
Female poorest
2030
Male richest
2010
2020
The poorest
young women
in low and
middle income
countries will
only achieve
universal
literacy by 2072
97
3 /4
Chapter 1
Richest female
Source: EFA Global Monitoring Report team analysis (2013), based on Lange (2013).
98
2130
2120
2110
2100
2090
2070
2060
2050
2040
2030
2020
Poorest female
2010
Bolivia, P. S.
Thailand
Honduras
Tajikistan
TYFR Macedonia
Swaziland
Montenegro
Indonesia
Albania
Viet Nam
Mongolia
Lesotho
Namibia
Zimbabwe
Dominican Rep.
Peru
Belize
Guyana
Suriname
Kenya
S. Tome/Principe
Timor-Leste
Rwanda
Malawi
Nepal
Congo
Burundi
Cambodia
Bangladesh
Haiti
Madagascar
Ghana
Egypt
Zambia
India
Djibouti
Iraq
Togo
Bhutan
Uganda
Lao PDR
Gambia
Mauritania
Sierra Leone
Nigeria
Ethiopia
Liberia
Cte dIvoire
Cameroon
Senegal
Benin
Mozambique
Yemen
Pakistan
Guinea-Bissau
Mali
Burkina Faso
Guinea
Somalia
C. A. R.
Niger
2080
Figure 1.7.4: Literacy is a distant dream for the most vulnerable young women
Projected year of achieving a female youth literacy rate in excess of 97%, by wealth, selected countries
Conclusion
These projections of the time it could take
to achieve universal primary and secondary
education and youth literacy are extremely
disconcerting. However, they are based on recent
trends that can be changed if governments,
aid donors and the international education
community take concerted action to make
education available to all, including the
marginalized. The key message that emerges
from the analysis in this section is that it is
vital to track progress towards education goals
for the most disadvantaged groups after 2015,
and to put policies in place that maintain and
accelerate progress by redressing imbalances.
99
3 /4
Chapter 1
school completion;
100
Collecting
data on
children with
disabilities
needs to be
improved
urgently
1. For the analysis in this section, data from Demographic and Health Surveys
and Multiple Indicator Cluster Surveys have been grouped into two waves:
surveys undertaken between 1998 and 2003, and surveys undertaken since
2005. The reported results are based on 62 countries for which a survey is
available in each period. The surveys are at least five years apart for each
country.
101
3 /4
Box 1.8.2: Data needs for monitoring education goals after 2015
Chapter 1
Several difficulties in measuring progress in priority areas after 2015 deserve urgent attention:
The number of children of primary school age who are not learning
By 2010,
poor rural
young women
had spent
fewer than
3 years in
school in low
and lower
middle income
countries
102
Low income
countries
Lower middle
income
countries
Sub-Saharan
Africa
Circa 2000
12
11
10
9
8
7
6
5
4
3
2
1
0
Poorest rural female
Years of education
South and
West Asia
Circa 2010
Source: EFA Global Monitoring Report team analysis (2013), based on Demographic and Health
Surveys and Multiple Indicator Cluster Surveys.
Figure 1.8.2: In sub-Saharan Africa, the richest urban young men increased the number of years in school faster than the poorest rural
young women
Years of education, 20- to 24-year-olds, selected countries, circa 2000 and 2010
14
Richest urban male
Mean
Poorest rural female
13
12
11
10
Years of education
9
8
7
6
5
4
3
2
1
Burkina
Faso
Ethiopia
Mozambique
U. R.
Tanzania
D. R.
Congo
Malawi
Uganda
Cameroon
Togo
Nigeria
2012
2000
2011
1999
2010
2000
2011
1998
2011
2000
2010
2000
2010
2000
2010
2000
2011
1997
2011
2000
2010
1998
0
Gabon
Source: EFA Global Monitoring Report team analysis (2013), based on Demographic and Health Surveys and Multiple Indicator Cluster Surveys.
103
3 /4
Chapter 1
By 2010,
only 23% of the
poorest rural
girls completed
primary school
in sub-Saharan
Africa
Figure 1.8.3: Over the decade, disadvantaged groups mainly improved their access to school rather than their completion rates
Percentage of poorest rural girls and richest urban boys who have ever been to school, completed primary education, and completed
lower secondary education, circa 2000 and 2010
100
80
60
%
40
20
Poorest
rural female
Richest
urban male
Poorest
rural female
Richest
urban male
Poorest
rural female
Richest
urban male
Sub-Saharan Africa
Poorest
rural female
2010
2000
2010
2000
2010
2000
2010
2000
2010
2000
2010
2000
2010
2000
2010
0
2000
Richest
urban male
Source: EFA Global Monitoring Report team analysis (2013), based on Demographic and Health Surveys and Multiple Indicator Cluster Surveys.
104
In Iraq and
Mozambique,
hardly any of
the poorest
rural females
completed
lower secondary
school in 2010
Figure 1.8.4: Ensuring that the poorest girls complete lower secondary school remains a major challenge
Percentage of poorest rural girls and richest urban boys who have ever been to school, and completed primary and lower secondary education, selected countries,
circa 2000 and 2010
100
80
60
40
2000
2011
2000
Rich urban male
2011
1998
2008
1998
Rich urban male
2008
Iraq
Cambodia
Egypt
Viet Nam
Bolivia, P. S.
1999
2011
1999
Rich urban male
2011
Bangladesh
2001
2011
2001
Rich urban male
2011
Nepal
2000
2010
2000
Rich urban male
2010
D. R.
Congo
1999
2010
1999
Rich urban male
2010
U. R.
Tanzania
1997
2011
1997
Rich urban male
2011
Mozambique
2000
2011
2000
Rich urban male
2011
Ethiopia
Burkina
Faso
1998
2010
Rich urban male 1998
2010
20
Source: EFA Global Monitoring Report team analysis (2013), based on Demographic and Health Surveys and Multiple Indicator Cluster Surveys.
105
3 /4
Chapter 1
In Malawi,
Uganda and
Zambia,
less than
10% of the
poorest rural
girls had
learned the
basics
Figure 1.8.5: Assessing the number of children learning should not exclude those
not tested
Percentage of children who achieved minimum learning standard in reading, selected
countries, southern and eastern Africa, 2007
100
80
60
%
40
20
Swaziland
U. R.
Tanzania
Kenya
Namibia
Uganda
Lesotho
Zambia
0
Rich urban boys
Malawi
Note: The percentage of children in school was calculated using Demographic and Health Survey data from the
nearest year to 2007 and projected to 2007 using a linear trend based on earlier surveys. It is assumed that children
not in school have not achieved the minimum learning standards.
Source: EFA Global Monitoring Report team analysis (2013), based on Demographic and Health Surveys and
SACMEQ data.
106
Conclusion
The failure over the past decade to assess
progress in education goals by various
population subgroups has concealed wide
inequality. The invisibility of this inequality is
further reflected in the lack of national targets
in country plans for assessing progress in
narrowing inequality gaps in access or learning.
If post-2015
goals are to
be achieved,
regular
independent
monitoring is
essential
Sources: Bangladesh Ministry of Primary and Mass Education (2011b1); Lao PDR
Ministry of Education (2009); Namibia Ministry of Education (2007).
107
3 /4
1
0
2
Credit: Nguyen Thanh Tuan/UNESCO
Chapter 2
Financing
Education For All
Teaching diversity: At a school in La Pan Tn
Commune, Muong Khuong county, Viet Nam,
students from 10 ethnic groups are taught in groups.
108
3 /4
109
3 /4
Education for All Global Monitoring Report
Trends in financing
Education for All............................ 111
Many countries far from
EFA need to spend more
on education.................................. 113
Domestic resources can
help bridge the education
financing gap................................. 116
Trends in aid to education............. 127
Accounting for all education
expenditure.................................... 136
Conclusion..................................... 139
110
Financing EFA
Trends in financing Education for All
Highlights
Many governments, particularly in poorer countries, have increased their commitment to
education: 30 low and middle income countries increased their spending on education by
more than 1 percentage point of GNP between 1999 and 2011.
After 2015, a common financing target should be set for countries to allocate at least 6% of
GNP on education. Of the 150 countries with data, only 41 had reached this level by 2011.
Many countries have the opportunity to expand their tax base. For a group of 67 low and
middle income countries, a modest increase in tax-raising efforts, and allocating 20% of
the funds raised to education, could increase education spending by US$153 billion, or 72%,
in 2015. This would raise the average share of GDP spent on education by these countries
to 6%.
Aid to basic education fell by 6% between 2010 and 2011, its first decrease since 2002.
Low income countries were particularly hard hit by the reduction in aid to basic education:
19 of them experienced a cut, and 13 of those were in sub-Saharan Africa. The reduction was
a result of 24 donors, including 9 of the 15 largest donors, reducing their spending.
Table 2.1: Public spending on education, by region and income level, 1999 and 2011
Public education spending
% of government expenditure
on education
% of GNP
World
Low income
Lower middle income
Upper middle income
High income
Sub-Saharan Africa
Arab States
Central Asia
East Asia and the Pacific
South and West Asia
Latin America and the Caribbean
Central and Eastern Europe
North America and Western Europe
1999
4.6
3.1
4.6
4.8
5.3
4.0
5.3
3.4
3.9
3.9
5.0
4.8
5.6
2011
5.1
4.1
5.1
5.1
5.6
5.0
4.8
4.1
4.4
3.7
5.5
5.2
6.2
1999
15.0
16.4
15.9
15.8
13.3
17.1
21.0
15.4
15.0
14.6
14.4
12.4
13.3
2011
15.5
18.3
16.9
15.5
13.2
18.7
18.1
12.3
16.6
15.0
16.2
12.2
13.1
2011
3 089
115
545
1 745
6 721
468
1 338
...
3 245
573
1 753
3 846
8 039
Note: World, regional and income values are means for countries with data in both 1999 and 2011, and may therefore not match what is reported in Statistical Table 9.
Source: EFA Global Monitoring Report team calculations (2013), based on UIS database.
111
3 /4
Donors have
not met their
commitment
to ensure that
no country
would be
prevented
from achieving
Education for
All due to lack
of resources
Figure 2.1: Most low and middle income countries have increased education spending since 1999
Public expenditure on education as percentage of GNP, low and middle income countries, 1999 and 2011
Decrease of one
percentage point or more
12
10
10
Cuba
Solomon Is
Swaziland
Ghana
Bolivia, P.S.
Rep. Moldova
Belize
Jamaica
Kenya
Kyrgyzstan
Samoa
Burundi
Argentina
Brazil
Senegal
Benin
Ecuador
Mali
Nicaragua
Nepal
Niger
Romania
Russian Fed.
Mauritania
Gambia
Tajikistan
El Salvador
Lao PDR
Cameroon
Cambodia
12
112
14
Yemen
St. Vincent/Grenad.
Bhutan
Saint Lucia
Fiji
Sierra Leone
Guyana
Dominica
India
Azerbaijan
14
Chapter 2
Financing EFA
Many countries far from EFA need to spend more on education
The United
Republic of
Tanzania
spends more
than 6% of
GNP on
education
12
10
Lesotho
Namibia
Tunisia
Costa Rica
South Africa
Mongolia
Thailand
Morocco
Malawi
Lithuania
Belarus
Vanuatu
Mexico
Malaysia
Syrian A.R.
Latvia
Rwanda
Cte dIvoire
Colombia
Iran, Isl. Rep
Ethiopia
Togo
Panama
Chile
Bulgaria
Paraguay
Angola
Mauritius
Kazakhstan
Guinea
Uganda
Chad
Armenia
Indonesia
Madagascar
Peru
Georgia
Philippines
Antigua/Barbuda
Pakistan
Bangladesh
Lebanon
Zambia
C. A. R.
Myanmar
14
113
3 /4
Chapter 2
Only 25
countries
spent more
than 20% on
education
in 2011
114
2011
1999
35
30
25
20
15
10
5
0
Benin
Nicaragua
Ethiopia
Bolivia, P.S.
Burundi
Vanuatu
Rep. Moldova
Nepal
Gambia
Syrian A.R.
Mali
Brazil
Cameroon
Ecuador
Panama
Lao PDR
Financing EFA
Many countries far from EFA need to spend more on education
35
35
30
30
25
25
20
20
15
15
10
10
2011
1999
Thailand
Morocco
Cte dIvoire
Lesotho
Costa Rica
Namibia
Niger
Tunisia
Malaysia
Madagascar
South Africa
Guinea
Belize
Iran, Isl. Rep
Kyrgyzstan
Cuba
Peru
Chile
Rwanda
Indonesia
Philippines
Colombia
Malawi
Fiji
Bangladesh
Argentina
Tajikistan
Mauritius
Guyana
Samoa
Lithuania
C.A.R.
Russian Fed.
Mongolia
Armenia
Jamaica
Bhutan
Latvia
Bulgaria
Paraguay
India
Romania
St. Vincent/Grenad.
Angola
Georgia
Lebanon
40
Kenya
Yemen
Togo
Saint Lucia
Chad
Azerbaijan
Decrease of five
percentage points or more
25 countries
planned to
shrink their
education
budgets
between 2011
and 2012
115
3 /4
Chapter 2
Figure 2.3: Many countries that are far from reaching EFA goals cut their education budgets in 2012
Percentage change in education budget, 2011 to 2012, and education as a share of government expenditure
30
25
Mali
Benin
Ethiopia
Malawi
20
Burundi
15
Nepal
Afghanistan
Uganda
Gambia
Bangladesh
C. A. R.
10
D. R. Congo
0
-40
-30
-20
-10
10
20
30
40
116
Financing EFA
Domestic resources can help bridge the education financing gap
Namibia
raises 24%
of its GDP
in taxes and
allocates
22% of its
government
budget to
education
Figure 2.4: Countries need to both mobilize resources and prioritize education
Tax revenue as percentage of GDP and education expenditure as percentage of total government expenditure, selected countries, 2011
45
Angola
40
12 countries have
achieved high tax revenue
but need to prioritize
expenditure to education
35
30
Namibia
25
20
15
Pakistan
10
Ethiopia
37 countries need to
increase tax revenue
and prioritize expenditure
to education
11 countries
prioritize education
but need to raise
tax revenue
0
0
10
15
20
25
30
35
117
3 /4
Chapter 2
In some
middle income
countries there
is far greater
potential
to mobilize
domestic
resources for
education
118
Financing EFA
Domestic resources can help bridge the education financing gap
In Africa, if
illegal tax
practices
were halted
education
could receive
US$13 billion
in additional
resources
each year
119
3 /4
Chapter 2
Governments
could raise
additional
revenue by
increasing
the amount
they receive
in taxes from
corporations
120
Financing EFA
Domestic resources can help bridge the education financing gap
67 low and
middle income
countries
could increase
education
resources by
US$153 billion
in 2015 through
tax reforms
121
3 /4
Chapter 2
Table 2.2: Countries can dig deeper to fund education from domestic resources
Current
tax/GDP ratio
of less than
10%
Current
tax/GDP
ratio of
10% - <12.5%
Current
tax/GDP
ratio of
12.5% - <15%
Current
tax/GDP
ratio of
15% - <20%
Current
tax/GDP ratio
of more than
20%
Afghanistan
Bangladesh
Bhutan
Central African Republic
Eritrea
Guinea-Bissau
Madagascar
Myanmar
Sierra Leone
Yemen
Cambodia
Ethiopia
Gambia
Guatemala
Haiti
Indonesia
Pakistan
Burkina Faso
Burundi
Cameroon
Egypt
Ghana
Mali
Mauritania
Nepal
Niger
Paraguay
Philippines
Rwanda
Sri Lanka
Tajikistan
Uganda
United Republic of Tanzania
Armenia
Benin
Cte dIvoire
Guinea
Honduras
India
Kenya
Kyrgyzstan
Lao Peoples Democratic Republic
Mozambique
Nicaragua
Senegal
Togo
Zambia
Zimbabwe
Angola
Belize
Chad
Democratic Republic of the Congo
Georgia
Guyana
Lesotho
Liberia
Malawi
Mongolia
Morocco
Namibia
Nigeria
Papua New Guinea
Republic of Moldova
Solomon Islands
Swaziland
Uzbekistan
Viet Nam
Total for all 67 countries
Education as a
share of GDP
Education as a
share of total
government
spending
Tax/GDP ratio
Education as a
share of GDP
Tax/GDP ratio in
2015
Total potential
additional funding
in 2015
%
3.5
2.2
4.7
1.2
2.1
2.6
2.8
0.8
3.6
5.2
2.6
4.7
3.9
2.8
3.6
3.0
2.4
4.0
6.1
3.2
3.8
8.2
4.8
3.9
4.7
4.5
4.1
2.7
4.8
2.0
3.9
3.3
6.2
3.2
5.3
4.6
3.1
6.5
3.3
6.7
5.8
3.3
6.4
4.7
5.6
4.6
1.3
2.5
3.5
6.6
2.9
2.5
2.7
3.6
13.0
3.3
5.4
5.5
5.4
8.3
1.5
3.4
8.6
7.3
8.2
6.4
6.6
3.4
%
16.7
14.1
11.5
12.0
7.5
12.6
20.1
18.1
13.7
16.0
12.1
25.4
19.7
18.5
10.6
15.2
9.9
18.0
24.1
16.3
11.9
24.4
18.2
14.7
20.2
21.7
10.6
15.0
17.2
12.9
13.8
15.1
18.3
11.7
27.8
24.6
19.0
29.9
10.5
17.2
18.6
13.2
17.0
26.4
24.0
14.3
13.1
8.3
8.5
18.7
11.8
8.9
7.7
13.5
23.7
12.1
14.7
11.9
25.7
22.4
6.0
11.2
22.0
34.0
21.0
20.5
19.8
13.1
%
9.2
8.6
9.9
7.8
8.4
8.5
9.5
3.9
9.4
6.2
10.4
11.5
12.1
10.9
11.8
10.9
10.2
13.1
14.3
12.8
14.0
13.6
13.9
13.5
13.1
13.8
13.7
13.2
12.8
13.3
12.7
12.5
14.9
16.6
16.5
17.6
15.9
16.0
15.9
19.5
19.5
15.5
17.7
18.3
19.4
15.8
15.0
16.2
41.9
23.0
22.5
23.6
23.7
21.3
60.1
21.3
21.6
28.0
24.4
24.4
25.3
26.1
21.0
28.1
25.0
24.0
23.5
15.7
%
5.6
4.2
7.9
3.6
6.7
5.1
3.8
2.3
5.6
7.4
4.9
5.5
4.8
3.8
6.9
4.7
5.2
5.1
6.7
4.6
7.1
8.8
5.9
5.8
5.3
5.1
6.8
4.2
6.0
3.9
6.1
4.9
7.2
5.8
5.7
5.0
3.7
6.9
6.4
7.9
6.7
5.2
7.9
5.1
6.0
6.6
3.5
6.8
8.2
7.3
5.0
6.5
6.6
5.9
13.3
6.1
7.7
8.9
5.7
8.7
5.6
5.9
8.9
7.6
8.6
6.8
7.0
5.8
%
14.2
13.6
14.9
12.8
13.4
13.5
14.5
8.9
14.4
11.2
14.4
15.5
16.1
14.9
15.8
14.9
14.2
16.1
17.3
15.8
17.0
16.6
16.9
16.5
16.1
16.8
16.7
16.2
15.8
16.3
15.7
15.5
17.9
18.6
18.5
19.6
17.9
18.0
17.9
21.5
21.5
17.5
19.7
20.3
21.4
17.8
17.0
18.2
43.7
24.8
24.3
25.4
25.5
23.1
61.9
23.1
23.4
29.8
26.2
26.2
27.1
27.9
22.8
29.9
26.8
25.8
25.3
18.4
US$ millions
500
3 198
94
66
201
28
119
1 000
117
998
438
435
10
605
336
19 506
7 241
157
19
461
9 592
317
139
114
144
50
968
5 361
116
1 509
219
387
383
269
37
137
44
82
70 529
710
76
229
274
50
66
94
622
588
6 819
13
317
885
734
83
11
69
106
539
431
50
13 090
633
32
4
14
234
750
153 451
Expenditure per
primary school child
(stagnant)
US$
67
101
255
44
57
48
62
389
60
251
82
106
106
365
65
526
62
125
86
115
520
365
81
187
160
92
384
442
78
292
262
51
84
1 232
169
285
66
484
157
181
662
161
103
526
188
80
155
86
588
701
94
18
580
544
340
60
30
953
1 428
1 093
87
217
991
838
809
1 170
446
209
Expenditure per
primary school child
(tax mobilization
and education
prioritized)
US$
161
216
924
95
191
101
85
513
118
362
232
125
123
500
213
1 049
262
154
94
241
948
567
124
292
185
100
1 037
679
137
970
424
77
109
2 266
182
322
107
776
558
238
751
377
137
639
249
128
271
221
1 534
1 215
171
59
2 082
1 415
492
111
58
2 391
1 490
1 406
330
590
2 691
1 208
863
1 228
732
466
Notes: Countries were ranked in five groups according to their initial tax/GDP ratio. At one end, countries where the ratio was already at least 20% were projected to increase their effort by 0.44 percentage point per
year and to allocate 20% of the budget to education if they were not already doing so. At the opposite end, countries with a tax/GDP ratio of less than 10% were projected to increase the ratio by 1.25 percentage points
annually and to allocate 20% of the budget to education if they were not already doing so.
The calculations assume five different rates at which a countrys tax/GDP ratio can grow, depending on its starting point. Countries starting at a tax/GDP ratio of (a) <10% should aim to increase the tax/GDP ratio by
1.25 percentage points per year, (b) 10% to <12.5% should aim to increase the ratio by 1 percentage point per year, (c) 12.5% to <15% should aim to increase it by 0.75 percentage point per year, (d) 15% to <20%
should aim for an increase by 0.5 percentage point per year and (e) 20% should aim to increase the ratio by 0.44 percentage point per year.
Sources: EFA Global Monitoring Report team calculations (2013), based on UIS database; Development Finance International and Oxfam (2013); IMF (2012, 2013).
122
Financing EFA
Domestic resources can help bridge the education financing gap
Tax reforms
could increase
spending per
primary school
age child from
US$209 to
US$466 in 2015
3. At current levels of prioritization of education and tax effort, and with future
levels of GDP and government expenditure as projected by the IMF, Bangladesh
Figure 2.5: Modest increases in tax effort and prioritizing education spending could significantly increase resources
would spend US$3.9 billion on education in 2015. If it increased the share of
Expenditure
on education
of sector
GDP inwould
2015have
if the
education
in its budget
from 14%as
to percentage
20% in 2015, the
an tax/GDP ratio grew and the budget share of education increased
extra US$1.6 billion at its disposal. If in addition it increased the share of tax
to GDP by 1.25% per year, that ratio would rise from 8.6% in 2011 to 13.6% in
2015, 9making an extra US$3.2 billion, in all, available for education.
Potential
Baseline (2011)
6
5
4
3
2
1
0
Mongolia
Angola
Bhutan
Malawi
Yemen
Egypt
Haiti
Paraguay
Zimbabwe
Eritrea
Kyrgyzstan
Togo
Georgia
D.R. Congo
India
Liberia
Tajikistan
Senegal
Rwanda
Guyana
Mali
Papua N. Guinea
Mauritania
Armenia
Benin
Morocco
Afghanistan
Nigeria
Sierra Leone
Ethiopia
Nepal
Pakistan
Lao PDR
Guinea-Bissau
Burkina Faso
Niger
Nicaragua
Chad
Cte dIvoire
Uganda
Cambodia
Gambia
Indonesia
Cameroon
Bangladesh
Philippines
Sri Lanka
Guatemala
Madagascar
Guinea
C. A. R.
Zambia
Myanmar
Sources: EFA Global Monitoring Report team calculations (2013), based on UIS database; Development Finance International and Oxfam (2013); IMF (2012, 2013).
3. At current levels of prioritization of education and tax effort, and with future levels of GDP and government expenditure as projected by the IMF, Bangladesh would
spend US$3.9 billion on education in 2015. If it increased the share of education in its budget from 14% to 20% in 2015, the sector would have an extra US$1.6
billion at its disposal. If in addition it increased the share of tax to GDP by 1.25% per year, that ratio would rise from 8.6% in 2011 to 13.6% in 2015, making an extra
US$3.2 billion, in all, available for education.
4. Expenditure on education as a share of the government budget was 10% in 2011. If the share rose to 20%, and tax as a share of GDP rose from its current rate
of around 10% to 14%, the government could raise an additional US$7.2 billion for education.
123
3 /4
Chapter 2
In low income
sub-Saharan
African
countries,
43% of public
spending on
education
is received
by the most
educated 10%
124
Financing EFA
Domestic resources can help bridge the education financing gap
125
3 /4
Chapter 2
Kenyas
capitation
grant
disadvantages
arid and
semi-arid
areas that
are home to
46% of the
out-of-school
population
126
Financing EFA
Trends in aid to education
In 2011,
aid to basic
education
fell for the
first time
since 2002
Table 2.3: Total aid disbursements to education and basic education, by region and income level, 20022011
World
Low income
Lower middle income
Upper middle income
High income
Unallocated by income
Arab States
Central/Eastern Europe
Central Asia
East Asia/Pacific
Latin America and the Caribbean
South and West Asia
Sub-Saharan Africa
Overseas territories
Unallocated by region or country
2002
7 799
2 145
3 012
1 652
25
964
1 053
305
130
1 155
560
967
2 816
254
559
2011
13 413
3 461
5 371
2 641
13
1 926
1 922
517
346
2 060
948
2 417
3 647
74
1 481
2002
3 133
1 240
1 290
302
6
296
221
90
43
253
226
597
1 490
127
86
Per capita
2011
9
16
9
3
1
...
20
6
18
4
6
8
13
...
...
Notes: The 2002 figure is an average for 20022003. Aid per capita refers to the amount a primary school age child received in aid to basic education in 2011.
Source: Annex, Aid Table 3.
127
3 /4
Chapter 2
Figure 2.6: Aid to education fell by US$1 billion between 2010 and 2011
Total aid to education disbursements, 20022011
16
14.4
14.4
13.4
14
12.5
12
8
6
4
2
0
12.3
11.4
10.2
10
8.9
6.7
4.4
9.2
1.2
5.3
5.0
2.0
2.0
5.2
2008
5.6
5.7
2.5
2.5
6.2
6.2
2009
2010
5.4
5.1
4.2
2.7
1.1
1.4
4.7
1.3
2.2
1.7
3.0
3.3
3.6
4.2
4.6
5.1
2002
2003
2004
2005
2006
2007
5.8
2011
The reduction
in basic
education
aid to
sub-Saharan
Africa could
have funded
good quality
school places
for over
1 million
children
128
Financing EFA
Trends in aid to education
Bangladesh
Afghanistan
Mozambique
Haiti
Mali
D. R. Congo
U. R. Tanzania
Malawi
Uganda
Liberia
Madagascar
Somalia
Sierra Leone
Tajikistan
Mauritania
Chad
Guinea-Bissau
Comoros
DPR Korea
217
288
2010
2011
162
165
Ethiopia
Burkina Faso
Nepal
Kenya
Rwanda
Benin
Cambodia
Eritrea
Myanmar
Burundi
Zimbabwe
Niger
Togo
Krygyzstan
Guinea
C. A. R.
Gambia
25
50
75
100
125
150
300
129
3 /4
Chapter 2
Between
2010 and
2011, 24
donors
reduced
their aid to
low income
countries
130
Financing EFA
Trends in aid to education
United Kingdom
United States
Canada
Germany
EU Institutions
World Bank (IDA)
AsDB Special Funds
Japan
IMF
France
Netherlands
AfDF
Sweden
Norway
Denmark
50
100
150
200
250
300
If EU countries
kept their aid
promises this
could provide
US$9 billion
to fill the
education
financing gap
in 2015
Figure 2.8: Nine of the 15 largest donors reduced their aid to basic
education for low income countries between 2010 and 2011
Total disbursements of aid to basic education for low income countries,
2010 and 2011
350
2011
131
3 /4
Chapter 2
Box 2.3: How important is the Global Partnership for Education for funding basic education in poor countries?
The GPE is an important source of external financing for education for some low
and lower middle income countries, although currently it only accounts for a small
proportion of education aid. Between 2004 and 2011, donors paid in US$2 billion
to the GPE. By comparison, donors spent US$32 billion in aid to basic education to
low and lower middle income countries over the same period. However, the GPEs
influence appears to be increasing over time.
In 2011, the GPE disbursed US$385 million to basic
education an all-time high making it the fourth largest
donor to low and lower middle income countries that year.
For the 31 countries that had a programme implementation
grant in 2011, 24% of basic education aid was disbursed by
the GPE.
For three of these 31 countries, in 2011 the GPE
provided at least half of external finance for basic
education, either because aid from other donors was
negligible or because the GPE had channelled significant
volumes to some countries. GPE funding
to the Central African Republic, whose grant agreement
was signed in 2009, was US$13.2 million in 2011, or 60%
of the countrys aid to basic education that year. Eleven
other donors gave small amounts. For 10 of the 28 countries
receiving GPE funds in 2011, these funds constituted no
more than one-fifth of aid to basic education. In Niger,
whose grant agreement was also signed in 2009, the GPE
disbursed US$1.5 million, less than 10% of external funding
for basic education, while aid from DAC donors came to
US$20.2 million (Figure 2.9).
Because of the importance of the GPE in financing
education in some low income countries, it is
vital for its disbursements to be timely and predictable.
While much criticism was levelled at the EFA Fast Track
Initiative (which the GPE replaced) for poor disbursement
rates from its Catalytic Fund, the GPE committed itself to
more timely and predictable disbursements.
To keep track of these commitments, the GPE needs to
report its aid flows to the OECD-DAC, just as global health
funds such as the GAVI Alliance and the Global Fund to Fight AIDS, Tuberculosis and
Malaria do. The Global Fund also provides details such as whether funds go directly
to governments or through multilateral organizations or civil society organizations,
a level of disaggregation that is equally necessary for GPE disbursements.
Sources: Global Partnership for Education (2013a); OECD-DAC (2013).
Figure 2.9: In some countries, the Global Partnership for Education is a large donor for aid to
basic education
Shares of the GPE and other donors in aid disbursements to basic education for countries with a
programme implementation grant in 2011
Guyana
Gambia
C. A. R.
Guinea
Cameroon
Benin
Zambia
Cambodia
S. Tome/Principe
Togo
Burkina Faso
Mauritania
Ethiopia
Sierra Leone
Nepal
Rwanda
Malawi
Tajikistan
Yemen
Liberia
Kyrgyzstan
Lao PDR
Senegal
Lesotho
Niger
Djibouti
Haiti
Papua N. Guinea
Mongolia
Madagascar
Mozambique
0
10
30
40
50
60
70
80
90
100
Donor 1
Donor 2
Donor 3
Note: Information on GPE disbursements is from the GPE; aid disbursement information for all other donors is from the OECDs Creditor
Reporting System (CRS). When reporting their GPE contributions to the CRS, most donors put them in the category: bilateral country
unspecified. Where donors reported GPE contributions to the CRS as direct allocations to recipient countries, these were deducted to
avoid double counting.
132
20
Financing EFA
Trends in aid to education
Table 2.4: Many donors expect to reduce aid further in coming years
Donor
Aid forecasts
World Bank
16%
New commitments for education totalled US$3 billion in the 2012 financial year. This is a sharp increase from US$1.8 billion in 2011,
largely due to increased investment in primary and lower secondary education. South and West Asia is expected to be the main
beneficiary of the additional resources.
United States
10%
The international affairs budget is expected to stay the same in 2014 as 2013. However, the bilateral aid programme is set to decrease
in 58 out of 100 countries, including 17 in sub-Saharan Africa, with a shift in focus to East Asia and the Pacific. In addition, the request for
basic education is 37% lower in 2014 than in 2013; total resources for basic education have been cut by half since 2010.
United Kingdom
9%
Between 2011 and 2012, bilateral aid was expected to increase from US$8.8 billion to US$8.9 billion, but aid to education was expected
to fall from US$1.0 billion to US$0.8 billion.
European Union
8%
The European Development Fund budget will fall by US$4.3 billion between 2014 and 2020 as part of general cuts to the EU budget.
Netherlands
7%
Aid will fall by US$1.3 billion between 2014 and 2017, from 0.63% to 0.55% of GNI. Aid to basic education is expected to decrease from
US$243 million to US$76 million between 2011 and 2014.
Japan
6%
Japan has pledged to increase funding for basic education between 2011 and 2014.
Canada
4%
After Canada decided in 2012 to cut aid by 7.5% by 2015, aid is expected to fall by US$650 million by 2013/14 and US$781 million
by 2015/16. The Canadian International Aid Agency will close and aid will be managed by the Department of Foreign Affairs and
International Trade.
Germany
4%
Aid in 2013 is US$159 million less than was planned and US$112 million less than in 2012. Further cuts are planned for 2014. Germany has
committed to increasing aid for basic education, however, and has committed to supporting education in additional countries by 2013.
Australia
3%
The recently elected coalition government has pushed back on the countrys commitment to reach the 2015 0.5% aid target pledge for
an indefinite period. It has announced that, over the next four years, US$4.2 billion will be cut from the foreign aid budget. This means
that aid as a share of GNI is expected to fall from a projected 0.37% in 2013 to 0.32% in 2016/17.
Denmark
1%
Bilateral aid to education is being phased out, with 11 programmes closing between 2011 and 2015. To keep to its promise of maintaining
aid levels to basic education, Denmark would need to increase the levels it channels through multilateral mechanisms.
Sources: Beckett (2013); Bernard Van Leer Foundation (2013); CIDA (2013); Deutsche Welle (2012); DFID (2013); Gavas (2013); Global Partnership for Education (2012); Piccio (2013); Robinson and Barder
(2013); Taylor (2013); World Bank (2013a).
Education
only received
1.4% of
humanitarian
aid in 2012,
down from
2.2% in 2009
133
3 /4
Chapter 2
3 000
100
95%
2 500
90
74%
80
70
US$ millions
2 000
60
53%
1 500
50
45%
37%
36%
38%
40
1 000
28%
26%
30
20
500
Figure 2.10: Educations double disadvantage in humanitarian aid: a small share of requests and the smallest share of requests
that get funded
Consolidated and flash appeal requests and funding by sector, 2012
10
0
Food
Health
Agriculture
Coordination
and support
services
Funding received
Water and
sanitation
Unmet requirements
Protection/
human rights/
rule of law
Shelter and
non-food
items
Economic
recovery and
infrastructure
Education
A quarter of
direct aid to
education is
allocated to
scholarships
and student
imputed
costs
134
Financing EFA
Trends in aid to education
Figure 2.11: Conflict-affected countries receive only a tiny share of their requests for humanitarian education funding
Consolidated and flash appeal requests and funding for education, selected conflict-affected countries, 2012
100
6%
1%
90
80
US$ millions
70
60
2%
50
2%
40
3%
1%
3%
30
0.4%
1%
4%
Niger
Liberia
3%
7%
20
0.2%
1%
Philippines
Mali
Chad
Cote dIvoire
Yemen
C. A. R.
D. R. Congo
Funded
Unmet requirements
15
32
80
Afghanistan
Palestine
Somalia
South Sudan
Sudan
10
70
49
25
60
50
40
30
65
60
48
20
10
Bilateral
All donors
Multilateral
135
3 /4
Chapter 2
Figure 2.13: Middle income countries receive almost 80% of aid to scholarships and
imputed student costs
Education aid spent on scholarships and student imputed costs, 20102011
3 500
3 000
3 000
376
951
298
2 500
3 500
221
2 000
465
1 500
643
1 000
2 500
2 000
1 038
1 500
1 000
1 475
500
500
909
0
Student imputed costs and scholarships
East Asia/Pacific
Arab States
Sub-Saharan Africa
Low income
Other
Other
Note: For region groups, aid to other includes disbursements to Central and Eastern Europe, Central Asia, Latin America
and the Caribbean and aid that is geographically unallocated. For income groups, other refers to high income and
unallocated by income.
Source: OECD-DAC (2013).
136
Financing EFA
Accounting for all education expenditure
Households
in poorer
countries
bear a larger
share of the
responsibility
for education
spending
137
3 /4
In Malawi,
households are
responsible
for 32% of
secondary
education
expenditure
Figure 2.14: In low and middle income countries, families pay a heavy price for education
Share of total education expenditure borne by government, donors and households, selected countries, 20072011
100
90
80
70
60
50
40
30
20
10
Rwanda
Bangladesh
Malawi
Tajikistan
Private expenditure
Nicaragua
Aid
Albania
Tertiary
Upper secondary
Primary and
lower secondary
Tertiary
Upper secondary
Primary and
lower secondary
Tertiary
Secondary
Primary
Tertiary
Primary and
secondary
Tertiary
Primary
Secondary
Tertiary
Secondary
Primary
Tertiary
Primary
0
Secondary
Chapter 2
Indonesia
Public expenditure
Sources: EFA Global Monitoring Report team analysis, based on data from OECD-DAC (aid), ministries of education and finance (public expenditure) and the following household
surveys (private expenditure): 2008 Albania Living Standards Measurement Survey; 2010 Bangladesh Household Income and Expenditure Survey; 2009 Indonesia National
Socio-economic Survey; 201011 Malawi Integrated Household Survey; 2009 Nicaragua National Living Standards Survey; 2011 Rwanda Integrated Household Living Conditions
Survey; and 2007 Tajikistan Living Standards Measurement Survey.
138
Financing EFA
Conclusion
Conclusion
One of the biggest failures of the EFA period
has been fulfilling the pledge that no country
would be thwarted in achieving its goals due
to lack of resources. To avoid this happening
after 2015, national governments, aid donors
and other education funders need to be held to
account for their commitments to provide the
resources necessary to reach education goals.
Post-2015 education goals must include a
specific target for financing by governments and
aid donors. Otherwise, children will continue to
pay the price.
Drawing on analysis included in EFA Global
Monitoring Reports over the years, the Report
team proposes that a target should be set
for national governments to allocate at least
6% of their GNP to education. Targets for
governments and aid donors should also include
commitments for them to spend at least 20%
of their budgets on education. Setting these
targets, and making sure governments and
aid donors keep to them, will be an important
contribution to the education opportunities of a
future generation of children and young people.
Post-2015
education
goals must
include a
specific target
for financing by
governments
and aid donors
3 /4
1
Credit: Karel Prinsloo/ARETE/UNESCO
Part 2
140
Chapter 3
Education
transforms lives
3 /4
141
3 /4
1
0
2
Introduction................................... 143
Education reduces poverty
and boost jobs and growth............ 144
Education improves peoples
chances of a healthier life............. 155
Education promotes
healthy societies............................ 170
Conclusion..................................... 185
www.education-transforms.org
142
3 /4
Introduction
Treaties and laws worldwide recognize that
education is a fundamental human right. The
Education for All goals and the Millennium
Development Goals acknowledge its
indispensable role in imparting the knowledge
and skills that enable people to realize their
full potential. But the international community
and national governments have so far failed to
sufficiently recognize and exploit educations
considerable power as a catalyst for other
development goals.
As a result, education has been slipping down
the global agenda and some donors have
moved funds elsewhere, at the very time when
educations wider benefits are sorely needed
to help countries get back on track to reach
other development goals. Educations power to
accelerate the achievement of wider goals needs
to be much better recognized in the post-2015
development framework. This chapter shows
why, drawing on new analysis carried out for
this Report and a thorough survey of other
research to build a comprehensive overview of
the numerous ways in which education advances
wider development aims.
This analysis sheds new light on educations
better-known benefits: the first part of the
chapter examines its power to reduce poverty,
boost job opportunities and drive economic
growth, and the second part shows how it
increases peoples chances of leading a healthy
life. In the third part the chapter goes beyond
these questions to look in depth at educations
contribution to social goals that are increasingly
being recognized as vital elements of the post-2015
framework: deepening democratic institutions,
protecting the environment and adapting to
climate change, and empowering women.
Educations
power to
accelerate the
achievement
of wider goals
needs to be
much better
recognized in
the post-2015
framework
143
3 /4
1
Chapter 3
If all students
in low income
countries
left school
with basic
reading skills,
171 million
people could
be lifted out
of poverty
144
3 /4
In rural
Indonesia,
completing
lower
secondary
education more
than doubled
the probability
of escaping
poverty
145
3 /4
1
Chapter 3
In Pakistan,
the wages
of a literate
person are
23% higher
than those of
an illiterate
person
146
3 /4
In Nepal,
a household
where a farmer
had completed
primary
education was
more likely
to adopt soil
conservation
measures
80
60
40
20
Jordan
Mexico
El Salvador
Indonesia
Brazil
Liberia
India
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Cameroon
147
3 /4
0
Chapter 3
Education
plays a
strong role in
determining
womens
engagement
in the labour
force in Latin
American
countries
148
Arge
ntina
Ind
n
oo
n
Jorda
Pakistan
3 /4
JOB SEARCH
plo 50%
ye
d
W
om
en
M
en
75
10
0%
Primary
education
of
po
Secondary
education
0%
25
pu
lat %
ion
em
Brazil
Mexico
Argentina
El Salvador
Less than
primary
education
In Jordan,
25% of rural
women with
only primary
education
work for
no pay,
compared
with 7% of
those with
secondary
education
149
3 /4
0
Chapter 3
100
80
Tertiary
Secondary
60
Primary
Less than primary
40
20
India
El Salvador
Mexico
Pakistan
Cameroon
Liberia
Brazil
Jordan
Note: The figures for Pakistan refer to both urban and rural areas.
Source: Understanding Childrens Work (2013).
In the Arab
States, women
with secondary
education earn
87% of the
wages of men,
compared with
60% for those
with primary
education
150
3 /4
WAGE GAPS
EQUAL
PAY
s%
ge a
e wa
erag
s av
en
Wom
en
of m
11
90%
Women with
secondary
education
Women with
primary
education
80%
70%
60%
50%
Rw
an
da
or
ad
alv
S
El
Arge
ntina
Ind
on
esi
a
M
ex
ico
a
di
In
n
roo
me
Ca
n
Jorda
Pakistan
JOB SEARCH
Educations power to boost growth substantially
em
W
om
en
M
en
of
po
An increase in
the average
educational
attainment of
a countrys
population
by one year
increases
annual per
capita GDP
growth from
2% to 2.5%
0%
pu
lat
ion
25
plo 50%
ye
d
75
10
0%
income by 12% among 73 countries over 19601990 (Cohen and Soto, 2007).
151
3 /4
1
Chapter 3
If Thailand
had matched
the regional
average
of years in
school, its
annual growth
rate between
2005 and
2010 could
have reached
3.9% instead
of 2.9%
10
9 000
Botswana
8 000
7
6
5
4
Liberia
7 000
6 000
5 000
4 000
3 000
2 000
1 000
1965
1970
1975
152
Botswana
10 000
1980
1985
1990
1995
2000
2005
Liberia
1965
1970
1975
1980
1985
1990
1995
2000
2005
2010
3 /4
The Republic
of Korea
reduced
inequality in
education 50%
faster than the
Philippines
resulting in
very different
paces of
economic
growth
153
3 /4
1
Chapter 3
EDUCATED GROWTH
Perfect
equality:
Complete
inequality:
$1,104
1.0
0.1
0.0
Gini
coefficient
Gini
coefficient
improvement
in education
equality
$1,358
Pakistan
Viet Nam
4.5
4.9
years
years
49%
92%
+23%
...and education
inequalities were more
than double in Pakistan
0.6
0.25
Gini coefficient
Gini coefficient
$2,779
$2,297
$2,000
Economic
growth (GDP
per capita)
Pakistan
Education is
less equal
Viet Nam
Education is
more equal
$1,000
1990
2000
*A statistical measure of inequality. Perfect equality (where everyone goes to the school for the same amount of time) would equal 0 and perfect
inequality (where only one person goes to school) would equal 1
Sources: Barro and Lee (2013); Castell-Climent (2013); Heston et al. (2012).
154
2010
3 /4
Investing the
equivalent
of 1.8% GDP
on improving
learning would
raise the per
capita income
growth rate by
1 percentage
point per year
155
3 /4
0
Chapter 3
If all women
completed
secondary
education,
the under-5
mortality rate
would fall by
49% in low
and lower
middle income
countries
156
3 /4
Number of children
under 5 that died in low
and lower middle income
countries in 2012
5.7
million
Reduction in deaths in
low and lower middle
income countries:
15%
49%
Saving
Saving
0.9 million
lives
2.8 million
lives
Sources: Gakidou (2013); Inter-agency Group for Child Mortality Estimation (2013).
157
3 /4
1
Chapter 3
Higher levels of education for mothers lead to improved child survival rates
Pneumonia
Equivalent to:
14%
160,000
Birth complications
23%
A literate mother
is on average:
Diarrhoea
Reduction in diarrhoea
in low and lower middle
income countries if all
mothers had primary
education:
1
8%
Malaria
In areas of high
transmission, the odds of
children carrying malaria
parasites is 22% lower if
their mothers have primary
education than if their
mothers have no education
1
2
30%
down
22%
In areas of high
transmission, the odds of
children carrying malaria
parasites is 36% lower if
their mothers have
secondary education
than if their mothers
have no education
down
36%
Immunization
Increase in vaccination for
diphtheria, tetanus, and whooping
cough (DTP3) in low and lower
middle income countries if all
mothers had primary education:
Increase in DTP3
vaccination if all
mothers had
secondary
education:
10%
43%
Sources: EFA Global Monitoring Report team calculations (2013), based on Demographic and Health Survey data from 2005-2011; Fullman et al. (2013); Gakidou (2013).
158
3 /4
In South and
West Asia,
the under-5
mortality rate
would fall
by 62% if all
girls reached
secondary
school
159
3 /4
1
Chapter 3
160
3 /4
In sub-Saharan
Africa, young
children in
rural areas
with diarrhoea
are more likely
to receive oral
rehydration
when mothers
have some
secondary
education
161
3 /4
2
Chapter 3
If all women
completed
primary
education,
maternal
mortality
would fall
by 66%
162
3 /4
Globally
Sub-Saharan Africa
1
Mothers dying in
childbirth now
210
deaths per
100,000
live births
If all women
completed primary
education
71
deaths
66%
reduction
Mothers dying in
childbirth now
500
If all women
completed primary
education
150
deaths
deaths
70%
reduction
287,000
98,000
162,000
48,600
mothers dying in
childbirth now
mothers dying in
childbirth after
primary education,
saving 189,000
womens lives
mothers dying in
childbirth now
mothers dying in
childbirth after
primary education,
saving 113,400
womens lives
Note: Maternal mortality is defined as the death of a woman while pregnant, or within 42 days of termination of pregnancy, from any cause related to or aggravated by the pregnancy or its
management, though not from accidental or incidental causes.
163
3 /4
1
Chapter 3
In South and
West Asia,
81% of literate
women know
that HIV is
not spread by
sharing food,
compared with
57% of those
who are not
literate
100
90
80
70
60
50
Literate
Illiterate or semi-literate
40
30
20
10
HIV can be
prevented
by having one
uninfected
partner
HIV can be
prevented
by using
condoms
every time
Healthy
persons can
have HIV
HIV cannot be
transmitted
through
sharing food
HIV cannot be
transmitted
through
mosquito
bites
Note: Estimates are based on 26 countries in sub-Saharan Africa and 5 countries in South and West Asia.
Source: EFA Global Monitoring Report team calculations (2013), based on Demographic and Health Surveys.
164
Mother-to-child
transmission
risks can
be reduced
by drugs in
pregnancy
Wives should
negotiate
safer sex
Sub-Saharan Africa
Sub-Saharan Africa
Sub-Saharan Africa
Sub-Saharan Africa
Sub-Saharan Africa
Sub-Saharan Africa
Sub-Saharan Africa
0
Sub-Saharan Africa
Figure 3.4: Literacy enhances understanding of how to prevent and respond to HIV/AIDS
Percentage of women aged 15 to 49 agreeing with selected statements, sub-Saharan Africa and South and West Asia, 20052011
Know where
to get
HIV test
3 /4
In India,
people with
schooling
up to lower
secondary
level were
more than
twice as likely
to know that
mosquitoes
are the
transmitters
of malaria
165
3 /4
1
Chapter 3
In 11
sub-Saharan
African
countries, the
odds of malaria
parasites in
children were
36% lower
when mothers
had secondary
education
166
3 /4
In Viet Nam,
infants whose
mothers had
reached lower
secondary
education
were 67% less
likely to be
stunted
167
3 /4
1
Chapter 3
Stunted children*
in low income
countries
46 million
Reduction in
stunting in low
income countries:
4%
26%
44.3 million
34.1 million
1.7 million
children
11.9 million
children
saved from
stunting
saved from
stunting
Sources: EFA Global Monitoring Report team analysis (2013), based on Demographic and Health Survey data from 2005-2011; UNICEF et al. (2013).
168
3 /4
Maternal
education is
associated
with a higher
probability
of infants
consuming
food rich in
micronutrients
169
3 /4
1
Chapter 3
Education promotes
healthy societies
Education
plays a key role
in promoting
democratic
values
170
3 /4
In sub-Saharan
African
countries, those
of voting age
with primary
education were
1.5 times more
likely to express
support for
democracy
30
20
10
Egypt
No education
Tunisia
Primary
Secondary
Source: Prepared for EFA Global Monitoring Report 2013/4 by the Arab Barometer team.
171
3 /4
1
Chapter 3
In Africa, Asia
and Latin
America,
education
increases the
likelihood of
turning out
to vote
172
40
Primary
30
Secondary
20
10
Argentina
China
Demonstration
Boycott
Petition
Demonstration
Boycott
Petition
Demonstration
Boycott
0
Petition
Turkey
* Respondents in China were not asked the question about involvement in peaceful
demonstrations.
Note: The results control for age, sex, labour market status and country GDP per capita.
Source: Chzhen (2013), based on the 20052008 World Values Survey.
3 /4
In the Arab
States, people
with secondary
education
were 39%
less likely
to express
intolerance
for people of
a different
religion
173
3 /4
1
Chapter 3
People
People
Immigrants
who speak a
who are
different
homosexual
language
People
of a
different
religion
People
with HIV
up 45%
up
People of
a different
race
up 47%
39%
up 32%
up 26%
up 21%
Latin America
up 34%
up 28%
up16%
up14%
up 1%
Arab States
174
up12%
3 /4
By promoting
tolerance,
education also
builds values
and attitudes
that improve
interpersonal
trust and
increase civic
engagement
175
3 /4
2
Chapter 3
An increase in
educational
expenditure
from 2.2% to
6.3% of GDP is
estimated to
lead to a 54%
decrease in
the likelihood
of civil war
176
3 /4
Educations
role in
mitigating
the effects
of climate
change needs
to be fully
acknowledged
and exploited
177
3 /4
1
Chapter 3
Students
who scored
higher in
environmental
science also
reported being
more aware
of complex
environmental
issues
178
3 /4
People with
more education
are more likely
to have signed
a petition or
taken part in a
demonstration
in relation to the
environment
179
3 /4
1
Chapter 3
Norway
na
Argenti
gium
Bel
en nd
ed rla
e
Sw
itz
Sw
Tu
rke
y
Rep
. of
Kor
ea
Mexico
Austria
Sou
th A
fric
De
a
nm
ark
Fi
nl
an
d
ile
Ch
el
Isra
ines
Philipp
Czech Rep.
New Z
ealand
Slo
vak
ia
Cr
oa
tia
Spain
Ge
rm
Ja
an
pa
y
n
Uni
ted
Sta
tes
ia
ar
lg
nia
Bu
e
v
Slo tvia
La
a
Canad
.
Fed om
sian ingd
s
u
R
dK
ite
Un
10%
20%
30%
40%
50%
60%
70%
People with
primary
education
People with
secondary
education
People with
tertiary
education
Source: National Centre for Social Research (2013), based on 2010 International Social Survey Programme data.
180
3 /4
While just 8%
of literate girls
are married
by age 15 in
South and West
Asia, more than
one in four of
those who are
not literate are
married by
this age
181
3 /4
0
Chapter 3
Box 3.4: Education gives women the power to claim their rights
Education gives women more power over their own lives in
a variety of ways. As well as widening their choices, it can
boost their confidence and perception of their freedom. It
can also alter the perceptions of men and social barriers to
their autonomy. One key aspect of this transformative power
is womens freedom to choose a spouse in countries where
arranged marriages are common. According to new analysis for
this Report, young women with at least secondary education are
30 percentage points more likely to have a say over their choice
of spouse than women with no education in India and
15 percentage points more likely in Pakistan.
Education also influences young womens choice of family size.
In Pakistan, while only 30% of women with no education believe
they can have a say over the number of their children, the share
increases to 52% among women with primary education and to
63% among women with lower secondary education.
The education level of a womans spouse can also have a key
role in her fertility choices. In India, the likelihood that the
fertility preferences of a woman with primary education were
taken into account rose from 65% for those whose husbands
had no education to at least 85% for those whose husbands
had at least secondary education. Education also helps prevent
In sub-Saharan
Africa and
South and
West Asia,
if all women
had secondary
education,
early births
would fall
by 59%
182
3 /4
14%
64%
2,459,000
1,044,000
2,867,000
Early births
10%
59%
3,071,000
1,393,000
3,397,000
Fertility rate*
No
education
Primary
education
Secondary
education
6.7
5.8
3.9
Average number of
births per woman in
sub-Saharan Africa
*Fertility rate is the average number of children that would be born to a woman over her lifetime
Sources: EFA Global Monitoring Report team calculations (2013), based on Demographic and Health Surveys; UNPD (2011).
183
3 /4
0
Chapter 3
If all countries
expanded
their school
systems at
the same
rate as the
Republic of
Korea, there
would be 843
million fewer
people in
the world by
2050
184
3 /4
No education
Primary
Secondary or higher
6
5
4
3
2
1
Zambia
Angola
Nigeria
Niger
D. R. Congo
Liberia
Mali
U. R. Tanzania
Uganda
Malawi
Burundi
Cameroon
Kenya
Burkina Faso
Benin
Madagascar
Namibia
Guinea
Congo
Timor-Leste
Bolivia, P. S.
Ghana
Haiti
Guyana
Sierra Leone
Senegal
Ethiopia
Lesotho
Rwanda
Guatemala
S. Tome/Principe
Swaziland
Honduras
Pakistan
Zimbabwe
Philippines
Nicaragua
Peru
Colombia
Albania
Jordan
Paraguay
Dominican Rep.
Cambodia
Nepal
El Salvador
India
Egypt
Rep. Moldova
Bangladesh
Maldives
Indonesia
Conclusion
The striking evidence laid out in this chapter
demonstrates not only educations capacity to
accelerate progress towards other development
goals, but also how best to tap that potential,
most of all by making sure that access to good
quality education is available to all, regardless of
their circumstances. Educations unique power
should secure it a central place in the
post-2015 development framework, and in
the plans of policy-makers in poor and rich
countries alike. This chapter shows why
governments and aid donors should renew their
political and financial commitment to education
not only as a human right and a key goal on
its own but also, crucially, as an investment
that pays off in every sphere of peoples lives
and aspirations.
185
3 /4
1
0
186
3 /4
187
3 /4
1
0
2
Chapter 4
The learning crisis
hits the disadvantaged
hardest
188
3 /4
189
3 /4
Education for All Global Monitoring Report
Introduction................................... 191
The global learning crisis:
action is urgent.............................. 191
Improving learning while
expanding access.......................... 203
Poor quality education
leaves a legacy of illiteracy........... 208
Conclusion..................................... 213
190
Introduction
Quality education is at the heart of the
Education for All goals, but many countries
are not even ensuring that their children
achieve the most basic skills in reading and
mathematics. In a world of equal learning
opportunity, what students could achieve in
school would be determined by their ability and
effort rather than their circumstances at birth.
In reality, factors such as poverty, gender,
ethnicity, disability and where a child is born
weigh heavily on whether children go to school
and, once there, learn.
While many countries have made impressive
gains in access to education over the past
decade, improvements in quality have not
always kept pace. The disadvantaged are
most likely to suffer, because of insufficient
numbers of trained teachers, overstretched
infrastructure and inadequate supply of
instructional materials. Yet, as this chapter
shows, it is possible for countries to extend
access to school while also improving equitable
learning. Unless policy-makers implement
measures designed to improve learning for
all, another generation of children and young
people will be denied their right to a good
quality education.
At least 250
million are
not learning
the basics in
reading and
mathematics
Figure 4.1: 250 million children are failing to learn the basics in reading
Percentage of children of primary school age who reached grade 4 and achieved minimum
learning standard in reading, by region
World
North America and
Western Europe
Central and
Eastern Europe
Central Asia
Sub-Saharan Africa
South and West Asia
0
20
40
60
80
100
Notes: The definition of children who reached grade 4 is based on the expected cohort completion rate method. The definition
of achievement of a minimum learning standard is based on an anchoring process that transforms the results from different
surveys to a common scale.
Sources: EFA Global Monitoring Report team calculations (2013) based on (1) expected cohort survival rate to grade 4: UIS
database; (2) learning achievement: Altinok (2013b), using data from the 2011 PIRLS, 2007 SACMEQ, 20042008 PASEC, 2006
SERCE; and analysis by the 2012 ASER India and 2012 ASER Pakistan survey teams.
191
3 /4
Chapter 4
The cost of
250 million
children not
learning the
basics is
equivalent to
US$129 billion
192
South/
West
Asia
Netherlands
Ireland
Italy
Norway
Denmark
Finland
Iceland
Belgium
Spain
Israel
Sweden
Germany
United States
Malta
Latin America/Caribbean
East
Asia/
Pacific
20
30
40
50
60
70
10
20
30
40
50
60
70
80
90
100
80
90
100
Singapore
Australia
Japan
Indonesia
Chile
Mexico
Cuba
Argentina
Uruguay
Panama
El Salvador
Ecuador
Trinidad/Tobago
Peru
Colombia
Honduras
Paraguay
Dominican Rep.
Guatemala
Nicaragua
Central/Eastern Europe
Georgia
Mongolia
Azerbaijan
Slovenia
Poland
Latvia
Bulgaria
Russian Fed.
Hungary
Lithuania
Croatia
Romania
Rep. Moldova
TFYR Macedonia
Arab States
Central
Asia
10
Swaziland
U. R. Tanzania
Mauritius
Seychelles
Botswana
Namibia
Kenya
Gabon
Lesotho
Uganda
Mozambique
Cameroon
Zambia
Malawi
Liberia
Burundi
Togo
Senegal
Congo
Burkina Faso
Cte dIvoire
Mali
Benin
Chad
Madagascar
Niger
N. America / W. Europe
Sub-Saharan Africa
U. A. Emirates
Kuwait
Saudi Arabia
Qatar
Oman
Tunisia
Morocco
Mauritania
193
3 /4
Chapter 4
In Iraq, 61%
of grade 2
students were
unable to
answer a single
subtraction
question
correctly
194
In African
countries, children
from richer
households are
more likely to
achieve a minimum
level of learning
Figure 4.3. Wealth affects whether primary school age children learn the basics
Percentage of children who completed primary school and achieved minimum learning standard in mathematics, by wealth, Latin America and sub-Saharan Africa
100
80
60
40
Rich
Poor
20
PASEC
Uruguay
Costa Rica
Chile
Brazil
Argentina
Peru
Colombia
Ecuador
Panama
Paraguay
El Salvador
Dominican Rep.
Nicaragua
Guatemala
Kenya
Swaziland
U. R. Tanzania
Lesotho
SACMEQ
Zimbabwe
Namibia
Malawi
Uganda
Zambia
Mozambique
Congo
Burundi
Benin
Cameroon
Madagascar
Cte dIvoire
Burkina Faso
Senegal
Mauritania
Chad
SERCE
Notes: The definition of primary school completers refers to children aged 14-18 years and is calculated using available household survey data from the year closest to the learning achievement survey. Rich/poor refers
to children in the top/bottom quartile in terms of the socio-economic status index in the SERCE, PASEC and SACMEQ surveys. The definition of achievement of a minimum learning standard depends on the benchmark
specified in a given survey: level 1 (SERCE); level 1 (PASEC); and level 3 (SACMEQ).
Sources: (1) Primary completion data: for SERCE countries: (2011); for PASEC and SACMEQ countries: EFA Global Monitoring Report team calculations (2013), based on data from Demographic and Health Surveys and Multiple
Indicator Cluster Surveys. (2) Learning achievement: Altinok (2013b), based on data from the 2006 SERCE, 20042008 PASEC and 2007 SACMEQ surveys.
195
3 /4
Chapter 4
In Guatemala,
almost threequarters of the
rich achieve
the basics
compared with
just one-quarter
of the poorest
196
Rich boys
Rich girls
Poor boys
Poor girls
80
60
40
20
0
Benin
Senegal
PASEC
Uganda
Kenya
SACMEQ
In the
wealthier
Indian state of
Maharashtra,
only 44% of
rural children
in grade 5
can perform
a two-digit
subtraction
Figure 4.5: In India and Pakistan, poor girls are least likely to be able to do basic calculations
Percentage of all 10- and 11-year-olds able to do a two-digit subtraction, by gender and wealth, selected states/provinces of rural India and rural Pakistan, 2012
10-year-old children who are able to
do a two-digit subtraction (%)
100
80
80
60
Average
40
Richest
Female
Male
Poorest
Richest
Richest
Average
Poorest
Tamil Nadu
Male
Female
Male
Female
Male
Female
Poorest
Madhya Pradesh
60
40
Average
Poorest
Maharashtra
Uttar Pradesh
Male
Female
20
0
100
B. Pakistan
Richest
Average
Female
Male
Richest
Average
60
Poorest
Male
Female
80
Female
Male
Richest
Male
Poorest
40
60
Male
Richest
Female
Average
Female
Average
Poorest
20
0
Richest
Male
Female
Average
100
80
Female
Male
Male
Female
20
0
100
A. India
Male
Female
Poorest
Punjab
Khyber Pakhtunkhwa
Balochistan
Sindh
Male
Female 40
Male
Female 20
0
Notes: The analysis includes all children aged 10 (India) and 11 (Pakistan), whether in school or not. Richest/poorest refers to children in the bottom/top quartile of the ASER socio-economic status index.
Sources: Analysis by the 2012 ASER India and ASER Pakistan survey teams.
197
3 /4
Chapter 4
In Peru, Spanish
speakers are
more than seven
times as likely
as indigenous
language
speakers
to reach a
satisfactory
standard in
reading
198
40
In Turkey, only
40% of poor
non-Turkish
speakers achieve
minimum learning
benchmarks in
mathematics
Highest 25%
30
20
10
Ethiopia
India
Peru
Viet Nam
199
3 /4
In Chile, the
learning gap
between rich
and poor is
narrow at
grade 4 but
widens by
grade 8
80
60
40
Richest
Average
Poorest
20
Singapore
Japan
Rep. of Korea
Finland
Slovenia
Italy
United States
Sweden
Australia
England
Hungary
Israel
Norway
New Zealand
U. A. Emirates
Qatar
Bahrain
Oman
Saudi Arabia
Russian Fed.
Lebanon
Kazakhstan
Turkey
Note: Richest/poorest refers to students in the top/bottom quartile in the TIMSS socio-economic status index.
Source: Altinok (2013c), based on 2011 TIMSS data.
200
Romania
Malaysia
Tunisia
Thailand
Chile
TFYR Macedonia
Jordan
Botswana
South Africa
Ukraine
Georgia
Armenia
Palestine
Indonesia
Syrian A. R.
Ghana
Morocco
0
Honduras
Chapter 4
Figure 4.8: In secondary school, the weakest learners are the poor in rural areas
Percentage of 15-year-olds at or above level 2 in mathematics, by wealth and location, selected countries, 2009 PISA
100
Urban richest
Rural richest
Urban poorest
Rural poorest
80
60
40
20
Thailand
Serbia
Romania
Turkey
Mexico
Kazakhstan
Malaysia
Rep. Moldova
Costa Rica
Montenegro
Bulgaria
Albania
Jordan
Georgia
Colombia
Argentina
Brazil
Tunisia
Indonesia
Peru
Kyrgyzstan
Note: Richest/poorest refers to students in the top/bottom quartile in the PISA economic, social and cultural status index.
Source: Altinok (2012), based on 2009 PISA data.
Over 10% of
grade 8 students
in England
performed
below minimum
learning levels
in mathematics
201
3 /4
Chapter 4
In New Zealand,
while almost all
rich students
achieved the
minimum
standards,
only around
two-thirds of
poor students
did so
100
Persisting gap
90
Richest
80
Poorest
England Norway
United
States
Italy
Hungary Australia
Grade 4
New
Zealand
202
Grade 8
Grade 4
Grade 8
Grade 4
Grade 8
Grade 4
Grade 8
Grade 4
Grade 8
Grade 4
Grade 8
60
Grade 4
70
Grade 8
Average value
90
United
Kingdom
non-immigrants
Germany
non-immigrants
France
non-immigrants
80
Turkey
70
Chile
United
Kingdom
immigrants
Mexico
France
immigrants
50
Source: EFA Global Monitoring Report team analysis of Altinok (2012), based on 2009 PISA data.
100
Indigenous
90
80
70
60
50
1994/95
2002/03
2007
Germany
immigrants
60
2011
Source: Thomson et al. (2012), based on 1994/95, 2002/03, 2007 and 2011 TIMSS data.
203
3 /4
Chapter 4
Figure 4.12: Some countries in southern and eastern Africa have both widened access and improved learning
Percentage of children who completed primary school and achieved minimum learning standard in mathematics, selected countries,
2000 and 2007 SACMEQ
Kenya
Swaziland
U. R.
Tanzania
Namibia
Uganda
Lesotho
Zambia
Malawi
2000
2007
2000
2007
2000
2007
2000
2007
2000
2007
2000
2007
2000
2007
2000
2007
0
20
40
60
80
100
Notes: The definition of primary school completers refers to children aged 14 to 18 and is calculated using a linear interpolation from household survey data around years close to the
learning achievement surveys.
Sources: (1) Primary completion: EFA Global Monitoring Report team calculations (2013), based on data from Demographic and Health Surveys. (2) Learning achievement: Altinok
(2013c), based on 2007 SACMEQ data, and Hungi et al. (2010), based on 2000 SACMEQ data.
In the United
Republic of
Tanzania,
between
2000 and
2007 around
1.5 million
additional
children
learned the
basics
204
In Uganda,
between 2000
and 2007, the
proportion of
the poorest
learning the
basics declined
Kenya
Richest Poorest
2000
U. R. Tanzania
Richest Poorest
2000
Uganda
Richest Poorest
2000
Malawi
Richest Poorest
Figure 4.13: Despite progress, the poor still lag behind in learning
Percentage of children who completed primary school and achieved minimum learning standard in mathematics, by wealth, selected countries,
2000 and 2007 SACMEQ
2000
2007
2000
2007
2007
2000
2007
2007
2000
2007
2007
2000
2007
0
20
40
60
80
100
Notes: The definition of primary school completers refers to children aged 14 to 18 and is calculated using a linear interpolation from household survey data around years close to the learning
achievement surveys. Richest/poorest refers to pupils in the top/bottom quartile of the SACMEQ socio-economic status index.
Sources: (1) Primary completion: EFA Global Monitoring Report team calculations (2013), based on data from Demographic and Health Surveys. (2) Learning achievement: Altinok (2013c), based on
2007 SACMEQ data, and Hungi et al. (2010), based on 2000 SACMEQ data.
205
3 /4
Mexico has
improved
learningamong
the disadvantaged
through targeted
policies
Figure 4.14: In Mexico, progress in access and learning benefitted the poorest
Percentage of students achieving minimum learning standard in mathematics, by gender and wealth, selected countries, 2003 and 2011 TIMSS and 2003 and 2009 PISA
Female
Ghana
Male
Male
Jordan
Male
Malaysia
40
Female
Brazil
Male
Female
Male
Indonesia
Note: Richest/poorest refers to students in the top/bottom quartile of the TIMSS socio-economic status index and the PISA economic, social and cultural status index.
Sources: Altinok (2013c) for 2011 TIMSS; EFA Global Monitoring Report team analysis (2013) for 2003 TIMSS; Altinok (2012) for 2003 and 2009 PISA.
206
Male
Mexico
Richest
Richest
Female
Poorest
Poorest
Richest
Richest
Female
Poorest
Poorest
Richest
Richest
Poorest
20
Poorest
Richest
Richest
Female
Poorest
Poorest
Richest
Richest
Female
Poorest
Poorest
Richest
Richest
Poorest
Poorest
20
60
Richest
40
80
Poorest
60
2009
2003
Poorest
15 year-olds achieving
minimum benchmark (%)
80
PISA
100
2011
2003
Richest
TIMSS
100
Chapter 4
Male
Thailand
In Malaysia,
learning
standards have
declined over
the decade
207
3 /4
Chapter 4
Around 175
million young
people living in
low and lower
middle income
countries are
unable even to
read all or part
of a sentence
208
Figure 4.15: Less than three-quarters of young people in low and lower
middle income countries are literate
Youth literacy rate, by gender, selected regions and country income groups
100
80
60
Male
Average
Female
40
20
0
Low income
countries
Lower middle
income
countries
Sub-Saharan
Africa
South and
West Asia
Source: EFA Global Monitoring Report team analysis (2013), based on Demographic and Health
Survey data.
One in three
of those who
complete
primary
education are
still not able to
read all or part
of a sentence
10
20
30
40
50
60
70
80
90
100
209
3 /4
Chapter 4
Figure 4.17: In 22 countries, less than half of poor young people are literate
Youth literacy rate, by wealth, selected countries
100
80
60
40
Richest
Poorest
Honduras
Albania
Indonesia
Guyana
Zimbabwe
Namibia
Swaziland
Dominican Rep.
Kenya
S. Tome/Principe
Lesotho
Nepal
Malawi
Timor-Leste
Burundi
Rwanda
U. R. Tanzania
Congo
Zambia
Madagascar
Cambodia
Haiti
D. R. Congo
India
Cameroon
Ghana
Bangladesh
Uganda
Mozambique
Liberia
Ethiopia
Senegal
Benin
Mali
Nigeria
Guinea
Burkina Faso
Sierra Leone
Chad
Niger
20
Note: Richest/poorest refers to young people in the top/bottom quintile of the Demographic and Health Survey household wealth index.
Source: EFA Global Monitoring Report team calculations (2013), based on Demographic and Health Survey data.
In Burkina
Faso, 72% of
rich young
men have basic
literary skills,
compared
with 6% of
poor young
women
210
Figure 4.18: The poorest young women are the most likely to be illiterate
Youth literacy rate, by gender and wealth, selected countries
Gender gap (at the expense of females)
larger among the poorest
100
80
60
40
20
Female richest
Albania
Zimbabwe
Philippines
Dominican Rep.
Lesotho
Namibia
Bangladesh
Uganda
Senegal
Sierra Leone
Mali
Burkina Faso
Guinea
Chad
Niger
Guyana
Male poorest
Indonesia
Bolivia
Timor-Leste
S. Tome/Principe
Kenya
Nepal
Male richest
Malawi
Burundi
Cambodia
U. R. Tanzania
Haiti
Madagascar
Congo
India
Zambia
Ethiopia
D. R. Congo
Liberia
Cameroon
Nigeria
Mozambique
Female poorest
Note: Richest/poorest refers to young people in the top/bottom quintile of the Demographic and Health Survey household wealth index.
Source: EFA Global Monitoring Report team calculations (2013), based on Demographic and Health Survey data.
In north-west
Nigeria, only
2% of poor
young women
can read
211
3 /4
Chapter 4
Figure 4.19: Young womens chances of learning depend on wealth, location and ethnicity
Female youth literacy rate, by wealth, location and ethnicity, selected countries
100
Rich
Yaounde
90
Rich Santiago
Rich South-East
Rich Bali
70
Rich Greater
Monrovia
80
60
Rich Dili
Rich Yoruba
ethnicity
Poor
Bahoruco
Rich
Guragie
ethnicity
Rich Dakar
Poor Papua
Poor West
50
40
Richest
Average
Poorest
Poor Ermera
30
20
Poor Nord
10
0
Benin
Cambodia
Cameroon
Dominican
Republic
Poor Afar
ethnicity
Ethiopia
Indonesia
Poor South
Central
Liberia
Poor North-West
Nigeria
Timor Leste
Poor Tambacounda
Senegal
Rwanda
Note: Richest/poorest refers to young people in the top/bottom quintile of the Demographic and Health Survey household wealth index.
Source: EFA Global Monitoring Report team calculations (2013), based on Demographic and Health Survey data.
In Nepal,
progress in
improving
youth literacy
has benefited
the most
disadvantaged
groups
212
Figure 4.20: Nepal has made big strides toward literacy for disadvantaged youth
Youth literacy rate, by gender, location and wealth, Ethiopia, Malawi and Nepal, 2000/012010/11
100
80
60
40
20102011
20002001
20
Female
Male
Female
Ethiopia
Male
Nepal
Female
Poorest
Middle
Richest
Rural
Urban
Richest
Poorest
Middle
Rural
Urban
Poorest
Middle
Richest
Rural
Urban
Richest
Poorest
Middle
Rural
Urban
Poorest
Middle
Richest
Rural
Urban
Richest
Poorest
Middle
Rural
Urban
Male
Malawi
Source: EFA Global Monitoring Report team calculations (2013), based on Demographic and Health Survey data.
Conclusion
This chapter has highlighted the extent of the
global learning crisis, which afflicts children
and young people from poor and vulnerable
households in particular. The learning crisis
is not inevitable, however. As the following
chapters show, if policy-makers take action now
to support good quality teaching and ensure
a conducive learning environment, it will be
possible to make sure that the next generation of
children and young people faces better prospects
both in getting to school and in learning once
they are there.
If policy-makers
take action
now to support
good quality
teaching, the
next generation
of children will
face better
prospects in
learning
213
3 /4
1
0
Credit: Eva-Lotta Jansson/UNESCO
214
3 /4
Chapter 5
Making teaching
quality a national
priority
215
3 /4
Education for All Global Monitoring Report
Introduction................................... 217
Quality must be made a strategic
objective in education plans.......... 217
Getting enough teachers
into classrooms............................. 222
Conclusion..................................... 229
216
Introduction
We have a shortage of teachers, with lots
of children from nursery to grade 5. With
these numbers the teacher cannot give
individual attention to every student. If the
government collaborates and gives us more
teachers, we can ensure a much higher level
of students achievement.
- Mubarak, Punjab, Pakistan
Strong national policies that make teaching
quality and learning a high priority are essential
to ensure that all children in school actually
obtain the skills and knowledge they are meant
to acquire. Education plans should describe
goals and establish benchmarks against which
governments can be held to account, as well as
ways to achieve the goals. Improving learning,
especially among the most disadvantaged
children, needs to be made a strategic objective.
Plans should include a range of approaches to
improve teacher quality, devised in consultation
with teachers and teacher unions. They also
need to guarantee that strategies will be backed
by sufficient resources to ensure that they can be
effectively implemented. One of the features of
poor quality education is insufficient numbers of
teachers, and in particular insufficient numbers
of trained teachers. It is, therefore, vital for
education planners to have good information on
future teacher needs, and to recruit and train
teachers accordingly.
The first section of this chapter examines the
extent to which recent national education plans
in 40 developing countries aim to improve
learning and teaching.1 The following sections
explore in more detail the global need for more
teachers and the prospects of recruiting and
training enough teachers to meet that need.
Education
plans must
aim to improve
learning
among the
disadvantaged
217
3 /4
Chapter 5
Guyana
identifies
interactive
radio
instruction as
a means of
supporting the
teaching of
mathematics
in early grades
218
Afghanistan
aims to increase
the number of
female teachers
by 50% by 2014
219
3 /4
Chapter 5
In 10 countries
teachers
thought it was
vital to have
influence on
the direction
of policy, but
only 23% felt
they had such
influence
220
In the
Plurinational
State of Bolivia,
teacher unions
were instrumental
in improving
education
quality among
indigenous
groups
221
3 /4
Chapter 5
Between
2011 and 2015,
5.2 million
primary school
teachers need
to be recruited
to achieve
universal
primary
education
222
Sub-Saharan
Africa
1.6
All other
0.9
3
Sub-Saharan
Africa
2
3.7
0.7
All other
20112015
Replacement for attrition
Governments
need to plan for
the 5.1 million
additional lower
secondary
teachers needed
between 2011
and 2030
Figure 5.2: Around 5.1 million additional lower secondary teachers are needed to achieve
universal lower secondary education by 2030
Additional teachers required to achieve universal primary and lower secondary education for
target years 2015, 2020, 2025 and 2030
9
8
7
6
5.1
4.8
4.3
4
3.5
3
2
1
0
1.6
20112015
2.4
2.9
3.3
20112020
20112025
20112030
223
3 /4
Chapter 5
Sub-Saharan
Africa accounts
for 57% of
the additional
primary school
teachers
needed
between 2011
and 2015
13%
Nigeria
5%
Ethiopia
U. R. Tanzania
4%
4%
Sudan
D. R. Congo
(pre-secession)
14%
3%
Uganda
2%
2%
2%
Malawi
Rest of
sub-Saharan Africa
10
20
30
40
50
60
70
80
90
100
(%)
Additional teachers needed to achieve NER of 100%
Additional teachers needed to reach pupil/teacher ratio of 40:1
Note: Calculations on the target pupil/teacher ratio of 40:1 are based on enrolment in 2011, which in some countries includes
large numbers of children who are over age or under age.
Source: EFA Global Monitoring Report team calculations (2013), based on UIS (2013).
224
6%
Figure 5.5: 29 countries will not fill the primary teacher gap before 2030, on current trends
Number of countries according to the date by which they are expected to fill the teacher gap
250
By 2020
7
7
13
12
By 2015
No gap in 2011
14
31
In 2011, Chad
had 20% of
the teachers it
needed. In 2030,
Chad will have
met 74% of its
teacher needs.
62
115
50
60
Lower secondary
Primary
Figure 5.6: Some countries need to hire teachers at a much faster rate to fill the teacher
gap by 2020
Annual compound growth rates in teaching posts needed over 20112020 for countries not
expected to fill the teacher gap by 2020
14
12
10
8
6
4
Latvia
Chad
Palestine
Burkina Faso
Uganda
U. R. Tanzania**
Gambia
Rwanda
Pakistan
Zambia
Uzbekistan
C. A. R.
Nigeria**
Sudan (pre-secession)*
Cte dIvoire
29
100
Djibouti
29
37
Eritrea
150
Malawi
By 2025
200
Number of countries
After 2030
By 2030
Needed 20112020
Average growth 19992011
225
3 /4
Mali would
need to more
than quadruple
its annual
recruitment
to ensure
that 6,800
new trained
teachers are
available
by 2020
10
15
20
Pupil/teacher ratio
120
Chapter 5
80
40
2011
2015
All teachers
2020
2025
2030
Trained teachers
Source: EFA Global Monitoring Report team calculations (2013), based on UIS (2013).
6. This analysis was made by extending projections for this Report on achievement
of universal primary and lower secondary education (see Chapter 1) to predict
growth in the percentage of the population with upper secondary education.
226
80
40
2011
2015
Pupil/teacher ratio
2020
2025
2030
25
Sierra Leone
Namibia
Lesotho
Ghana
Benin
Cameroon
Liberia
Guinea-Bissau
D. R. Congo
Comoros
Congo
Ethiopia
Uganda
Mozambique
Guinea
Nigeria
Gambia
Rwanda
Equat. Guinea
U. R. Tanzania
Cte dIvoire
Niger
Mali
Chad
Malawi
C. A. R.
Eritrea
0
12
10
14
16
18
20
Source: EFA Global Monitoring Report team calculations (2013), based on UIS (2013).
Figure 5.10: In some schools in northern Nigeria, there are more than 200 students per
trained teacher
Pupil/teacher and pupil/trained teacher ratio, mean and bottom 25% of government schools,
by local government authority, Kano state, Nigeria, 2009/10
350
300
250
200
150
100
50
0
Tarauni
Fagge
Gwarzo
Tofa
Warawa
Tudun Wada
Albasu
Gaya
Gwale
Dawakin Tofa
Kura
Bichi
Minjibir
Kumbotso
Rimin Gado
Bunkure
Ungogo
Doguwa
Dambatta
Kibiya
Garun Mallam
Municipal
Ajingi
Makoda
Gezawa
Wudil
Rano
Shanono
Dala
Garko
Dawakin Kudu
Rogo
Bagwai
Kiru
Madobi
Kabo
Tsanyawa
Karaye
Sumaila
Takai
Figure 5.9: Some countries face a double task: recruiting trained teachers
and training untrained teachers
Required annual growth in numbers of new and existing trained teachers to
reach universal primary education by 2020
Pupil/teacher ratio
Source: EFA Global Monitoring Report team calculations (2013), based on 2009/10 Kano state annual school census data.
227
3 /4
Chapter 5
US$4 billion
annually is
needed in
sub-Saharan
Africa to pay
the salaries of
the additional
primary school
teachers
required
by 2020
Figure 5.11: Some countries need to increase their education budget by at least 20%
to cover the cost of additional primary school teachers
Increase in education budget, beyond what is expected from economic growth, required
to pay salaries of extra primary teachers needed to achieve universal primary education
by 2020
51%
35%
C. A. R.
Zambia
Mali
Chad
Burkina Faso
Malawi
Niger
D. R. Congo
U. R. Tanzania
Uganda
Senegal
Gambia
Liberia
Comoros
0
10
15
20
228
Figure 5.12: The cost of hiring additional teachers would mostly not exceed the spending
benchmark of 3% of GDP on primary education
Additional expenditure in education needed, beyond what is expected from economic growth,
required to pay salaries of extra primary teachers needed to achieve universal primary
education by 2020
Comoros
U. R. Tanzania
Niger
Mali
Burkina Faso
Senegal
Malawi
Uganda
Gambia
Liberia
C. A. R.
Chad
Zambia
D. R. Congo
0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
4.0
Note: For Comoros, Liberia, the United Republic of Tanzania and Zambia, there is no information for current expenditure
on primary education as a share of GDP. For these countries it has been assumed that 50% of total current expenditure on
education as a share of GDP is allocated to primary education.
Source: UIS (2013).
Conclusion
Sound education planning, undertaken in
consultation with teachers, is an important
basis for the successful implementation of
strategies aimed at improving the quality of
education. Such planning needs to take account
of the costs of quality reforms and ensure that
resources are available to meet these costs,
whether from governments or aid donors.
Countries must also ensure that sufficient
numbers of teachers are recruited and trained
in the coming years so that current and future
education goals will be achieved.
229
3 /4
1
Credit: Karel Prinsloo/ARETE/UNESCO
Chapter 6
A four-part strategy
for providing the best
teachers
230
3 /4
231
3 /4
Education for All Global Monitoring Report
Introduction................................... 233
Strategy 1:
Attract the best teachers.............. 233
Strategy 2:
Improve teacher education
so all children can learn............... 236
Strategy 3:
Get teachers where they
are most needed............................ 249
Strategy 4:
Provide incentives to
retain the best teachers................ 254
Strengthening teacher
governance.................................... 266
Conclusion..................................... 275
232
Introduction
To end the global learning crisis,
policy-makers need to increase significantly
teacher numbers and give them every chance
to put their motivation, energy, knowledge and
skills acquired through training to work to
maximize the learning potential of all children
and young people.This chapter describes in
detail the four strategies that governments need
to adopt to attract and retain the best teachers,
improve teacher education, allocate teachers
more fairly and provide incentives in the form of
appropriate salaries and attractive career paths.
Many teachers enter the profession for the best
reasons. But in some countries teaching is
seen as second-best; in other cases teachers
are not educated well enough themselves. In
addition, teaching often does not draw the most
appropriate blend of men and women, or enough
people who have experience of diversity.
It is crucial, therefore, for governments to
ensure that children have the most able and
most qualified teachers. That means attracting
the right balance of good candidates, preparing
them through comprehensive initial teacher
education, and supporting them throughout their
careers with ongoing training and guidance.
Even when all these criteria are fulfilled,
however, learning outcomes remain widely
unequal if the best teachers are not deployed
to remote or poor areas. Unless governments
ensure that teachers are fairly distributed,
children who are already disadvantaged will fail
to learn because of larger classes, high teacher
turnover and a lack of qualified teachers.
Teacher turnover is high when salaries are too
low, weakening morale and pushing teachers to
take up additional jobs or seek other careers.
Governments need to offer teachers a career
path with prospects for promotion; where
governments face severe budget constraints,
salaries need to be at least high enough to
ensure that teachers have enough to live on. To
reduce disadvantage in learning, policy-makers
also need to improve teacher governance
by implementing strategies that prevent
absenteeism and the encroachment of private
tuition on classroom teaching time.
Evidence from
45 countries
shows that
the better the
teacher quality,
the less the
incidence of low
achievement
233
3 /4
Chapter 6
In Singapore,
teacher
candidates are
chosen from the
top third of high
school graduates
234
In Punjab
province,
Pakistan, girls
test scores were
higher if they had
a female teacher
235
3 /4
Chapter 6
In South Sudan, where there is an enormous shortage of qualified teachers, less than
1% of girls complete secondary school. Decades of civil war coupled with cultural
factors have undermined the role of women in public life and deprived most girls of the
opportunity to attend school. Women make up about 65% of the post-war population,
yet less than 10% of all teachers are women. Gender equity at all levels of education
will be significantly harder to achieve if girls continue to lack female teachers who can
support their learning and serve as role models.
To increase the number of female teachers, the Gender Equity through Education
Programme provided financial and material incentives to over 4,500 girls to complete
secondary school and to train young women graduates to enter the teaching profession.
Schools with no female teachers were encouraged to identify a mentor for girls, a
local woman who could come to the school regularly to discuss questions, concerns
and ideas with girls. Communications materials with positive messages about women
teachers and their role in the newly independent country were developed to reach
young women. The programme distributed kits containing sanitary pads, developed and
distributed learning materials, and supported other government programmes aimed at
increasing gender equity in education.
The programme achieved significant success, including greater awareness among
teachers and school personnel of girls needs. The provision of stipends in particular
was linked to a substantial increase in the retention of girls in secondary schools.
However, about one in five girls said they planned to pursue a career other than
teaching, partly because of the low status of the profession. The police, the military and
security companies pay three times as much, and teaching is seen as a stepping stone
towards other jobs or post-secondary education opportunities. If such initiatives are to
encourage more women to go into teaching, salaries and conditions of service need
to improve.
Strategy 2: Improve
teacher education so all
children can learn
Good quality education depends on giving
teachers the best possible training, not only
before they start teaching but also throughout
their careers. Initial teacher education
should prepare teachers to help students
from a wide range of backgrounds and with
different needs, including those with inherited
disadvantage, especially in the early grades.
It should go beyond the theory of teaching to
include classroom experience, and ensure that
prospective teachers know enough about the
subjects they are going to teach.
Initial teacher education also needs to lay the
foundations for ongoing training that reinforces
skills and knowledge. In-service training is
especially important for teachers who may be
untrained or undertrained. In addition, teachers
need ongoing training to adapt to new teaching
and learning methods, and trainers themselves
need ongoing education. For countries with
limited capacity to train teachers, technology
that enables training from a distance is one
way to reach larger numbers of trainees
more effectively.
Teacher
education
should include
classroom
experience
236
In Kenya,
grade 6 teachers
scored only 61%
on tests of grade
6 mathematics
material
237
3 /4
Chapter 6
In Senegal, only
8% of trainees
express any
confidence
about teaching
reading in local
languages
238
Finland trains
future teachers
to identify
students
with learning
difficulties
239
3 /4
Chapter 6
In Turkey, a
pre-service
teacher
education
course on
gender equity
had a significant
impact on
female teachers
gender attitudes
240
Box 6.2: Practically oriented pre-service teacher education supports teachers in rural Malawi
Malawi has one of the worlds most dramatic teacher shortages,
resulting in primary school classes with around 76 students on
average. Unless urgent action is taken, the country is unlikely
to close the teacher gap by 2030. Shortages are particularly
problematic for rural areas, where teachers, especially women,
are often unwilling to teach. These circumstances
contribute to some of the lowest learning outcomes in the world.
To increase the number of primary teachers equipped to teach
and stay in rural areas, Development Aid from People to People
Malawi recently established four teacher education colleges in
rural districts. Training programmes emphasize the integration
of theory and subject content, the practical application of
teaching skills, student-led research and reflection, community
outreach and social development. Opportunities for teaching
experience are provided during initial college-based training and
one year of teaching practice. On graduation, the new teachers
are expected to work effectively in rural areas, including using
teaching and learning materials produced from locally available
resources. The training programmes place a strong emphasis
on supporting the needs of all learners, including learners at
risk, and establishing community-based projects such as school
gardens to support vulnerable children.
The training follows a 30-month cycle, divided into eight
periods. During the first five periods, trainees are based at the
college to build academic, practical and social skills, and are
encouraged to carry out research in surrounding communities
on strategies for teaching and working in rural areas. They learn
about local development issues and partner with nearby schools
for experience in classroom teaching, extracurricular activities
and community outreach. The sixth period is a full school year
in teaching practice, with a pair of trainees taking responsibility
for a class, assisted and supervised by a mentor at the primary
school and the tutors at the college. The trainees return to the
college for the seventh and eighth periods for reflection,
specialization and preparation for final examinations.
In a recent evaluation of the programme, 72% of trainees
identified the school practice component as the area of study
that most prepared them for teaching in rural areas. The
evaluation concluded that the strong practical orientation of
the programme provided better preparation than the more
theoretical approach in government colleges. The evaluation
also found that 80% of the trainees gained experience in
providing remedial support to trainees, compared with just 14%
in government colleges.
The programme has been particularly beneficial in encouraging
young women to train as rural teachers. Of the female
students in the programme, 80% found that school practice
topics prepared them adequately for teaching in rural areas,
compared with 38% of female students in government colleges.
Furthermore, 87% of female students in the programme said
they would opt for a rural post, compared with 67% of those in
government colleges.
The Ministry of Education posted graduates of the programme to
rural government schools. By 2011, 564 newly qualified teachers
were working in rural primary schools, an additional 750 were
training and 1,420 children were receiving remedial lessons.
Given the large numbers of rural children needing such support,
government colleges need to learn from the programme to ensure
that all trainee teachers acquire the skills to teach in areas where
they are most needed.
Sources: DeStefano (2011); Development Aid from People to People (2013); Mambo
(2011).
241
3 /4
Chapter 6
In Shanghai,
China, all
primary school
teachers are
expected to
complete
240 hours of
professional
development
within five years
242
243
3 /4
Chapter 6
244
In the
Philippines,
training of
teachers to
conduct one
hour of reading
activites every
day increased
students
reading scores
245
3 /4
Chapter 6
246
Teacher
educators in
OECD countries
feel that teacher
education does
not sufficiently
prepare
teachers to
handle diversity
247
3 /4
Chapter 6
South Africa
targets
teachers in
rural areas with
paper-based
distance
learning,
supplemented
by text
messaging
248
Unequal
distribution of
teachers is one
reason some
children leave
school before
learning the
basics
249
3 /4
Chapter 6
The unequal
allocation of
teachers is
affected by
geography,
ethnicity and
language,
gender, and the
subjects taught
250
In Cambodia,
teachers
received
US$12.50 extra
per month
for postings
in rural areas
251
3 /4
Chapter 6
A response to
the teacher
deployment
problem is to
recruit teachers
from within
their own
communities
252
burden would fall on civil service teachers: up to 27% of those teaching in lower
secondary school would have to be transferred.
Teacher transfers have not been common in Indonesia, so the adoption of
effective transfer systems at district level would be crucial. For instance, the
Education Office in the district of Gorontalo identified 634 of its 5,000 teachers
who could be redeployed, and implemented measures such as merging
small schools, introducing multigrade teaching in schools with fewer than 90
students and providing incentives for teachers to move to remote schools.
New teachers were recruited on the condition that they could be transferred.
By 2000, some schools in Bantul district had particularly low pupil/teacher
ratios, so schools with less than 150 students, not further than 1.5 km apart
and not separated by obstacles such as rivers or highways were merged.
Teachers supported the changes because they were assured that they would
be transferred to schools close to their homes. At the central level, a remote
area allowance was introduced in 2007, but it has not been implemented on a
large enough scale.
In the near future, a further challenge will be the need for a massive transfer of
teachers to urban areas, as two-thirds of Indonesias population is expected to
live in urban areas by 2025, compared with half in 2005.
Sources: Al-Samarrai et al. (2012); World Bank (2010c).
253
3 /4
Chapter 6
Strategy 4: Provide
incentives to retain the
best teachers
Average
teacher salaries
are below
US$10 per
day in eight
countries
254
Figure 6.1: Teachers in some poor countries are not paid enough to live on
Daily teachers wages in public primary institutions, latest available year
C. A. R.
Liberia
Guinea-Bissau
D. R. Congo
Zambia
Uganda
Mozambique
Comoros
Rwanda
Chad
Guinea
Sierra Leone
Gambia
Togo
Niger
Mali
Congo
S. Tome/Principe
Burundi
Cameroon
Burkina Faso
Malawi
Benin
Angola
Senegal
Cape Verde
Cte dIvoire
Eritrea
Ethiopia
Slovakia
Poland
U. R. Tanzania
Mauritania
Hungary
Estonia
Nigeria
Kenya
Mexico
Morocco
Czech Rep.
Chile
Israel
Greece
Turkey
Iceland
France
Japan
Slovenia
Italy
Rep. of Korea
New Zealand
Sweden
Scotland
England
Finland
Portugal
Austria
Belgium (French)
Belgium (Flemish)
Norway
Ireland
Australia
Canada
Spain
Netherlands
United States
Denmark
South Africa
Switzerland
Germany
Luxembourg
10
20
30
40
50
60
70
80
90
100
110
120
130
140
150
180
255
3 /4
Chapter 6
In rural Zambia,
it may cost
teachers up
to half their
wages to collect
their pay
256
Mali
Niger
Cameroon
Chad
Benin
Guinea
Togo
Contract
Burkina Faso
Senegal
Congo
Civil servant
C. A. R.
Madagascar
Guinea-Bissau
Gambia
Uganda
Burundi
Cte dIvoire
Malawi
Comoros
Rwanda
100
90
80
70
60
50
40
30
20
10
0
Community
Note: Community teachers are recruited by communities. They differ from other contract teachers, who are recruited directly by
the government but get paid less than civil servant teachers.
Source: Ple de Dakar database.
Figure 6.3: In many African countries, contract teachers earn a fraction of what their
civil servant teachers receive
Annual salary of contract and civil servant teachers, selected African countries, latest
year available
Civil servant
Rwanda
Guinea-Bissau
Comoros
Gambia
Cameroon
Togo
Congo
Burkina Faso
Guinea
Mali
Malawi
Niger
Cte dIvoire
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
Benin
Figure 6.2: Many West African countries have a teaching force made up largely of people
on short-term contracts
Teacher workforce by type of contract, selected countries in sub-Saharan Africa, latest
available year
Contract
In Niger, 79%
of teachers are
on temporary
contracts,
earning half the
salary of a civil
service teacher
257
3 /4
Chapter 6
In Indonesia,
giving all
contract
teachers
permanent
status would
increase the
salary bill for
basic education
to about
US$9billion
Box 6.8: In India, contract teachers have not significantly improved low levels of learning
Indias primary school system expanded rapidly in the 1990s and 2000s,
necessitating massive recruitment of teachers by state governments
at a time of severe fiscal constraints. Many states, especially those
whose child populations were still growing rapidly, hired teachers not
as civil servants but under contract, with much lower salaries, without
tenure and often as employees of local authorities. Recruitment of
these contract teachers, often known as para-teachers, was expected
to improve the functioning of schools by lowering pupil/teacher ratios
the average national ratio for primary and upper primary education was
50:1 in 2000. Other anticipated benefits included increasing cultural
awareness of teachers recruited locally towards their students, and
making teachers more accountable to parents and local authorities, who
have the power to decide on renewing their contracts.
Contract teachers account for 16% of all government-school teachers
at primary level and 10% at lower secondary level. States where child
population is stabilizing, such as Kerala and Tamil Nadu, or where
average household income is higher, such as Punjab and Gujarat, have
recruited few contract teachers, while other states now recruit all new
teachers on contracts.
Salary levels differ dramatically. Across nine states, contract teachers
were paid between 14% and 68% of regular teachers salaries in 2007.
In some cases, required academic qualifications are lower for contract
teachers than for regular teachers but their actual qualifications are
higher; nationally, only 29% of contract teachers had not completed
upper secondary education, compared with 53% of regular teachers.
Furthermore, similar percentages of contract teachers and regular
teachers have graduate or post-graduate qualifications. More than
three-quarters of contract teachers were aged 18 to 35, while half of
258
Recruiting
contract
teachers on
a large scale
cannot be seen
as a cost-saving
solution to the
learning crisis
in the long term
259
3 /4
Chapter 6
In Peru,
professionals
with similar
characteristics to
primary school
teachers earned
43% more
260
Unintended
consequences
of performancerelated pay include
encouraging
teachers to
focus on the
best students
261
3 /4
Chapter 6
Assessing
teachers for
performancerelated pay
relies on
sophisticated
analysis that
is difficult to
undertake
even in more
advanced
systems
262
Box 6.10: Performance-related incentives on a large scale lessons from Mexico and Brazil
A comparison of the incentive structures in Brazil and Mexicos
performance-related pay programmes show that such programmes designs
can lead to very different outcomes. Mexico pioneered performance-related
incentives for teachers with the nationwide Carrera Magisterial programme,
begun in 1993 as part of broader reforms to improve education quality.
Teachers who score high enough on a teaching quality index that includes
student test scores move to a pay scale that offers much higher salaries.
Carrera Magisterial is unlikely to have contributed much to the improvement
in learning outcomes in Mexico in recent years, however, partly because
there is little incentive to improve on performance once teachers have been
promoted, and few teachers have a chance to benefit from the programme.
The salary scale increases that Carrera Magisterial offers to public primary
and secondary school teachers are conditional on success in a complex,
year-long evaluation process that covers six components: highest degree
earned, seniority, pedagogical skills acquired through professional
development, peer review of teaching quality, subject knowledge and their
students achievement on standardized tests. A formula combines the six
components into a score of up to 100 points, with student achievement
contributing a fifth.
For high scoring teachers, the awards are substantial. Teachers who score
above 70 are promoted to level A of Carrera Magisterial, with pay 27%
higher than the base wage. Teachers can then be promoted successively
to levels B, C, D and E, the highest level carrying a 217% premium over the
base wage. Participation is voluntary and has been consistently high. In the
state of Aguascalientes in central Mexico, 70% to 76% of eligible teachers
participated between 1999 and 2004, and in the northern border state of
Sonora, 84% to 90% took part.
However, many teachers do not get a chance to participate in the
programme: teachers with less than two years experience, interim teachers
and those on part-time contracts are not eligible. This rule probably excludes
a number of teachers deployed to rural schools and poorer municipalities
with low student achievement. In addition, because it is the level of student
achievement, rather than value added by the teacher, used in the formula,
some teachers may be inclined to leave schools with lower student scores.
Other adverse effects have been noted. The weighting assigned to
achievement in the formula is too low to provide sufficient incentive to
improve students learning, and the fact that promotion is permanent
weakens the incentive to perform once it has been granted. Evidence
suggests that components of the Carrera Magisterial formula are not
strongly correlated to student achievement. In Mexico City, between 1996/97
and 2000/01, while subject and pedagogical knowledge had a small positive
impact on student achievement in secondary schools, other components
were found to have no impact. Thus, efforts by teachers to be promoted may
not necessarily enhance learning.
Reforms in Brazil in recent years have included collective bonuses linked
to wider school performance, which have shown encouraging results. In
the north-east, Pernambuco states Educational Performance Bonus, for
example, is paid to all employees of a school, depending on how well the
school meets student performance targets. Teachers in successful schools
may receive a bonus larger than one months salary. In the first year of the
programme, 52% of schools achieved their targets, and the average bonus
amounted to 1.8 months of salary.
Between 2008 and 2009, learning levels across Pernambuco improved
significantly. Average test scores in Portuguese increased in the grades
tested, grades 8 and 11. The programme seems to have had a positive
impact on learning achievement, especially for schools setting higher, more
ambitious targets. The requirement that schools achieve at least 50% of their
targets to receive a school performance bonus is a strong incentive; just
missing out on the bonus in the first round had a positive effect on schools
motivation and performance. Teachers in schools that had achieved the school
performance bonus spent more time on teaching and were much less likely to
be off task or absent from school.
Sources: Bruns et al. (2011a); Luschei (2012a); Santibez et al. (2007); Vegas and Petrow (2007).
263
3 /4
Chapter 6
Most OECD
countries use
promotion
and career
progression
as incentives
rather than
directly linking
performance
appraisals
to pay
264
Box 6.11: Inadequate teacher policies contribute to declining learning outcomes in France
Learning outcomes in France as measured by international
assessments are below average OECD levels and are
particularly unequal. They have also been declining continuously
over the past decade.
A recent official report found that inadequate teacher management
policies had contributed to the decline. For want of adequate
information, teaching positions are not allocated to schools on
the basis of the needs of their student populations. Meanwhile,
teachers are deployed according to a formula that does not
take their competencies into account but places a premium on
seniority. This is detrimental to young teachers; at secondary level,
for example, 45% of teachers assigned to their first position are
sent to the two least sought after regional education authorities.
Disadvantaged schools receive inexperienced teachers, many of
whom request transfer after a few years.
Teachers pay is 35% lower than that of other French civil
servants at the same qualification level and between 15%
and 20% lower than that of teachers in other European or
OECD countries. Primary teachers are particularly badly paid.
Pay depends mostly on seniority and does not reward the
best teachers.
mobility the only change they can expect. Support for teachers
has not evolved in ways that helps them achieve the official
objectives of all students acquiring core competencies and 80%
of a given cohort graduating from upper secondary education.
The hours spent teaching in the classroom were defined for
most categories of teachers in 1950 and are the only recognized
working hours; other work, including team activities with
other teachers and individual guidance to students, are not
recognized as part of teachers working hours, even though a
1989 law states that the responsibilities of a teacher go beyond
classroom teaching. Teachers have limited interaction with
principals. There are no mentors in schools to support teachers
facing difficulties in the classroom.
As a consequence, the French education system is failing
to motivate qualified applicants to become teachers (since
2010/11, applicants have to hold a masters degree), despite
high unemployment in the country. Between 2009 and 2012,
the number of applicants per primary teacher position fell from
6.4 to 3.8, and in 2011 and 2012 more than 20% of positions
could not be filled in six fields of secondary education, including
mathematics and English.
Source: Cour des Comptes (2013).
Box 6.12: Ghanas new teacher development policy aims to make promotion evidence based
Ghanas teacher development policy replaces promotion on the
basis of years of experience with evidence-based promotion
under a new career structure that is intended to motivate
teachers to improve their instructional practice.
The new structure aims at enhancing the social status of
teaching and is based on clearly defined competencies. For
example, to become a principal teacher, a teacher is expected
to be able to mentor other teachers and implement strategies
that lead to improvements in teaching and learning. Teachers
have to produce evidence through teaching portfolios to support
their application for promotion. Participation in in-service
training is also linked to career advancement. New career levels
provide a basis for mapping salaries to job responsibilities in the
classroom and school.
Teachers may choose or be recommended for a career path
in education management only after they have demonstrated
265
3 /4
Chapter 6
Teacher
absenteeism
was found
to be one
reason for poor
performance
in the United
Republic of
Tanzania
Strengthening teacher
governance
Better teacher governance is vital to reduce
disadvantage in learning. If days are lost because
teachers are absent or devoting more attention
to private tuition than classroom teaching, for
example, the learning of the poorest children can
be harmed. Strong school leadership is required
to ensure that teachers are accountable: that
they show up on time, work a full week and
provide equal support to all. Understanding the
reasons behind these problems is crucial for the
design of effective strategies to solve them.
Gender-based violence, which is sometimes
perpetrated by teachers, damages girls chances
of learning. Strategies to prevent and respond
to teacher misconduct, and take action against
perpetrators of abuse, require advocacy and
support from school leadership, teachers
and their unions, as well as parents and their
communities, if they are to protect girls and
safeguard their learning.
266
A wide range of
teacher, school
and community
characteristics
affects attendance
267
3 /4
Chapter 6
A good working
environment
that values
teachers
contribution
can enhance
job satisfaction
and reduce
abstenteeism
268
A survey in
schools in
Malawi found
that one-fifth of
teachers said
they were aware
of teachers
coercing or
forcing girls
into sexual
relationships
269
3 /4
Chapter 6
Working
directly with
teacher unions
is a way to
build support
for taking
action against
teachers who
violate codes
of conduct
270
Teacher
management
policies are
required to ensure
that private
tutoring does not
displace classroom
teaching
271
3 /4
Chapter 6
In Egypt, children whose families cannot afford private tutoring suffer the
consequences of a poor quality formal education system in which teachers are
more likely to spend their energy and resources on private tutoring than in the
classroom. In urban areas, 44% of students receive private tuition, and in rural
areas the share is 35%. In Lower Egypt over half of students receive private
tuition. The proportion reaches 60% among secondary school students.
The amount spent annually on private tutoring is reported to be US$2.4 billion,
equivalent to 27% of government spending on education in 2011. Private tuition
is a significant part of household education spending, averaging 47% in rural
areas and 40% in urban areas. The investment is viewed as worth the financial
strain for families that can pay. However, not everyone can afford it: children
from rich households are almost twice as likely to receive private tuition.
An important reason for widespread private tuition is that the social status of
teachers in Egypt has declined in recent decades as the government began
hiring less qualified teachers to meet the demand of growing public education.
School-leavers often become teachers not by choice but as a last resort. The
undervaluing of teachers in Egyptian society has led to teaching being one of the
lowest paid government jobs, with a base salary of between US$20 and US$60
per month in 2006. Teachers thus turn to private tutoring to supplement their
salaries. If they charge around US$3 per lesson per student, just two lessons per
month with four students earn them more than the regular salary of a teacher
at the bottom of the salary scale. Private tutoring may actually serve as some
teachers main source of income, even if they keep their low paid government
jobs to provide legitimacy and as a means of recruiting customers.
Students complain that, as a result of private tutoring, teachers do not cover
the curriculum during the school day, so students need to take private tuition
to cover the syllabus to enable them to pass exams. Teachers may also be their
students private tutors, and so are responsible for their grades. Illegal private
tutoring is so widespread that, in response, the government has organized study
groups after school that are taught by regular teachers for a nominal fee. They
are not as popular as other forms of private tuition, however, and are used only
by those who can afford nothing else.
Sources: Central Agency for Public Mobilization and Statistics (2013); Elbadawy et al. (2007); Hartmann
(2007); UNESCO (2012a).
272
273
3 /4
Chapter 6
It is vital that
all children,
regardless
of their
background
and the type
of school they
attend, have
the opportunity
to learn
274
Conclusion
Achieving equitable learning outcomes rests
on securing an adequate number of trained
teachers who are equitably deployed. To achieve
this goal, countries must prioritize teacher
reforms to select the best-qualified candidates
for teaching, provide good quality pre-service
and ongoing teacher education, and strengthen
teacher governance. Through these approaches,
together with an effective career structure
and incentives that attract and retain the best
teachers in the areas where they are most
needed, governments can give every child,
irrespective of their circumstances, an equal
chance of receiving a quality education that can
lead to a better future.
275
3 /4
1
0
2
Credit: Nguyen Thanh Tuan/UNESCO
Chapter 7
Curriculum and
assessment strategies
that improve learning
276
3 /4
277
3 /4
Education for All Global Monitoring Report
Introduction................................... 279
Ensuring that all children
acquire foundation skills............... 279
Identifying and supporting
disadvantaged learners................. 287
Beyond the basics: transferable
skills for global citizenship........... 295
Conclusion..................................... 297
278
Introduction
Learning disparities among disadvantaged
groups begin in early childhood and persist
through all levels of education. Children
with low academic achievement are likely to
experience difficulties in keeping up with and
understanding the curriculum in later grades
and, consequently, are more vulnerable to grade
repetition and dropout. Those who do remain in
school may be learning little.
The curriculum is at the heart of these teaching
and learning challenges; it can either hinder
or facilitate improved learning outcomes. To
improve learning for all children, teachers
need the support of innovative and inclusive
curriculum and assessment strategies that
can reduce disparities in school achievement
and offer all children and young people the
opportunity to acquire vital transferable skills.
This chapter begins by examining the need for
such strategies to build strong foundation skills,
and looks at examples of programmes around
the world that do so by starting early, moving at
the right pace, enabling disadvantaged pupils to
catch up, meeting the language needs of ethnic
minorities, promoting inclusion and building a
culture of reading.
Subsequent sections show how assessment
can be used to identify disadvantaged students
and low achievers so that they can be assisted
with targeted additional support, including
support from teaching assistants. Technological
innovations used to support teaching can help
address challenges to curriculum delivery
such as geographical remoteness and scarcity
of resources, and they can enrich childrens
experience of learning.
The chapter concludes by demonstrating how
innovative programmes are succeeding in
promoting the values, attitudes and practical,
transferable skills that students need to thrive
in a world where environmental awareness
and responsible global citizenship are more
important than ever.
Curricula need
to promote
inclusion of
children from
different
backgrounds
279
3 /4
Chapter 7
Viet Nam
recruited
7,000 bilingual
teaching
assistants to
support ethnic
minority children
from isolated
communities
280
281
3 /4
Chapter 7
Accelerated
learning
programmes
target
disadvantaged
out-of-school
children, giving
them a second
chance to obtain
educational
qualifications
282
Ghanas accelerated
learning programme
found that graduates
re-entering formal
primary schools
outperformed
their peers
283
3 /4
Chapter 7
Childrens
participation
in bilingual
programmes
can improve
their learning
in subjects
across the
curriculum
284
285
3 /4
Chapter 7
In Malawi,
community
initiatives and
active parental
interest helped
improve
childrens
reading skills
Box 7.5: Schools and communities in partnership to support early literacy in Malawi
In 2009 and 2010, Save the Children implemented the Literacy
Boost programme in Zomba district of Malawi. Teachers in
government schools received eight training sessions on
teaching core reading skills; on using regular, classroom-based
assessment to develop these skills; and on supporting
second-language acquisition. Sessions were linked to the
national curriculum and teachers were given model lessons
and other resources. The programme also provided villages
with book banks, trained community members to manage
these and other resources, and ran workshops for parents
on how to support their childrens reading. Communities and
parents adopted a variety of strategies to support literacy:
events to promote reading, reading with children at home,
telling folk stories and preparing reading materials from local
resources. Literacy Boost communities also increased the
frequency and variety of initiatives to support orphaned and
other vulnerable children.
An evaluation found that the programme had improved grade
2 pupils literacy. In 2009, the vast majority of second graders
in both Literacy Boost and comparison schools could not read
a single word in their local language. After one year, the share
286
Classroom-based
assessment
tools can help
teachers identify,
monitor and
support learners
at risk of low
achievement
287
3 /4
Chapter 7
Uruguay
involved
teachers directly
in assessment
activities,
improving
learning for
disadvantaged
children
288
Students
can make
considerable
gains if they are
offered more
opportunities
to monitor their
own learning
289
3 /4
Chapter 7
290
Using trained
teaching
assistants who
come from pupils
communities can
help build a more
inclusive learning
environment
291
3 /4
Chapter 7
Interactive radio
instruction is
associated
with higher
achievement,
particularly for
early-grade
pupils in
hard-to-reach
communities
292
Introducing
computers
in schools
cannot replace
teachers as the
primary source
of classroom
instruction
293
3 /4
Chapter 7
A programme
in rural India
showed higher
achievers are
better able to
take advantage
of the benefits
of learner-led
mobile learning
294
Global citizenship
education
requires
transferable
skills such as
critical thinking,
communication,
problem-solving
and conflict
resolution
295
3 /4
Chapter 7
A citizenship
programme
in Burundi
improved
relationships
among pupils
and between
teachers
and pupils
296
Conclusion
Together the chapters in this Report offer the
ingredients for a global push towards a world
where all children are not only in school, but
are actually acquiring the skills and knowledge
they need to fulfil their potential. Chapter 4
shows that many children across the world
are failing to learn especially those who start
with disadvantage and discrimination because
of poverty, location, gender, ethnicity or the
language they speak. Chapters 5 and 6 explore
ways to improve the quality of teaching to give all
students a better chance.
To succeed,
good teachers
need curricula
designed to
meet the needs
of all students
297
298
Karel Prinsloo/ARETE/UNESCO
0
1
3 /4
3 /4
Recommendations
299
3 /4
Education for All Global Monitoring Report
300
Recommendations
3 /4
Recommendations
302
Recommendations
303
3 /4
Recommendations
304
Conclusion
To end the learning crisis, all countries, rich or
poor, have to make sure every child has access
to a well-trained and motivated teacher. The
10 strategies outlined here are based on the
evidence of successful policies, programmes
and strategies from a wide range of countries
and educational environments. By implementing
such teaching reforms, countries can ensure
that all children and young people, especially the
disadvantaged, receive the education they need
to realize their potential and lead fulfilling lives.
Anna Kari/UNESCO
305
3 /4
1
0
2
Credit: Eduardo Martino/UNESCO
306
3 /4
Annex
The Education For All Development Index
Introduction......................................................................................................... 308
Statistical tables
Introduction......................................................................................................... 311
Table 1: ........................................................................................................... 316
Table 2: ........................................................................................................... 320
Table 3a: ......................................................................................................... 328
Table 3b: ......................................................................................................... 332
Table 4: ........................................................................................................... 340
Table 5: ........................................................................................................... 348
Table 6: ........................................................................................................... 356
Table 7: ........................................................................................................... 364
Table 8: ........................................................................................................... 372
Table 9: ........................................................................................................... 380
Table 10: ......................................................................................................... 384
Aid tables
Introduction......................................................................................................... 393
Table 1: Bilateral and multilateral ODA......................................................... 395
Table 2: Bilateral and multilateral aid to education...................................... 396
Table 3: Recipients of aid to education.......................................................... 398
Glossary.................................................................................................................. 404
Abbreviations.......................................................................................................... 407
References.............................................................................................................. 410
Index........................................................................................................................ 444
307
3 /4
1
Annex
308
Figure EDI.1: Some countries have made strong progress towards EFA goals
Change in EDI scores, 1999-2011
EDI
0.5
0.6
0.7
0.8
0.9
1.0
Kazakhstan
Italy
Estonia
Bulgaria
Greece
1999
2011
Cuba
Cyprus
Croatia
Tajikistan
Krygyzstan
Latvia
Lithuania
Aruba
Mexico
Mongolia
Rep. Moldova
Panama
Venezuela
Romania
Ecuador
Iran, Isl. Rep.
Syrian A. R.
Fiji
Jamaica
Philippines
Dominican Rep.
Algeria
Guatemala
Ghana
Lao PDR
Nicaragua
Lesotho
Rwanda
Mauritania
Nepal
Senegal
Eritrea
Low
Medium
High
309
3 /4
1
0
Credit: Hugo Infante/UNESCO
310
Statistical tables
Introduction
Statistical tables
Introduction
The most recent data on pupils, students,
teachers and education expenditure presented
in these statistical tables are for the school and
financial years ending in 2011.2 They are based
on survey results reported to and processed
by the UNESCO Institute for Statistics (UIS)
before the end of March 2013. Data received
and processed after that date are published
on the UIS website and will be used in the next
EFA Global Monitoring Report. A small number
of countries submitted data for the school
year ending in 2012, presented in bold in the
statistical tables.3
These statistics refer to all formal schools,
both public and private, by level of education.
They are supplemented by demographic and
economic statistics collected or produced by
other international organizations, including the
Joint United Nations Programme on HIV/AIDS
(UNAIDS), the Organisation for Economic Cooperation and Development (OECD), the United
Nations Childrens Fund (UNICEF), the United
Nations Population Division (UNPD), the World
Bank and the World Health Organization.
The statistical tables list a total of 205 countries
and territories. Most of them report their data
to the UIS using standard questionnaires issued
by the Institute. For some countries, however,
education data are collected by the UIS via
surveys carried out under the auspices of the
World Education Indicators programme, or
jointly by the UIS, OECD and the Statistical Office
of the European Union (Eurostat) through the
UIS/OECD/Eurostat (UOE) questionnaires. These
countries are indicated with symbols at the end
of the introduction.
Population
The indicators on school access and
participation in the statistical tables are
based on the 2010 revision of population
estimates produced by the UNPD. Because
of possible differences between national
population estimates and those of the United
Nations, these indicators may differ from those
published by individual countries or by other
organizations.4 The UNPD does not provide
data by single year of age for countries with a
total population of fewer than 50,000. Where
no UNPD estimates exist, national population
figures (when available) or UIS estimates were
used to calculate enrolment ratios.
ISCED classification
Education data reported to the UIS since
1998 are in conformity with the 1997 revision
of the International Standard Classification of
Education (ISCED97). Data for the school year
ending in 1991, presented in Statistical Tables
12 and 13 (website), were collected according
to the previous version of the classification,
ISCED76. Where possible, the UIS has adjusted
these data to comply with ISCED97 and to
minimize any inconsistencies with data for years
after 1997.5 ISCED is used to harmonize data
and introduce more international comparability
across national education systems. Countries
may have their own definitions of education
levels that do not correspond to ISCED.
Some differences between nationally and
internationally reported education statistics may
be due, therefore, to the use of these nationally
defined education levels rather than the ISCED
standard, in addition to the population issue
raised above.
311
3 /4
0
annex
Literacy data
UNESCO has long defined literacy as the
ability to read and write, with understanding,
a short simple statement related to ones
daily life. However, a parallel definition arose
with the introduction in 1978 of the notion of
functional literacy, which emphasizes the use of
literacy skills. That year the UNESCO General
Conference approved defining as functionally
literate those who can engage in all activities
in which literacy is required for the effective
functioning of their group and community
and also for enabling them to continue to use
reading, writing and calculation for their own
and the communitys development.
In many cases, the literacy statistics in the
corresponding table rely on the first definition
and are largely based on data sources that use
self or third party declaration methods, in which
respondents are asked whether they and the
members of their household are literate, as
opposed to being asked a more comprehensive
312
Statistical tables
Introduction
Capped figures
There are cases where an indicator theoretically
should not exceed 100% (the net intake rates
and net enrolment ratio, for example), but data
inconsistencies may have resulted nonetheless
in the indicator exceeding the theoretical limit. In
these cases, the total male and female values of
the given indicator are recalculated and lowered
using a capping factor so that the gender parity
index of the new set of values remains the same
National estimate
UIS partial estimate
No data available
Magnitude nil or negligible
Category not applicable or does not exist
313
3 /4
1
annex
EFA regions10
Arab States (20 countries/territories)
Algeria, Bahrain, Djibouti, Egyptw, Iraq,
Jordano, Kuwait, Lebanon, Libya, Mauritania,
Morocco, Oman, Palestine, Qatar, Saudi
Arabia, Sudan11, Syrian Arab Republic,
Tunisiaw, United Arab Emirates and Yemen.
Central and Eastern Europe (21 countries)
Albania, Belarus, Bosnia and Herzegovina,
Bulgariao, Croatia, Czech Republico, Estoniao,
Hungaryo, Latviao, Lithuaniao, Montenegro,
Polando, Republic of Moldova, Romaniao,
Russian Federationo, Serbia, Slovakiao,
Sloveniao, the former Yugoslav Republic of
Macedoniao, Turkeyo and Ukraine.
Central Asia (9 countries)
Armenia, Azerbaijan, Georgia, Kazakhstan,
Kyrgyzstan, Mongolia, Tajikistan,
Turkmenistan and Uzbekistan.
East Asia and the Pacific
(33 countries/ territories)
Australiao, Brunei Darussalam, Cambodia,
Chinaw, Cook Islands, Democratic Peoples
Republic of Korea, Fiji, Indonesiaw, Japano,
Kiribati, Lao Peoples Democratic Republic,
Macao (China), Malaysiaw, Marshall Islands,
Micronesia (Federated States of), Myanmar,
Nauru, New Zealando, Niue, Palau, Papua
New Guinea, Philippinesw, Republic of
Koreao, Samoa, Singapore, Solomon Islands,
10. These are region classifications as defined in 1998 for the Education for
All (EFA) 2000 assessment.
11. Sudan pre-secession is presented in the statistical tables only for
indication since all weighted averages for the Arab States region prior to the
secession still include data for this former entity.
314
Statistical tables
Introduction
Income groups12
Low income (37 countries)
Afghanistan, Bangladesh, Benin, Burkina
Faso, Burundi, Cambodia, Central African
Republic, Chad, Comoros, Democratic
Peoples Republic of Korea, Democratic
Republic of the Congo, Eritrea, Ethiopia,
Gambia, Guinea, Guinea- Bissau, Haiti, Kenya,
Kyrgyzstan, Liberia, Madagascar, Malawi,
Mali, Mauritania, Mozambique, Myanmar,
Nepal, Niger, Rwanda, Sierra Leone, Somalia,
Tajikistan, Togo, Tokelau, Uganda, United
Republic of Tanzania and Zimbabwe.
Lower middle income (52 countries)
Armenia, Belize, Bhutan, Plurinational State
315
3 /4
Table 1
Background statistics
Net official
development
assistance
received
(% of GDP)3
Country or territory
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
DEMOGRAPHY1
ANNEX
Arab States
Algeria
Bahrain
Djibouti
Egypt
Iraq
Jordan
Kuwait
Lebanon
Libya
Mauritania
Morocco
Oman
Palestine
Qatar
Saudi Arabia
Sudan
Syrian Arab Republic
Tunisia
United Arab Emirates
Yemen
Sudan (pre-secession)
Central and Eastern Europe
Albania
Belarus
Bosnia and Herzegovina
Bulgaria
Croatia
Czech Republic
Estonia
Hungary
Latvia
Lithuania
Montenegro
Poland
Republic of Moldova
Romania
Russian Federation
Serbia
Slovakia
Slovenia
The former Yugoslav Rep. of Macedonia
Turkey
Ukraine
Central Asia
Armenia
Azerbaijan
Georgia
Kazakhstan
Kyrgyzstan
Mongolia
Tajikistan
Turkmenistan
Uzbekistan
East Asia and the Pacific
Australia
Brunei Darussalam
Cambodia
China
Cook Islands
Democratic People's Republic of Korea
Fiji
Indonesia
Japan
Kiribati
Lao People's Democratic Republic
Macao, China
Malaysia
Marshall Islands
Micronesia (Federated States of)
Myanmar
Nauru
New Zealand
Niue
Palau
316
Total
population
(000)
Average
annual growth
rate (%) total
population
Average
annual growth
rate (%) age
04 population
2013
20102015
20102015
1998
2011
1998
2011
36 984
1 377
940
85 378
34 776
6 573
2 959
4 324
6 506
3 704
32 926
2 957
4 394
1 977
29 319
21 469
10 814
8 208
26 358
46 823
1.4
2.1
1.9
1.7
3.1
1.9
2.4
0.7
0.8
2.2
1.0
1.9
2.8
2.9
2.1
-0.1
4.6
1.4
0.5
1.7
-1.8
-2.1
-0.5
-0.6
1.3
-0.4
-1.2
2.1
4.3
-0.7
1.7
1.0
2.2
3.0
2.4
-1.7
0.1
3.0
2.6
1.4
1 570
10 110
730
1 220
...
1 590
20 430
4 250
...
570
1 280
6 460
...
...
8 300
...
950
2 190
...
370
330
4 470
...
...
2 600
2 640
4 380
...
9 140
...
1 000
2 970
...
...
80 440
17 820
...
...
4 070
40 760
1 070
1 310
4 870
18 800
1 590
3 330
...
2 920
43 080
7 580
...
1 520
2 440
14 770
...
...
17 720
...
3 300
4 630
...
1 650
1 020
8 310
...
...
6 120
3 750
5 930
...
14 470
...
2 400
4 880
...
...
86 440
24 700
...
...
9 030
47 890
2 170
2 120
0.1
...
11.4
0.2
1.1
3.4
...
1.2
...
8.9
1.4
...
...
...
...
2
...
2
...
2
...
...
...
19
2
3
0.1
...
...
...
23
2
...
0.0
...
...
...
2
1
...
18
...
...
...
...
22
23
13
...
...
...
42
9
...
22
...
...
...
...
4
...
35
...
3 238
9 498
3 736
7 349
4 379
10 590
1 339
9 934
2 226
3 278
633
38 332
3 496
21 339
142 558
9 835
5 489
2 045
2 069
75 359
44 697
0.3
-0.3
-0.2
-0.7
-0.2
0.3
-0.1
-0.2
-0.4
-0.4
0.1
0.04
-0.7
-0.2
-0.1
-0.1
0.2
0.2
0.1
1.1
-0.5
-0.5
0.4
-1.7
-0.6
0.4
1.2
0.5
0.5
1.0
1.1
-0.9
1.4
-0.9
0.1
0.6
-1.1
1.2
0.5
-0.9
-0.6
0.3
890
1 550
1 430
1 240
5 360
...
...
4 380
2 650
2 860
...
4 310
460
1 520
2 140
...
5 290
10 870
1 930
3 390
850
3 980
5 830
4 780
6 530
13 530
18 620
15 260
12 730
12 350
12 280
7 140
12 480
1 980
7 910
10 730
5 690
16 070
23 610
4 730
10 410
3 130
3 550
4 490
4 790
5 350
10 020
14 260
8 360
10 050
6 980
7 820
...
9 310
1 460
5 280
5 250
5 910
10 330
15 730
5 220
8 570
2 880
8 820
14 460
9 190
14 160
18 760
24 370
20 850
20 310
17 700
19 640
13 700
20 430
3 640
15 120
20 560
11 540
22 130
26 510
11 090
16 940
7 040
3
0.2
3
...
...
...
...
...
...
...
3
...
7
...
...
3
...
...
2
0.4
0.5
0.6
0.1
0.0
...
0.1
...
0.5
0.2
0.1
...
0.1
...
0.4
...
0.0
0.3
0.1
0.1
0.0
0.0
0.1
12
5
14
...
11
...
...
...
6
...
7
...
22
...
11
9
...
...
19
18
3
3 118
9 533
4 278
16 551
5 503
2 888
7 184
5 235
28 398
0.3
1.2
-0.6
1.0
1.1
1.5
1.5
1.2
1.1
-0.04
2.2
-1.6
0.1
1.1
1.1
1.2
0.5
0.3
590
510
820
1 390
360
520
180
560
620
3 360
5 290
2 860
8 260
880
2 310
870
4 800
1 510
1 830
1 810
2 120
4 000
1 150
1 850
740
2 830
1 310
6 100
8 960
5 350
11 250
2 180
4 290
2 300
8 690
3 420
4
0.5
4
0.1
8
4
5
0.1
0.5
1
0.4
15
0.1
6
...
7
...
...
36
16
25
8
34
35
47
...
...
27 722
420
14 656
1 359 368
21
24 654
883
247 188
126 345
104
6 459
579
29 787
57
555
49 120
10
4 508
1
21
1.3
1.7
1.2
0.4
0.5
0.4
0.8
1.0
-0.1
1.5
1.3
2.0
1.6
1.6
0.5
0.8
0.6
1.0
-2.8
0.8
1.7
-0.2
-0.1
-0.6
...
-0.05
-0.3
-0.8
-0.3
...
-0.4
4.4
0.5
...
-0.4
-0.4
...
0.6
...
...
21 810
14 740
280
790
...
...
2 300
650
33 510
1 530
310
15 520
3 610
2 530
2 020
...
...
15 450
...
6 110
49 130
...
820
4 940
...
...
3 720
2 940
44 900
2 030
1 130
...
8 770
3 910
2 860
...
...
...
...
6 510
23 480
41 000
740
1 960
...
...
3 050
2 060
24 690
3 300
1 030
21 560
7 810
...
2 510
...
...
18 080
...
11 750
38 110
...
2 230
8 390
...
...
4 610
4 500
35 330
3 300
2 580
...
15 650
...
3 580
...
...
...
...
11 080
...
...
6
-0.0
...
...
2
0.0
...
38
5
...
0.0
47
43
...
...
...
...
13
...
...
23
13
...
...
...
18
...
...
34
...
...
...
...
...
...
...
...
...
...
...
30
3
...
...
...
12
...
...
28
...
...
...
...
...
...
...
...
...
Current
US$
PPP
US$
2011
PPP US$1.25
a day3 (%)
National poverty
line3 (%)
200220114
200220114
STATISTICAL TABLES
Table 1
Table 1 (continued)
GNP, AID AND POVERTY
DEMOGRAPHY1
Net official
development
assistance
received
(% of GDP)3
Country or territory
Papua New Guinea
Philippines
Republic of Korea
Samoa
Singapore
Solomon Islands
Thailand
Timor-Leste
Tokelau
Tonga
Tuvalu
Vanuatu
Viet Nam
Latin America and the Caribbean
Anguilla
Antigua and Barbuda
Argentina
Aruba
Bahamas
Barbados
Belize
Bermuda
Bolivia, Plurinational State of
Brazil
British Virgin Islands
Cayman Islands
Chile
Colombia
Costa Rica
Cuba
Dominica
Dominican Republic
Ecuador
El Salvador
Grenada
Guatemala
Guyana
Haiti
Honduras
Jamaica
Mexico
Montserrat
Netherlands Antilles
Nicaragua
Panama
Paraguay
Peru
Saint Kitts and Nevis
Saint Lucia
Saint Vincent and the Grenadines
Suriname
Trinidad and Tobago
Turks and Caicos Islands
Uruguay
Venezuela, Bolivarian Republic of
North America and Western Europe
Andorra
Austria
Belgium
Canada
Cyprus
Denmark
Finland
France
Germany
Greece
Iceland
Ireland
Israel
Italy
Luxembourg
Malta
Monaco
Netherlands
Norway
Total
population
(000)
Average
annual growth
rate (%) total
population
Average
annual growth
rate (%) age
04 population
2013
Current
US$
PPP
US$
2011
National poverty
line3 (%)
200220114
200220114
20102015
20102015
1998
2011
1998
2011
7 327
98 113
48 775
186
5 301
581
70 243
1 224
1
105
10
258
90 657
2.2
1.7
0.4
0.5
1.1
2.5
0.5
2.9
0.3
0.4
0.2
2.4
1.0
0.8
0.6
0.2
-1.1
2.1
1.0
-1.6
2.0
...
-1.3
...
1.5
-0.5
780
1 150
9 200
1 380
25 190
1 330
2 040
...
...
2 210
...
1 420
360
1 480
2 210
20 870
3 160
42 930
1 110
4 440
...
...
3 820
4 950
2 750
1 270
1 650
2 430
13 290
2 440
29 260
2 360
4 250
...
...
3 220
...
3 080
1 230
2 570
4 140
30 370
4 270
59 380
2 350
8 360
...
...
5 000
...
4 330
3 250
5
-0.1
...
16
...
39
-0.0
26
...
22
119
12
3
...
18
...
...
...
...
0.4
37
...
...
...
...
40
...
26
...
...
...
...
8.1
50
...
...
...
...
29
16
91
41 474
109
355
275
331
65
10 410
200 050
24
58
17 574
48 165
4 860
11 244
68
10 309
15 061
6 303
106
15 528
759
10 388
8 072
2 771
117 478
6
206
6 042
3 678
6 798
30 075
54
180
109
539
1 355
40
3 403
30 341
1.6
1.0
0.9
0.3
1.1
0.2
2.0
0.2
1.6
0.8
0.9
0.8
0.9
1.3
1.4
-0.0
0.0
1.2
1.3
0.6
0.4
2.5
0.2
1.3
2.0
0.4
1.1
0.9
0.7
1.4
1.5
1.7
1.1
1.2
1.0
0.0
0.9
0.3
1.2
0.3
1.5
...
...
0.1
-0.7
0.6
0.2
1.0
...
0.5
-0.8
...
...
-0.03
-0.3
0.2
-1.7
...
-0.2
-0.3
-0.1
0.4
1.6
-1.1
0.04
0.7
-0.9
-0.9
...
-0.7
-0.3
-0.2
0.9
-0.4
...
-0.4
-1.5
-0.5
-0.4
...
-0.4
0.1
...
7 730
8 010
...
15 770
8 200
2 700
...
1 000
4 870
...
...
5 260
2 560
3 510
2 240
3 360
2 370
1 820
1 900
2 990
1 670
880
...
750
2 700
3 950
...
...
880
3 540
1 650
2 230
6 160
3 830
2 790
2 360
4 470
...
7 280
3 360
...
11 940
9 740
...
...
...
3 710
...
2 020
10 720
...
...
12 280
6 070
7 640
...
7 030
5 240
4 200
3 480
7 350
2 870
...
700
1 980
...
9 420
...
...
1 510
7 470
3 020
5 150
12 610
6 820
6 070
...
...
...
11 860
11 820
...
13 370
9 150
...
24 130
14 560
3 920
...
3 030
6 520
...
...
8 600
5 750
6 400
...
7 270
4 340
4 690
4 170
5 750
3 270
1 900
...
2 380
...
7 740
...
...
2 110
6 450
3 640
4 610
10 950
7 090
5 680
5 140
10 220
...
8 550
8 480
...
17 900
17 130
...
...
...
6 090
...
4 890
11 420
...
...
16 330
9 560
11 860
...
13 000
9 420
8 510
6 640
10 350
4 760
...
1 180
3 820
...
15 390
...
...
3 730
14 510
5 390
9 440
16 470
11 220
10 440
...
...
...
14 640
12 430
...
1
0.0
...
...
...
2
...
3
0.0
...
...
0.1
0.3
0.1
...
5
0.4
0.2
1
2
0.8
6
23
4
0.3
0.1
...
...
7
0.4
0.4
0.3
2
3
3
2
...
...
0.0
0.0
...
...
0.9
...
...
...
...
...
16
6
...
...
...
8
...
...
...
2
5
...
...
14
...
...
18
...
1
...
...
12
...
7
5
...
...
...
...
...
...
0.2
...
...
...
...
...
...
...
34
...
60
21
...
...
...
37
...
...
...
34
33
...
...
51
...
...
60
...
51
...
...
46
...
35
31
...
...
...
...
...
...
19
...
89
8 441
10 816
34 994
1 141
5 611
5 419
63 783
81 804
11 446
332
4 631
7 819
61 087
530
421
35
16 762
4 992
1.5
0.2
0.3
0.9
1.1
0.3
0.3
0.5
-0.2
0.2
1.2
1.1
1.7
0.2
1.4
0.3
0.0
0.3
0.7
...
-1.0
-0.02
1.1
0.6
-0.5
0.5
-0.04
0.4
-0.2
0.8
0.1
1.5
-0.4
1.9
-0.02
...
-0.7
0.7
19 310
27 280
26 030
20 310
14 770
32 940
24 850
25 070
27 060
13 010
28 400
20 640
16 850
21 310
43 810
9 940
86 960
25 810
35 410
...
48 190
45 990
45 560
...
60 120
47 770
42 420
44 270
24 480
34 820
39 930
28 930
35 290
77 580
...
...
49 650
88 890
...
25 860
24 800
24 630
18 220
25 830
22 040
22 840
23 890
16 720
27 190
21 310
19 150
23 650
39 770
15 990
...
25 200
27 100
...
42 050
39 190
39 660
...
41 900
37 670
35 910
40 230
25 100
31 020
34 180
27 110
32 400
64 260
...
...
43 140
61 460
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
317
3 /4
Table 1 (continued)
Net official
development
assistance
received
(% of GDP)3
Country or territory
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
DEMOGRAPHY1
ANNEX
Portugal
San Marino
Spain
Sweden
Switzerland
United Kingdom
United States
South and West Asia
Afghanistan
Bangladesh
Bhutan
India
Iran, Islamic Republic of
Maldives
Nepal
Pakistan
Sri Lanka
Sub-Saharan Africa
Angola
Benin
Botswana
Burkina Faso
Burundi
Cameroon
Cape Verde
Central African Republic
Chad
Comoros
Congo
Cte d'Ivoire
Democratic Rep. of the Congo
Equatorial Guinea
Eritrea
Ethiopia
Gabon
Gambia
Ghana
Guinea
Guinea-Bissau
Kenya
Lesotho
Liberia
Madagascar
Malawi
Mali
Mauritius
Mozambique
Namibia
Niger
Nigeria
Rwanda
Sao Tome and Principe
Senegal
Seychelles
Sierra Leone
Somalia
South Africa
South Sudan
Swaziland
Togo
Uganda
United Republic of Tanzania
Zambia
Zimbabwe
318
Total
population
(000)
Average
annual growth
rate (%) total
population
Average
annual growth
rate (%) age
04 population
2013
Current
US$
PPP
US$
2011
National poverty
line3 (%)
200220114
200220114
20102015
20102015
1998
2011
1998
2011
10 705
32
47 043
9 546
7 762
63 177
318 498
0.0
0.6
0.6
0.6
0.4
0.6
0.9
-2.0
...
-0.1
0.6
0.5
0.5
0.1
12 070
...
15 220
29 520
42 630
23 480
30 930
21 210
...
30 890
53 150
76 400
37 840
48 620
15 600
...
18 700
24 050
31 860
23 570
32 060
24 440
...
31 400
42 200
52 570
36 010
48 820
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
34 500
154 394
762
1 275 138
76 407
329
31 536
183 189
21 394
3.1
1.3
1.5
1.3
1.0
1.3
1.7
1.8
0.8
2.2
-0.5
-0.02
-0.1
-0.6
0.5
-0.05
0.6
-1.2
...
360
570
420
1 700
1 930
210
450
810
470
780
2 130
1 410
...
5 720
540
1 120
2 580
...
800
1 830
1 340
6 210
3 320
730
1 520
2 330
1 140
1 940
5 570
3 590
...
7 430
1 260
2 870
5 520
37
1
8
0.2
0.0
2
5
2
1
...
43
10
33
...
...
25
21
7
...
32
23
30
...
...
25
22
9
20 714
9 607
2 075
18 012
8 911
20 914
510
4 667
12 142
793
4 324
21 057
71 420
761
5 748
88 356
1 594
1 874
26 131
10 754
1 613
43 924
2 240
4 349
22 555
16 407
16 808
1 321
25 028
2 404
17 240
170 901
11 608
175
13 454
87
6 255
10 053
50 981
1 237
6 413
36 759
49 153
14 315
13 328
2.7
2.7
1.1
3.0
1.9
2.1
0.9
2.0
2.6
2.5
2.2
2.2
2.6
2.7
2.9
2.1
1.9
2.7
2.3
2.5
2.1
2.7
1.0
2.6
2.8
3.2
3.0
0.5
2.2
1.7
3.5
2.5
2.9
2.0
2.6
0.3
2.1
2.6
0.5
...
1.4
2.0
3.1
3.1
3.0
2.2
1.3
1.8
0.1
2.7
1.8
1.2
-1.1
1.6
1.8
1.1
1.7
1.2
1.6
2.3
1.4
0.3
1.9
1.7
1.0
1.6
1.4
2.3
0.5
1.5
2.1
3.7
2.2
-0.8
1.0
0.3
3.1
2.2
3.1
0.7
1.4
...
0.3
2.2
-0.4
...
0.7
0.9
2.3
3.0
4.2
1.3
130
370
3 300
230
150
640
1 260
290
220
410
570
740
110
940
210
130
3 920
670
390
450
150
440
580
130
260
200
250
3 780
220
2 030
200
270
260
...
550
7 320
180
...
3 290
...
1 690
330
280
250
320
590
3 830
780
7 470
570
250
1 210
3 540
480
690
770
2 250
1 090
190
15 670
430
370
8 080
500
1 410
430
600
820
1 220
330
430
360
610
8 040
470
4 700
360
1 280
570
1 350
1 070
11 130
340
...
6 960
...
3 300
570
510
540
1 160
660
1 710
1 060
7 780
710
440
1 450
1 600
660
700
910
2 040
1 560
250
4 380
610
420
11 780
1 230
870
720
820
1 110
1 220
190
740
570
610
7 120
390
3 870
550
1 130
560
...
1 240
15 150
380
...
6 290
...
3 770
810
630
700
820
...
5 230
1 620
14 550
1 300
610
2 330
3 980
810
1 360
1 110
3 240
1 710
340
25 620
580
1 110
13 740
1 750
1 810
1 020
1 240
1 710
2 050
540
950
870
1 040
14 330
970
6 560
720
2 290
1 270
2 080
1 940
25 140
840
...
10 710
...
5 930
1 040
1 310
1 500
1 490
...
0.2
9
0.8
10
25
2
13
13
4
8
2
6
35
0.1
5
11
0.4
15
5
4
12
7
10
50
4
14
12
2
16
2
11
1
20
30
7
2
14
...
0.3
6
3
15
9
10
5
7
...
47
...
45
81
10
...
...
62
...
54
24
88
...
...
39
...
34
29
43
...
43
43
84
81
74
50
...
60
32
44
68
63
...
34
...
53
...
14
...
41
39
52
68
68
...
...
39
...
0
67
40
...
...
55
...
50
43
71
...
...
39
...
48
28
53
...
46
57
64
69
52
47
...
55
38
60
55
45
66
51
...
66
...
23
...
69
62
31
33
59
72
STATISTICAL TABLES
Table 1
Table 1 (continued)
GNP, AID AND POVERTY
DEMOGRAPHY1
Net official
development
assistance
received
(% of GDP)3
Country or territory
Total
population
(000)
Average
annual growth
rate (%) total
population
Average
annual growth
rate (%) age
04 population
2013
20102015
20102015
Sum
Current
US$
1998
PPP
US$
2011
Weighted average
1998
2011
Median
2011
National poverty
line3 (%)
200220114
Median
200220114
Median
World
7 096 421
1.1
0.3
1 900
4 290
4 295
8 310
...
...
Countries in transition
Developed countries
Developing countries
303 939
1 036 335
5 756 146
0.1
0.5
1.3
0.4
0.2
0.3
835
21 310
1 355
4 755
37 840
2 640
2 880
22 040
2 975
8 890
34 180
4 310
3
...
3
0.3
...
24
14
...
38
Arab States
Central and Eastern Europe
Central Asia
East Asia and the Pacific
East Asia
Pacific
Latin America and the Caribbean
Caribbean
Latin America
North America and Western Europe
South and West Asia
Sub-Saharan Africa
368 767
401 419
82 688
2 215 239
2 172 889
42 351
604 772
17 906
586 866
776 915
1 777 648
868 973
1.9
0.1
1.0
0.6
0.6
1.4
1.1
1.0
1.1
0.6
1.4
2.4
0.7
0.2
0.6
-0.5
-0.5
1.2
-0.4
-0.1
-0.4
0.1
-0.0
1.8
1 580
2 140
560
2 040
2 040
2 115
2 890
3 360
2 370
25 070
450
350
4 225
10 410
2 860
3 720
4 440
3 440
6 445
...
5 655
45 560
1 410
690
3 980
6 445
1 830
3 150
4 250
3 080
6 075
7 180
5 220
23 890
1 710
820
7 215
16 940
5 350
4 500
8 360
4 300
10 395
...
9 500
39 190
3 590
1 495
2
...
4
12
0.05
22
0.8
2
0.3
2
7
2
0.1
4
...
21
...
...
...
6
...
23
47
...
11
34
...
27
...
...
...
36
...
24
52
849 416
5 134 216
2 606 856
2 527 360
1 112 788
2.1
1.0
1.5
0.6
0.5
1.4
0.1
0.4
-0.5
0.2
250
1 580
815
2 605
18 080
540
4 025
2 210
6 960
39 930
705
3 440
2 060
5 750
21 435
1 160
6 840
3 785
11 480
35 330
10
2
4
0.4
46
7
18
...
...
47
26
35
...
...
Note A: The statistical tables still include data for Sudan (pre-secession) for reference purposes as those for the two new entities since July 2011, Sudan and South Sudan, are just becoming available. The country groupings by level of income
are as defined by the World Bank but include EFA countries only. They are based on the list of countries by income group as revised in July 2012.
Note B: The median values for 1998 and 2011 are not comparable since they are not necessarily based on the same number of countries.
1. The demographic indicators are from the United Nations Population Division estimates, revision 2010 (United Nations, 2011). They are based on the median variant.
2. World Bank database, December 2012 update.
3. OECD-DAC database; World Bank (2013); UNDP (2013).
4. Data are for the most recent year available during the period specified. For more details see UNDP (2013).
(. . .) No data available.
319
3 /4
Table 2
Adult and youth literacy
ANNEX
Projected 2015
198519941
198519941
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
Country or territory
Arab States
Algeria
Bahrain
Djibouti
Egypt
Iraq
Jordan
Kuwait
Lebanon
Libyan Arab Jamahiriya
Mauritania
Morocco
Oman
Palestine
Qatar
Saudi Arabia
Sudan
Syrian Arab Republic
Tunisia
United Arab Emirates
Yemen
Sudan (pre-secession)
Central and Eastern Europe
Albania
Belarus
Bosnia and Herzegovina
Bulgaria
Croatia
Czech Republic
Estonia
Hungary
Latvia
Lithuania
Montenegro
Poland
Republic of Moldova
Romania
Russian Federation
Serbia
Slovakia
Slovenia
The former Yugoslav Rep. of Macedonia
Turkey
Ukraine
Central Asia
Armenia
Azerbaijan
Georgia
Kazakhstan
Kyrgyzstan
Mongolia
Tajikistan
Turkmenistan
Uzbekistan
East Asia and the Pacific
Australia
Brunei Darussalam
Cambodia
China
Cook Islands
Democratic People's Republic of Korea
Fiji
Indonesia
Japan
Kiribati
Lao People's Democratic Republic
Macao, China
Malaysia
Marshall Islands
Micronesia (Federated States of)
Myanmar
Nauru
New Zealand
Niue
Palau
320
Total
50
84
44
74
77
42
76
71
59
71
37
98
97
100
99
98
96
97
98
100
94
79
99
98
98
88
78
82
83
Male
*
*
*
*
*
*
*
*
*
*
*
*
*
*
63
89
57
78
88
55
77
80
70
72
57
99
99
100
100
99
99
99
99
100
97
90
99
99
99
92
87
88
89
Female
*
*
*
*
*
*
*
*
*
*
*
*
*
*
36
77
31
69
65
29
72
57
48
69
17
97
95
100
99
98
94
95
97
99
91
69
98
96
97
82
68
75
77
Total
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Male
73
95
72
78
93
94
90
90
59
56
87
95
96
87
84
79
90
65
72
97
100
98
98
99
100
100
100
98
99
98
100
98
100
97
94
100
100
100
100
100
99
97
100
100
99
95
74
95
100
93
73
93
93
93
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
81
96
80
86
96
95
93
96
65
69
90
98
97
91
90
87
89
82
81
98
100
99
99
100
100
100
100
99
100
98
100
99
100
99
98
100
100
100
100
100
100
97
100
100
100
97
83
97
100
96
82
96
95
95
Female
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
64
92
64
71
89
92
86
83
52
44
82
92
95
82
78
71
91
49
63
96
99
97
98
98
100
100
100
98
98
97
100
97
100
96
90
100
99
100
100
100
99
98
100
99
99
94
66
93
100
90
63
91
91
90
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
200520111
Total
Male
Female
Total
(000)
%
Female
80
95
74
79
94
96
94
91
61
62
88
96
97
89
86
83
93
70
87
97
82
86
97
96
96
97
67
74
89
98
97
92
92
90
92
85
73
93
66
73
92
94
92
86
55
51
85
94
96
85
81
75
95
55
6 562
55
16 910
281
646
9 603
68
2 871
2 329
264
4 466
64
56
62
49
73
62
30
59
63
31
66
98
100
98
98
99
100
100
100
99
99
98
100
98
100
98
95
100
98
100
100
99
100
100
100
100
99
100
98
100
99
100
99
99
100
97
100
97
98
99
100
100
100
98
99
97
100
98
100
97
93
100
166
120
11
44
113
586
2 288
7
87
7 196
87
82
79
80
76
82
78
88
60
77
76
100
100
100
100
100
97
100
100
100
100
100
100
100
100
96
100
100
100
100
100
100
100
99
98
100
100
99
31
278
68
77
82
74
96
78
96
100
94
80
96
94
93
98
85
98
100
96
87
98
96
95
95
72
94
100
91
72
95
93
91
21
182 744
21 557
2 013
67
70
68
66
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Total
(000)
Projected 2015
%
Female
6 472
55
15 631
4 014
287
118
319
466
884
9 967
263
118
57
2 522
2 113
1 670
327
4 826
7 540
66
53
65
68
71
50
70
80
58
66
54
76
25
59
70
70
24
74
66
79
31
64
106
42
4
8
8
30
418
383
162
5
45
3 224
109
69
72
87
64
79
49
51
51
81
79
65
61
80
55
76
83
66
11
17
10
32
28
53
13
14
112
70
68
63
63
69
41
68
66
69
14
2 449
52 347
0.3
12 793
958
27
1 363
2 646
67
68
73
71
70
69
74
67
67
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Total
(000)
%
Female
5 588
51
16 124
4 438
250
102
210
416
925
9 405
272
107
59
2 327
2 033
1 482
502
4 734
68
52
66
65
70
48
71
82
58
67
48
76
24
60
70
72
19
76
60
22
49
100
34
4
8
6
19
397
334
126
5
39
2 636
88
66
64
86
62
77
47
49
51
77
79
61
56
77
54
74
84
60
9
14
8
26
19
61
11
12
86
66
69
60
58
64
38
66
62
66
12
2 309
41 023
0.2
11 851
934
19
1 219
2 637
67
66
75
67
70
68
73
65
66
STATISTICAL TABLES
Table 2
63
87
98
58
90
88
83
82
60
100
100
100
100
100
100
99
100
100
99
93
100
100
100
98
94
96
96
Male
*
*
*
*
*
*
*
*
*
*
*
*
*
*
86
97
71
91
99
71
89
94
90
81
83
100
100
100
100
100
100
99
100
100
99
97
100
100
100
98
97
97
96
200520111
Female
*
*
*
*
*
*
*
*
*
*
*
*
*
*
62
97
54
84
96
46
91
81
75
85
35
100
100
100
100
100
100
99
100
100
99
88
100
100
100
98
91
95
95
Total
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Male
92
98
88
82
99
99
99
100
69
79
98
99
97
98
95
97
95
86
87
99
100
100
98
100
100
100
100
99
100
97
100
99
100
99
99
100
100
100
100
100
100
96
100
100
100
100
87
100
100
99
84
100
98
96
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
94
99
91
84
99
99
98
100
72
87
97
99
96
99
96
98
94
96
90
99
100
100
98
100
100
100
100
99
100
97
100
99
100
99
99
100
100
100
100
100
100
94
100
100
100
100
88
100
100
99
89
100
98
96
Projected 2015
Female
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
89
98
84
81
99
99
99
100
66
72
98
99
98
97
94
96
97
76
85
99
100
100
98
100
100
100
100
99
100
97
100
99
100
99
98
100
100
100
100
100
100
97
100
100
100
100
86
100
100
99
79
100
98
96
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
198519941
200520111
Total
Male
Female
Total
(000)
%
Female
96
100
91
82
99
100
99
100
71
83
99
99
99
99
96
98
99
90
96
100
93
82
99
100
99
100
73
89
99
99
99
99
97
99
100
98
96
100
89
81
99
100
99
100
70
78
99
99
99
98
96
98
99
83
1 213
3
3 747
38
22
2 234
6
345
299
34
1 042
73
52
61
62
86
65
31
73
72
37
78
99
100
100
98
100
100
100
100
99
100
97
100
99
100
99
99
100
99
100
100
98
100
100
100
100
99
100
97
100
99
100
99
100
100
99
100
100
98
100
100
100
100
99
100
97
100
99
100
98
99
100
0.3
0.8
2
2
34
55
0.7
4
806
43
53
35
40
44
48
53
44
44
62
77
100
100
100
100
100
95
100
100
100
100
100
100
100
100
93
100
100
100
100
100
100
100
100
97
100
100
100
0.5
49
44
56
100
92
100
100
100
91
100
100
100
92
100
100
99
90
100
98
96
99
93
100
98
96
99
87
100
99
96
0.9
14 235
1 450
158
49
73
65
53
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Total
(000)
Projected 2015
%
Female
Total
(000)
%
Female
288
0.3
1 401
1 346
10
0.03
7
1
218
1 009
3
6
2
67
172
29
5
572
50
56
62
51
43
42
36
66
52
67
72
42
17
76
59
59
71
87
5
2
2
14
2
0.3
0.8
0.8
0.6
n
74
44
9
0.3
4
98
12
46
42
49
54
44
36
42
50
48
n
45
41
49
31
53
78
40
1
0.4
1
4
3
26
2
2
3
34
66
35
40
38
31
44
27
0.5
0.1
265
532
0.01
436
146
0.2
86
320
58
46
49
23
44
64
54
46
50
611
3
2 004
1 130
16
6
10
1
219
1 296
14
7
8
100
201
56
34
743
1 117
65
61
62
54
48
41
36
71
54
68
35
47
14
74
60
68
24
86
60
7
3
2
18
2
0.4
0.9
1
0.6
n
78
60
10
0.3
4
167
14
46
42
47
54
46
37
42
48
50
n
46
41
50
33
54
78
40
1
0.9
1
5
3
25
2
2
4
35
54
37
40
40
31
45
32
8
0.2
410
802
0.01
525
196
0.3
81
348
55
54
54
33
50
66
43
48
53
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Country or territory
Arab States
Algeria
Bahrain
Djibouti
Egypt
Iraq
Jordan
Kuwait
Lebanon
Libyan Arab Jamahiriya
Mauritania
Morocco
Oman
Palestine
Qatar
Saudi Arabia
Sudan
Syrian Arab Republic
Tunisia
United Arab Emirates
Yemen
Sudan (pre-secession)
Central and Eastern Europe
Albania
Belarus
Bosnia and Herzegovina
Bulgaria
Croatia
Czech Republic
Estonia
Hungary
Latvia
Lithuania
Montenegro
Poland
Republic of Moldova
Romania
Russian Federation
Serbia
Slovakia
Slovenia
The former Yugoslav Rep. of Macedonia
Turkey
Ukraine
Central Asia
Armenia
Azerbaijan
Georgia
Kazakhstan
Kyrgyzstan
Mongolia
Tajikistan
Turkmenistan
Uzbekistan
East Asia and the Pacific
Australia
Brunei Darussalam
Cambodia
China
Cook Islands
Democratic People's Republic of Korea
Fiji
Indonesia
Japan
Kiribati
Lao People's Democratic Republic
Macao, China
Malaysia
Marshall Islands
Micronesia (Federated States of)
Myanmar
Nauru
New Zealand
Niue
Palau
321
3 /4
Table 2 (continued)
ANNEX
Projected 2015
198519941
198519941
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
Country or territory
Papua New Guinea
Philippines
Republic of Korea
Samoa
Singapore
Solomon Islands
Thailand
Timor-Leste
Tokelau
Tonga
Tuvalu
Vanuatu
Viet Nam
Latin America and the Caribbean
Anguilla
Antigua and Barbuda
Argentina
Aruba
Bahamas
Barbados
Belize
Bermuda
Bolivia, Plurinational State of
Brazil
British Virgin Islands
Cayman Islands
Chile
Colombia
Costa Rica
Cuba
Dominica
Dominican Republic
Ecuador
El Salvador
Grenada
Guatemala
Guyana
Haiti
Honduras
Jamaica
Mexico
Montserrat
Netherlands Antilles
Nicaragua
Panama
Paraguay
Peru
Saint Kitts and Nevis
Saint Lucia
Saint Vincent and the Grenadines
Suriname
Trinidad and Tobago
Turks and Caicos Islands
Uruguay
Venezuela, Bolivarian Republic of
North America and Western Europe
Andorra
Austria
Belgium
Canada
Cyprus
Denmark
Finland
France
Germany
Greece
Iceland
Ireland
Israel
Italy
Luxembourg
Malta
Monaco
Netherlands
Norway
322
Total
94
98
89
88
96
70
80
94
81
88
74
64
88
95
89
90
87
97
95
90
94
93
88
Male
*
*
*
*
*
*
*
*
*
*
*
*
94
98
95
93
96
70
88
95
81
90
77
72
90
95
89
92
93
98
95
91
98
96
88
Female
*
*
*
*
*
*
*
*
*
*
*
*
93
97
83
83
96
70
72
94
81
86
71
57
85
95
88
89
82
96
96
89
91
89
88
Total
*
*
*
*
*
*
*
*
*
*
*
*
62
95
99
96
94
58
99
93
99
98
97
91
90
99
99
94
96
100
90
92
84
76
85
49
85
87
94
97
78
94
94
90
95
99
98
96
99
97
99
92
Male
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
65
95
99
98
96
64
99
95
98
98
97
96
90
99
99
93
96
100
90
93
87
81
82
53
85
82
95
97
78
95
95
95
95
99
98
96
99
98
99
91
Female
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
59
96
99
94
92
53
99
91
99
98
97
87
91
99
98
94
96
100
90
90
82
71
87
45
85
92
92
97
78
93
93
85
94
98
98
95
98
96
99
94
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
200520111
Total
Male
Female
Total
(000)
%
Female
64
96
99
97
95
67
99
94
66
96
99
98
97
71
99
96
63
97
99
95
94
63
99
92
2 328
2
260
5 002
53
59
78
73
98
98
94
92
99
95
97
100
92
95
88
78
88
61
88
89
94
97
83
95
96
93
96
99
98
96
98
98
93
91
99
95
96
100
91
95
90
83
87
64
88
84
95
97
82
96
96
96
96
99
98
96
98
98
94
92
99
95
97
100
92
94
86
74
89
58
89
93
93
97
83
94
96
89
95
99
99
96
890
33
823
548
4 222
732
845
1 921
6 437
176
255
1 850
26
102
1 240
53
51
71
54
52
59
59
61
62
53
52
59
72
70
46
54
99
98
99
94
99
99
99
93
99
97
99
96
33
615
32
80
74
50
*
*
*
*
*
*
*
*
*
*
*
Total
(000)
Projected 2015
%
Female
1 614
2 635
1
172
3 361
252
0.6
4 528
53
46
58
76
67
56
48
66
0.7
658
3
543
13 984
0.5
191
2 157
134
16
690
818
653
2 098
75
3 028
735
254
5 300
6
743
147
263
1 991
20
12
50
898
29
51
55
76
50
44
53
51
46
52
50
59
62
63
43
55
51
33
61
55
51
55
57
75
57
68
41
52
12
262
533
26
72
70
64
43
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Total
(000)
%
Female
1 719
2 495
1
147
2 768
241
0.5
4 294
51
44
56
75
66
56
46
65
615
2
40
439
12 890
195
1 920
130
15
631
601
565
2 127
66
2 748
636
234
5 011
5
728
135
209
1 573
18
11
46
828
50
53
49
48
49
53
51
46
52
48
58
62
63
44
55
50
31
61
54
50
56
51
75
57
65
40
52
221
444
20
71
68
63
39
STATISTICAL TABLES
Table 2
200520111
Total
Male
Female
97
99
99
94
96
99
99
94
97
99
99
93
98
76
94
98
91
96
85
76
95
97
95
96
95
99
99
95
100
99
98
*
*
*
*
*
*
*
*
*
*
*
98
76
96
98
89
97
85
82
96
97
95
96
97
99
98
95
100
99
97
*
*
*
*
*
*
*
*
*
*
*
99
77
92
99
92
96
85
71
95
97
95
95
94
99
99
96
100
99
99
Total
*
*
*
*
*
*
*
*
*
*
*
*
71
98
100
100
98
80
99
97
99
99
99
98
99
99
98
98
100
97
99
96
87
93
72
96
96
98
98
87
98
99
97
98
100
99
99
100
99
100
98
Male
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
67
97
99
100
98
80
99
97
99
99
100
97
99
99
98
98
100
96
98
96
89
92
74
95
93
98
98
85
98
99
98
98
100
98
98
100
99
100
97
Projected 2015
Female
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
75
98
100
100
98
79
100
97
99
99
99
98
99
99
99
99
100
98
99
96
86
94
70
97
98
99
98
89
97
99
97
99
100
99
99
100
99
100
99
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
198519941
Total
Male
Female
72
98
100
66
97
99
79
99
100
99
82
100
98
99
82
99
98
99
99
89
99
98
99
99
98
100
98
99
97
89
94
82
97
97
99
99
92
98
99
98
99
100
99
99
100
99
100
99
Total
(000)
200520111
%
Female
99
83
100
97
425
0.4
6
842
45
49
44
53
99
99
87
98
97
99
98
98
100
97
99
97
90
94
83
96
94
99
99
90
98
98
98
98
100
98
99
99
99
90
99
99
99
99
99
100
99
99
98
88
95
82
98
99
99
99
94
98
100
98
100
100
99
99
92
10
83
38
655
79
167
461
832
0.9
25
37
215
6
175
43
50
70
41
43
54
51
62
56
44
52
52
67
50
37
39
100
100
100
99
100
99
100
99
0.5
16
42
49
26
*
*
*
*
*
*
*
*
*
*
*
Total
(000)
Projected 2015
%
Female
391
406
0.2
2
208
47
0.1
517
42
33
38
45
53
51
38
56
53
0.1
12
836
0.1
33
150
15
0.2
55
36
53
377
9
570
67
22
322
0.3
153
14
18
143
1
1,0
6
79
37
40
74
33
62
49
36
36
55
33
42
46
58
45
54
37
17
49
50
43
55
45
62
37
49
31
40
0.3
43
54
47
25
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Total
(000)
%
Female
418
412
0.2
2
135
52
0.1
384
37
25
36
41
50
48
36
56
47
0.1
25
635
37
116
13
0.2
41
22
36
361
9
391
49
19
254
0.2
107
12
17
107
0.9
0.7
7
60
37
54
46
30
32
50
33
35
59
34
39
43
56
45
52
32
16
45
50
38
52
12
54
17
48
30
43
0.2
41
56
46
26
Country or territory
Papua New Guinea
Philippines
Republic of Korea
Samoa
Singapore
Solomon Islands
Thailand
Timor-Leste
Tokelau
Tonga
Tuvalu
Vanuatu
Viet Nam
Latin America and the Caribbean
Anguilla
Antigua and Barbuda
Argentina
Aruba
Bahamas
Barbados
Belize
Bermuda
Bolivia, P. S.
Brazil
British Virgin Islands
Cayman Islands
Chile
Colombia
Costa Rica
Cuba
Dominica
Dominican Republic
Ecuador
El Salvador
Grenada
Guatemala
Guyana
Haiti
Honduras
Jamaica
Mexico
Montserrat
Netherlands Antilles
Nicaragua
Panama
Paraguay
Peru
Saint Kitts and Nevis
Saint Lucia
Saint Vincent/Grenadines
Suriname
Trinidad and Tobago
Turks and Caicos Islands
Uruguay
Venezuela, B. R.
North America and Western Europe
Andorra
Austria
Belgium
Canada
Cyprus
Denmark
Finland
France
Germany
Greece
Iceland
Ireland
Israel
Italy
Luxembourg
Malta
Monaco
Netherlands
Norway
323
3 /4
Table 2 (continued)
ANNEX
Projected 2015
198519941
198519941
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
Country or territory
Portugal
San Marino
Spain
Sweden
Switzerland
United Kingdom
United States
South and West Asia
Afghanistan
Bangladesh
Bhutan
India2
Iran, Islamic Republic of
Maldives
Nepal
Pakistan
Sri Lanka2
Sub-Saharan Africa
Angola
Benin
Botswana
Burkina Faso
Burundi
Cameroon
Cape Verde
Central African Republic
Chad
Comoros
Congo
Cte d'Ivoire
Democratic Rep. of the Congo
Equatorial Guinea
Eritrea
Ethiopia
Gabon
Gambia
Ghana
Guinea
Guinea-Bissau
Kenya
Lesotho
Liberia
Madagascar
Malawi
Mali
Mauritius
Mozambique
Namibia
Niger
Nigeria
Rwanda
Sao Tome and Principe
Senegal
Seychelles
Sierra Leone
Somalia
South Africa
South Sudan
Swaziland
Togo
Uganda
United Republic of Tanzania
Zambia
Zimbabwe
324
Total
88
96
35
48
66
96
33
27
69
14
37
63
34
11
34
27
72
43
49
80
76
55
58
73
27
88
67
56
59
65
84
Male
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
92
98
44
62
74
96
49
40
65
20
48
75
48
18
44
36
79
55
65
85
78
68
85
37
87
70
68
71
73
89
Female
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
85
95
26
34
56
96
17
17
71
8
28
53
20
5
23
19
65
32
34
75
74
44
62
18
89
65
45
48
57
79
Total
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
95
98
58
53
63
85
98
57
55
91
70
29
85
29
87
71
85
57
35
76
57
61
94
69
39
89
51
71
25
55
72
76
43
64
61
33
89
51
76
29
51
66
70
50
92
43
93
88
60
73
68
61
84
Male
*
*
*
*
*
*
*
*
*
*
*
*
*
97
99
62
65
75
89
98
71
69
93
83
41
85
37
89
78
90
70
46
81
66
77
97
79
49
92
61
78
37
69
78
66
61
67
72
43
91
67
74
43
61
71
80
62
91
55
94
88
74
83
75
72
88
Female
*
*
*
*
*
*
*
*
*
*
*
*
*
94
97
53
39
51
81
98
47
40
90
59
18
86
22
85
65
80
44
25
71
48
46
91
59
29
86
42
65
12
42
67
85
27
62
51
25
87
36
78
15
41
62
60
39
92
33
92
87
48
65
61
52
80
*
*
*
*
*
*
*
*
*
*
*
*
*
200520111
Total
Male
Female
Total
(000)
%
Female
96
98
98
99
95
98
960
1 104
67
73
61
64
71
91
99
66
60
93
65
73
81
94
100
79
72
94
58
54
61
88
99
53
47
92
40 252
287 272
10 687
5
7 531
55
61
63
46
62
71
38
87
36
85
75
87
59
39
78
60
64
95
73
49
91
56
76
30
60
78
79
48
65
66
39
90
59
81
36
59
70
75
58
48
94
89
66
78
71
63
86
82
50
87
43
88
81
91
71
48
82
67
78
97
82
57
94
64
81
38
72
81
70
62
67
73
49
92
73
79
49
69
73
82
69
59
95
89
78
85
76
71
89
61
27
88
29
82
68
83
48
31
74
51
50
93
65
40
88
48
71
23
48
75
88
33
63
59
29
88
45
84
23
49
67
69
47
38
93
89
55
71
65
56
84
1 998
251
4 326
1 944
70
1 059
3 155
4 149
21 815
165
639
2 212
150
201
24 489
1 511
17
2 600
6
123
4 140
5 205
1 487
979
61
47
56
61
69
62
55
54
57
64
61
68
63
56
64
61
73
57
47
59
64
65
62
66
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Total
(000)
Projected 2015
%
Female
415
882
69
68
44 137
206
287 355
8 256
3
8 150
49 507
1 373
55
60
65
64
49
66
65
59
3 126
3 097
205
5 806
646
3 317
52
1 166
4 069
106
5 160
12 418
25
983
26 847
110
489
4 208
4 300
407
5 934
326
1 105
4 039
3 100
5 550
115
6 235
316
4 731
41 845
2 060
28
3 400
5
1 941
2 474
91
1 464
4 560
7 920
2 478
1 275
71
60
48
57
60
62
66
66
58
60
59
71
74
68
59
65
61
61
58
66
61
32
65
55
64
58
61
68
47
61
60
59
68
63
46
61
57
54
67
67
62
63
63
*
*
*
*
*
*
*
*
*
*
*
*
*
Total
(000)
%
Female
328
755
69
67
43 876
205
266 367
5 680
2
7 524
51 037
1 221
54
60
67
66
84
70
65
58
3 491
3 578
183
6 752
856
3 343
48
1 213
4 313
106
5 399
14 948
23
954
29 280
97
504
4 038
4 569
406
5 872
306
1 360
4 945
3 235
5 814
106
6 173
303
6 072
42 127
2 096
28
3 426
1 963
2 133
131
1 414
4 444
8 453
2 953
1 214
69
60
47
57
61
63
66
65
58
59
59
70
71
68
59
66
61
60
55
65
57
29
64
53
61
59
60
69
43
61
62
56
64
64
62
59
42
68
66
59
60
58
STATISTICAL TABLES
Table 2
100
45
62
87
98
50
40
89
20
54
88
48
17
49
34
93
60
59
91
88
71
75
94
38
99
84
70
82
66
95
Male
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
99
100
52
74
92
98
68
55
86
27
59
90
63
26
60
39
94
66
70
91
86
81
76
96
49
98
83
77
86
67
97
200520111
Female
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
99
100
38
49
81
98
33
27
92
14
48
86
35
9
38
28
92
54
49
92
90
62
71
92
28
99
84
63
78
66
94
Total
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
100
100
79
74
81
99
99
82
71
98
73
42
95
39
89
81
98
66
48
86
68
66
98
90
55
98
68
86
31
73
82
83
49
65
72
47
97
67
87
37
66
77
80
65
99
61
99
94
80
87
75
64
91
Male
*
*
*
*
*
*
*
*
*
*
*
*
*
100
100
77
80
88
99
99
89
79
98
80
55
93
47
90
85
98
72
54
86
72
79
98
93
63
99
73
88
38
79
83
74
63
66
74
56
96
80
83
52
76
77
83
74
99
70
98
92
87
90
76
70
90
Projected 2015
Female
*
*
*
*
*
*
*
*
*
*
*
*
*
100
100
80
68
74
99
99
77
61
99
66
31
97
33
88
76
99
59
42
86
63
53
98
88
47
97
64
83
22
67
82
92
37
64
70
39
98
57
91
23
58
78
77
56
99
52
99
95
73
85
73
58
92
*
*
*
*
*
*
*
*
*
*
*
*
*
198519941
200520111
Total
Male
Female
Total
(000)
%
Female
100
100
100
100
100
100
13
29
46
47
83
89
90
99
100
87
77
99
81
90
93
99
100
91
82
98
86
87
87
99
100
83
72
99
12 116
65 244
1 392
0.7
1 862
55
64
71
46
67
73
52
98
45
88
84
99
67
53
88
69
69
98
93
69
98
73
91
45
77
86
85
54
65
75
54
97
77
90
46
73
80
83
75
67
99
94
85
91
76
66
92
79
63
96
48
87
87
98
72
55
87
73
80
98
95
71
99
76
91
43
81
85
77
65
65
75
61
96
84
86
56
80
78
84
82
76
99
93
89
90
77
69
90
67
42
99
43
88
80
100
63
50
88
66
57
99
92
68
98
71
90
47
74
87
93
44
65
75
46
98
70
93
36
65
82
82
68
59
99
96
81
91
76
62
93
580
31
1 518
494
8
265
1 013
1 059
6 808
12
164
621
19
36
5 256
334
1
817
0.2
23
1 051
827
524
101
63
35
54
56
57
64
56
60
54
59
57
64
47
40
66
56
65
59
36
51
62
62
51
62
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Total
(000)
Projected 2015
%
Female
19
43
38
6 469
38
41 275
235
0.5
1 049
10 820
61
45
59
67
54
45
67
64
37
1 052
882
21
1 838
204
773
2
318
1 186
19
1 330
4 072
3
106
7 090
7
116
689
1 391
83
1 436
85
345
1 384
846
1 631
7
1 426
59
1 440
9 815
501
7
874
0.1
453
122
19
258
837
2 251
864
287
63
61
31
55
54
62
23
60
55
50
57
69
41
62
59
71
58
58
55
61
52
23
63
51
54
57
34
68
36
64
62
49
57
63
30
63
34
37
68
59
54
58
43
*
*
*
*
*
*
*
*
*
*
*
*
*
Total
(000)
%
Female
11
42
37
5 254
17
23 738
114
0.2
885
9 038
39
41
55
62
45
100
64
59
33
1 212
954
10
2 076
236
705
1
323
1 208
19
1 372
4 848
3
77
6 222
6
110
495
1 229
76
1 268
77
399
1 703
883
1 631
6
1 237
53
1 880
9 434
450
7
730
424
73
36
205
733
2 378
1 029
268
61
61
12
51
49
60
19
58
53
46
55
68
34
60
53
73
55
53
47
58
47
22
61
50
49
57
31
65
33
60
62
46
52
64
64
36
24
63
49
51
55
40
Country or territory
Portugal
San Marino
Spain
Sweden
Switzerland
United Kingdom
United States
South and West Asia
Afghanistan
Bangladesh
Bhutan
India2
Iran, Islamic Republic of
Maldives
Nepal
Pakistan
Sri Lanka2
Sub-Saharan Africa
Angola
Benin
Botswana
Burkina Faso
Burundi
Cameroon
Cape Verde
Central African Republic
Chad
Comoros
Congo
Cte d'Ivoire
Democratic Rep. of the Congo
Equatorial Guinea
Eritrea
Ethiopia
Gabon
Gambia
Ghana
Guinea
Guinea-Bissau
Kenya
Lesotho
Liberia
Madagascar
Malawi
Mali
Mauritius
Mozambique
Namibia
Niger
Nigeria
Rwanda
Sao Tome and Principe
Senegal
Seychelles
Sierra Leone
Somalia
South Africa
South Sudan
Swaziland
Togo
Uganda
United Republic of Tanzania
Zambia
Zimbabwe
325
3 /4
Table 2 (continued)
ANNEX
Projected 2015
198519941
198519941
Country or territory
Total
Male
Female
80
86
90
82
880 504
63
773 549
64
742 799
64
100
86
99
74
100
83
100
88
100
78
4 698
865 961
85
63
1 190
763 987
69
64
649
733 847
60
64
77
99
100
95
95
92
69
92
63
59
85
99
100
97
97
92
71
93
74
68
68
98
99
93
93
91
68
92
52
51
79
98
100
96
96
93
73
93
70
64
87
99
100
98
98
93
74
94
80
72
71
97
100
94
94
92
72
93
61
56
51 697
12 077
937
231 557
230 154
42 204
39 300
400 974
133 172
63
79
77
69
69
55
56
60
62
47 603
4 919
290
89 478
87 652
35 614
3 503
32 112
407 021
181 950
66
78
63
71
71
55
54
55
64
61
47 629
6 506
247
76 014
74 173
32 681
3 388
29 293
381 909
191 376
67
80
58
71
71
54
53
54
65
61
61
83
71
94
69
89
80
96
54
79
62
92
66
86
76
95
72
90
83
97
59
81
68
94
149 510
722 271
458 704
263 567
60
64
61
67
183 552
582 835
470 164
112 671
60
65
65
67
189 550
544 545
450 953
93 592
60
66
65
67
Male
Female
Total
Male
World
76
82
69
84
89
Countries in transition
Developed countries
Developing countries
98
67
99
76
97
58
100
80
Arab States
Central and Eastern Europe
Central Asia
East Asia and the Pacific
East Asia
Pacific
Latin America and the Caribbean
Caribbean
Latin America
North America and Western Europe
South and West Asia
Sub-Saharan Africa
55
96
98
82
82
86
86
47
53
51
72
59
82
Female
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
Weighted average
**
**
**
**
68
98
99
89
89
87
88
59
64
60
80
69
88
**
**
**
**
**
42
94
97
75
74
84
85
34
43
41
64
48
75
**
**
**
**
**
%
Female
Sum
%F
Projected 2015
Total
(000)
Total
**
200520111
**
**
**
**
**
Total
(000)
%
Female
Sum
%F
Total
(000)
%
Female
Sum
%F
326
STATISTICAL TABLES
Table 2
Male
200520111
Female
Total
Male
Projected 2015
Female
Total
Male
198519941
Female
Weighted average
200520111
Projected 2015
Total
(000)
%
Female
Total
(000)
%
Female
Total
(000)
%
Female
Sum
%F
Sum
%F
Sum
%F
Country or territory
83
88
79
89
92
87
92
93
90
167 781
62
123 198
61
98 431
57
World
100
80
100
85
100
75
100
88
100
91
100
85
100
90
100
92
100
89
116
167 157
46
62
120
122 578
41
61
74
97 870
39
57
Countries in transition
Developed countries
Developing countries
90
99
100
99
99
97
81
98
81
70
93
99
100
99
99
97
82
97
87
76
87
99
100
99
99
97
81
98
75
64
91
99
100
99
99
98
87
98
88
74
94
99
100
99
99
97
87
98
91
78
89
99
100
99
99
98
87
98
86
70
10 177
968
30
19 840
19 458
6 166
5 649
96 043
34 282
67
72
47
69
69
48
47
61
60
6 037
386
45
4 081
3 650
3 043
621
2 422
61 778
47 558
65
59
33
51
52
45
52
43
64
60
5 170
507
42
3 314
2 873
2 403
457
1 946
39 993
46 751
63
65
31
45
46
42
50
41
59
57
Arab States
Central and Eastern Europe
Central Asia
East Asia and the Pacific
East Asia
Pacific
Latin America and the Caribbean
Caribbean
Latin America
North America and Western Europe
South and West Asia
Sub-Saharan Africa
73
91
84
99
77
94
89
99
69
88
79
99
77
93
89
99
79
95
92
99
59
82
68
94
41 631
126 765
102 323
24 442
59
63
62
66
42 586
81 145
75 739
5 406
57
64
65
52
40 395
59 137
54 948
4 190
54
60
60
48
74
98
100
95
95
93
93
60
66
60
84
71
94
**
**
**
**
**
83
99
100
97
97
93
93
70
73
67
88
78
96
**
**
**
**
**
65
98
100
93
93
93
94
49
59
53
79
63
92
**
**
**
**
**
**
**
**
**
**
327
3 /4
Table 3A
ANNEX
Infant mortality
rate
()
Under-5
mortality
rate
()
Infants
with low
birth weight
(%)
% of children
under age 5
suffering from
moderate
or severe
stunting
20102015
20102015
200720113
200520123
2
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
CHILD WELL-BEING2
Country or territory
Arab States
Algeria
Bahrain
Djibouti
Egypt
Iraq
Jordan
Kuwait
Lebanon
Libya
Mauritania
Morocco
Oman
Palestine
Qatar
Saudi Arabia
Sudan
Syrian Arab Republic
Tunisia
United Arab Emirates
Yemen
Sudan (pre-secession)
Central and Eastern Europe
Albania
Belarus
Bosnia and Herzegovina
Bulgaria
Croatia
Czech Republic
Estonia
Hungary
Latvia
Lithuania
Montenegro
Poland
Republic of Moldova
Romania
Russian Federation
Serbia
Slovakia
Slovenia
The former Yugoslav Rep. of Macedonia
Turkey
Ukraine
Central Asia
Armenia
Azerbaijan
Georgia
Kazakhstan
Kyrgyzstan
Mongolia
Tajikistan
Turkmenistan
Uzbekistan
East Asia and the Pacific
Australia
Brunei Darussalam
Cambodia
China
Cook Islands
Democratic People's Republic of Korea
Fiji
Indonesia
Japan
Kiribati
Lao People's Democratic Republic
Macao, China
Malaysia
Marshall Islands
Micronesia (Federated States of)
Myanmar
Nauru
New Zealand
Niue
Palau
328
21
7
75
22
33
19
8
20
13
70
29
8
20
8
16
Tuberculosis
Diphtheria,
Pertussis,
Tetanus
Polio
Measles
Hepatitis B
Corresponding vaccines:
BCG
DPT3
Polio3
Measles
HepB3
2011
2011
2011
2011
2011
14
18
7
44
57
27
9
104
25
41
22
10
24
15
106
31
11
22
10
19
16
23
8
57
87
6
...
...
13
15
13
...
12
...
34
15
12
7
...
...
...
10
5
...
...
...
16
...
34
29
28
8
4
...
21
23
15
10
12
...
...
35
28
9
...
...
38
99
...
89
98
92
95
99
...
99
86
99
99
98
97
98
92
90
98
98
59
...
95
99
87
96
77
98
99
81
98
75
99
99
99
93
98
93
72
98
94
81
...
95
99
87
96
78
98
99
75
98
73
98
99
99
93
98
93
75
98
94
81
...
95
99
84
96
76
98
99
79
98
67
95
99
99
99
98
87
80
96
94
71
...
95
99
87
96
76
98
99
81
98
75
98
99
98
93
98
93
66
98
94
81
...
17
6
13
9
6
3
4
5
7
6
8
6
14
12
11
11
6
3
13
20
12
19
9
16
11
7
4
7
7
8
9
9
7
19
15
16
13
7
4
15
23
15
7
4
4
9
5
7
4
8
5
4
4
6
6
8
6
5
7
...
6
11
4
19
4
12
...
...
...
...
...
...
...
8
...
11
...
...
7
...
...
5
12
...
99
99
94
98
99
...
99
99
95
98
97
93
98
99
95
99
97
...
98
97
90
99
98
88
95
96
99
93
99
94
92
95
99
93
89
97
91
99
96
95
97
50
99
98
89
95
96
99
93
99
94
92
95
96
96
89
97
91
99
96
95
97
58
99
99
89
95
96
98
94
99
99
94
91
98
91
93
98
95
98
95
98
97
67
99
98
88
96
97
99
94
...
91
95
91
98
96
96
97
89
99
...
90
96
21
24
38
26
24
33
31
51
49
44
27
43
27
29
42
37
65
62
53
7
10
5
6
5
5
10
4
5
19
27
11
18
18
16
30
...
20
96
82
96
96
98
99
97
98
99
95
74
94
99
96
99
96
97
99
96
80
90
99
94
99
97
97
99
97
67
94
99
97
98
98
99
99
95
48
92
99
96
99
96
97
99
4
5
53
20
...
25
17
25
3
...
37
4
7
...
31
45
...
5
...
...
5
6
69
24
...
32
22
31
3
...
46
5
9
...
38
57
...
6
...
...
7
...
11
3
3
6
10
9
8
...
11
...
10
18
18
9
27
6
0
...
...
...
40
9
...
32
...
36
...
...
48
...
17
...
...
35
24
...
...
...
...
96
94
99
98
98
99
82
94
86
77
...
99
99
75
93
99
...
99
...
92
97
94
99
93
94
99
63
98
99
78
...
99
94
84
99
99
95
98
84
92
99
94
99
93
99
99
70
96
95
79
...
99
95
83
99
99
95
98
98
94
91
93
99
89
99
94
89
94
90
69
...
95
97
92
99
99
93
99
85
92
93
94
99
93
94
99
63
...
95
78
...
97
97
83
52
99
95
98
91
STATISTICAL TABLES
Table 3A
Table 3A (continued)
CHILD SURVIVAL1
CHILD WELL-BEING2
% of 1-year-old children immunized against
Country or territory
Papua New Guinea
Philippines
Republic of Korea
Samoa
Singapore
Solomon Islands
Thailand
Timor-Leste
Tokelau
Tonga
Tuvalu
Vanuatu
Viet Nam
Latin America and the Caribbean
Anguilla
Antigua and Barbuda
Argentina
Aruba
Bahamas
Barbados
Belize
Bermuda
Bolivia, Plurinational State of
Brazil
British Virgin Islands
Cayman Islands
Chile
Colombia
Costa Rica
Cuba
Dominica
Dominican Republic
Ecuador
El Salvador
Grenada
Guatemala
Guyana
Haiti
Honduras
Jamaica
Mexico
Montserrat
Netherlands Antilles
Nicaragua
Panama
Paraguay
Peru
Saint Kitts and Nevis
Saint Lucia
Saint Vincent and the Grenadines
Suriname
Trinidad and Tobago
Turks and Caicos Islands
Uruguay
Venezuela, Bolivarian Republic of
North America and Western Europe
Andorra
Austria
Belgium
Canada
Cyprus
Denmark
Finland
France
Germany
Greece
Iceland
Ireland
Israel
Italy
Luxembourg
Malta
Monaco
Netherlands
Norway
Infant mortality
rate
()
Under-5
mortality
rate
()
Infants
with low
birth weight
(%)
% of children
under age 5
suffering from
moderate
or severe
stunting
20102015
20102015
200720113
200520123
Tuberculosis
Diphtheria,
Pertussis,
Tetanus
Polio
Measles
Hepatitis B
Corresponding vaccines:
BCG
DPT3
Polio3
Measles
HepB3
2011
2011
2011
2011
2011
44
21
4
20
2
35
11
56
...
21
...
24
18
58
27
5
24
2
43
13
76
...
25
...
29
23
11
21
4
10
8
12
7
12
...
3
6
10
5
44
32
...
...
...
33
16
58
...
...
10
26
23
83
84
99
99
99
89
99
68
...
99
99
81
98
61
80
99
91
96
88
99
67
...
99
96
68
95
58
80
98
91
96
93
99
66
...
99
96
67
96
60
79
99
67
95
73
98
62
...
99
98
52
96
62
76
99
91
96
88
98
67
...
99
96
59
95
...
...
12
15
14
12
16
...
41
19
...
...
7
17
9
5
...
22
19
19
13
26
37
58
24
22
14
...
12
18
16
27
18
...
12
21
20
24
...
12
15
...
...
14
17
18
14
21
...
54
24
...
...
8
23
11
6
...
28
23
23
15
34
46
76
33
26
17
...
14
22
21
33
28
...
16
25
27
31
...
15
20
...
5
7
...
10
12
14
...
6
8
...
...
6
6
7
5
10
11
8
9
9
11
14
25
10
12
7
...
...
9
10
6
8
8
11
8
11
19
...
9
8
...
...
...
...
...
...
22
...
27
7
...
...
2.5
13
6
...
...
10
...
21
...
48
18
30
30
4
14
...
...
22
19
18
20
...
...
...
11
...
...
8
13
...
...
99
...
...
...
98
...
90
99
...
...
91
83
78
99
99
98
99
91
...
89
97
75
99
99
99
...
...
98
97
94
91
99
97
99
...
...
...
99
95
...
99
93
...
98
91
95
...
82
96
...
...
94
85
85
96
98
84
99
89
94
85
93
59
98
99
97
...
...
98
87
90
91
97
97
95
86
90
...
95
78
...
99
95
...
97
91
95
...
82
97
...
...
93
85
82
99
99
84
99
89
95
86
93
59
98
99
97
...
...
99
91
87
91
98
97
95
86
91
...
95
78
...
99
93
...
90
93
98
...
84
97
...
...
91
88
83
99
99
79
98
89
95
87
98
59
99
88
98
...
...
99
97
93
96
99
95
99
85
92
...
95
86
...
99
93
...
95
91
95
...
82
96
...
...
94
85
84
96
98
80
98
90
94
85
93
...
98
99
98
...
...
98
87
90
91
98
97
96
86
90
...
95
78
...
4
4
5
4
4
3
3
3
4
2
4
3
3
2
5
...
4
3
...
5
5
6
5
5
3
4
4
5
3
4
4
4
3
7
...
5
4
...
7
...
6
...
4
4
...
...
...
4
...
8
...
8
6
...
...
5
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
91
...
41
...
...
...
...
89
...
...
99
83
98
95
99
91
99
99
99
99
96
95
94
96
99
96
99
97
94
99
83
98
99
99
91
99
99
95
99
96
95
94
96
99
96
99
97
94
99
76
95
98
87
87
97
89
99
99
93
92
98
90
96
84
99
96
93
99
83
97
70
96
...
...
65
93
95
...
95
99
96
95
82
99
...
...
329
3 /4
Table 3A (continued)
CHILD SURVIVAL1
ANNEX
Infant mortality
rate
()
Under-5
mortality
rate
()
Infants
with low
birth weight
(%)
% of children
under age 5
suffering from
moderate
or severe
stunting
20102015
20102015
200720113
200520123
2
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
CHILD WELL-BEING2
Country or territory
Portugal
San Marino
Spain
Sweden
Switzerland
United Kingdom
United States
South and West Asia
Afghanistan
Bangladesh
Bhutan
India
Iran, Islamic Republic of
Maldives
Nepal
Pakistan
Sri Lanka
Sub-Saharan Africa
Angola
Benin
Botswana
Burkina Faso
Burundi
Cameroon
Cape Verde
Central African Republic
Chad
Comoros
Congo
Cte d'Ivoire
Democratic Rep. of the Congo
Equatorial Guinea
Eritrea
Ethiopia
Gabon
Gambia
Ghana
Guinea
Guinea-Bissau
Kenya
Lesotho
Liberia
Madagascar
Malawi
Mali
Mauritius
Mozambique
Namibia
Niger
Nigeria
Rwanda
Sao Tome and Principe
Senegal
Seychelles
Sierra Leone
Somalia
South Africa
South Sudan
Swaziland
Togo
Uganda
United Republic of Tanzania
Zambia
Zimbabwe
330
Tuberculosis
Diphtheria,
Pertussis,
Tetanus
Polio
Measles
Hepatitis B
HepB3
Corresponding vaccines:
BCG
DPT3
Polio3
Measles
2011
2011
2011
2011
2011
4
...
4
3
4
5
6
5
...
4
3
5
6
8
8
...
...
...
...
...
...
...
...
...
...
...
...
...
96
...
...
23
...
...
...
98
86
97
98
95
95
94
97
86
97
98
95
95
94
96
83
95
96
92
90
90
97
86
97
...
...
...
91
125
42
38
48
23
8
32
66
11
184
51
52
65
31
12
39
86
13
...
22
10
28
7
22
18
32
17
...
41
34
48
...
19
40
43
17
68
95
95
87
99
98
97
85
99
66
96
95
72
99
96
92
80
99
66
96
95
70
99
96
92
75
99
62
96
95
74
99
96
88
80
99
66
96
95
47
99
96
92
80
99
96
77
35
71
94
85
18
96
124
63
67
69
109
93
48
63
44
66
44
84
110
58
62
77
41
86
92
12
78
30
86
88
93
47
50
...
103
100
46
...
65
67
72
54
81
47
156
121
46
147
152
136
22
155
195
86
104
107
180
151
62
96
64
93
63
134
181
89
89
107
58
119
173
15
123
39
144
141
114
69
85
...
157
162
64
...
92
104
114
81
130
71
12
15
13
16
11
11
6
14
20
25
13
17
10
13
14
20
14
10
13
12
11
8
11
14
16
12
19
14
16
16
27
12
7
8
19
...
10
...
...
...
9
11
14
8
11
11
29
45
31
35
58
32
...
41
39
...
31
40
43
...
...
44
...
24
28
40
32
35
39
39
50
47
38
...
43
29
55
41
44
29
16
...
44
42
24
31
31
30
34
42
45
32
88
97
99
99
90
80
99
74
53
76
95
74
67
73
99
69
89
90
98
93
93
92
95
73
82
99
89
99
91
89
61
64
99
99
95
99
96
41
78
57
98
90
86
99
88
98
86
85
96
91
96
66
90
54
22
83
90
62
70
33
99
51
45
96
91
59
76
88
83
49
89
97
72
98
76
82
75
47
97
96
83
99
84
41
72
46
91
81
82
90
81
99
85
85
96
90
94
67
90
47
31
85
90
58
78
39
99
62
44
95
91
57
73
88
91
56
88
86
71
98
73
85
44
73
93
96
73
99
81
49
73
46
85
81
82
88
83
99
88
72
94
63
92
76
96
62
28
72
90
49
71
51
99
57
55
91
91
58
61
87
85
40
70
96
56
99
82
74
76
71
95
91
82
99
80
46
78
64
98
67
75
93
83
92
86
85
93
91
96
66
90
54
22
83
90
62
70
...
99
51
45
96
91
59
76
88
83
49
89
97
72
98
76
82
75
50
97
96
83
99
84
...
76
...
91
81
82
90
81
93
STATISTICAL TABLES
Table 3A
Table 3A (continued)
CHILD SURVIVAL1
CHILD WELL-BEING2
% of 1-year-old children immunized against
Country or territory
Infant mortality
rate
()
Under-5
mortality
rate
()
Infants
with low
birth weight
(%)
% of children
under age 5
suffering from
moderate
or severe
stunting
20102015
20102015
200720113
200520123
Weighted average
Tuberculosis
Diphtheria,
Pertussis,
Tetanus
Polio
Measles
Hepatitis B
Corresponding vaccines:
BCG
DPT3
Polio3
Measles
HepB3
2011
2011
2011
2011
2011
Median
Median
World
42
60
10
28
96
94
95
93
93
Countries in transition
Developed countries
Developing countries
22
5
46
28
6
67
5
6
11
15
...
30
98
...
96
95
96
92
96
96
93
97
95
91
96
95
93
Arab States
Central and Eastern Europe
Central Asia
East Asia and the Pacific
East Asia
Pacific
Latin America and the Caribbean
Caribbean
Latin America
North America and Western Europe
South and West Asia
Sub-Saharan Africa
31
12
38
20
20
19
19
47
18
5
51
77
41
16
46
25
25
25
24
61
23
6
69
123
12
6
5
9
8
10
9
11
8
...
18
13
18
...
19
...
32
...
18
...
16
...
37
39
98
98
97
98
96
99
98
...
97
...
95
90
96
95
96
95
96
94
94
95
91
96
94
83
96
96
97
96
96
95
95
95
91
96
94
83
96
96
98
94
95
92
95
95
93
94
92
76
96
96
96
94
94
94
94
95
91
95
94
83
72
38
49
21
6
111
53
69
27
7
13
9
11
8
...
40
20
29
13
...
92
98
94
98
...
84
94
90
95
97
85
95
90
96
96
76
94
90
96
95
84
93
90
96
96
Note: The statistical tables still include data for Sudan (pre-secession) for reference purposes as those for the two new entities since July 2011, Sudan and South Sudan, are just becoming available. The country groupings by level of
income are as defined by the World Bank but include EFA countries only. They are based on the list of countries by income group as revised in July 2012.
1. The indicators on child survival are from the United Nations Population Division estimates, revision 2010 (United Nations, 2011). They are based on the median variant.
2. UNICEF (2013); WHO Global Database on Child Growth and Malnutrition (2013).
3. Data are for the most recent year available during the period specified.
(. . .) No data available.
331
3 /4
Table 3B
ANNEX
Enrolment in private
institutions as % of
total enrolment
School year
ending in
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
Age
Group
Country or territory
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
332
Arab States
Algeria
Bahrain1
Djibouti
Egypt
Iraq
Jordan
Kuwait1
Lebanon
Libya
Mauritania
Morocco
Oman
Palestine
Qatar
Saudi Arabia
Sudan
Syrian Arab Republic
Tunisia
United Arab Emirates1
Yemen
Sudan (pre-secession)
Central and Eastern Europe
Albania
Belarus
Bosnia and Herzegovina
Bulgaria
Croatia
Czech Republic
Estonia
Hungary
Latvia
Lithuania
Montenegro
Poland
Republic of Moldova2,3
Romania
Russian Federation
Serbia2
Slovakia
Slovenia
The former Yugoslav Rep. of Macedonia
Turkey
Ukraine
Central Asia
Armenia
Azerbaijan2,4
Georgia
Kazakhstan
Kyrgyzstan
Mongolia
Tajikistan
Turkmenistan
Uzbekistan
East Asia and the Pacific
Australia
Brunei Darussalam
Cambodia
China
Cook Islands2
Democratic People's Republic of Korea
Fiji
Indonesia
Japan
Kiribati
Lao People's Democratic Republic
Macao, China
Malaysia
Marshall Islands
Micronesia (Federated States of)
Myanmar
Nauru2
New Zealand
Niue2
Palau2
1999
2011
Total
(000)
5-5
3-5
4-5
4-5
4-5
4-5
4-5
3-5
4-5
3-5
4-5
4-5
4-5
3-5
3-5
4-5
3-5
3-5
4-5
3-5
4-5
36
14
0.2
328
68
74
57
143
10
...
805
...
77
8
...
...
108
78
64
12
366
3-5
3-5
3-5
3-6
3-6
3-5
3-6
3-6
3-6
3-6
3-5
3-6
3-6
3-6
3-6
3-6
3-5
3-5
3-5
3-5
3-5
2011
1999
%F
Total
(000)
%F
49
48
60
48
48
46
49
48
48
...
34
...
48
48
...
...
46
47
48
45
...
490
27
2
912
...
99
78
154
...
...
683
56
96
30
210
659
172
...
131
30
632
49
50
50
48
...
47
49
49
...
...
43
49
48
49
...
50
47
...
49
46
50
82
278
...
219
81
312
55
376
58
94
11
958
103
625
4 379
175
169
59
33
261
1 103
50
47
...
48
48
50
48
48
48
48
48
49
48
49
...
46
...
46
49
47
48
76
297
17
218
99
332
48
338
75
87
14
994
116
666
5 105
153
144
52
17
981
1 273
3-5
3-5
3-5
3-6
3-6
3-5
3-6
3-6
3-6
57
88
74
165
48
74
56
...
616
...
46
48
48
43
54
42
...
47
58
98
...
618
85
122
62
...
523
4-4
4-5
3-5
4-6
4-4
5-6
3-5
5-6
3-5
3-5
3-5
3-5
4-5
4-5
3-5
3-4
3-5
3-4
4-4
3-5
273
11
58
24 030
0.4
...
9
1 981
2 962
...
37
17
572
2
3
41
0.6
101
0.1
0.7
49
49
50
46
47
...
49
49
49
...
52
47
50
50
...
...
45
49
44
54
218
13
115
29 767
0.5
...
9
4 055
2 904
...
97
11
805
1
...
159
...
111
...
...
**
**
**
z
z
z
y
z
z
47
48
47
48
48
48
48
48
48
49
47
49
48
49
48
49
48
48
49
48
48
z
z
z
y
z
z
49
46
...
49
49
50
44
...
49
z
48
49
50
45
49
...
50
50
...
...
50
49
51
50
...
51
...
50
...
...
.
100
100
54
.
100
24
78
.
...
100
...
100
100
...
...
67
88
68
37
90
2011
**
**
14
100
57
...
...
83
43
82
...
...
90
66
100
81
50
25
71
...
80
45
23
...
...
0.1
5
2
0.7
3
1.0
0.3
.
3
...
0.6
...
...
0.4
1
.
6
0.04
5
...
15
0.8
14
2
3
6
3
0.6
2
13
0.1
2
0.8
0.8
4
3
.
9
1.0
0.1
10
1
4
.
...
...
2
0.8
...
6
3
7
...
0.6
63
66
22
...
25
...
...
99
65
...
18
94
49
19
...
90
...
...
.
24
75
74
...
47
34
...
...
97
70
...
24
97
46
18
...
61
...
98
...
...
**
**
1999
z
z
z
y
z
z
Total
Male
2
38
0.4
10
5
29
85
61
5
...
62
...
35
25
...
...
8
14
64
0.7
19
2
39
0.3
11
5
31
84
62
5
...
81
...
36
26
...
...
9
14
64
0.7
...
**
2011
Female
**
**
2
37
0.5
10
5
28
87
60
5
...
42
...
35
25
...
...
8
13
64
0.6
...
**
**
GPI
(F/M)
Total
Male
1.01
0.96
1.50
0.95
1,00
0.91
1.03
0.97
0.98
...
0.53
...
0.96
0.96
...
...
0.90
0.93
0.99
0.86
...
75
...
4
26
...
32
...
83
...
...
58
53
41
57
12
...
11
...
...
1
27
74
...
4
27
...
33
...
83
...
...
65
54
41
56
...
...
11
...
...
1
26
**
**
43
83
...
68
39
89
93
80
56
50
34
49
48
68
71
54
79
75
27
7
50
42
86
...
69
40
86
94
81
58
51
34
49
49
67
...
57
...
79
27
7
51
45
79
...
68
39
91
92
79
55
50
33
49
48
69
...
51
...
72
27
6
50
1.06
0.92
...
0.99
0.98
1.07
0.99
0.98
0.95
0.97
0.98
1,00
0.96
1.03
...
0.90
...
0.91
1.01
0.94
0.98
57
103
17
79
61
111
88
87
86
73
60
71
77
79
90
53
91
93
25
26
99
26
18
35
15
10
26
8
...
24
...
19
36
15
11
24
9
...
24
...
17
35
15
9
29
7
...
23
...
0.89
0.98
0.96
0.80
1.18
0.77
...
0.93
43
27
...
53
21
82
9
...
26
103
81
5
37
86
...
15
23
83
...
8
91
54
57
37
2
74
85
154
63
103
79
5
37
87
...
15
22
83
...
7
93
53
56
...
...
79
85
159
56
104
82
5
37
85
...
15
23
84
...
8
88
55
59
...
...
69
85
147
69
1,00
1.04
1.03
1,00
0.98
...
1.01
1.01
1.02
...
1.11
0.95
1.04
1.05
...
...
0.88
1.01
0.93
1.23
78
88
13
61
181
...
18
46
88
...
24
85
69
46
...
10
...
93
...
...
**
**
**
**
**
**
**
**
**
**
**
z
z
z
y
z
z
58
104
18
80
62
112
88
88
87
74
61
71
77
79
91
53
92
95
25
27
100
Female
z
z
z
y
z
z
41
27
...
53
21
80
10
...
26
z
79
87
13
61
180
...
17
45
...
...
23
87
66
45
...
10
...
91
...
...
75
...
4
25
...
31
...
82
...
...
50
53
41
58
...
...
11
...
...
1
27
57
101
17
79
61
109
87
87
84
72
59
72
77
79
89
53
89
91
26
26
97
z
z
z
y
z
z
78
89
14
62
181
...
19
46
...
...
24
83
71
47
...
10
...
95
...
...
1.02
...
1.01
0.95
...
0.94
...
0.98
...
...
0.77
0.98
0.98
1.03
...
...
0.97
...
...
0.88
1.04
0.98
0.98
0.96
0.99
0.98
0.98
0.98
0.99
0.97
0.98
0.96
1.01
0.99
1.01
0.98
1,00
0.98
0.96
1.05
0.96
0.97
z
z
z
y
z
z
1.14
0.97
...
0.99
1,00
1.04
0.82
...
1,00
47
26
...
52
21
84
8
...
26
z
GPI
(F/M)
0.98
1.03
1.05
1.02
1.01
...
1.07
1.04
...
...
1.06
0.95
1.08
1.05
...
1.06
...
1.04
...
...
STATISTICAL TABLES
Table 3B
Total
2011
2011
2011
Male
Female
GPI (F/M)
Total
Male
Female
GPI (F/M)
Total
Male
Female
Arab States
...
...
4
26
...
32
...
83
...
...
58
...
41
57
12
...
11
...
...
1
27
...
...
4
27
...
33
...
83
...
...
65
...
41
56
...
...
11
...
...
1
26
...
...
4
25
...
31
...
82
...
...
50
...
41
58
...
...
11
...
...
1
27
...
...
1.01
0.95
...
0.94
...
0.98
...
...
0.77
...
0.98
1.03
...
...
0.97
...
...
0.88
1.04
68
...
3
21
...
32
...
80
...
...
52
44
36
46
...
...
11
...
...
1.0
...
**, y
67
...
3
22
...
33
...
80
...
...
59
44
37
44
...
...
11
...
...
1.0
...
**, y
69
...
3
20
...
31
...
79
...
...
46
44
36
47
...
...
11
...
...
0.9
...
**, y
1.03
...
1,00
0.95
...
0.94
...
0.99
...
...
0.78
0.99
0.98
1.06
...
...
0.97
...
...
0.89
...
**, y
33
85
12
...
...
52
...
100
...
...
48
...
...
...
...
...
...
...
85
2
65
z
y
34
86
11
...
...
53
...
100
...
...
49
...
...
...
...
...
...
...
80
2
61
z
**, y
32
85
12
...
...
51
...
100
...
...
47
...
...
...
...
...
...
...
91
2
70
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
**, y
21
z
z
z
y
58
125
...
80
62
112
88
88
87
74
61
71
77
79
91
...
92
95
25
...
100
z
z
z
y
57
121
...
79
61
109
87
87
84
72
59
72
77
79
89
...
89
91
26
...
97
z
z
z
y
0.98
0.97
...
0.99
0.98
0.98
0.98
0.99
0.97
0.98
0.96
1.01
0.99
1.01
0.98
...
0.98
0.96
1.05
...
0.97
z
z
z
y
54
92
12
76
61
...
87
85
84
72
44
69
76
78
73
53
...
91
24
26
...
z
z
z
y
z
**, z
54
92
13
76
61
...
88
85
85
73
45
69
76
77
73
53
...
93
24
27
...
z
z
z
y
z
**, z
54
92
12
76
61
...
87
84
83
72
43
70
76
78
72
53
...
90
25
26
...
z
z
z
y
z
**, z
0.98
0.99
0.98
0.99
0.99
...
0.99
0.99
0.98
0.98
0.96
1.01
1,00
1.01
0.99
1,00
...
0.97
1.03
0.96
...
z
z
z
y
z
**, z
...
...
...
...
...
...
...
...
...
...
...
...
98
...
...
91
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
97
...
...
92
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
98
...
...
91
...
...
...
...
...
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
Central Asia
43
31
...
53
21
106
9
...
26
1.14
0.97
...
0.99
1,00
1.05
0.82
...
1,00
47
30
...
52
21
108
8
...
26
41
31
...
53
21
103
10
...
26
...
23
...
52
17
61
7
...
20
...
23
...
53
17
60
8
...
20
...
0.97
...
0.99
1.01
1.04
0.82
...
1.01
...
22
...
52
17
62
7
...
20
...
10
...
...
20
69
2
...
...
...
10
...
...
20
68
2
...
...
...
11
...
...
20
70
2
...
...
43
44
45
46
47
48
49
50
51
79
...
25
61
180
...
17
45
...
...
25
87
66
45
...
...
...
...
...
...
78
...
27
62
181
...
19
46
...
...
26
83
71
47
...
...
...
...
...
...
0.98
...
1.06
1.02
1.01
...
1.07
1.04
...
...
1.06
0.95
1.08
1.05
...
...
...
...
...
...
51
64
13
...
...
...
...
31
88
...
24
83
59
...
...
10
...
92
...
...
z
z
52
64
12
...
...
...
...
31
...
...
23
85
57
...
...
10
...
90
...
...
51
65
13
...
...
...
...
31
...
...
24
81
62
...
...
10
...
94
...
...
0.98
1.01
1.05
...
...
...
...
1.02
...
...
1.06
0.95
1.07
...
...
1.06
...
1.04
...
...
...
...
23
92
...
...
...
61
...
...
32
...
100
...
...
20
...
...
...
...
...
...
23
...
...
...
...
61
...
...
31
...
100
...
...
19
...
...
...
...
...
...
24
...
...
...
...
61
...
...
32
...
100
...
...
21
...
...
...
...
52
53
z
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
333
3 /4
Table 3B (continued)
ANNEX
Enrolment in private
institutions as % of
total enrolment
School year
ending in
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
Age
Group
Country or territory
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
334
1999
2011
2011
Total
(000)
%F
Total
(000)
6-6
5-5
3-5
3-4
3-5
3-5
3-5
4-5
3-4
3-4
3-5
3-5
3-5
...
593
...
5
...
13
2 745
...
0.1
2
0.7
8
2 179
...
50
...
53
...
48
49
...
42
53
50
50
48
...
1 166
1 538
4
...
23
2 731
...
...
...
...
11
3 071
3-4
3-4
3-5
4-5
3-4
3-4
3-4
4-4
4-5
4-6
3-4
3-4
4-5
3-5
4-5
3-5
3-4
3-5
5-5
4-6
3-4
5-6
4-5
3-5
3-5
3-5
4-5
3-4
4-5
3-5
4-5
3-5
3-5
3-4
3-4
3-4
4-5
3-4
4-5
3-5
3-5
0.5
2
1 191
3
1
6
4
0.4
208
5 733
0.5
0.5
450
1 034
75
484
3
195
181
194
4
308
37
...
120
138
3 361
0.1
7
161
49
123
1 017
2
4
...
16
23
0.8
100
738
52
...
50
49
51
49
50
54
49
49
53
48
49
50
49
50
52
49
50
49
50
49
49
...
50
51
50
52
50
50
49
50
50
51
50
...
49
50
54
49
50
0.4
2
1 484
3
...
6
7
0.3
225
7 004
0.9
...
544
1 309
109
389
2
239
442
224
4
550
27
...
251
159
4 652
0.1
...
218
91
156
1 350
2
3
3
18
...
1
132
1 287
3-5
3-5
3-5
4-5
3-5
3-6
3-6
3-5
3-5
4-5
3-5
3-4
3-5
3-5
3-5
3-4
3-5
4-5
3-5
...
225
399
512
19
251
125
2 393
2 333
143
12
...
294
1 578
12
10
0.9
390
139
...
49
49
49
49
49
49
49
48
49
48
...
48
48
49
48
52
49
50
2
240
434
504
21
260
161
2 559
2 360
160
13
90
403
1 681
15
9
0.9
379
174
**
**
**
**
1999
2011
1999
%F
y
z
z
z
y
z
z
y
z
z
z
z
z
z
z
z
z
z
z
...
49
48
51
...
49
49
...
...
...
...
49
46
48
51
49
50
...
50
50
49
49
49
48
...
48
49
49
48
51
50
49
50
51
50
49
...
50
49
49
53
...
50
49
49
49
53
49
50
49
...
50
49
51
47
49
49
49
49
48
49
49
48
49
49
48
48
48
48
48
48
49
49
y
z
z
z
y
z
z
y
z
z
z
z
z
z
z
z
z
z
z
...
47
...
100
...
...
19
...
.
...
...
...
49
100
100
28
83
...
...
...
.
...
28
100
88
...
45
15
.
100
45
39
22
...
22
1
...
...
88
9
75
17
23
29
15
69
...
...
45
100
47
...
20
...
25
56
8
54
27
10
13
54
3
5
...
...
30
5
37
26
69
40
**
**
**
...
37
83
100
...
23
22
...
...
...
...
...
33
100
96
32
73
...
15
86
.
13
28
98
...
64
28
13
.
99
57
33
16
54
14
7
...
14
92
14
...
16
19
30
27
60
100
100
42
...
...
38
18
2
29
53
7
51
21
9
13
65
7
12
98
4
31
8
34
20
...
45
y
z
z
z
z
y
z
z
z
z
z
z
z
z
z
Total
Male
...
30
...
53
...
36
91
...
99
29
96
51
40
...
29
...
49
...
36
90
...
107
26
92
49
41
...
57
57
95
11
75
24
56
44
58
62
42
76
39
47
105
82
32
65
41
90
46
101
...
22
79
73
137
112
28
39
29
56
134
64
...
85
59
...
60
45
...
80
114
63
60
90
47
112
101
67
86
...
89
97
72
100
...
97
75
**
**
**
**
...
...
56
95
11
73
25
51
44
58
57
43
77
38
48
103
78
31
63
40
89
46
103
...
21
76
72
165
113
27
39
29
56
129
63
...
84
59
...
59
45
...
81
115
64
59
90
48
112
101
66
87
...
89
97
72
101
...
98
73
**
**
**
**
2011
Female
GPI
(F/M)
Total
...
31
...
59
...
36
91
...
90
31
100
53
39
...
1.06
...
1.21
...
1.02
1,00
...
0.84
1.22
1.09
1.08
0.94
...
51
119
43
...
49
101
...
...
...
...
59
73
...
...
57
94
12
76
23
60
45
58
66
41
76
39
47
107
86
32
66
41
91
45
99
...
22
82
74
119
112
28
40
30
57
139
65
...
85
60
...
60
46
...
80
114
63
60
90
47
112
100
67
86
...
88
96
72
99
...
97
77
**
**
**
**
...
...
1.02
0.99
1.08
1.04
0.90
1.19
1.02
1,00
1.16
0.96
0.99
1.02
1,00
1.04
1.10
1.01
1.04
1.02
1.02
0.97
0.97
...
1.05
1.08
1.02
0.72
1,00
1.04
1.01
1.03
1.03
1.08
1.04
...
1.01
1.01
...
1.02
1.03
...
0.99
0.98
1,00
1.02
1,00
0.99
1,00
0.98
1.01
0.98
...
0.99
0.99
1,00
0.99
...
0.99
1.06
**
**
**
**
...
81
75
113
...
104
47
43
46
...
...
...
112
49
73
104
110
38
150
64
99
67
86
...
44
113
103
...
...
55
66
35
78
96
60
80
89
...
...
89
74
101
100
119
73
79
100
69
108
114
74
97
67
97
98
89
117
...
93
99
Male
y
z
z
z
z
y
z
z
z
z
z
z
z
z
z
z
z
...
51
118
41
...
49
100
...
...
...
...
58
77
...
77
74
113
...
105
47
44
45
...
...
...
114
49
73
104
105
37
149
63
95
66
84
...
44
113
102
...
...
55
66
35
78
88
60
79
89
...
...
89
72
103
100
120
73
79
101
69
109
114
74
98
68
98
100
90
119
...
93
100
y
z
z
z
z
y
z
z
z
z
z
z
z
z
z
z
z
Female
GPI
(F/M)
...
52
119
46
...
50
103
...
...
...
...
59
69
...
1.02
1.01
1.13
...
1.03
1.03
...
...
...
...
1.01
0.90
...
84
76
113
...
103
47
43
46
...
...
...
110
49
73
104
116
38
152
64
102
67
88
...
45
113
104
...
...
56
67
36
78
103
59
80
89
...
...
89
77
99
100
119
72
79
98
69
108
113
75
96
66
97
96
89
115
...
93
98
y
z
z
z
z
y
z
z
z
z
z
z
z
z
z
z
z
...
1.09
1.02
1,00
...
0.98
1,00
0.99
1.01
...
...
...
0.97
1,00
1.01
1,00
1.11
1.03
1.02
1.03
1.07
1.02
1.05
...
1.03
1,00
1.02
...
...
1.03
1.02
1.01
1.01
1.17
0.97
1.01
1,00
...
...
1,00
1.07
0.96
1,00
0.99
1,00
1,00
0.97
0.99
1,00
0.98
1.01
0.98
0.98
0.98
0.97
1,00
0.97
...
1,00
0.98
y
z
z
z
z
y
z
z
z
z
z
z
z
z
z
z
z
STATISTICAL TABLES
Table 3B
2011
2011
2011
Total
Male
Female
GPI (F/M)
Total
Male
...
51
119
43
...
49
101
...
...
...
...
59
73
...
51
118
41
...
49
100
...
...
...
...
58
77
...
52
119
46
...
50
103
...
...
...
...
59
69
...
1.02
1.01
1.13
...
1.03
1.03
...
...
...
...
1.01
0.90
...
39
85
27
...
35
93
...
...
...
...
41
72
...
38
85
26
...
35
92
...
...
...
...
40
...
y
z
y
z
y
z
y
z
y
z
y
z
Female
GPI (F/M)
...
39
85
29
...
36
93
...
...
...
...
42
...
...
1.01
1.01
1.09
...
1.04
1.01
...
...
...
...
1.05
...
y
z
y
z
Total
Male
...
...
...
...
...
...
...
...
...
...
...
70
...
...
...
...
...
...
...
...
...
...
...
...
70
...
Female
...
...
...
...
...
...
...
...
...
...
...
71
...
72
73
74
75
76
77
78
79
80
81
82
z
83
84
z
z
...
109
74
113
...
...
47
...
45
...
...
...
114
60
78
...
105
37
...
64
95
69
84
...
...
...
102
...
...
55
66
35
78
...
60
79
89
...
...
89
84
z
z
...
117
76
113
...
...
47
...
46
...
...
...
110
60
78
...
116
38
...
66
102
71
88
...
...
...
104
...
...
56
67
36
78
...
59
80
89
...
...
89
90
z
z
...
1.07
1.02
1,00
...
...
1,00
...
1.01
...
...
...
0.97
1,00
1,00
...
1.11
1.03
...
1.03
1.07
1.02
1.05
...
...
...
1.02
...
...
1.03
1.02
1.01
1.01
...
0.97
1.01
1,00
...
...
1,00
1.07
z
z
...
62
74
98
...
95
45
30
42
...
58
...
82
45
...
90
82
36
82
54
94
55
73
...
40
...
84
...
...
55
60
33
75
78
42
...
87
...
...
78
71
z
y
**, y
z
z
...
61
74
100
...
94
45
32
42
...
61
...
83
44
...
90
77
35
81
53
90
54
71
...
40
...
84
...
...
55
59
32
74
...
44
...
88
...
...
78
68
z
y
**, y
z
z
...
63
75
96
...
95
45
29
42
...
55
...
82
45
...
90
88
37
82
55
98
55
74
...
41
...
85
...
...
56
60
33
75
...
41
...
87
...
...
78
73
z
y
**, y
z
z
...
1.03
1.02
0.96
...
1,00
0.99
0.92
1.01
...
0.90
...
1,00
1.01
...
1,00
1.15
1.03
1.01
1.04
1.09
1.01
1.05
...
1.03
...
1.01
...
...
1.03
1.02
1.02
1.01
...
0.93
...
0.99
...
...
1,00
1.07
z
y
**, y
z
z
100
86
...
...
...
100
60
...
...
...
89
...
...
...
88
100
91
69
...
84
100
...
100
...
...
...
...
100
...
42
79
86
81
100
...
76
100
84
...
97
86
**, z
z
y
*, z
100
86
...
...
...
100
...
...
...
...
89
...
...
...
87
100
90
67
...
83
100
...
100
...
...
...
...
100
...
42
79
85
81
100
...
73
100
82
...
96
86
**, z
z
y
*, z
100
86
...
...
...
100
...
...
...
...
89
...
...
...
88
100
93
71
...
86
100
...
100
...
...
...
...
100
...
43
79
87
81
100
...
79
100
86
...
99
87
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
**, z
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
*, z
122
123
124
125
z
z
z
z
z
z
z
z
103
100
120
...
79
101
69
109
114
74
...
68
98
100
90
119
...
...
100
z
z
z
z
z
z
z
z
99
100
119
...
79
98
69
108
113
75
...
66
97
96
89
115
...
...
98
z
z
z
z
z
z
z
z
0.96
1,00
0.99
...
1,00
0.97
0.99
1,00
0.98
1.01
...
0.98
0.98
0.97
1,00
0.97
...
...
0.98
z
z
z
z
z
z
z
z
85
83
99
72
70
96
69
100
...
74
97
67
92
93
87
98
...
93
99
z
y
z
z
z
z
z
z
z
z
z
z
86
82
99
72
70
96
69
100
...
73
98
68
93
94
87
100
...
93
100
z
y
z
z
z
z
z
z
z
z
z
z
83
84
100
72
71
96
69
100
...
74
96
66
92
91
87
97
...
93
98
z
y
z
z
z
z
z
z
z
z
z
z
0.97
1.03
1,00
1,00
1.02
1,00
1,00
1,00
...
1.02
0.98
0.98
1,00
0.97
1,00
0.97
...
1,00
0.98
z
y
z
z
z
z
z
z
z
z
z
z
100
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
100
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
100
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
335
3 /4
Table 3B (continued)
ANNEX
Enrolment in private
institutions as % of
total enrolment
School year
ending in
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
Age
Group
Country or territory
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
336
Portugal
San Marino2,5
Spain
Sweden
Switzerland
United Kingdom
United States
South and West Asia
Afghanistan
Bangladesh7
Bhutan
India
Iran, Islamic Republic of
Maldives
Nepal7
Pakistan
Sri Lanka
Sub-Saharan Africa
Angola
Benin
Botswana
Burkina Faso
Burundi
Cameroon
Cape Verde
Central African Republic
Chad
Comoros
Congo
Cte d'Ivoire
Democratic Rep. of the Congo
Equatorial Guinea
Eritrea
Ethiopia
Gabon
Gambia
Ghana
Guinea
Guinea-Bissau
Kenya
Lesotho
Liberia
Madagascar
Malawi
Mali
Mauritius1,7
Mozambique
Namibia
Niger
Nigeria
Rwanda
Sao Tome and Principe
Senegal
Seychelles
Sierra Leone
Somalia
South Africa
South Sudan
Swaziland
Togo
Uganda
United Republic of Tanzania
Zambia
Zimbabwe
1999
2011
2011
Total
(000)
%F
Total
(000)
3-5
3-5
3-5
3-6
5-6
3-4
3-5
220
1,0
1 131
360
158
1 155
7 183
49
47
49
49
48
49
48
274
1
1 875
409
149
1 175
8 840
3-6
3-5
4-5
3-5
5-5
3-5
3-4
3-4
4-4
...
1 825
0.3
13 869
220
12
216
5 160
...
...
50
48
48
50
48
42
40
...
...
2 376
3
41 301
475
18
1 056
...
318
5-5
4-5
3-5
3-5
4-6
4-5
3-5
3-5
3-5
3-5
3-5
3-5
3-5
4-6
5-6
4-6
3-5
3-6
4-5
4-6
4-6
3-5
3-5
3-5
3-5
3-5
3-6
3-4
3-5
5-6
4-6
3-5
4-6
3-5
4-6
4-5
3-5
3-5
6-6
3-5
3-5
3-5
3-5
5-6
3-6
3-5
389
18
...
20
5
104
20
...
...
1
6
36
40
17
12
90
16
29
506
...
4
1 188
33
112
50
...
21
42
...
35
12
939
18
4
24
3
17
...
207
...
...
11
...
...
...
...
*
*
**
**
**
**
**
40
48
...
50
50
48
50
...
...
51
61
49
49
51
47
49
50
47
49
...
51
50
52
42
51
...
51
50
...
53
50
48
50
52
50
49
...
...
50
...
...
50
...
...
...
...
668
109
24
60
43
340
23
21
22
...
45
75
245
42
46
383
45
65
1 543
152
9
1 914
53
...
164
...
71
36
...
...
110
2 021
112
9
161
3
37
...
667
56
24
66
499
1 035
...
...
1999
2011
1999
%F
z
z
z
*, z
z
y
z
48
48
49
49
49
50
50
...
48
48
49
51
50
48
...
49
50
50
50
49
50
50
50
51
46
...
49
50
51
50
49
48
50
51
50
49
51
49
...
...
50
...
50
49
...
...
50
49
51
51
53
48
51
...
50
48
50
51
51
49
...
...
z
z
*, z
z
y
52
.
32
10
6
6
34
49
.
36
17
4
21
45
...
...
100
...
16
...
...
...
...
...
49
40
...
25
97
17
...
80
...
20
...
34
49
57
...
...
...
100
85
46
93
37
97
100
68
...
26
...
62
10
100
39
...
...
...
85
...
100
33
...
...
68
5
...
...
26
...
...
53
...
...
...
...
1
26
...
76
34
61
54
55
59
...
73
40
91
53
52
98
74
77
22
72
84
38
...
...
91
...
73
81
...
...
13
27
100
14
45
10
41
...
5
70
100
30
100
5
...
...
**
**
**
z
z
*, z
z
z
y
2011
Total
Total
Male
67
...
99
76
92
77
59
67
...
99
75
93
77
60
66
...
99
76
92
77
58
1,00
...
1,00
1.01
1,00
1,00
0.97
83
108
127
95
101
83
69
...
18
1
19
14
56
11
63
...
...
18
1
18
14
56
13
74
...
...
19
1
19
15
57
10
51
...
...
1.04
0.92
1.02
1.03
1.01
0.77
0.70
...
...
26
9
55
43
115
82
...
84
27
4
...
2
0.8
11
53
...
...
3
2
2
0.8
27
5
1
14
18
47
...
4
43
20
47
3
...
1
...
...
33
1
8
3
24
3
110
4
...
21
...
...
3
...
...
...
...
*
*
**
**
**
**
**
33
5
...
2
0.8
11
53
...
...
3
2
3
0.8
27
6
1
14
19
46
...
4
43
19
54
3
...
1
...
...
31
1
8
3
23
3
110
...
...
21
...
...
3
...
...
...
...
Female
GPI
(F/M)
*
*
**
**
**
**
**
**
22
4
...
2
0.8
11
54
...
...
3
3
2
0.8
28
5
1
14
17
48
...
4
43
21
40
3
...
2
...
...
35
1
8
3
26
3
111
...
...
21
...
...
3
...
...
...
...
*
*
**
**
**
**
**
**
0.66
0.93
...
1.03
1.01
0.95
1.02
...
...
1.07
1.61
0.96
0.99
1.04
0.89
0.97
1.02
0.91
1.03
...
1.06
1,00
1.08
0.75
1.02
...
1.10
...
...
1.15
1.05
0.94
0.98
1.13
1,00
1.01
...
...
1.01
...
...
0.99
...
...
...
...
*
*
**
**
**
**
**
**
104
20
19
4
7
30
74
6
2
...
13
4
4
74
15
5
42
30
114
17
7
52
33
...
9
...
3
113
...
...
7
14
11
61
14
99
7
...
65
...
26
13
14
35
...
...
Male
z
z
z
*, z
z
y
z
83
104
127
95
100
82
68
...
26
9
54
41
113
83
...
84
103
20
19
4
7
30
75
6
2
...
13
4
4
74
15
6
41
30
112
17
7
52
...
...
9
...
3
115
...
...
6
14
11
60
13
103
7
...
65
...
26
13
14
35
...
...
Female
z
z
z
*, z
z
y
83
113
127
95
101
85
70
...
25
9
56
45
117
81
...
85
105
20
19
4
7
30
74
6
2
...
13
4
4
74
15
5
43
31
116
17
7
52
...
...
9
...
3
112
...
...
7
14
12
62
15
94
7
...
65
...
26
13
14
34
...
...
z
z
*, z
z
y
GPI
(F/M)
0.99
1.09
1,00
1,00
1.01
1.04
1.04
...
0.98
0.96
1.04
1.10
1.04
0.98
...
1.01
1.02
1.03
1.02
1.01
1.02
1.03
1,00
1.02
0.87
...
0.99
1,00
1.05
1,00
0.97
0.95
1.04
1.04
1.04
0.98
1.06
0.99
...
...
1.03
...
1.05
0.98
...
...
1.06
0.99
1.05
1.04
1.14
0.92
1.03
...
1,00
...
1.02
1.03
1.05
0.97
...
...
z
z
*, z
z
y
STATISTICAL TABLES
Table 3B
Total
83
108
127
95
101
...
...
2011
2011
2011
Male
z
83
104
127
95
100
...
...
Female
z
83
113
127
95
101
...
...
GPI (F/M)
Total
82
76
97
95
76
78
64
0.99
1.09
1,00
1,00
1.01
...
...
Male
z
z
z
82
68
97
95
76
76
62
Female
z
z
z
82
85
98
94
76
79
65
z
z
GPI (F/M)
1,00
1.25
1.01
1,00
1,00
1.04
1.05
z
z
Total
Male
...
.
...
...
...
...
...
...
.
...
...
...
...
...
Female
...
.
...
...
...
...
...
145
146
147
148
149
150
151
...
26
9
54
41
113
...
...
...
...
25
9
56
45
117
...
...
...
...
0.98
0.96
1.04
1.10
1.04
...
...
...
...
24
...
...
...
92
56
...
...
...
24
...
...
...
90
55
...
...
...
23
...
...
...
94
56
...
...
...
0.98
...
...
...
1.04
1.02
...
...
...
...
...
...
39
91
54
100
98
...
...
...
...
37
89
53
100
97
...
...
...
...
41
92
55
100
99
152
153
154
155
156
157
158
159
160
Sub-Saharan Africa
...
20
...
...
7
30
74
6
2
...
13
4
4
74
...
5
42
...
...
17
...
52
...
...
10
...
3
...
...
...
7
...
11
...
14
...
...
...
88
...
26
13
...
35
...
...
...
20
...
...
7
30
75
6
2
...
13
4
4
74
...
6
41
...
...
17
...
52
...
...
10
...
3
...
...
...
6
...
11
...
13
...
...
...
88
...
26
13
...
35
...
...
...
20
...
...
7
30
74
6
2
...
13
4
4
74
...
5
43
...
...
17
...
52
...
...
10
...
3
...
...
...
7
...
12
...
15
...
...
...
88
...
26
13
...
34
...
...
...
1.03
...
...
1.02
1.03
1,00
1.02
0.87
...
0.99
1,00
1.05
1,00
...
0.95
1.04
...
...
0.98
...
0.99
...
...
1.03
...
1.05
...
...
...
1.06
...
1.05
...
1.14
...
...
...
1,00
...
1.02
1.03
...
0.97
...
...
66
10
15
3
5
21
69
6
2
...
12
4
4
53
10
4
42
27
73
12
5
29
...
...
8
...
3
99
...
...
5
...
10
57
9
88
...
...
...
...
19
11
14
33
...
...
*, z
z
**
z
y
**
**
**
z
z
65
10
15
3
5
21
69
6
2
...
12
4
4
53
10
5
41
27
72
12
5
27
...
...
8
...
3
100
...
...
5
...
10
55
9
91
...
...
...
...
18
11
14
33
...
...
*, z
z
**
z
y
**
**
**
z
z
67
10
16
3
6
22
69
6
2
...
12
4
4
53
10
4
43
28
75
11
5
30
...
...
8
...
3
98
...
...
5
...
11
58
10
84
...
...
...
...
19
11
14
34
...
...
*, z
z
**
z
y
**
**
**
z
z
1.04
0.99
1.04
1.01
1.02
1.04
1,00
1.02
0.87
...
0.98
0.98
1.05
1,00
0.97
0.95
1.04
1.04
1.04
0.98
1.05
1.12
...
...
1.03
...
1.04
0.98
...
...
1.05
...
1.05
1.04
1.15
0.93
...
...
...
...
1.01
1.02
1.05
1.02
...
...
*, z
z
**
z
y
**
**
**
z
z
...
...
...
7
7
...
...
...
4
...
9
...
...
89
...
...
...
...
88
...
...
...
...
...
...
...
16
96
...
51
13
...
...
42
...
100
...
...
...
...
...
...
...
...
15
...
z
y
...
...
...
6
8
...
...
...
4
...
9
...
...
90
...
...
...
...
88
...
...
...
...
...
...
...
15
96
...
52
12
...
...
38
...
100
...
...
...
...
...
...
...
...
15
...
z
y
...
...
...
7
7
...
...
...
4
...
10
...
...
89
...
...
...
...
88
...
...
...
...
...
...
...
16
97
...
51
14
...
...
45
...
100
...
...
...
...
...
...
...
...
15
...
161
162
163
164
165
166
167
168
169
170
z
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
337
3 /4
Table 3B (continued)
ANNEX
Enrolment in private
institutions as % of
total enrolment
School year
ending in
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
Age
Group
Country or territory
1999
2011
2011
Total
(000)
%F
Total
(000)
1999
2011
%F
1999
Total
Sum
%F
Sum
World
...
111 980
48
170 008
**
48
**
28
33
33
33
II
Countries in transition
Developed countries
Developing countries
...
...
...
7 456
25 310
79 214
47
49
47
9 089
28 513
132 406
**
48
49
48
**
**
.
8
47
0.8
13
49
46
75
27
47
76
27
Arab States
Central and Eastern Europe
Central Asia
East Asia and the Pacific
East Asia
Pacific
Latin America and the Caribbean
Caribbean
Latin America
North America and Western Europe
South and West Asia
Sub-Saharan Africa
...
...
...
...
...
...
...
...
...
...
...
...
2 408
9 443
1 272
36 812
36 360
453
16 009
...
15 712
19 098
21 533
5 405
42
48
48
47
47
49
49
...
49
48
46
48
47
48
49
47
47
48
49
...
49
49
49
50
**
88
0.7
0.6
49
49
...
34
83
23
27
...
53
71
2.6
2.4
54
54
...
30
80
23
21
45
55
15
51
19
39
39
67
54
...
55
76
22
10
17
52
20
39
39
67
54
...
55
77
22
10
...
...
...
...
...
5 725
80 723
30 817
49 905
25 532
...
24
42
19
33
55
27
32
23
34
11
32
22
43
72
III
IV
V
VI
VII
VIII
IX
X
XI
XII
XIII
XIV
XV
XVI
XVII
XVIII
XIX
XX
XXI
**
**
**
49
47
47
48
48
**
**
**
**
4 142
11 448
1 713
47 603
47 020
583
20 999
...
20 682
22 341
49 539
12 222
10 743
129 359
65 195
64 164
29 906
%F
Male
**
**
**
**
**
**
**
**
**
**
49
48
49
47
49
Median
**
**
**
**
**
**
**
**
**
**
**
2011
Female
GPI
(F/M)
Total
0.97
50
**
50
**
50
**
1,00
**
66
85
45
**
66
84
45
**
65
85
45
**
0.98
1.01
1,00
**
**
24
72
32
61
61
78
73
...
74
85
49
18
**
0.94
0.98
1,00
1.01
1.01
1,00
1.01
...
1.01
1.01
1.02
1,00
**
Male
Weighted Average
**
**
**
11
32
23
43
73
32
**
**
**
**
45
75
26
13
50
19
39
39
67
55
...
56
76
21
10
10
31
21
43
72
**
**
**
**
Female
GPI
(F/M)
Weighted Average
0.94
0.99
0.96
0.77
0.96
0.96
1,00
1,00
1,00
1.02
...
1.01
0.98
0.93
0.95
0.98
0.97
0.93
1,00
0.99
**
**
**
**
23
72
32
62
62
78
73
...
75
85
50
18
17
54
46
67
82
**
**
**
**
**
**
**
**
**
**
**
17
54
45
66
82
**
**
**
**
**
**
**
**
**
**
**
**
23
71
32
62
62
78
73
...
75
86
50
18
**
17
54
46
67
83
**
**
**
**
**
**
**
**
**
0.99
1.01
1.01
1.02
1.01
**
**
**
**
**
**
**
**
**
**
**
Source: UNESCO Institute for Statistics database (UIS) database. Enrolment ratios are based on the United Nations Population Division estimates, revision 2010 (United Nations, 2011), median variant.
Note A: The statistical tables still include data for Sudan (pre-secession) for reference purposes as those for the two new entities since July 2011, Sudan and South Sudan, are just becoming available. The country groupings by income level are as
defined by the World Bank. They are based on the list of countries by income group as revised in July 2012.
Note B: The median values for 1999 and 2011 are not comparable since they are not necessarily based on the same number of countries.
1. GER or NER, or both, for one or both of the two school years were not calculated due to inconsistencies in the population data.
2. National population data were used to calculate enrolment ratios.
3. Enrolment and population data exclude Transnistria.
4. Enrolment and population data exclude the Nagorno-Karabakh region.
5. GER or NER, or both, for one or both of the two school years were not calculated due to lack of United Nations population data by age.
6. Data include French overseas departments and territories.
7. Enrolment ratios are based on the United Nations Population Division estimates, revision 2012 (United Nations, 2013), median variant.
Data in bold are for the school year ending in 2012, those in italics are for 2000 and those in bold italic are for 2001.
(z) Data are for the school year ending in 2010.
(y) Data are for the school year ending in 2009.
(*) National estimate.
(**) For country level data: UIS partial estimate; for regional and other country-grouping sums and weighted averages: partial imputation due to incomplete country coverage (between 33% and 60% of population for the region or other country
grouping).
- Magnitude nil or negligible.
(.) The category is not applicable or does not exist.
(. . .) No data available.
338
STATISTICAL TABLES
Table 3B
Total
2011
2011
2011
Male
Female
GPI (F/M)
Total
Weighted Average
Male
Female
GPI (F/M)
Total
Weighted Average
Male
Female
Median
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
II
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
88
100
...
...
91
...
...
...
...
...
...
...
87
100
...
...
89
...
...
...
...
...
...
...
88
100
...
...
92
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
III
IV
VI
VII
VIII
IX
X
XI
XII
XIII
XIV
XV
XVI
XVII
XVIII
XIX
XX
XXI
339
3 /4
Table 4
ANNEX
Compulsory
education
(age group)1
Official
primary
school entry
age
2011
2011
1999
Total
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
Country or territory
Arab States
Algeria
Bahrain2
Djibouti
Egypt
Iraq
Jordan
Kuwait2
Lebanon
Libya
Mauritania
Morocco
Oman
Palestine
Qatar
Saudi Arabia
Sudan
Syrian Arab Republic
Tunisia
United Arab Emirates3
Yemen
Sudan (pre-secession)
Central and Eastern Europe
Albania2
Belarus2
Bosnia and Herzegovina
Bulgaria
Croatia
Czech Republic
Estonia
Hungary
Latvia
Lithuania
Montenegro
Poland
Republic of Moldova4,5
Romania
Russian Federation
Serbia4
Slovakia
Slovenia
The former Yugoslav Rep. of Macedonia
Turkey
Ukraine
Central Asia
Armenia2
Azerbaijan4,6
Georgia
Kazakhstan
Kyrgyzstan
Mongolia
Tajikistan
Turkmenistan
Uzbekistan
East Asia and the Pacific
Australia
Brunei Darussalam
Cambodia
China7
Cook Islands4
Democratic People's Republic of Korea
Fiji
Indonesia
Japan
Kiribati
Lao People's Democratic Republic
Macao, China
Malaysia2
Marshall Islands
Micronesia (Federated States of)
Myanmar
Nauru4
New Zealand
Niue4
Palau4
340
6-16
6-15
6-16
6-14
6-12
6-16
6-14
6-12
6-15
6-14
6-15
.
6-16
6-18
6-11
6-13
6-12
6-16
6-14
6-15
6-14
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
745
13
6
1 451
709
126
35
75
...
73
731
52
95
11
...
...
466
204
47
440
447
6-14
6-15
6-14
7-16
6-15
6-15
7-17
6-18
7-16
6-16
6-15
6-18
7-16
6-16
6-18
7-15
6-16
6-15
6-19
6-14
6-17
6
6
6
7
7
6
7
7
7
7
6
7
7
7
7
7
6
6
6
6
6
66
173
...
93
50
124
18
127
32
54
9
535
62
269
1 866
...
75
21
32
...
...
39
88
34
63
39
96
12
94
19
28
7
356
35
202
1 322
74
51
18
23
1 332
411
7-16
6-16
6-12
7-18
7-16
6-15
7-18
7-17
7-19
6
6
6
7
7
6
7
7
7
...
175
74
303
120
70
177
...
677
6-17
6-15
6-15
6-15
5-16
5-16
6-15
7-15
6-15
6-14
6-10
5-15
6-11
6-14
6-14
5-9
6-16
6-16
5-16
6-17
5
6
6
7
5
7
6
7
6
6
6
6
6
6
6
5
6
5
5
6
...
8
397
19 598
0.6
...
21
4 755
1 222
3
180
6
509
1
...
1 226
0.3
...
0.05
0.4
**
**
**
**
**
*
**
664
16
12
1 799
...
146
49
72
...
102
626
53
108
18
570
728
633
169
77
747
915
101
108
29
90
107
100
104
99
...
96
112
88
95
108
...
...
109
102
95
76
47
Male
**
**
**
**
102
106
33
92
113
100
103
102
...
96
115
87
95
107
...
...
113
103
96
89
51
105
130
...
101
94
100
97
104
96
104
104
101
105
89
93
...
98
97
103
...
...
106
131
...
102
95
101
98
106
96
104
106
...
105
90
...
...
98
97
103
...
...
37
120
51
273
102
47
161
...
482
...
100
96
101
99
108
98
...
102
...
99
96
100
98
110
100
...
101
...
7
395
16 966
0.3
...
17
5 406
1 149
...
178
...
461
2
...
1 196
...
...
...
...
...
112
110
93
131
...
108
108
101
117
116
89
97
100
...
133
118
...
105
117
z
z
z
y
z
z
**
*
**
...
113
113
...
...
...
108
112
101
114
122
87
98
96
...
132
124
...
79
116
**
**
**
**
**
**
**
*
**
**
2011
Female
GPI (F/M)
100
110
24
88
101
101
105
95
...
95
108
88
95
109
...
...
106
101
94
63
42
0.98
1.03
0.74
0.96
0.89
1,00
1.01
0.93
...
0.99
0.94
1.02
1,00
1.02
...
...
0.94
0.98
0.99
0.71
0.81
104
130
...
100
93
99
97
102
95
103
103
...
104
89
...
...
97
96
103
...
...
...
101
96
103
99
107
95
...
103
...
111
107
...
...
...
107
104
101
120
109
90
97
103
...
135
111
...
137
118
**
**
**
**
**
**
**
*
**
**
0.98
0.99
...
0.98
0.98
0.98
0.99
0.97
0.99
0.99
0.97
...
1,00
0.99
...
...
0.99
0.99
1,00
...
...
...
1.02
1,00
1.02
1.02
0.97
0.95
...
1.01
...
0.99
0.95
...
...
...
0.99
0.93
1,00
1.05
0.89
1.04
0.99
1.07
...
1.02
0.89
...
1.73
1.01
Total
**
**
**
**
**
**
**
*
**
**
103
...
58
105
...
96
...
112
...
109
108
104
95
110
101
...
122
107
110
105
79
...
96
97
98
92
104
98
99
97
94
92
99
97
94
102
94
99
100
98
107
103
Male
z
z
z
y
z
z
104
...
61
106
...
97
...
113
...
106
108
106
96
110
100
...
121
107
110
111
83
...
96
97
98
92
103
98
99
98
95
93
99
97
94
...
94
99
99
97
107
102
**, y
z
z
z
z
Female
GPI (F/M)
102
...
55
104
...
96
...
111
...
112
107
101
95
109
101
...
123
106
110
98
75
0.98
...
0.90
0.98
...
0.99
...
0.98
...
1.05
0.99
0.95
0.98
0.99
1.01
...
1.02
0.99
1,00
0.88
0.91
...
96
97
98
92
104
99
98
95
93
91
99
97
94
...
94
99
101
100
106
103
**, y
z
z
z
z
...
1,00
1,00
0.99
1,00
1.01
1.01
0.99
0.98
0.98
0.98
1,00
1,00
0.99
...
1,00
1,00
1.02
1.03
0.99
1.01
...
99
111
111
107
104
97
...
96
...
100
110
111
108
106
99
...
97
...
98
112
111
105
103
95
...
94
...
0.99
1.02
0.99
0.98
0.97
0.96
...
0.96
...
97
137
101
121
...
103
122
102
...
128
...
...
100
...
152
...
...
...
...
...
97
140
99
116
...
103
121
102
...
130
...
...
102
...
152
...
...
...
...
...
97
134
104
127
...
103
124
102
...
125
...
...
99
...
151
...
...
...
...
...
1,00
0.95
1.06
1.09
...
1,00
1.02
1,00
...
0.97
...
...
0.97
...
0.99
...
...
...
...
**, y
z
z
z
z
STATISTICAL TABLES
Table 4
1999
Total
Male
77
86
21
...
83
67
66
73
...
29
50
71
...
...
...
...
62
...
49
25
...
78
84
24
...
86
66
67
74
...
29
52
70
...
...
...
...
62
...
49
30
...
**
**
**
2011
Female
**
**
**
76
88
18
...
79
68
65
71
...
29
48
72
...
...
...
...
61
...
50
20
...
**
**
**
GPI (F/M)
Total
Male
Female
0.97
1.05
0.75
...
0.91
1.02
0.97
0.96
...
0.99
0.93
1.03
...
...
...
...
0.98
...
1.01
0.68
...
88
...
45
89
...
...
...
71
...
37
73
76
78
66
80
...
...
91
51
45
...
89
...
47
90
...
...
...
73
...
37
74
77
80
65
80
...
...
92
51
49
...
87
...
42
88
...
...
...
70
...
38
73
74
76
67
80
...
...
91
50
42
...
**
**
**
...
76
...
...
68
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
76
...
...
69
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
76
...
...
67
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
0.99
...
...
0.96
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
84
...
...
...
...
...
...
...
...
...
76
69
...
89
...
...
85
...
...
...
...
...
66
58
81
84
...
...
...
...
...
66
58
82
87
...
...
...
...
...
66
58
79
82
...
...
...
...
...
1,00
0.99
0.97
0.95
...
...
...
76
88
...
61
87
...
...
77
...
...
65
...
...
...
72
...
...
...
52
63
...
...
...
...
...
...
...
...
**
*
...
...
66
...
...
...
72
...
...
...
53
60
...
...
...
...
...
...
...
...
**
*
...
...
64
...
...
...
73
...
...
...
51
66
...
...
...
...
...
...
...
...
**
*
1999
...
...
0.97
...
...
...
1.02
...
...
...
0.96
1.10
...
...
...
...
...
...
...
...
**
*
...
67
90
...
80
...
77
45
...
...
91
...
...
99
...
...
...
...
...
...
**, z
z
z
...
...
83
...
...
...
...
...
...
...
...
...
77
70
...
89
...
...
85
...
...
...
77
88
...
63
87
...
...
79
...
66
90
...
82
...
76
43
...
...
91
...
...
100
...
...
...
...
...
...
**, z
z
z
...
...
84
...
...
...
...
...
...
...
...
...
75
68
...
89
...
...
86
...
...
...
75
89
...
60
86
...
...
76
...
68
91
...
77
...
77
46
...
...
91
...
...
97
...
...
...
...
...
...
**, z
z
z
GPI (F/M)
0.98
...
0.89
0.98
...
...
...
0.96
...
1.04
0.99
0.95
0.95
1.03
1.01
...
...
0.98
0.98
0.87
...
...
...
1.02
...
...
...
...
...
...
...
...
...
0.97
0.97
...
1,00
...
...
1.01
...
...
...
0.97
1.02
...
0.95
0.99
...
...
0.96
...
1.03
1.01
...
0.94
...
1.02
1.07
...
...
0.99
...
...
0.97
...
...
...
...
...
...
**, z
z
z
Total
11.0
13.2
3.0
11.3
8.5
...
14.6
12.7
...
6.7
8.0
...
11.6
12.9
...
...
...
13.0
...
7.5
4.5
**
10.9
...
...
13.0
12.0
13.2
14.3
13.9
13.6
13.9
...
14.7
11.4
11.7
12.1
...
12.9
14.6
11.8
10.6
12.8
**
11.1
...
11.4
12.1
11.4
8.9
9.7
...
10.6
20.3
13.7
...
10.1
10.6
...
...
10.3
14.5
10.0
8.2
12.4
11.6
...
...
...
8.8
17.2
11.9
13.7
2011
Male
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
...
12.7
3.5
...
9.7
...
14.1
12.6
...
...
8.9
...
11.6
11.9
...
...
...
13.3
...
10.2
...
11.0
...
...
12.6
11.9
13.1
13.8
13.7
12.9
13.5
...
14.3
11.3
11.6
...
...
12.7
14.1
11.8
11.8
12.6
...
...
11.4
11.9
11.3
8.0
10.5
...
10.7
20.0
13.5
...
...
10.5
...
...
10.5
14.7
9.6
9.2
12.7
11.5
...
...
...
7.8
16.6
11.5
12.9
Female
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
...
13.9
2.5
...
7.3
...
15.3
12.8
...
...
7.1
...
11.5
14.0
...
...
...
12.7
...
4.7
...
10.9
...
...
13.4
12.2
13.2
14.9
14.1
14.3
14.4
...
15.1
11.6
11.8
...
...
13.0
15.1
11.8
9.3
13.0
...
...
11.4
12.3
11.6
9.7
8.9
...
10.5
20.6
14.0
...
...
10.6
...
...
10.1
14.3
10.4
7.2
12.2
11.8
...
...
...
9.9
17.9
12.4
14.6
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
Total
Male
Female
14.1
...
5.7
12.4
...
12.7
...
14.4
...
8.2
11.2
13.8
13.4
12.9
14.9
...
...
14.9
10.8
...
...
13.8
...
6.2
12.7
...
12.4
...
14.0
...
8.3
11.7
13.6
12.6
12.3
15.2
...
...
14.5
...
...
...
14.3
...
5.3
12.1
...
12.9
...
14.8
...
8.1
10.6
14.1
14.1
14.2
14.6
...
...
15.3
...
...
...
...
15.3
13.6
14.0
14.1
16.0
16.0
15.4
14.5
15.5
15.0
15.4
11.9
14.5
14.3
13.6
14.7
16.9
13.4
13.8
14.8
**, z
**
**, z
**
**
z
z
**
z
**, z
z
z
y
**
z
**, z
12.2
11.8
13.2
15.4
12.5
14.5
11.5
...
11.6
**, z
19.6
15.1
...
11.9
12.5
...
15.7
13.2
15.3
...
10.5
...
...
...
...
...
...
19.7
...
...
**
...
14.7
13.2
13.8
13.5
15.5
15.1
15.1
13.9
14.8
14.7
14.7
11.5
14.0
13.8
13.2
14.2
16.0
13.2
14.3
14.6
**, z
**
**, z
**
*
**
z
z
**
z
z
z
z
y
**
z
**, z
*
11.7
11.9
...
15.1
12.3
13.8
12.4
...
11.8
**, z
19.2
14.8
...
11.6
11.9
...
...
13.2
15.5
...
11.1
...
...
...
...
...
...
18.8
...
...
**
...
15.8
14.0
14.2
14.8
16.5
16.9
15.6
15.2
16.1
15.2
16.1
12.2
15.0
14.8
14.0
15.3
17.9
13.6
13.2
15.0
**, z
**
**, z
**
*
**
z
z
**
z
z
z
z
y
**
z
**, z
*
12.6
11.6
...
15.8
12.7
15.1
10.6
...
11.4
**, z
20.0
15.5
...
12.2
13.1
...
...
13.1
15.1
...
9.9
...
...
...
...
...
...
20.5
...
...
**
Country or territory
Arab States
Algeria
Bahrain2
Djibouti
Egypt
Iraq
Jordan
Kuwait2
Lebanon
Libya
Mauritania
Morocco
Oman
Palestine
Qatar
Saudi Arabia
Sudan
Syrian Arab Republic
Tunisia
United Arab Emirates3
Yemen
Sudan (pre-secession)
Central and Eastern Europe
Albania2
Belarus2
Bosnia and Herzegovina
Bulgaria
Croatia
Czech Republic
Estonia
Hungary
Latvia
Lithuania
Montenegro
Poland
Republic of Moldova4,5
Romania
Russian Federation
Serbia4
Slovakia
Slovenia
The former Yugoslav Rep. of Macedonia
Turkey
Ukraine
Central Asia
Armenia2
Azerbaijan4,6
Georgia
Kazakhstan
Kyrgyzstan
Mongolia
Tajikistan
Turkmenistan
Uzbekistan
East Asia and the Pacific
Australia
Brunei Darussalam
Cambodia
China7
Cook Islands4
Democratic People's Republic of Korea
Fiji
Indonesia
Japan
Kiribati
Lao People's Democratic Republic
Macao, China
Malaysia2
Marshall Islands
Micronesia (Federated States of)
Myanmar
Nauru4
New Zealand
Niue4
Palau4
341
3 /4
Table 4 (continued)
ANNEX
Compulsory
education
(age group)1
Official
primary
school entry
age
2011
2011
1999
Total
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
Country or territory
Papua New Guinea
Philippines
Republic of Korea
Samoa
Singapore2
Solomon Islands
Thailand
Timor-Leste
Tokelau4
Tonga
Tuvalu4
Vanuatu
Viet Nam
Latin America and the Caribbean
Anguilla8
Antigua and Barbuda
Argentina
Aruba
Bahamas
Barbados
Belize
Bermuda
Bolivia, Plurinational State of
Brazil
British Virgin Islands4,8
Cayman Islands
Chile
Colombia
Costa Rica
Cuba
Dominica
Dominican Republic
Ecuador
El Salvador
Grenada
Guatemala
Guyana
Haiti
Honduras
Jamaica
Mexico
Montserrat8
Netherlands Antilles
Nicaragua
Panama
Paraguay
Peru
Saint Kitts and Nevis
Saint Lucia
Saint Vincent and the Grenadines
Suriname
Trinidad and Tobago
Turks and Caicos Islands8
Uruguay
Venezuela, Bolivarian Republic of
North America and Western Europe
Andorra
Austria
Belgium
Canada
Cyprus4
Denmark
Finland
France9
Germany
Greece
Iceland
Ireland
Israel
Italy
Luxembourg
Malta
Monaco8
Netherlands
Norway
342
.
6-11
6-15
5-14
6-14
.
6-15
6-15
5-16
6-14
6-15
.
6-14
7
6
6
5
6
6
6
6
5
5
6
6
6
...
2 551
720
5
...
...
1 037
...
0.03
3
0.2
6
2 035
5-17
5-16
5-18
4-17
5-16
5-16
5-14
5-16
5-16
7-14
5-17
5-16
6-21
5-15
5-15
6-16
5-16
5-14
5-15
7-15
5-16
6-15
6-15
6-11
6-15
6-12
4-16
5-16
4-18
5-12
4-15
6-15
5-17
5-16
5-15
5-16
7-12
6-12
4-17
4-18
5-14
5
5
6
6
5
5
5
5
6
7
5
5
6
6
6
6
5
6
6
7
5
7
6
6
6
6
6
5
6
6
6
6
6
5
5
5
6
5
6
6
6
0.2
2
781
1
7
4
8
0.8
282
3 876
0.4
0.6
284
1 267
87
164
2
267
374
196
2
425
18
...
252
56
2 509
0.1
4
203
69
179
731
1
4
...
9
20
0.3
60
537
6-16
6-15
6-18
6-16
4-15
6-16
7-16
6-16
6-18
5-15
6-16
6-16
3-15
6-16
4-16
5-16
6-16
5-16
6-16
6
6
6
6
6
7
7
6
6
6
6
5
6
6
6
5
6
6
6
...
100
...
416
10
66
65
736
869
113
4
51
112
558
5
5
...
199
61
**
**
**
**
**
**
**
**
**
**
**
...
2 804
477
5
46
10
...
39
...
...
...
8
1 442
0.2
1
751
1
5
4
8
0.7
213
...
0.5
0.7
224
965
77
123
1
201
361
131
2
449
15
...
221
40
2 385
0.1
...
185
69
140
609
0.7
2
2
10
19
0.5
49
554
0.7
79
114
350
9
65
57
...
734
109
4
63
142
561
6
4
0
199
59
y
z
y
z
z
z
z
**, z
z
z
y
z
z
y
z
z
z
z
z
z
z
z
z
y
z
z
...
130
105
105
...
...
101
...
70
102
89
115
109
...
109
112
105
116
100
116
105
124
117
106
112
95
143
106
97
125
132
134
125
108
132
104
...
140
97
110
174
116
143
111
131
123
120
104
...
98
95
...
107
98
...
107
...
102
86
101
102
101
101
106
100
99
101
102
95
98
...
100
100
Male
**
**
**
**
**
**
**
**
**
**
...
133
105
106
...
...
103
...
91
106
94
115
113
...
...
112
108
122
98
124
100
124
...
109
109
95
146
106
99
130
136
134
128
110
136
100
...
140
97
110
218
113
146
112
134
122
121
107
...
101
96
...
107
99
...
108
...
103
86
100
102
...
101
107
101
100
100
103
88
98
...
101
101
**
**
**
**
**
**
**
**
**
**
2011
Female
GPI (F/M)
...
127
105
104
...
...
98
...
44
97
83
114
106
...
0.95
1,00
0.98
...
...
0.95
...
0.49
0.92
0.89
0.99
0.93
...
...
112
101
110
102
109
110
125
...
103
115
94
140
106
95
119
127
134
122
106
128
107
...
140
96
110
141
118
139
111
128
123
119
100
...
96
94
...
107
97
...
105
...
102
85
101
102
...
101
104
98
98
103
101
103
97
...
99
99
**
**
**
**
**
**
**
**
**
**
...
...
0.99
0.93
0.90
1.05
0.88
1.10
1.01
...
0.95
1.05
0.99
0.96
1,00
0.95
0.92
0.93
1,00
0.95
0.96
0.94
1.06
...
1,00
0.99
1,00
0.65
1.05
0.95
0.99
0.96
1.01
0.98
0.94
...
0.95
0.98
...
1,00
0.98
...
0.97
...
0.99
0.99
1,00
1,00
...
1,00
0.98
0.96
0.98
1.02
0.99
1.17
0.99
...
0.98
0.98
Total
**
**
**
**
**
**
**
**
**
**
...
125
107
111
...
66
...
118
...
...
...
124
106
...
92
115
106
118
131
112
90
87
...
...
105
92
109
99
93
124
96
123
110
106
112
87
...
119
79
106
...
...
142
100
96
105
79
87
104
100
103
...
98
97
...
97
96
101
100
99
100
...
102
103
99
98
107
100
99
105
...
98
101
Male
y
z
z
z
z
**, z
z
z
y
z
z
z
z
z
z
z
z
z
z
z
...
130
107
109
...
67
...
119
...
...
...
123
...
...
91
115
108
116
130
113
91
87
...
...
100
92
111
100
93
129
99
124
112
99
112
85
...
121
81
106
...
...
146
100
98
106
79
86
107
99
104
...
98
98
...
97
95
100
98
99
99
...
102
102
98
99
105
101
100
105
...
98
101
Female
y
z
z
z
z
**, z
z
z
y
z
z
z
z
z
z
z
z
z
z
z
...
120
107
114
...
66
...
117
...
...
...
125
...
...
93
115
104
120
131
112
90
87
...
...
111
92
106
98
93
118
93
122
107
113
112
89
...
116
78
106
...
...
138
100
95
105
78
88
100
100
101
...
99
96
...
97
97
101
101
99
100
...
101
103
99
98
109
98
98
105
...
98
100
GPI (F/M)
y
z
z
z
z
**, z
z
z
y
z
z
z
z
z
z
z
z
z
z
z
...
0.92
0.99
1.05
...
0.98
...
0.98
...
...
...
1.02
...
...
1.03
0.99
0.96
1.04
1.01
0.99
0.98
0.99
...
...
1.11
1,00
0.95
0.98
1,00
0.92
0.94
0.99
0.96
1.14
1,00
1.06
...
0.96
0.96
1,00
...
...
0.95
1,00
0.97
1,00
0.99
1.02
0.93
1.01
0.97
...
1.01
0.98
...
1,00
1.02
1,00
1.03
0.99
1.01
...
0.99
1,00
1,00
0.99
1.04
0.97
0.98
1,00
...
1,00
0.99
y
z
z
z
z
**, z
z
z
y
z
z
z
z
z
z
z
z
z
z
z
STATISTICAL TABLES
Table 4
1999
Total
Male
...
45
98
...
...
...
...
...
...
48
...
...
...
...
46
98
...
...
...
...
...
...
50
...
...
...
...
97
...
85
84
78
...
...
69
...
...
60
...
...
...
88
...
58
84
...
...
56
...
...
49
79
86
...
...
40
84
...
...
...
71
...
...
67
...
...
60
...
...
...
...
...
...
...
...
...
96
98
...
...
...
...
...
...
...
...
**
**
**
**
**
**
**
...
...
...
86
86
76
...
...
68
...
...
61
...
...
...
89
...
57
83
...
...
59
...
...
49
77
85
...
...
41
84
...
...
...
72
...
...
67
...
...
60
...
...
...
...
...
...
...
...
...
97
100
...
...
...
...
...
...
...
...
2011
Female
**
**
**
**
**
**
**
...
44
98
...
...
...
...
...
...
45
...
...
...
...
...
...
83
82
80
...
...
69
...
...
58
...
...
...
88
...
58
84
...
...
54
...
...
49
81
86
...
...
39
84
...
...
...
69
...
...
68
...
...
61
...
...
...
...
...
...
...
...
...
96
96
...
...
...
...
...
...
...
...
**
**
**
**
**
**
**
1999
GPI (F/M)
Total
Male
Female
...
0.95
1.01
...
...
...
...
...
...
0.92
...
...
...
...
...
92
...
...
22
...
43
...
...
...
40
...
...
...
93
...
...
22
...
44
...
...
...
39
...
...
...
92
...
...
22
...
42
...
...
...
42
...
...
...
...
0.97
0.95
1.05
...
...
1.03
...
...
0.94
...
...
...
1,00
...
1,00
1.01
...
...
0.92
...
...
1,00
1.05
1.01
...
...
0.95
1,00
...
...
...
0.96
...
...
1.01
...
...
1.01
...
...
...
...
...
...
...
...
...
0.99
0.97
...
...
...
...
...
...
...
...
**
**
**
**
**
**
**
...
65
...
93
78
...
67
67
58
...
...
52
...
63
...
93
...
63
75
64
83
64
62
...
71
...
75
...
...
65
...
66
86
53
65
59
89
74
...
...
75
...
...
...
...
...
80
...
...
...
...
98
...
...
...
88
...
...
...
...
y
y
y
z
z
y
z
...
63
...
90
73
...
68
68
59
...
...
50
...
64
...
93
...
63
74
63
83
65
60
...
70
...
75
...
...
64
...
65
86
54
62
59
89
74
...
...
74
...
...
...
...
...
75
...
...
...
...
98
...
...
...
88
...
...
...
...
y
y
y
z
z
y
z
...
67
...
96
82
...
66
66
58
...
...
54
...
63
...
93
...
63
76
64
83
64
64
...
72
...
75
...
...
66
...
67
87
53
67
59
89
75
...
...
75
...
...
...
...
...
86
...
...
...
...
98
...
...
...
88
...
...
...
...
y
y
y
z
z
y
z
GPI (F/M)
...
...
1,00
...
...
1.01
...
0.97
...
...
...
1.09
...
...
1.07
...
1.07
1.12
...
0.97
0.96
0.99
...
...
1.07
...
0.99
...
1,00
...
1,00
1.02
1.01
1,00
0.99
1.06
...
1.03
...
1,00
...
...
1.04
...
1.02
1,00
0.99
1.08
1,00
1,00
1,00
...
...
1,00
...
...
...
...
...
1.14
...
...
...
...
1,00
...
...
...
1.01
...
...
...
...
y
y
y
z
z
y
z
Total
Male
...
11.4
15.8
12.3
...
7.4
...
10.1
11.0
13.7
...
9.6
...
...
11.1
16.6
12.1
...
7.9
...
...
10.6
13.4
...
9.9
...
...
...
14.3
13.4
...
14.0
...
...
13.4
...
15.8
13.4
12.8
11.5
...
12.0
...
...
...
10.5
...
...
...
...
...
11.4
11.8
19.8
14.8
...
12.5
11.5
...
...
...
12.8
...
11.4
...
13.9
...
...
15.2
18.2
15.9
12.5
16.1
17.3
15.6
...
13.5
16.8
16.6
15.2
14.9
13.5
13.4
...
16.5
17.2
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
...
...
13.6
13.2
...
13.0
...
...
...
...
15.0
...
12.9
11.2
...
11.9
...
...
...
10.5
...
...
...
...
...
...
11.9
23.6
14.5
...
12.0
11.5
...
...
...
12.3
...
11.2
...
13.1
...
...
15.3
17.7
15.5
12.4
15.6
16.7
15.4
...
13.3
16.2
16.2
14.8
14.7
13.4
13.8
...
16.7
16.7
2011
Female
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
...
11.7
14.9
12.5
...
7.0
...
...
11.6
14.1
...
9.4
...
...
...
15.0
13.5
...
15.1
...
...
...
...
16.7
...
12.7
11.8
...
12.2
...
...
...
10.4
...
...
...
...
...
...
11.7
16.6
15.1
...
13.0
11.5
...
...
...
13.3
...
11.6
...
14.8
...
...
15.1
18.7
16.4
12.7
16.6
18.1
15.9
...
13.7
17.4
17.0
15.6
15.1
13.6
13.0
...
16.2
17.7
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
Total
Male
...
11.3
17.2
...
...
...
12.3
11.7
...
...
...
...
...
...
11.1
18.0
...
...
...
11.9
12.2
...
...
...
...
...
...
13.6
16.4
12.7
...
16.6
...
12.4
...
...
15.3
...
15.2
13.6
13.5
15.4
...
...
...
12.2
15.8
...
10.6
...
11.7
12.9
13.8
...
...
...
13.2
11.9
13.2
...
12.9
...
...
...
...
15.5
14.3
...
15.6
16.5
...
14.0
16.9
17.0
16.3
...
...
18.5
18.6
15.7
16.1
13.9
15.1
...
17.0
17.5
y
**, z
**, y
y
**
z
**
**, y
**
z
z
z
z
z
z
y
**
z
z
z
y
z
z
z
z
z
...
13.6
15.4
12.6
...
15.0
...
11.4
...
...
14.9
...
15.0
13.4
13.2
14.6
...
...
...
12.4
15.3
...
10.0
...
11.2
...
13.6
...
...
...
12.7
11.7
13.2
...
12.6
...
...
...
...
14.4
...
...
15.3
16.2
...
14.1
16.2
16.4
16.0
...
...
17.4
18.6
15.3
15.7
13.8
15.2
...
17.0
16.8
y
**, z
**, y
*, y
**
z
**
**, y
**
z
z
z
**
z
z
z
y
z
z
z
z
z
Female
...
11.5
16.2
...
...
...
12.7
11.2
...
...
...
...
...
...
13.6
17.5
12.8
...
18.4
...
13.3
...
...
16.3
...
15.3
13.9
13.9
16.4
...
...
...
12.1
16.3
...
11.2
...
12.1
...
13.9
...
...
...
13.8
12.2
13.3
...
13.2
...
...
...
...
16.6
...
...
15.9
16.8
...
13.9
17.5
17.7
16.7
...
...
19.8
18.7
16.2
16.6
14.0
14.9
...
17.1
18.2
Country or territory
**, z
343
3 /4
Table 4 (continued)
ANNEX
Compulsory
education
(age group)1
Official
primary
school entry
age
2011
2011
1999
Total
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
Country or territory
Portugal
San Marino4,8
Spain
Sweden
Switzerland
United Kingdom
United States
South and West Asia
Afghanistan
Bangladesh3
Bhutan
India
Iran, Islamic Republic of
Maldives
Nepal3
Pakistan
Sri Lanka
Sub-Saharan Africa
Angola
Benin2
Botswana
Burkina Faso
Burundi
Cameroon
Cape Verde
Central African Republic
Chad
Comoros
Congo
Cte d'Ivoire
Democratic Rep. of the Congo
Equatorial Guinea
Eritrea
Ethiopia
Gabon
Gambia
Ghana
Guinea
Guinea-Bissau
Kenya
Lesotho
Liberia
Madagascar
Malawi
Mali
Mauritius3
Mozambique
Namibia
Niger
Nigeria
Rwanda
Sao Tome and Principe
Senegal
Seychelles
Sierra Leone
Somalia
South Africa
South Sudan
Swaziland
Togo
Uganda10
United Republic of Tanzania
Zambia
Zimbabwe
344
6-18
6-16
6-16
7-16
6-16
5-16
5-18
6
6
6
7
7
5
6
...
0.3
411
127
82
...
4 322
112
0.3
473
102
72
...
4 138
7-16
6-10
.
6-14
6-14
.
5-16
5-14
7
6
6
6
6
6
5
5
5
...
...
12
29 639
1 563
8
879
...
330
1 126
4 120
13
29 951
1 177
5
1 034
4 315
347
6-14
6-11
6-15
6-16
6-11
6-11
6-15
6-16
6-14
6-16
6-15
6-15
7-12
6--10
.
6-16
4-15
7-16
7-13
.
6-16
6-10
6-13
6-15
5-16
6-12
7-16
4-16
6-15
7-12
6-11
6-16
6-16
6-15
7-15
.
6-15
6-12
7-13
7-13
6-12
6
6
6
6
7
6
6
6
6
6
6
6
6
7
7
7
6
7
6
7
7
6
6
6
6
6
7
5
6
7
7
6
7
6
7
6
6
6
7
6
6
6
6
7
7
6
...
205
50
154
138
335
13
...
175
13
32
309
767
...
57
1 537
33
36
469
119
35
892
51
...
495
616
171
22
536
54
133
3 606
295
4
190
2
99
...
1 157
...
31
139
1 437
714
252
...
**
**
**
**
**
**
**
1 029
399
47
470
339
727
10
116
468
25
119
458
2 526
17
77
3 645
...
47
721
314
67
...
53
152
1 111
716
374
18
1 227
53
475
3 974
574
5
373
1
218
...
926
348
31
238
1 636
1 312
494
...
*, z
**, y
**
Male
2011
Female
GPI (F/M)
Total
...
...
107
105
97
...
107
...
...
107
106
95
...
110
...
...
107
104
99
...
104
...
...
1,00
0.98
1.04
...
0.95
101
90
100
101
96
...
100
...
...
79
121
98
103
144
...
103
...
...
83
130
99
102
163
...
103
...
...
74
111
97
104
123
...
103
...
...
0.89
0.86
0.98
1.02
0.75
...
1,00
116
130
89
120
108
102
154
111
93
...
104
113
44
70
75
105
...
73
93
39
68
49
...
54
81
92
98
90
50
105
99
95
...
110
178
53
...
102
106
42
105
137
108
70
115
87
...
115
...
94
104
180
73
87
...
**
**
**
**
**
**
**
...
119
114
51
78
83
107
...
86
102
38
75
48
...
60
96
93
103
91
56
120
101
95
...
111
177
60
...
111
105
49
116
138
109
...
116
90
...
117
...
96
111
182
74
87
...
**
**
**
**
**
**
**
...
89
112
36
63
67
104
...
61
85
39
60
51
...
49
66
92
93
88
44
90
98
96
...
109
180
46
...
94
108
35
94
135
106
...
115
84
...
114
...
93
97
177
73
87
...
**
**
**
**
**
**
**
...
0.75
0.99
0.72
0.81
0.81
0.97
...
0.71
0.84
1.03
0.80
1.08
...
0.81
0.69
0.99
0.91
0.97
0.80
0.75
0.97
1.01
...
0.98
1.02
0.77
...
0.84
1.03
0.71
0.81
0.98
0.97
...
0.99
0.93
...
0.97
...
0.97
0.88
0.98
0.99
1.01
...
**
**
**
**
**
**
**
165
153
111
91
167
135
97
96
135
117
109
83
121
94
53
157
...
93
110
109
166
...
99
127
184
158
79
107
164
95
93
88
192
117
104
106
127
...
91
...
104
147
143
93
122
...
Male
z
*, z
**, y
**
100
91
100
101
95
...
101
133
130
90
121
109
105
150
120
94
182
161
114
94
169
143
98
108
151
117
109
88
127
96
57
168
...
92
110
116
169
...
103
132
185
155
82
108
168
95
97
93
194
117
100
105
133
...
94
...
109
151
142
93
121
...
Female
z
*, z
**, y
**
102
89
100
101
98
...
98
98
130
87
120
108
100
159
102
93
148
145
108
88
165
126
96
85
119
116
108
78
115
92
48
146
...
94
111
102
164
...
95
123
184
161
76
107
160
96
88
83
191
117
109
106
121
...
88
...
99
143
144
94
124
...
GPI (F/M)
z
*, z
**, y
**
1.01
0.99
1,00
1,00
1.04
...
0.97
0.74
1,00
0.97
0.99
0.99
0.95
1.06
0.85
0.99
0.82
0.90
0.95
0.94
0.98
0.88
0.98
0.79
0.79
0.99
0.99
0.88
0.90
0.96
0.85
0.87
...
1.02
1.01
0.88
0.97
...
0.93
0.93
1,00
1.04
0.92
1,00
0.95
1.01
0.91
0.89
0.98
1.01
1.09
1.01
0.91
...
0.94
...
0.91
0.95
1.02
1.01
1.03
...
*, z
**, y
**
STATISTICAL TABLES
Table 4
1999
Total
Male
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
20
...
...
...
...
...
95
...
...
22
19
...
...
68
...
22
21
...
28
22
...
17
21
...
...
30
19
...
28
25
...
...
...
...
...
18
60
27
...
...
...
39
...
...
...
43
...
40
42
...
14
39
...
**
**
**
**
**
...
...
21
...
...
...
...
...
95
...
...
20
22
...
...
67
...
26
24
...
31
21
...
18
23
...
...
30
20
...
27
24
...
...
...
...
...
18
59
31
...
...
...
...
...
...
...
44
...
38
45
...
13
37
...
2011
Female
...
...
...
...
...
...
...
...
...
...
...
...
...
...
**
**
**
**
**
**
...
...
19
...
...
...
...
...
95
...
...
24
15
...
...
69
...
19
17
...
25
23
...
16
19
...
...
31
18
...
29
26
...
...
...
...
...
17
62
21
...
...
...
...
...
...
...
42
...
41
39
...
15
40
...
GPI (F/M)
**
**
**
**
**
**
...
...
0.90
...
...
...
...
...
1,00
...
...
1.20
0.71
...
...
1.02
...
0.72
0.70
...
0.79
1.10
...
0.89
0.80
...
...
1.01
0.87
...
1.08
1.06
...
...
...
...
...
0.93
1.06
0.68
...
...
...
...
...
...
...
0.95
...
1.07
0.87
...
1.16
1.07
...
Total
96
86
98
98
...
...
75
**
**
**
**
**
**
...
92
...
...
82
72
...
...
...
64
56
...
27
68
59
95
41
57
...
51
...
58
31
20
82
...
...
39
54
42
...
58
7
...
78
20
87
68
51
64
...
...
...
...
75
...
...
...
...
40
...
66
...
53
...
z
**, z
*,z
*, z
y
y
*, z
**
**, y
**
**, z
**
Male
95
87
98
98
...
...
75
...
92
...
...
87
74
...
...
...
71
61
...
28
68
63
95
45
63
...
52
...
61
33
22
85
...
...
38
57
43
...
59
7
...
76
21
87
69
49
68
...
...
...
...
75
...
...
...
...
40
...
65
...
52
...
z
**, z
*,z
*, z
y
y
*, z
**
**, y
**
**, z
**
1999
Female
97
84
98
98
...
...
75
...
93
...
...
76
70
...
...
...
57
52
...
27
67
55
94
37
51
...
51
...
55
30
18
79
...
...
39
51
41
...
57
7
...
81
19
86
68
54
60
...
...
...
...
76
...
...
...
...
41
...
66
...
55
...
z
**, z
*,z
*, z
y
y
*, z
**
**, y
**
**, z
**
GPI (F/M)
1.02
0.96
1.01
1,00
...
...
1,00
...
1.01
...
...
0.87
0.95
...
...
...
0.81
0.85
...
0.96
0.99
0.88
0.98
0.84
0.81
...
1,00
...
0.90
0.90
0.84
0.92
...
...
1.04
0.89
0.96
...
0.97
0.96
...
1.06
0.90
1,00
0.99
1.09
0.89
...
...
...
...
1.01
...
...
...
...
1.04
...
1.03
...
1.06
...
z
**, z
*,z
*, z
y
y
*, z
**
**, y
**
**, z
**
Total
Male
15.4
...
15.9
18.9
15.1
15.9
15.7
15.0
...
15.5
17.3
15.5
15.7
...
1.9
...
7.2
...
11.9
11.6
9.3
...
...
...
6.8
11.5
3.2
...
7.2
...
5.6
...
8.1
...
6.5
...
8.5
4.1
4.1
12.1
...
7.6
...
...
...
9.0
8.6
...
11.2
4.2
...
5.4
11.6
...
7.5
6.7
...
5.4
13.4
...
...
...
...
9.4
...
10.7
...
...
...
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
...
...
8.0
...
12.5
11.6
10.8
...
...
...
8.7
11.5
3.8
...
...
...
...
...
8.9
...
7.8
...
9.6
4.7
5.1
12.4
...
8.2
...
...
...
8.5
10.2
...
11.9
5.0
...
6.3
11.4
...
8.2
...
...
...
13.2
...
...
...
...
9.7
...
11.3
...
...
...
2011
Female
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
15.7
...
16.2
20.5
14.6
16.1
...
...
...
6.5
...
11.2
11.7
7.9
...
...
...
4.9
11.6
2.6
...
...
...
...
...
7.4
...
5.2
...
7.4
3.5
3.1
11.7
...
7.0
...
...
...
9.5
7.0
...
10.5
3.4
...
4.5
11.7
...
6.8
...
...
...
13.6
...
...
...
...
9.2
...
10.2
...
...
...
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
Total
16.2
15.4
17.1
15.9
15.8
16.7
16.8
8.1
10.0
12.4
10.9
13.8
...
12.4
7.5
13.8
10.2
...
...
6.9
11.3
11.5
13.0
7.2
8.2
...
...
...
8.5
...
4.6
9.1
...
...
11.6
9.5
...
11.1
...
...
10.4
10.8
7.5
...
9.7
...
5.3
...
11.1
10.8
8.2
13.2
...
...
...
...
11.3
12.9
11.1
9.2
...
...
z
**
z
z
y
**
z
**
**
*
**, z
**, z
**
**
**
z
**
**
**
**, y
**, y
**
**
z
*, z
**
**
**, y
**
Male
16.0
14.8
16.8
15.1
15.9
16.3
15.9
10.1
9.7
12.3
11.2
13.9
...
12.2
8.3
13.5
11.5
...
...
7.4
11.8
12.4
12.6
...
9.9
...
...
...
9.7
...
5.2
9.7
...
...
12.2
10.8
...
11.4
...
...
10.7
10.8
8.3
...
10.3
...
5.9
...
11.0
10.8
8.3
12.7
...
...
...
...
11.8
...
11.3
9.4
...
...
**
z
z
**
**, z
**
**
*
**, z
**, z
**
**
z
**
**
**
**, y
**, y
**
**
z
**, z
**
**, y
**
Female
16.4
16.1
17.5
16.6
15.7
17.2
17.6
6.1
10.3
12.4
10.5
13.7
...
12.5
6.6
14.2
9.0
...
...
6.4
10.9
10.6
13.4
...
6.4
...
...
...
7.3
...
4.1
8.4
...
...
11.0
8.1
...
10.7
...
...
10.2
10.9
6.7
...
9.1
...
4.6
...
11.2
10.8
8.0
13.6
...
...
...
...
10.9
...
10.8
9.1
...
...
**, z
**
z
z
**
**, z
**
**
*
**, z
**
**
z
**
**
**
**, y
**, y
**
**
z
**, z
**
**, y
**
Country or territory
Portugal
San Marino4,8
Spain
Sweden
Switzerland
United Kingdom
United States
South and West Asia
Afghanistan
Bangladesh3
Bhutan
India
Iran, Islamic Republic of
Maldives
Nepal3
Pakistan
Sri Lanka
Sub-Saharan Africa
Angola
Benin2
Botswana
Burkina Faso
Burundi
Cameroon
Cape Verde
Central African Republic
Chad
Comoros
Congo
Cte d'Ivoire
Democratic Rep. of the Congo
Equatorial Guinea
Eritrea
Ethiopia
Gabon
Gambia
Ghana
Guinea
Guinea-Bissau
Kenya
Lesotho
Liberia
Madagascar
Malawi
Mali
Mauritius3
Mozambique
Namibia
Niger
Nigeria
Rwanda
Sao Tome and Principe
Senegal
Seychelles
Sierra Leone
Somalia
South Africa
South Sudan
Swaziland
Togo
Uganda10
United Republic of Tanzania
Zambia
Zimbabwe
345
3 /4
Table 4 (continued)
ANNEX
Compulsory
education
(age group)1
Official
primary
school entry
age
2011
2011
1999
Total
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
Country or territory
Male
Sum
2011
Female
GPI (F/M)
Total
Male
Weighted average
Female
GPI (F/M)
Weighted average
World
...
...
131 534
137 088
**
105
109
**
100
**
0.92
**
112
**
114
**
111
**
0.98
**
Countries in transition
Developed countries
Developing countries
...
...
...
...
...
...
4 721
12 199
114 614
3 478
11 370
122 240
**
97
103
105
98
104
110
**
97
102
100
**
0.99
0.98
0.91
**
101
100
114
**
101
101
115
**
100
99
113
**
**
0.99
0.98
0.98
**
**
Arab States
Central and Eastern Europe
Central Asia
East Asia and the Pacific
East Asia
Pacific
Latin America and the Caribbean
Caribbean
Latin America
North America and Western Europe
South and West Asia
Sub-Saharan Africa
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
6 240
5 615
1 783
37 955
37 473
482
13 224
510
12 714
9 316
40 901
16 500
...
...
...
...
...
...
...
...
...
...
17 720
100 536
56 493
44 043
13 278
**
**
**
**
**
**
**
7 930
4 418
1 363
32 290
31 850
...
12 457
494
11 963
8 976
42 205
27 449
27 389
97 220
60 038
37 182
12 479
**
**
**
**
**
**
**
**
**
**
**
**
89
97
100
101
101
93
120
137
119
104
116
92
100
106
111
101
103
**
**
**
**
**
**
**
93
98
100
101
101
94
123
141
122
106
126
98
106
110
119
101
104
**
**
**
**
**
**
**
**
86
95
100
101
101
92
117
133
117
103
105
86
94
102
102
101
101
**
**
**
**
**
**
**
**
0.92
0.96
1.01
1,00
1,00
0.97
0.95
0.94
0.95
0.97
0.84
0.88
0.89
0.92
0.86
1,00
0.97
**
**
**
**
**
**
**
**
101
102
101
107
108
...
113
136
112
100
120
118
130
110
113
105
100
**
**
**
**
**
**
**
**
**
**
**
**
103
102
102
106
106
...
115
140
114
101
122
122
134
111
115
104
101
**
**
**
**
**
**
**
**
**
**
**
100
102
99
109
109
...
111
132
110
98
119
113
126
109
111
105
99
**
**
**
**
**
**
**
**
**
**
**
0.97
1,00
0.97
1.03
1.03
...
0.97
0.94
0.97
0.98
0.97
0.93
0.94
0.98
0.97
1.01
0.99
**
**
**
**
**
**
**
**
**
**
**
**
Source: UNESCO Institute for Statistics database (UIS) database. Intake rates and enrolment ratios used to calculate school life expectancy are based on the United Nations Population Division estimates, revision 2010 (United Nations, 2011), median variant.
Note: The statistical tables still include data for Sudan (pre-secession) for reference purposes as those for the two new entities since July 2011, Sudan and South Sudan, are just becoming available. The country groupings by level of income are as defined by
the World Bank but include EFA countries only. They are based on the list of countries by income group as revised in July 2012.
1. Information on compulsory education comes from various sources: Internation Bureau of Education World Data on Education (7th edition); national law and policies on minimum ages; Eurydice( 2011); etc.
2. Gross or net intake rates, or both, were not calculated for one or both of the two school years due to population data inconsistencies.
3. Intake rates and enrolment ratios used to calculate school life expectancyare based on the United Nations Population Division estimates, revision 2012 (United Nations, 2013), median variant.
4. National population data were used to calculate intake rates.
5. New entrants and population data exclude Transnistria.
6. New entrants and population data exclude the Nagorno-Karabakh region.
7. Children can enter primary school at age 6 or 7.
8. Gross or net intake rates, or both, were not calculated for one or both of the two school years due to lack of United Nations population data by age.
9. Data include French overseas departments and territories.
10. The 4.8% decrease in number of new entrants from 2010 to 2011 is due to a change in school census data collection: all school heads now fill out census forms at regional workshops, so imputation due to non-response is no longer needed and actual
enrolment numbers are reported. The closure of many Sudanese schools in 2011 also explains part of the drop.
Data in bold are for the school year ending in 2012, those in italic are for 2000 and those in bold italic are for 2001.
(z) Data are for the school year ending in 2010.
(y) Data are for the school year ending in 2009.
(*) National estimate.
(**) For country level data: UIS partial estimate; for regional and other country-grouping sums and weighted averages: partial imputation due to incomplete country coverage (between 33% and 60% of population for the region or other country grouping).
(.) The category is not applicable or does not exist.
(. . .) No data available.
346
STATISTICAL TABLES
Table 4
1999
Total
Male
2011
Female
GPI (F/M)
Total
Weighted average
...
...
...
63
**
...
78
...
...
76
...
...
79
...
...
1.03
...
77
79
61
**, z
70
...
73
...
...
...
72
...
72
80
...
34
**
48
...
...
...
78
**
**
**
**
**
**
**
...
...
74
...
...
...
71
...
71
79
...
35
49
...
...
...
77
**
**
**
**
**
**
**
**
...
...
72
...
...
...
73
...
73
82
...
33
47
...
...
...
79
Female
GPI (F/M)
Total
Weighted average
...
**
Male
1999
**
**
**
**
**
**
**
**
...
...
0.97
...
...
...
1.02
...
1.02
1.04
...
0.96
0.96
...
...
...
1.02
**
**
**
**
**
**
**
**
74
...
74
40
39
...
74
...
74
81
...
58
66
60
...
51
79
**
**
**
**, z
**
**
**
**
**
**
**
**
**
**
...
...
78
79
...
76
...
76
...
...
...
74
...
74
81
...
59
67
...
...
...
79
**, z
**
**
**, z
**
**
**
**
**
**
76
79
...
73
...
73
...
...
...
74
...
74
82
...
56
65
...
...
...
79
**
**
**, z
**
**
**
**
**
**
Female
Total
Weighted average
...
**, z
2011
Male
9.7
0.98
1.01
...
**, z
0.97
...
0.96
...
...
...
1,00
...
1,00
1.01
...
0.96
**
0.96
...
...
...
1.01
**
**, z
**
**
**
**
**
**
11.8
15.5
9.0
9.4
12.2
10.8
10.4
10.3
15.0
12.4
10.4
12.4
15.8
7.9
6.8
6.6
9.5
8.4
11.0
15.4
**
**
**
**
**
**
**
**
**
**
**
**
**
Male
Female
Country or territory
Weighted average
10.1
**
9.3
**
11.6
**
11.8
**
11.5
**
World
11.7
15.2
9.5
**
12.0
16.0
8.4
**
13.6
16.4
11.0
**
13.4
16.0
11.3
**
13.8
16.9
10.8
**
Countries in transition
Developed countries
Developing countries
10.2
12.3
10.8
10.6
10.5
14.9
12.2
10.3
12.3
15.4
8.8
7.4
**
8.7
12.1
10.7
10.2
10.1
15.1
12.5
10.4
12.6
16.3
6.9
6.1
**
10.7
14.5
12.5
12.4
12.4
14.5
14.1
...
14.2
17.1
10.0
8.7
**
6.0
9.0
7.6
10.9
15.7
**
8.9
11.4
10.2
13.2
16.7
**
7.2
10.0
9.2
11.0
15.2
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
11.2
14.3
12.6
12.3
12.2
14.4
13.8
...
13.9
16.6
10.4
9.3
9.4
11.5
10.6
12.9
16.3
**
**
**
**
**
**
**
**
**
**
**
**
**
**
11.6
14.1
12.7
12.1
12.1
14.1
13.5
...
13.6
16.1
10.8
9.9
9.9
11.6
11.0
12.6
16.0
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
Arab States
Central and Eastern Europe
Central Asia
East Asia and the Pacific
East Asia
Pacific
Latin America and the Caribbean
Caribbean
Latin America
North America and Western Europe
South and West Asia
Sub-Saharan Africa
Countries with low income
Countries with middle income
Lower middle
Upper middle
Countries with high income
347
3 /4
Table 5
ANNEX
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
Age
Group
Country or territory
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
348
Arab States
Algeria
Bahrain3
Djibouti
Egypt
Iraq
Jordan
Kuwait3
Lebanon
Libya
Mauritania
Morocco
Oman
Palestine
Qatar
Saudi Arabia
Sudan
Syrian Arab Republic
Tunisia
United Arab Emirates4
Yemen
Sudan (pre-secession)
Central and Eastern Europe
Albania3
Belarus
Bosnia and Herzegovina
Bulgaria
Croatia
Czech Republic
Estonia
Hungary
Latvia
Lithuania
Montenegro
Poland
Republic of Moldova5,6
Romania
Russian Federation7
Serbia5
Slovakia
Slovenia
The former Yugoslav Rep. of Macedonia
Turkey
Ukraine
Central Asia
Armenia3
Azerbaijan5,8
Georgia
Kazakhstan
Kyrgyzstan
Mongolia
Tajikistan
Turkmenistan
Uzbekistan
East Asia and the Pacific
Australia
Brunei Darussalam3
Cambodia
China9
Cook Islands5
Democratic People's Republic of Korea
Fiji
Indonesia
Japan
Kiribati
Lao People's Democratic Republic
Macao, China3
Malaysia3
Marshall Islands
Micronesia (Federated States of)
Myanmar
Nauru5
New Zealand
Niue5
Palau5
Schoolage
population
(000)
2011
20111
6-10
6-11
6-10
6-11
6-11
6-11
6-10
6-11
6-11
6-11
6-11
6-11
6-9
6-11
6-11
6-11
6-9
6-11
6-10
6-11
6-11
3 086
...
103
10 033
5 237
914
...
424
750
531
3 518
285
447
91
3 158
...
2 064
936
302
4 019
6 794
4 779
76
38
8 086
3 604
706
140
414
822
346
3 462
316
368
61
...
...
2 738
1 443
270
2 303
2 513
6-10
6-9
6-10
7-10
7-10
6-10
7-12
7-10
7-12
7-10
6-10
7-12
7-10
7-10
7-10
7-10
6-9
6-11
6-10
6-10
6-9
...
360
189
257
173
447
75
383
114
123
41
2 189
148
860
5 306
304
209
108
120
6 288
1 566
292
561
...
412
203
655
127
503
141
220
...
3 434
252
1 285
6 743
387
317
92
130
6 583
2 200
6-9
6-9
6-11
7-10
7-10
6-10
7-10
7-9
7-10
...
505
268
890
387
222
666
293
2 059
5-11
6-11
6-11
7-11
5-10
7-10
6-11
7-12
6-11
6-11
6-10
6-11
6-11
6-11
6-11
5-9
6-11
5-10
5-10
6-10
1 941
42
1 770
88 187
2
1 513
97
25 908
6 830
13
714
...
...
8
16
4 004
1
347
0.2
1
*
*
2011
Total
(000)
%F
**
**
**
**
47
49
41
47
44
49
49
48
48
48
44
48
49
48
...
...
47
47
48
35
45
48
48
...
48
49
49
48
48
48
48
...
48
49
49
49
49
49
48
48
47
49
**
**
**
**
3 363
93
64
10 266
...
820
224
457
...
536
4 017
296
411
95
3 348
4 024
2 507
1 028
335
3 641
4 744
216
354
171
260
167
468
73
387
114
116
38
2 235
138
842
5 015
289
209
107
111
6 635
1 563
255
707
302
1 208
470
251
692
...
2 570
...
49
49
49
49
50
47
...
49
137
483
286
1 008
391
266
669
...
1 948
1 885
46
2 127
130 133
3
...
116
28 202
7 692
14
828
47
2 912
8
...
4 733
2
361
0.3
2
49
47
46
48
46
...
48
48
49
49
45
47
48
48
...
49
53
49
46
47
2 015
44
2 224
99 708
2
...
101
30 662
7 099
16
900
24
2 948
9
...
5 126
...
348
...
...
**
**
Enrolment in private
institutions as % of total
enrolment
1999
2011
1999
%F
z
z
z
y
z
z
47
49
47
47
...
49
49
48
...
51
48
49
49
49
49
47
48
48
49
44
46
47
49
49
48
49
49
48
48
49
48
48
49
48
48
49
49
49
49
48
49
49
Total
z
z
z
y
z
z
47
46
47
49
49
49
48
...
48
z
z
y
49
48
48
46
49
...
48
50
49
50
47
48
48
48
...
50
...
49
...
...
z
y
.
19
9
...
.
29
32
67
.
2
4
5
9
37
...
...
4
1
44
1
2
**
**
0.5
32
11
...
...
33
41
74
...
11
13
17
12
57
10
5
4
2
72
5
4
...
0.1
...
0.3
0.1
0.8
1.3
5
1.0
0.4
...
...
...
...
...
4
0.1
.
...
0.3
5
0.1
2
0.8
0.3
2
4
9
1
1
.
3
0.9
0.3
0.6
0.1
6
0.4
.
...
0.5
...
0.5
0.5
0.2
0.5
.
...
...
2
0.3
10
0.9
0.7
5
0.9
...
.
27
36
2
...
15
...
...
16
0.9
...
2
95
2
25
...
.
...
...
.
18
31
37
1
5
23
...
...
17
1
...
4
97
1.0
18
...
.
...
2
...
...
**
**
z
z
z
y
106
107
33
98
97
96
106
112
122
84
87
89
100
104
...
...
108
115
94
72
48
109
111
...
104
93
103
99
102
95
101
...
100
101
96
103
112
99
98
102
103
108
Male
**
**
**
**
110
107
39
102
105
95
105
115
123
85
95
89
100
102
...
...
113
119
95
92
52
110
112
...
106
94
103
101
103
97
102
...
101
102
97
104
112
99
99
103
107
108
GPI
(F/M)
Female
**
**
**
**
101
107
27
93
88
96
107
110
121
83
78
88
100
107
...
...
104
111
94
51
44
108
111
...
103
92
102
97
101
94
100
...
98
101
95
103
111
98
98
101
98
107
**
**
**
**
0.91
1,00
0.71
0.91
0.83
1.01
1.02
0.96
0.99
0.97
0.82
0.99
1,00
1.05
...
...
0.92
0.93
0.99
0.56
0.85
0.98
0.99
...
0.97
0.98
0.99
0.97
0.98
0.97
0.98
...
0.97
0.99
0.98
0.99
0.99
0.98
0.99
0.98
0.91
0.99
98
98
94
96
96
96
97
...
98
...
98
94
96
97
95
100
...
98
...
98
94
97
96
96
93
...
98
...
1,00
0.99
1.01
0.99
1.01
0.93
...
1,00
101
116
101
114
96
...
104
106
101
108
112
100
95
90
...
101
99
100
99
114
101
118
108
112
99
...
104
108
101
108
121
101
96
90
...
102
86
101
99
118
101
113
94
116
94
...
103
105
101
109
103
100
95
89
...
100
115
100
98
109
1,00
0.95
0.87
1.03
0.95
...
0.99
0.97
1,00
1.01
0.85
0.99
0.98
0.99
...
0.98
1.33
1,00
1,00
0.93
**
**
**
**
**
**
**
**
STATISTICAL TABLES
Table 5
2011
Total
Male
1999
Female
GPI
(F/M)
Total
Male
2011
Female
GPI
(F/M)
Total
Male
1999
Female
GPI
(F/M)
Total
2011
%F
Total
%F
Arab States
109
...
61
102
...
92
...
108
...
101
115
104
92
105
106
...
121
110
111
91
73
112
...
64
105
...
92
...
109
...
98
118
105
92
106
106
...
122
112
100
76
106
...
58
99
...
92
...
106
...
104
112
103
92
104
106
...
121
108
81
69
0.94
...
0.89
0.94
...
1,00
...
0.97
...
1.06
0.95
0.98
0.99
0.98
1,00
...
0.99
0.96
0.82
0.90
92
99
27
92
89
92
98
94
...
61
71
80
94
95
...
...
97
95
85
57
43
**
**
**
**
**
**
**
94
98
32
95
95
92
97
95
...
62
76
79
94
92
...
...
...
97
85
71
47
**
**
**
**
**
**
**
91
100
23
88
82
93
99
93
...
60
66
81
94
100
...
...
...
93
85
42
39
**
**
**
**
**
**
**
0.96
1.02
0.73
0.93
0.87
1.01
1.01
0.97
...
0.97
0.86
1.03
1,00
1.09
...
...
...
0.96
1,00
0.58
0.83
**
**
**
**
**
**
**
98
...
54
98
...
91
...
97
...
75
96
98
90
95
97
...
100
99
96
76
...
**
**
98
...
57
...
...
91
...
97
...
73
97
98
90
95
97
...
99
...
83
...
**
97
...
51
...
...
91
...
97
...
77
96
97
90
95
97
...
100
...
70
...
**
0.99
...
0.89
...
...
1,00
...
0.99
...
1.06
0.99
0.98
1,00
0.99
1,00
...
1,00
...
0.84
...
**
340
0.7
84
674
423
57
2.5
22
...
161
1 157
70
23
2.7
...
...
87
64
42
1 386
2 989
**
**
**
**
**
**
**
61
9
53
70
76
45
30
60
...
50
58
45
48
2
...
...
...
68
48
66
53
**
**
**
**
**
**
**
71
...
48
222
...
83
...
12
...
131
123
7
46
4.6
108
...
8.2
5
12
949
...
**
**
64
...
53
...
...
49
...
54
...
45
55
66
50
53
50
...
32
...
63
...
1
2
3
4
5
z
6
7
8
9
10
11
12
13
14
**
15
16
17
18
19
20
21
z
z
z
y
z
z
...
98
90
103
93
105
99
101
100
95
95
99
94
96
99
95
101
99
89
105
99
z
z
z
y
z
z
...
98
91
102
93
105
98
101
100
93
95
98
93
95
99
95
100
99
91
104
100
z
z
z
y
z
z
...
1,00
1.01
1,00
1,00
1,00
0.99
0.99
0.99
0.98
1,00
0.99
0.99
0.99
1,00
1,00
0.99
1,00
1.01
0.99
1.01
z
z
z
y
z
z
99
94
...
98
93
...
98
97
94
97
...
97
93
93
...
...
...
96
95
94
...
**
**
**
...
...
...
99
93
...
98
97
94
97
...
98
93
93
...
...
...
97
96
98
...
**
**
...
...
...
98
92
...
98
97
93
97
...
97
92
92
...
...
...
96
94
90
...
**
**
...
...
...
0.98
0.99
...
1,00
1,00
0.99
1,00
...
0.99
0.99
1,00
...
...
...
1,00
0.98
0.92
...
**
**
...
92
90
100
96
...
97
98
96
94
94
97
91
88
96
94
...
98
98
99
92
z
z
z
y
z
z
...
...
89
99
95
...
98
97
95
94
93
97
91
88
95
95
...
98
97
100
92
z
z
z
y
z
z
*
...
...
91
100
97
...
97
98
96
93
94
97
90
87
96
94
...
98
99
98
93
z
z
z
y
z
z
*
...
...
1.02
1,00
1.02
...
0.99
1,00
1.02
1,00
1.01
1,00
0.99
0.99
1.01
1,00
...
1,00
1.02
0.99
1.01
z
z
z
y
z
z
*
2
28
...
6.3
16
...
2
15
9
7
...
91
19
99
...
...
...
3.4
6
374
...
**
**
**
...
...
...
74
53
...
51
48
53
47
...
55
52
50
...
...
...
51
59
82
...
**
**
...
30
19
1.3
7
...
2
9
5
8
2.6
73
14
109
221
17
...
2
2.2
68
124
z
z
z
y
z
z
...
...
45
26
36
...
55
44
40
49
46
50
50
50
42
50
...
48
22
77
45
22
23
24
z
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
Central Asia
...
96
106
110
101
120
100
...
95
...
0.98
1.03
1,00
0.99
0.98
0.96
...
0.97
...
95
108
110
100
118
98
...
93
...
96
105
110
102
121
102
...
96
...
89
...
94
93
90
96
...
...
**
**
**
...
88
...
93
93
89
99
...
...
**
**
**
...
89
...
95
93
91
93
...
...
**
**
**
...
1.01
...
1.03
1,00
1.02
0.93
...
...
**
**
**
...
87
98
100
96
99
98
...
93
**
...
88
...
100
96
99
100
...
94
**
...
86
...
100
96
98
96
...
91
**
...
0.97
...
1,00
0.99
0.99
0.96
...
0.97
**
...
82
...
75
34
27
28
...
...
**
**
**
...
46
...
39
50
46
91
...
...
**
**
**
...
64
4
4
15
2.7
16
...
148
**
...
51
...
49
53
73
90
...
58
43
44
45
46
47
48
49
50
**
51
z
y
105
104
129
111
110
...
105
117
103
111
130
...
...
102
...
126
...
101
...
...
z
y
105
106
122
115
113
...
105
119
103
115
122
...
...
101
...
126
...
101
...
...
z
y
0.99
1.01
0.95
1.04
1.03
...
1,00
1.02
1,00
1.04
0.94
...
...
0.99
...
1,00
...
1,00
...
...
z
y
95
...
87
...
86
...
94
94
100
99
77
86
95
...
...
...
...
100
99
...
**
**
**
**
94
...
92
...
88
...
94
96
...
...
81
84
96
...
...
...
...
100
...
...
**
**
**
95
...
81
...
85
...
95
92
...
...
74
88
94
...
...
...
...
100
...
...
**
**
**
1.01
...
0.88
...
0.96
...
1.01
0.97
...
...
0.92
1.05
0.99
...
...
...
...
1,00
...
...
**
**
**
97
...
98
...
98
...
99
99
100
...
97
...
...
99
...
...
...
99
...
...
97
...
...
...
...
...
...
98
...
...
98
...
...
...
...
...
...
99
...
...
98
...
...
...
...
...
...
100
...
...
96
...
...
...
...
...
...
100
...
...
1.01
...
...
...
...
...
...
1.02
...
...
0.98
...
...
...
...
...
...
1,00
...
...
103
...
274
...
0.4
...
6
1 599
0.5
0.1
168
7
148
...
...
...
...
1.7
0,0
...
**
**
**
**
45
...
70
...
54
...
46
63
...
...
57
41
56
...
...
...
...
48
...
...
**
**
**
54
...
31
...
0,0
...
1,0
262
2
...
19
...
...
0
...
...
...
1.8
...
...
43
...
...
...
...
...
...
...
...
66
...
...
...
...
...
...
33
...
...
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
349
3 /4
Table 5 (continued)
ANNEX
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
Age
Group
Country or territory
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
350
Schoolage
population
(000)
2011
2011
20111
Total
(000)
7-12
6-11
6-11
5-10
6-11
6-11
6-11
6-11
5-10
5-10
6-11
6-11
6-10
1 049
13 312
2 946
29
...
84
5 854
195
0.1
16
1
36
6 629
560
12 503
3 946
27
...
58
6 120
185
0.2
17
1
34
10 250
45
49
47
48
...
46
48
...
48
46
48
48
47
...
13 687
3 306
30
295
119
5 371
242
...
...
...
42
7 048
5-11
5-11
6-11
6-11
5-10
5-10
5-10
5-10
6-11
7-10
5-11
5-10
6-11
6-10
6-11
6-11
5-11
6-11
6-11
7-12
5-11
7-12
6-11
6-11
6-11
6-11
6-11
5-11
6-11
6-11
6-11
6-11
6-11
5-11
5-11
5-11
6-11
5-11
6-11
6-11
6-11
...
11
3 947
8
29
18
43
5
1 440
...
...
4
1 493
4 411
472
820
7
1 225
1 760
787
13
2 330
114
1 420
1 104
321
13 227
...
17
779
410
864
3 471
7
20
13
62
126
...
302
3 384
1
13
4 664
9
34
25
44
5
1 445
20 939
3
3
1 805
5 162
570
1 074
12
1 315
1 899
968
16
1 824
107
...
1 095
320
14 698
0.4
25
830
393
951
4 350
7
26
19
65
172
2
366
3 261
49
...
49
49
49
49
48
50
49
48
49
47
48
49
48
48
48
49
49
48
49
46
49
...
50
49
49
45
48
49
48
48
49
50
49
48
49
49
49
49
49
2
11
4 698
9
34
23
52
4
1 429
16 487
3
4
1 520
4 924
507
828
8
1 310
2 121
901
14
2 653
99
...
1 259
299
14 935
0.5
...
924
440
839
3 671
6
19
14
72
131
3
342
3 466
6-11
6-9
6-11
6-11
6-11
7-12
7-12
6-10
6-9
6-11
6-12
5-12
6-11
6-10
6-11
5-10
6-10
6-11
6-12
...
331
714
2 158
54
403
349
3 814
2 910
638
30
476
783
2 811
36
24
...
1 210
424
...
389
763
2 429
64
372
383
3 944
3 767
646
30
457
662
2 876
31
35
2
1 268
412
Total
(000)
%F
**
...
48
49
49
48
49
49
49
49
48
48
49
49
48
49
49
50
48
49
**
4
326
732
2 193
55
403
346
4 172
3 068
643
30
511
807
2 822
35
25
2
1 294
424
Enrolment in private
institutions as % of total
enrolment
1999
2011
1999
%F
y
z
y
z
y
z
*
z
z
z
y
z
z
y
z
z
z
z
z
z
z
z
z
z
z
...
48
48
49
48
48
48
48
...
...
...
47
47
49
48
49
48
50
49
49
49
49
47
48
50
48
48
48
48
49
47
49
48
48
48
49
...
49
49
49
49
...
48
48
48
49
50
49
48
48
48
49
48
48
48
49
49
49
49
49
49
49
49
49
49
49
49
48
49
49
50
49
49
Total
y
z
y
z
y
z
*
z
z
z
y
z
z
y
z
z
z
z
z
z
z
z
z
z
z
...
8
1
16
...
...
13
...
.
7
...
...
0.3
...
8
1
17
8
25
18
13
...
...
...
28
0.5
7
38
20
83
...
...
...
34
...
8
13
36
...
20
7
.
26
14
21
11
...
15
1.0
...
...
6
7
35
74
16
10
...
13
18
2
4
48
72
18
...
15
12
52
25
76
30
11
82
37
8
15
26
37
59
19
8
.
35
23
26
10
77
10
6
...
10
11
8
33
...
16
12
18
24
21
5
5
44
72
...
16
18
...
4
55
6
4
11
1
15
2
7
1
0.9
.
7
7
36
31
68
1
**
**
**
2
6
54
6
8
14
2
15
4
7
2
0.8
22
7
9
41
22
...
2
y
z
y
z
y
z
*
z
z
z
y
z
z
z
z
z
z
z
z
z
Male
76
110
103
98
...
93
98
...
98
115
97
119
115
71
110
103
98
...
90
97
123
105
112
98
118
111
104
124
113
113
97
103
110
101
114
155
112
112
101
119
112
102
120
111
114
106
91
102
107
...
107
96
110
105
135
102
107
119
124
109
104
118
118
97
...
111
99
...
104
108
100
97
101
101
105
103
95
100
102
105
105
99
100
...
109
101
**
**
105
...
113
114
99
101
115
101
115
159
113
115
102
119
113
104
119
112
114
108
93
109
107
...
107
96
112
105
138
102
109
121
125
108
106
121
118
97
...
112
100
...
105
108
100
98
101
101
106
103
95
101
102
105
105
99
100
...
110
101
GPI
(F/M)
Female
0.86
1,00
1.01
0.98
...
0.94
0.97
...
1.15
0.95
1.02
0.98
0.93
66
110
104
97
...
88
95
...
113
109
99
117
106
**
**
104
...
112
112
95
105
105
102
113
150
110
108
99
119
112
100
121
110
114
104
90
94
107
...
108
96
109
104
131
102
105
117
123
110
101
115
118
96
...
111
99
...
104
107
100
97
101
100
104
103
95
99
102
104
104
100
101
...
108
101
**
**
0.98
...
0.99
0.98
0.97
1.04
0.91
1.01
0.98
0.94
0.97
0.93
0.97
1,00
0.99
0.97
1.02
0.98
1,00
0.97
0.97
0.87
1.01
...
1.01
1,00
0.98
0.99
0.95
1.01
0.97
0.96
0.99
1.02
0.95
0.95
0.99
0.99
...
0.99
0.98
...
0.99
0.99
1,00
1,00
1,00
1,00
0.99
0.99
1,00
0.98
0.99
0.99
0.99
1.01
1,00
...
0.98
1,00
**
**
STATISTICAL TABLES
Table 5
2011
Total
Male
...
106
106
105
...
145
91
124
...
...
...
117
106
...
107
106
103
...
146
91
126
...
...
...
120
109
y
z
z
y
y
z
z
y
1999
Female
...
105
105
107
...
144
90
122
...
...
...
114
103
y
z
z
y
GPI
(F/M)
Total
Male
...
0.98
0.99
1.04
...
0.99
0.99
0.96
...
...
...
0.95
0.94
...
90
99
94
...
...
...
...
...
91
...
98
98
...
90
99
94
...
...
...
...
...
94
...
98
...
y
z
z
y
**
2011
Female
**
...
90
100
94
...
...
...
...
...
89
...
97
...
**
GPI
(F/M)
Total
Male
...
1.01
1.01
0.99
...
...
...
...
...
0.94
...
0.99
...
...
89
99
93
...
88
90
91
...
...
...
...
99
...
88
99
91
...
88
90
91
...
...
...
...
...
**
y
**, z
z
y
1999
Female
y
**, z
z
y
...
90
98
96
...
87
89
91
...
...
...
...
...
y
**, z
z
y
GPI
(F/M)
Total
...
1.02
0.99
1.06
...
1,00
0.99
0.99
...
...
...
...
...
...
1 156
26
1.6
...
...
...
...
...
1.3
...
0.7
195
y
**, z
z
y
2011
%F
**
...
47
0
51
...
...
...
...
...
63
...
62
...
Total
**
...
1 460
35
1.9
...
10
611
18
...
...
...
...
39
%F
y
**, z
z
y
...
45
70
28
...
49
50
51
...
...
...
...
...
72
y
73
**, z
74
75
76
77
78
79
80
81
82
83
84
z
*
z
z
...
102
119
112
113
126
126
91
101
...
...
92
103
114
108
102
119
112
121
117
105
118
85
...
114
91
113
...
...
119
109
100
106
89
94
109
118
107
...
114
104
z
*
z
z
...
95
117
106
115
125
116
89
99
...
...
99
100
110
107
100
118
102
120
112
102
114
89
...
114
87
112
...
...
116
106
96
105
91
92
101
112
103
...
110
101
z
*
z
z
...
0.93
0.98
0.95
1.02
0.98
0.92
0.98
0.99
...
...
1.07
0.97
0.96
0.99
0.98
0.99
0.91
1,00
0.95
0.97
0.96
1.04
...
1,00
0.95
0.99
...
...
0.98
0.97
0.96
0.99
1.02
0.98
0.93
0.96
0.97
...
0.97
0.97
z
*
z
z
99
...
99
98
91
95
92
...
96
92
98
96
...
96
...
99
98
84
99
86
83
84
...
...
89
93
100
100
...
81
96
97
100
98
93
98
91
92
...
...
87
**
**
**
**
**
**
*
**
**
**
**
**
**
**
**
**
...
...
100
98
92
93
94
...
96
...
98
...
...
95
...
99
...
83
99
85
87
88
...
...
88
93
99
...
...
81
96
97
...
...
94
...
90
92
...
...
86
**
**
**
**
**
**
**
**
**
**
**
**
...
...
99
99
91
98
89
...
96
...
99
...
...
96
...
98
...
84
100
87
80
80
...
...
89
93
100
...
...
82
96
97
...
...
91
...
93
93
...
...
87
**
**
**
**
**
**
**
**
**
**
**
**
...
...
0.99
1.01
0.98
1.05
0.94
...
1,00
...
1.01
...
...
1.01
...
0.99
...
1.01
1.01
1.01
0.92
0.91
...
...
1.01
1,00
1.01
...
...
1.02
1,00
1,00
...
...
0.96
...
1.03
1.01
...
...
1.01
**
**
**
**
**
**
**
**
**
**
**
**
...
86
...
100
98
...
97
91
91
...
...
90
93
90
...
98
98
92
99
96
97
98
83
...
97
82
99
...
...
94
98
84
97
87
88
98
93
97
...
100
95
**
z
z
**, z
**, z
y
z
...
87
...
...
...
...
...
91
91
...
...
86
93
90
...
98
...
93
...
96
96
99
81
...
97
83
99
...
...
93
98
84
97
86
88
...
92
98
...
...
95
**
**, z
**, z
y
z
...
85
...
...
...
...
...
91
91
...
...
94
93
90
...
98
...
91
...
96
99
97
85
...
98
81
100
...
...
95
97
84
97
89
88
...
93
97
...
...
95
**
**, z
**, z
y
z
...
0.97
...
...
...
...
...
0.99
1,00
...
...
1.09
1,00
1,00
...
1,00
...
0.98
...
1,00
1.04
0.99
1.04
...
1.02
0.98
1.01
...
...
1.01
1,00
0.99
1,00
1.03
1,00
...
1.01
0.99
...
...
1,00
**
**, z
**, z
y
z
0,0
...
24
0.1
3
1.1
3
...
52
1 039
0,0
0.1
...
182
...
13
0.2
191
14
128
3
289
...
...
115
24
59
...
153
14
26
4
0.1
1.8
0.3
5
14
...
...
439
**
**
**
**
**
**
*
**
**
**
**
**
**
**
**
**
...
...
80
29
54
21
68
...
51
...
42
...
...
42
...
59
...
47
8
47
60
61
...
...
48
50
16
...
...
47
52
46
...
...
61
...
41
47
...
...
47
**
**
**
**
**
**
**
**
**
**
**
**
...
1.5
...
0,0
0.7
...
1
0.4
123
...
...
0.4
99
435
...
13
0.1
96
24
33
0.3
45
20
...
30
59
70
...
...
48
10
136
100
0.8
2
0.2
4
3
...
0.5
176
**
z
z
**, z
**, z
y
z
...
54
...
...
...
...
...
51
48
...
...
30
49
50
...
50
...
56
...
48
14
63
43
...
35
53
10
...
...
44
52
50
48
44
49
...
46
56
...
...
47
85
**
86
87
88
89
90
91
**, z
92
**, z
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
z
y
z
z
z
z
z
z
z
z
z
z
z
...
99
104
100
102
99
99
110
103
101
99
108
104
102
96
101
...
108
99
z
y
z
z
z
z
z
z
z
z
z
z
z
...
98
104
100
102
99
99
109
102
101
99
107
105
101
98
101
...
107
99
z
y
z
z
z
z
z
z
z
z
z
z
z
...
0.99
1,00
1,00
1,00
1,00
0.99
0.99
1,00
1,00
1,00
1,00
1,00
0.99
1.01
1.01
...
0.99
1,00
z
y
z
z
z
z
z
z
z
z
z
z
z
...
...
99
100
98
98
100
100
100
96
99
100
98
100
97
94
...
99
100
**
...
...
99
100
98
98
...
100
100
96
...
...
98
...
96
93
...
100
100
**
...
...
99
100
98
98
...
100
100
97
...
...
97
...
98
94
...
99
100
**
...
...
1,00
1,00
1,00
1,00
...
1,00
1,00
1.01
...
...
1,00
...
1.02
1.01
...
0.99
1,00
**
...
...
99
...
99
96
98
99
100
99
99
100
97
99
95
94
...
100
99
z
z
**, z
z
z
z
z
z
z
z
z
...
...
99
...
99
95
98
...
...
99
99
...
97
100
94
93
...
...
99
z
z
z
z
z
z
z
z
...
...
99
...
99
97
98
...
...
99
99
...
98
99
96
94
...
...
99
z
z
z
z
z
z
z
z
...
...
1,00
...
1,00
1.02
1,00
...
...
1,00
1,00
...
1.01
0.99
1.02
1.01
...
...
1,00
z
z
z
z
z
z
z
z
...
...
6
6
1.3
8
0.7
10
14
25
0.3
0.3
15
3
1,0
2
...
7.4
0.9
**
...
...
43
16
49
46
...
36
51
45
...
...
53
...
34
43
...
99
72
**
...
...
7
...
0.4
17
7
33
7
6
0.3
1
20
25
2
2
...
0.3
4
z
z
**, z
z
z
z
z
z
z
z
z
...
...
41
...
36
36
48
...
...
38
39
...
42
80
39
45
...
...
43
126
127
z
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
351
3 /4
Table 5 (continued)
ANNEX
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
Age
Group
Country or territory
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
352
Portugal
San Marino5,10
Spain
Sweden
Switzerland
United Kingdom
United States
South and West Asia
Afghanistan
Bangladesh4
Bhutan
India
Iran, Islamic Republic of
Maldives
Nepal4
Pakistan
Sri Lanka
Sub-Saharan Africa
Angola
Benin3
Botswana
Burkina Faso
Burundi
Cameroon
Cape Verde
Central African Republic
Chad
Comoros
Congo
Cte d'Ivoire
Democratic Rep. of the Congo
Equatorial Guinea
Eritrea
Ethiopia
Gabon
Gambia
Ghana
Guinea
Guinea-Bissau
Kenya
Lesotho
Liberia
Madagascar
Malawi
Mali
Mauritius4
Mozambique
Namibia
Niger
Nigeria12
Rwanda
Sao Tome and Principe
Senegal
Seychelles
Sierra Leone
Somalia
South Africa
South Sudan
Swaziland
Togo
Uganda
United Republic of Tanzania
Zambia
Zimbabwe
Schoolage
population
(000)
2011
20111
6-11
6-10
6-11
7-12
7-12
5-10
6-11
662
2
2 657
577
472
4 134
24 472
7-12
6-10
6-12
6-10
6-10
6-12
5-9
5-9
5-9
6-11
6-11
6-12
6-11
7-12
6-11
6-11
6-11
6-11
6-11
6-11
6-11
6-11
7-12
7-11
7-12
6-10
7-12
6-11
7-12
7-12
6-11
6-12
6-11
6-10
6-11
7-12
5-10
6-12
7-13
7-12
6-11
7-12
6-11
7-12
6-11
6-11
6-11
7-13
6-11
6-12
6-11
6-12
7-13
7-13
6-12
2011
Total
(000)
%F
811
1
2 580
763
530
4 661
24 938
48
48
48
49
49
49
49
734
2
2 773
578
487
4 422
24 393
5 542
16 140
100
123 616
5 282
39
3 465
19 515
1 782
957
...
81
113 613
8 667
74
3 588
14 205
1 768
7
...
46
44
47
49
42
39
49
5 440
18 432
111
138 414
5 678
40
4 783
18 051
1 735
3 541
1 452
298
2 776
1 183
3 003
63
689
1 914
119
626
3 135
11 547
100
669
13 542
175
284
3 598
1 568
230
6 721
374
655
2 902
2 523
2 590
108
4 739
382
2 698
25 476
1 652
26
2 002
8
958
1 568
7 053
...
208
932
7 153
8 509
2 582
2 207
...
872
322
816
557
2 134
92
459
840
83
276
1 911
4 022
73
262
5 168
265
170
2 377
727
145
4 782
365
396
2 012
2 582
959
133
2 302
383
530
17 907
1 289
24
1 034
10
443
...
7 935
...
213
954
6 288
4 190
1 556
...
**
...
39
50
40
45
45
49
41
37
45
49
43
47
49
45
38
50
46
47
38
40
49
52
42
49
49
41
49
43
50
39
44
50
49
45
49
48
...
49
...
49
43
47
50
48
...
**
**
4 273
1 869
331
2 344
1 946
3 585
69
648
1 929
117
727
2 758
11 083
87
312
14 298
318
228
4 062
1 600
279
7 150
385
675
4 305
3 564
2 115
116
5 359
407
2 051
20 682
2 341
34
1 726
9
1 195
...
7 128
1 451
240
1 368
8 098
8 247
3 030
...
Enrolment in private
institutions as % of total
enrolment
1999
2011
1999
%F
z
z
z
z
y
48
47
48
49
48
49
49
40
50
50
48
48
48
50
44
49
45
47
49
48
50
46
48
42
43
45
48
45
46
49
45
47
49
51
47
45
48
49
49
47
49
51
46
49
47
49
45
47
51
49
51
50
49
...
49
39
47
48
50
50
50
...
Total
z
z
z
**, z
z
y
10
.
33
3
3
5
12
12
.
33
10
5
5
9
...
...
2
17
...
3
...
...
-
2
42
3
...
7
4
14
32
3
...
7
5
11
28
...
...
12
10
12
...
...
11
...
17
14
13
15
19
...
...
38
22
...
22
24
...
4
4
...
...
12
4
...
...
2
...
36
...
0.2
...
...
2
16
6
16
1
21
0.5
14
9
14
36
14
83
53
7
10
44
27
22
28
28
11
0.7
33
18
...
39
28
2
5
3
8
2
0.5
14
9
3
...
3
...
1
28
13
3
3
...
**
z
z
**
z
y
**, z
Male
GPI
(F/M)
Female
122
...
106
110
106
101
103
125
...
107
108
106
101
102
119
...
105
112
105
101
104
0.96
...
0.99
1.03
0.99
1,00
1.03
26
...
75
94
101
131
122
71
108
46
...
81
102
105
130
138
85
109
4
...
68
85
98
131
104
57
107
0.08
...
0.85
0.84
0.94
1.01
0.76
0.67
0.99
...
83
103
42
51
85
125
78
64
100
59
74
48
108
52
50
140
84
81
56
78
90
100
94
97
138
53
...
69
116
31
93
98
110
68
112
70
...
113
...
94
126
130
67
84
...
**
...
102
103
49
56
93
129
93
81
108
60
85
50
110
57
63
140
91
83
68
93
92
96
107
98
141
62
...
79
115
37
102
99
112
74
112
75
...
114
...
96
144
137
67
87
...
**
**
...
65
103
34
45
77
122
64
47
92
58
63
46
105
47
38
140
77
77
43
63
89
103
80
95
135
45
...
59
116
25
83
97
108
61
112
66
...
111
...
92
108
123
67
80
...
**
**
...
0.64
1,00
0.70
0.81
0.82
0.95
0.68
0.58
0.85
0.97
0.74
0.91
0.96
0.83
0.61
1,00
0.84
0.93
0.64
0.67
0.97
1.08
0.75
0.97
0.96
0.72
...
0.74
1.01
0.68
0.81
0.98
0.97
0.83
1,00
0.89
...
0.97
...
0.96
0.75
0.90
1,00
0.92
...
**
**
STATISTICAL TABLES
Table 5
2011
Total
112
92
104
100
103
107
102
Male
z
z
z
113
92
105
101
104
107
102
z
z
1999
Female
110
91
104
100
103
107
101
z
z
GPI
(F/M)
0.97
0.99
0.99
1,00
1,00
0.99
0.99
z
z
Total
Male
97
...
100
100
99
100
97
...
...
100
...
99
100
97
2011
Female
**
...
...
100
...
100
100
97
**
GPI
(F/M)
Total
...
...
1,00
...
1,00
1,00
1,00
99
...
100
99
100
100
96
**
Male
z
z
z
99
...
100
100
99
100
95
1999
Female
z
z
100
...
100
99
100
100
96
z
z
GPI
(F/M)
1.01
...
1,00
0.99
1.01
1,00
1.01
Total
z
z
z
2011
%F
...
...
76
...
29
30
47
20
...
8
2
2.6
1.7
743
Total
**
4
...
8
3
2.2
12
1 023
%F
z
z
z
27
...
27
72
13
59
45
145
146
147
148
149
150
151
114
111
110
112
108
105
134
101
98
**, z
81
118
111
112
107
103
145
83
97
**, z
0.71
1.06
1.01
1,00
0.99
0.98
1.08
0.82
0.99
**, z
...
...
56
83
86
98
69
58
100
**
**
*
**
...
...
59
90
88
97
78
69
...
**
**
*
**
...
...
52
76
85
98
60
46
...
**
**
*
**
...
...
0.88
0.84
0.96
1.01
0.77
0.67
...
**
**
*
**
...
96
90
99
100
95
90
72
93
*,z
**
*
...
94
89
99
...
94
91
79
93
*,z
**
*
...
98
92
99
...
95
90
65
93
*,z
**
*
...
1.05
1.03
1,00
...
1.01
0.99
0.82
1.01
*,z
**
*
...
...
48
20 008
1 157
1.3
906
8 399
3
**
**
*
**
...
...
54
70
55
42
63
62
...
**
**
*
**
...
621
10
1 674
8
2.1
334
5 436
125
*,z
**
*
...
20
43
52
...
44
50
62
47
152
*,z
153
154
155
156
157
**
158
159
160
Sub-Saharan Africa
124
129
110
82
165
119
109
94
101
98
116
88
96
87
47
106
182
81
110
100
123
113
103
103
148
141
82
108
110
107
73
83
142
127
86
113
125
...
102
...
115
145
113
94
117
...
z
y
137
137
112
84
164
128
114
109
115
106
119
96
103
88
51
111
184
79
113
108
127
115
105
108
150
139
87
108
115
108
79
87
140
129
83
113
129
...
104
...
121
151
112
92
118
...
z
y
112
120
108
80
165
111
105
79
86
90
113
80
89
86
42
101
179
82
107
92
119
112
101
98
147
144
76
107
105
106
67
79
143
125
89
113
120
...
100
...
109
139
114
95
117
...
z
y
0.81
0.87
0.96
0.95
1,00
0.87
0.92
0.73
0.75
0.85
0.95
0.83
0.87
0.98
0.83
0.91
0.97
1.03
0.95
0.85
0.94
0.98
0.97
0.91
0.98
1.04
0.88
0.99
0.91
0.99
0.85
0.91
1.03
0.97
1.07
1,00
0.93
...
0.96
...
0.90
0.92
1.02
1.03
0.99
...
z
y
...
...
80
33
38
...
99
...
52
66
...
57
33
72
33
37
...
70
61
43
50
63
56
46
66
99
42
...
52
88
26
61
78
88
57
92
...
...
96
...
71
89
...
49
71
...
**
**
**
**
**
**
**
**
**
**
**
**
...
...
78
39
41
...
...
...
65
71
...
65
34
...
36
43
...
75
62
51
59
62
53
52
65
...
49
...
58
85
31
67
78
88
62
91
...
...
95
...
69
...
...
48
72
...
**
**
**
**
**
**
**
**
**
**
...
...
81
27
34
...
...
...
40
60
...
49
32
...
31
30
...
65
60
35
42
63
60
41
66
...
36
...
46
92
21
56
78
87
52
92
...
...
97
...
72
...
...
50
70
...
**
**
**
**
**
**
**
**
**
**
...
...
1.04
0.70
0.84
...
...
...
0.62
0.85
...
0.76
0.95
...
0.87
0.69
...
0.87
0.97
0.69
0.71
1.02
1.13
0.78
1.01
...
0.73
...
0.79
1.08
0.68
0.84
1.01
0.99
0.84
1.01
...
...
1.03
...
1.04
...
...
1.03
0.96
...
**
**
**
**
**
**
**
**
**
**
86
...
87
64
...
94
94
69
...
...
93
61
...
59
37
87
...
70
83
83
75
84
75
41
...
97
67
98
91
86
66
58
99
99
79
...
...
...
90
...
...
...
94
...
97
...
*, z
**, y
**, z
**
**
**
z
**, y
**
**, z
z
z
**, y
93
...
87
66
...
100
95
78
...
...
95
67
...
59
40
90
...
68
83
90
77
84
74
42
...
...
72
97
93
84
71
60
...
...
77
...
...
...
90
...
...
...
93
...
96
...
*, z
**, y
**, z
**
**
**
z
**, y
**
**, z
**, y
78
...
88
63
...
87
92
60
...
...
90
56
...
59
34
84
...
71
82
76
73
85
76
40
...
...
63
98
88
88
60
55
...
...
81
...
...
...
91
...
...
...
95
...
98
...
*, z
**, y
**, z
**
**
**
z
**, y
**
**, z
**, y
0.84
...
1.01
0.95
...
0.88
0.97
0.76
...
...
0.95
0.83
...
1,00
0.86
0.93
...
1.05
0.98
0.84
0.96
1.01
1.04
0.94
...
...
0.87
1.01
0.95
1.06
0.84
0.91
...
...
1.06
...
...
...
1.01
...
...
...
1.03
...
1.02
...
*, z
**, y
**, z
**
**
**
z
**, y
**
**, z
**, y
...
...
64
1 310
687
...
1,0
...
623
28
...
1 099
5 614
19
338
6 509
...
61
1 138
739
93
1 980
160
226
715
17
1 038
...
1 598
39
1 254
7 444
289
2.6
660
0.7
...
...
269
...
67
86
...
3 190
541
...
**
**
**
**
**
**
**
**
**
**
**
**
...
...
46
54
53
...
...
...
63
57
...
59
50
...
52
55
...
58
50
56
59
49
46
55
50
...
55
...
56
36
52
56
49
52
55
46
...
...
33
...
47
...
...
49
52
...
**
**
**
**
**
**
**
**
**
**
493
...
38
1 015
...
189
4
214
...
47
1 161
...
41
422
1 703
...
86
641
273
57
1 010
93
386
...
62
850
3
459
53
957
10 542
20
0.4
423
...
...
...
679
...
...
...
439
...
71
...
*, z
**, y
**, z
**
**
**
z
**, y
**
**, z
z
z
**, y
76
...
47
51
...
97
61
66
...
...
64
57
...
50
52
62
...
47
51
70
53
48
47
50
...
...
56
44
62
41
57
52
...
...
44
...
...
...
47
...
...
...
39
...
29
...
*, z
161
162
**, y
163
164
165
**, z
166
**
167
168
169
170
171
172
173
174
175
**
176
177
178
**
179
180
181
**, y
182
**
183
184
185
186
187
188
189
190
191
**, z
192
193
194
195
196
197
198
**, y
199
200
201
202
203
204
205
206
353
3 /4
Table 5 (continued)
ANNEX
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
Age
Group
Country or territory
Schoolage
population
(000)
2011
20111
2011
Total
(000)
%F
%F
Total
(000)
Enrolment in private
institutions as % of total
enrolment
1999
2011
%F
Total
Sum
Sum
...
651 974
651 203
47
698 693
**
48
**
99
103
95
0.92
II
Countries in transition
Developed countries
Developing countries
...
...
...
13 689
63 976
574 308
17 705
69 885
563 614
49
49
46
13 475
65 771
619 447
**
49
49
48
**
0.2
4
11
0.7
5
13
102
103
98
102
102
103
101
103
94
0.99
1,00
0.91
Arab States
Central and Eastern Europe
Central Asia
East Asia and the Pacific
East Asia
Pacific
Latin America and the Caribbean
Caribbean
Latin America
North America and Western Europe
South and West Asia
Sub-Saharan Africa
...
...
...
...
...
...
...
...
...
...
...
...
43 145
19 511
5 452
165 462
161 820
3 642
58 327
2 246
56 081
50 144
175 386
134 547
35 024
24 885
6 838
224 524
221 402
3 122
69 982
2 413
67 569
52 822
155 075
82 053
45
48
49
48
48
48
48
49
48
49
44
46
42 771
19 552
5 468
184 257
180 875
3 382
65 686
2 396
63 290
51 686
192 850
136 423
9
0.4
0.5
13
2
...
15
26
14
6
...
11
12
0.9
0.9
13
6
...
19
33
16
7
6
12
89
103
97
111
111
95
121
108
122
103
89
80
96
104
97
111
111
96
123
109
123
103
97
87
83
101
97
110
111
93
119
107
120
104
81
74
0.87
0.97
0.99
0.99
0.99
0.97
0.97
0.98
0.97
1.01
0.83
0.85
...
...
...
...
...
117 123
464 027
278 568
185 460
70 823
74 823
500 117
244 078
256 039
76 263
9
6
7
6
7
11
8
10
7
10
78
102
93
114
102
V
VI
VII
VIII
IX
X
XI
XII
XIII
XIV
XV
XVI
XVII
XVIII
XIX
XX
XXI
**
**
**
**
46
46
45
48
49
**
**
**
**
126 870
498 872
293 937
204 934
72 951
**
**
**
**
**
**
**
**
**
**
**
47
49
48
47
47
48
48
49
48
49
48
48
48
47
48
47
49
Median
GPI
(F/M)
Female
World
IV
%F
Male
III
Sum
1999
**
**
**
**
**
**
**
**
**
**
**
Weighted average
**
**
**
**
83
106
100
114
102
**
**
**
**
72
98
86
113
102
**
**
**
**
0.86
0.92
0.86
0.99
1,00
**
**
**
**
Sources: UNESCO Institute for Statistics database (UIS) database. Enrolment ratios are based on the United Nations Population Division estimates, revision 2010 (United Nations, 2011), median variant.
Note A: The statistical tables still include data for Sudan (pre-secession) for reference purposes as those for the two new entities since July 2011, Sudan and South Sudan, are just becoming available. The country groupings by income level are as defined
by the World Bank. They are based on the list of countries by income group as revised in July 2012.
Note B: The median values for 1999 and 2011 are not comparable since they are not necessary based on the same and number of countries.
1. Data are for 2011 except for countries with a split calendar school year, in which case data are for 2010.
2. Data reflect the actual number of children not enrolled at all, derived from the age-specific or adjusted net enrolment ratio (ANER) of primary school age children, which measures the proportion of those who are enrolled either in primary or in secondary
schools.
3. GER or NER, or both, for one or both of the two school years were not calculated due to population data inconsistencies.
4. Enrolment ratios are based on the United Nations Population Division estimates, revision 2012 (United Nations, 2013), median variant.
5. National population data were used to calculate enrolment ratios.
6. Enrolment and population data exclude Transnistria.
7. Two education structures formerly existed, both starting at age 7. The most widespread one, lasting three years, was used to calculate indicators; the other, accounting for about one-third of primary pupils, had four grades. In 2004, the four-grade
structure was extended over the whole country.
8. Enrolment and population data exclude the Nagorno-Karabakh region.
9. Children enter primary school at age 6 or 7. Since 7 is the most common entrance age, enrolment ratios were calculated using the 711 age group for population.
10. GER or NER, or both, for one or both of the two school years were not calculated due to lack of United Nations population data by age.
11. Data include French overseas departments and territories (DOM-TOM).
12. Due to the continuing discrepancy in enrolment by single age, the NER is estimated using the age distribution from the 2007 MICS as from the school year ending in 2007.
Data in bold are for the school year ending in 2012, those in italics are for 2000 and those in bold italic are for 2001.
(z) Data are for the school year ending in 2010.
(y) Data are for the school year ending in 2009.
(*) National estimate.
(**) For country level data: UIS partial estimate; for regional and other country grouping sums and weighted averages: partial imputation due to incomplete country coverage (between 33 to 60% of population the region or other country grouping).
- Magnitude nil or negligeable
(.) The category is not applicable or does not exist.
(. . .) No data available.
354
STATISTICAL TABLES
Table 5
2011
Total
Male
1999
Female
GPI
(F/M)
Total
Male
Weighted average
2011
Female
GPI
(F/M)
Total
Male
Weighted average
1999
Female
GPI
(F/M)
Weighted average
2011
Total
%F
Total
%F
Sum
%F
Sum
%F
107
**
108
**
106
**
0.97
**
84
**
87
**
80
**
0.93
**
91
**
92
**
90
**
0.98
**
107 434
**
58
**
57 186
**
54
**
98
103
108
**
99
103
109
**
98
102
106
**
1,00
0.99
0.97
**
92
98
82
**
92
98
85
**
91
98
78
**
1,00
1,00
0.92
**
95
98
90
**
95
97
91
**
95
98
89
**
1,00
1,00
0.98
**
1 450
1 297
104 686
**
50
49
58
**
742
1 517
54 927
**
48
46
54
**
II
**
III
**
IV
91
96
95
97
97
88
95
70
96
97
94
80
**
86
96
94
97
97
85
96
70
97
98
92
76
**
0.95
1,00
0.99
1,00
1,00
0.97
1.01
1,00
1.01
1,00
0.97
0.95
**
60
49
55
44
43
54
45
49
44
45
57
54
**
**
VI
84
93
91
97
98
**
80
92
89
96
98
**
54
53
55
49
46
99
100
100
111
112
93
113
107
113
103
110
101
108
108
106
111
103
**
**
**
**
**
**
**
**
**
**
**
103
100
101
110
111
94
114
108
115
103
111
105
111
109
107
111
103
**
**
**
**
**
**
**
**
**
**
**
95
100
99
112
113
92
111
105
111
103
109
98
106
106
104
110
103
**
**
**
**
**
**
**
**
**
**
**
0.92
1,00
0.98
1.02
1.02
0.98
0.97
0.98
0.97
0.99
0.98
0.93
0.95
0.98
0.96
1,00
0.99
**
**
**
**
**
**
**
**
**
**
**
79
93
94
95
95
90
94
73
95
98
77
59
59
86
79
95
97
**
**
**
**
**
**
**
**
**
**
**
83
94
94
95
95
90
94
73
95
98
84
63
63
90
85
95
97
**
**
**
**
**
**
**
**
**
**
**
74
92
93
95
95
89
93
73
94
98
69
55
56
83
73
95
97
**
**
**
**
**
**
**
**
**
**
**
0.90
0.98
0.99
0.99
0.99
0.98
0.99
1,00
0.98
1,00
0.83
0.87
0.88
0.92
0.86
0.99
1,00
**
**
**
**
**
**
**
**
**
**
**
89
96
95
97
97
87
95
70
96
98
93
78
82
93
90
97
98
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
0.96
0.98
0.97
1,00
1,00
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
8 371
1 705
438
10 212
9 873
339
3 609
612
2 996
902
40 081
42 115
39 259
65 992
54 653
11 339
2 183
**
**
**
**
**
**
**
**
**
**
**
59
57
52
51
51
52
55
49
56
48
64
55
54
61
63
52
50
**
**
**
**
**
**
**
**
**
**
**
4 823
732
290
5 118
4 627
491
2 726
677
2 049
1 249
12 450
29 798
21 370
34 163
27 826
6 337
1 653
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
VII
**
VIII
**
IX
**
**
XI
**
XII
**
XIII
**
XIV
**
XV
**
XVI
**
XVII
**
XVIII
**
XIX
**
XX
**
XXI
355
3 /4
Table 6
ANNEX
INTERNAL EFFICIENCY
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
356
Arab States
Algeria
Bahrain
Djibouti
Egypt
Iraq
Jordan
Kuwait
Lebanon
Libya
Mauritania
Morocco
Oman
Palestine
Qatar
Saudi Arabia
Sudan
Syrian Arab Republic
Tunisia
United Arab Emirates
Yemen
Sudan (pre-secession)
Central and Eastern Europe
Albania
Belarus
Bosnia and Herzegovina
Bulgaria
Croatia
Czech Republic
Estonia
Hungary
Latvia
Lithuania
Montenegro
Poland
Republic of Moldova
Romania
Russian Federation
Serbia
Slovakia
Slovenia
The former Yugoslav Rep. of Macedonia
Turkey
Ukraine
Central Asia
Armenia
Azerbaijan
Georgia
Kazakhstan
Kyrgyzstan
Mongolia
Tajikistan
Turkmenistan
Uzbekistan
East Asia and the Pacific
Australia
Brunei Darussalam
Cambodia
China
Cook Islands
Democratic People's Republic of Korea
Fiji
Indonesia
Japan
Kiribati
Lao People's Democratic Republic
Macao, China
Malaysia
Marshall Islands
Micronesia (Federated States of)
Myanmar
Nauru
New Zealand
Niue
Palau
1999
2011
2011
Total
Male
5
6
5
6
6
6
5
6
6
6
6
6
4
6
6
6
4
6
5
6
6
12.0
4.0
17.0
6.0
10.0
1.0
3.0
9.0
...
15.0
12.0
8.0
2.0
3.0
...
...
6.0
18.0
3.0
11.0
11.0
15.0
5.0
17.0
7.0
11.0
1.0
3.0
10.0
...
15.0
14.0
9.0
2.0
3.0
...
...
7.0
20.0
4.0
12.0
11.0
5
4
5
4
4
5
6
4
6
4
5
6
4
4
4
4
4
6
5
5
4
4.0
1.0
...
3.0
0.0
1.0
2.0
2.0
2.0
1.0
...
1.0
1.0
3.0
1.0
...
2.0
1.0
0.05
...
1.0
5.0
1.0
...
4.0
1.0
1.0
4.0
2.0
3.0
1.0
...
...
...
4.0
...
...
3.0
1.0
0.05
...
1.0
4
4
6
4
4
5
4
3
4
...
0.0
0.0
0.0
0.0
1.0
1.0
...
0.07
...
0.0
...
...
0.0
1.0
...
...
...
...
0.0
...
...
0.0
1.0
...
...
...
0.0
0.0
0.1
0.1
0.1
0.0
0.1
...
0,00
7
6
6
5
6
4
6
6
6
6
5
6
6
6
6
5
6
6
6
5
...
.
24.0
...
3.0
...
.
6.0
...
.
21.0
6.0
.
.
...
2.0
...
.
-
...
.
25.0
...
...
...
.
6.0
...
.
22.0
7.0
.
.
...
2.0
...
.
0.07
...
.
23.0
...
...
...
.
6.0
...
.
19.0
5.0
.
.
...
2.0
...
.
-
...
0.0
7.0
0.0
...
1.0
3.0
...
12.0
5.0
.
.
...
0.0
...
...
...
...
**
**
**
**
**
Female
**
**
**
**
**
*
**
**
**
9.0
3.0
16.0
5.0
9.0
1.0
3.0
8.0
...
15.0
10.0
6.0
2.0
2.0
...
...
6.0
16.0
2.0
9.0
12.0
3.0
1.0
...
3.0
0.0
1.0
1.0
2.0
1.0
1.0
...
...
...
3.0
...
...
2.0
1.0
0.04
...
1.0
**
**
**
**
**
*
**
**
**
Total
Male
7.0
1.0
9.0
3.0
...
...
1.0
9.0
...
3.0
7.0
1.0
1.0
0.0
2.0
4.0
7.0
7.0
9.0
4.0
9.0
1.0
9.0
4.0
...
...
1.0
11.0
...
3.0
9.0
1.0
1.0
0.0
2.0
4.0
9.0
8.0
10.0
4.0
1.0
0.1
0.1
1.0
0.0
1.0
1.0
2.0
2.0
1.0
0.1
1.0
2.0
0.0
0.0
3.0
1.0
0.0
2.0
0.06
z
z
z
y
z
z
1.0
0.1
0.1
1.0
0.0
1.0
1.0
2.0
3.0
1.0
0.0
1.0
2.0
...
0.0
3.0
1.0
0.0
2.0
0.06
0.0
0.0
0.0
0.1
0.1
0.0
0.1
...
0.01
...
0.0
8.0
0.0
...
1.0
3.0
...
13.0
7.0
.
.
...
0.0
...
...
...
...
1999
Female
z
z
z
z
5.0
1.0
9.0
3.0
...
...
1.0
8.0
...
4.0
6.0
1.0
1.0
0.0
2.0
4.0
6.0
5.0
8.0
4.0
1.0
0.1
0.0
1.0
0.0
0.0
0.0
1.0
2.0
0.0
0.1
0.0
2.0
...
0.0
3.0
1.0
0.0
2.0
0.06
0.0
0.0
0.1
0.0
0.1
0.08
0.1
...
0,00
...
0.09
6.0
0.0
...
0.0
3.0
...
11.0
4.0
.
.
...
0.0
...
...
...
...
z
z
z
z
Total
Male
568
3
6
483
362
5
5
38
...
54
429
25
8
1.7
...
...
178
264
9
244
284
373
2
4
308
216
2
2
22
...
28
274
16
4
1.1
...
...
106
152
6
175
150
**
**
**
**
**
2011
Female
**
**
**
**
**
*
**
195
1
3
176
146
3
2
15
...
27
155
10
4
0.6
...
...
72
112
3
70
133
**
**
**
**
**
*
**
Total
Male
250
1.1
6
358
...
...
1.7
42
...
18
292
2.8
2
0.2
66
171
188
70
323
174
163
0.6
3
234
...
...
1,0
25
...
9
184
1.3
1
0.1
33
95
111
45
201
97
11
3
...
13
0.9
8
3
11
2.9
2,0
...
40
2
43
93
...
7
0.9
0.1
...
17
7
2
...
8
0.6
5
2
6
2,0
1.4
...
...
...
27
...
...
4
0.6
0,0
...
9
...
3
1
4
1.5
2
4
...
2
...
2
...
...
1,0
1
...
...
...
...
1
...
...
0.5
1
...
...
...
0.2
1.4
0.3
0.5
0.3
0.3
0.6
...
0.08
...
.
515
...
0.1
...
.
1 769
...
.
173
3
.
.
...
81
...
.
-
...
.
290
...
...
...
.
910
...
.
102
2
.
.
...
41
...
.
-
...
.
225
...
...
...
.
859
...
.
71
1
.
.
...
40
...
.
-
...
0.06
159
257
...
0.6
878
...
112
1.3
.
.
...
15
...
...
...
...
**
**
4
2
...
5
0.3
3
1
5
0.9
0.5
...
...
...
16
...
...
3
0.3
0,0
...
8
**
**
1.9
0.2
0.1
1.6
0.5
3
0.4
7
3
0.6
0.03
18
15
19
1.1
6
0.8
0.2
112
1,0
z
z
z
y
z
z
1.1
0.1
0.1
1,0
0.3
2
0.3
4
2
0.4
0.02
13
9
...
0.7
3
0.5
0.1
53
0.5
0.1
0.7
0.2
0.4
0.2
0.2
0.3
...
0.07
...
0.04
92
150
...
0.4
435
...
64
0.8
.
.
...
7
...
...
...
...
z
z
z
z
Female
87
0.5
3
124
...
...
0.7
17
...
10
108
1.5
1
0.1
34
76
77
25
122
78
0.7
0.1
0,0
0.6
0.2
1
0.1
3
1
0.2
0.01
5
6
...
0.4
3
0.3
0.1
59
0.5
0.1
0.6
0.1
0.2
0.1
0.1
0.3
...
0.02
...
0.02
67
107
...
0.2
443
...
48
0.5
.
.
...
9
...
...
...
...
z
z
z
z
STATISTICAL TABLES
Table 6
INTERNAL EFFICIENCY
PRIMARY EDUCATION COMPLETION
SURVIVAL RATE TO LAST GRADE (%)
Male
2010
Female
Total
1999
Male
Female
Total
Male
2011
Female
Total
2010
Male
Female
Total
Male
Female
Arab States
91
90
...
...
49
96
94
90
...
40
75
92
99
...
...
...
87
87
89
69
77
**
**
**
**
90
89
...
...
51
97
93
87
...
39
75
92
99
...
...
...
87
86
90
72
74
**
**
**
**
93
91
...
...
47
96
95
94
...
42
76
92
98
...
...
...
87
88
89
64
81
**
**
**
**
95
98
64
99
...
...
96
90
...
81
88
...
96
...
...
...
96
95
84
76
...
**, x
94
97
64
99
...
...
96
88
...
80
89
...
...
...
...
...
95
94
85
82
...
**, x
95
98
64
99
...
...
96
94
...
82
88
...
...
...
...
...
96
95
84
68
...
**, x
61
1,0
...
...
358
5
3
7
...
...
220
4
1.4
...
...
59
26
1.7
...
102
**
**
**
38
0.5
...
...
186
2
2
5
...
...
118
2
0.4
...
...
...
14
0.9
...
66
**
**
**
24
0.5
...
...
172
2
1
2
...
...
102
2
1,0
...
...
...
11
0.8
...
36
**
**
**
36
0.4
4
21
...
...
1.8
7
...
19
74
...
4
...
...
28
9
12
181
...
**, y
21
0.2
2
10
...
...
0.9
5
...
10
36
...
...
...
...
16
5
6
72
...
**, y
16
0.1
2
10
...
...
0.9
2
...
9
37
...
...
...
...
12
4
6
109
...
**, y
...
...
...
...
...
...
...
86.4
...
...
82.5
...
...
...
...
...
93.6
89.4
...
...
...
**, x
...
...
...
...
...
...
...
81.3
...
...
82.7
...
...
...
...
...
93.1
87.8
...
...
...
**, x
...
...
...
...
...
...
...
91.8
...
...
82.3
...
...
...
...
...
94.1
91.0
...
...
...
1
2
3
4
5
6
7
**, x
8
9
10
11
12
13
14
15
16
17
18
19
20
21
86
99
...
93
99
98
98
95
97
99
...
...
...
95
...
...
96
100
96
...
96
93
99
...
93
100
99
99
98
97
100
...
...
...
96
...
...
98
100
99
...
97
98
98
81
97
99
99
98
98
93
96
80
99
95
97
96
98
98
99
...
99
98
y
y
y
x
y
x
98
97
81
98
99
99
97
98
93
96
80
99
96
97
...
98
98
99
...
98
98
y
y
y
x
98
100
80
97
100
99
98
98
93
97
81
100
95
97
...
98
98
98
...
100
99
y
y
y
x
7
11
...
9
0.3
2.1
0.4
5
0.9
0.6
...
3
12
87
...
1.9
0.2
0.5
...
...
5
10
...
5
0.2
1.2
0.1
3
0.5
0.2
...
...
...
7
...
...
0.8
0.1
0.3
...
...
2
1
...
4
0.1
0.8
0.3
2
0.4
0.4
...
...
...
5
...
...
1,0
0.1
0.2
...
...
0.8
1.6
7
1.7
0.4
0.8
0.3
2
1.3
1,0
1.4
9
1.6
6
51
1.4
1,0
0.3
...
10
8
...
12
0.6
15
6
9
6
...
3
...
8
0.5
4
3
5
...
...
...
...
4
0.1
11
3
3
...
...
...
1.5
3.4
1.7
1.2
5
3
1.7
...
9
z
z
z
y
z
y
0.5
1.4
3
0.8
0.3
0.4
0.2
1
0.7
0.6
0.8
5
0.8
3
...
0.9
0.6
0.1
...
...
5
z
z
z
y
0.4
0.2
3
0.9
0.1
0.4
0.1
1
0.7
0.4
0.7
4
0.8
3
...
0.6
0.4
0.2
...
...
3
z
z
z
y
93.9
99.7
...
...
...
...
...
...
...
...
...
...
93.4
...
...
97.6
...
...
...
...
...
93.5
...
...
...
...
...
...
...
...
...
...
...
93.6
...
...
96.5
...
...
...
...
...
94.3
...
...
...
...
...
...
...
...
...
...
...
93.3
...
...
98.7
...
...
...
...
...
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
Central Asia
...
96
99
95
95
87
97
...
100
**
*
**
...
95
99
97
95
85
...
...
...
**
*
...
97
100
92
94
90
...
...
...
**
*
96
97
96
100
95
93
99
...
98
96
99
94
99
95
92
99
...
98
96
96
99
100
96
94
99
...
98
**
*
**
**
*
**
*
0.8
0.9
1.4
0.9
3
2
0.8
...
5
0.7
2.4
0.3
0.3
2
1
1,0
...
4
...
93.8
94.5
93.1
97.6
92.8
95.9
...
99.6
...
90.6
94.7
92.8
97.8
91.9
96.6
...
99.5
...
97.5
94.3
93.4
97.3
93.7
95.1
...
99.8
43
44
y
45
46
47
48
49
50
51
...
...
56
...
...
...
82
83
...
72
55
...
...
...
...
55
...
...
...
...
...
...
53
...
...
...
82
89
...
67
54
...
...
...
...
55
...
...
...
...
...
97
61
...
...
...
91
88
100
...
68
98
99
83
...
75
...
...
...
...
y
y
x
...
...
61
...
...
...
93
...
100
...
67
...
99
87
...
72
...
...
...
...
y
x
...
...
62
...
...
...
88
...
100
...
69
...
100
80
...
77
...
...
...
...
y
x
...
0.5
222
...
0.3
...
3
...
...
...
82
...
...
...
...
563
...
...
...
...
**
...
...
114
...
...
...
2
...
...
...
46
...
...
...
...
285
...
...
...
...
...
...
108
...
...
...
1
...
...
...
37
...
...
...
...
278
...
...
...
...
...
0.2
153
...
...
...
1.5
649
0.6
...
57
...
3.5
0.2
...
302
...
...
...
...
z
y
...
...
81
...
...
...
0.6
...
0.2
...
30
...
3.2
0.1
...
169
...
...
...
...
z
y
...
...
72
...
...
...
0.9
...
0.4
...
26
...
0.3
0.1
...
133
...
...
...
...
z
y
...
86.7
48.8
...
...
...
91.0
86.6
...
...
67.2
94.8
88.1
...
...
68.5
...
...
...
...
y
y
...
...
46.3
...
...
...
...
...
...
...
66.4
...
...
...
...
68.6
...
...
...
...
...
...
51.7
...
...
...
...
...
...
...
68.0
...
...
...
...
68.5
...
...
...
...
52
53
x
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
357
3 /4
Table 6 (continued)
ANNEX
INTERNAL EFFICIENCY
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
358
1999
2011
Total
Male
6
6
6
6
6
6
6
6
6
6
6
6
5
2.0
1.0
...
...
3.0
...
.
9.0
.
11.0
4.0
2.0
1.0
...
...
3.0
...
.
8.0
.
11.0
4.0
7
7
6
6
6
6
6
6
6
4
7
6
6
5
6
6
7
6
6
6
7
6
6
6
6
6
6
7
6
6
6
6
6
7
7
7
6
7
6
6
6
0.0
...
6.0
8.0
.
.
10.0
.
2.0
24.0
4.0
0.0
2.0
5.0
9.0
2.0
4.0
4.0
3.0
7.0
6.0
15.0
3.0
...
...
5.0
7.0
1.0
...
5.0
6.0
8.0
10.0
.
3.0
...
11.0
5.0
8.0
8.0
7.0
6
4
6
6
6
6
6
5
4
6
7
8
6
5
6
6
5
6
7
...
2.0
...
0.0
0.0
4.0
2.0
2.0
...
0.0
5.0
2.0
.
.
**
**
**
**
**
**
**
0.0
...
7.0
9.0
.
.
11.0
.
3.0
24.0
4.0
0.0
3.0
6.0
10.0
3.0
4.0
4.0
3.0
8.0
8.0
16.0
4.0
...
...
7.0
8.0
1.0
...
5.0
7.0
9.0
10.0
.
4.0
...
9.0
5.0
9.0
9.0
8.0
...
2.0
...
1.0
1.0
...
2.0
2.0
...
0.0
...
2.0
.
.
2011
Female
**
**
**
**
**
**
**
1.0
1.0
...
...
4.0
...
.
9.0
.
10.0
3.0
0.0
...
5.0
6.0
.
.
8.0
.
2.0
24.0
4.0
0.0
2.0
5.0
8.0
1.0
3.0
4.0
2.0
6.0
5.0
14.0
3.0
...
...
4.0
6.0
...
4.0
5.0
7.0
10.0
.
2.0
...
14.0
4.0
8.0
6.0
5.0
...
1.0
...
0.0
0.0
...
2.0
2.0
...
0.0
...
2.0
.
.
**
**
**
**
**
**
**
Total
Male
...
3.0
0.0
2.0
0.0
...
...
18.0
...
...
...
13.0
2.0
...
3.0
0.0
1.0
0.0
...
...
20.0
...
...
...
15.0
...
5.0
5.0
7.0
4.0
.
8.0
.
6.0
...
7.0
5.0
3.0
5.0
1.0
7.0
8.0
1.0
6.0
3.0
12.0
.
...
5.0
2.0
3.0
2.0
...
8.0
6.0
5.0
5.0
2.0
2.0
5.0
16.0
6.0
2.0
6.0
4.0
2.0
2.0
3.0
0.0
0.0
0.0
...
1.0
1.0
1.0
1.0
0.0
1.0
.
.
y
z
z
z
z
*
z
z
z
y
z
z
y
z
z
z
z
z
z
z
z
z
y
z
z
5.0
6.0
8.0
4.0
.
10.0
.
6.0
...
10.0
6.0
3.0
6.0
1.0
9.0
10.0
2.0
7.0
4.0
13.0
.
...
5.0
3.0
4.0
2.0
...
9.0
7.0
6.0
6.0
3.0
3.0
6.0
19.0
7.0
3.0
7.0
4.0
2.0
3.0
3.0
0.0
0.0
0.0
...
1.0
1.0
1.0
2.0
0.0
1.0
.
.
1999
Female
y
z
z
z
z
*
z
z
z
y
z
z
y
z
z
z
z
z
z
z
z
z
y
z
z
...
2.0
0.0
2.0
0.0
...
...
16.0
...
...
...
12.0
...
4.0
4.0
6.0
3.0
.
7.0
.
5.0
...
4.0
4.0
2.0
5.0
0.0
5.0
5.0
1.0
5.0
2.0
11.0
.
...
4.0
2.0
2.0
2.0
...
7.0
5.0
4.0
5.0
2.0
2.0
3.0
13.0
5.0
1.0
4.0
3.0
2.0
2.0
3.0
0.0
0.0
0.0
...
0.0
1.0
1.0
1.0
0.0
1.0
.
.
y
z
z
z
z
*
z
z
z
y
z
z
y
z
z
z
z
z
z
z
z
z
y
z
z
Total
Male
237
0.3
...
...
213
...
.
1.5
.
4
385
153
0.2
...
...
109
...
.
0.8
.
2
229
0,0
...
277
0.7
.
.
4
.
35
5 035
0.1
0,0
44
269
51
20
0.4
54
51
67
1,0
271
3
...
...
17
970
0,0
...
39
25
74
444
.
0.8
...
7
8
0.2
29
229
...
6
...
0.3
1.7
165
65
8
...
11
2
0.7
.
.
**
**
**
**
**
**
**
0,0
...
165
0.4
.
.
2
.
19
2 632
0.1
0,0
27
151
30
15
0.2
30
29
38
0.6
155
2
...
...
11
577
0,0
...
22
15
43
232
.
0.5
...
3
4
0.1
18
142
...
4
...
0.2
1.1
...
37
5
...
7
...
0.4
.
.
2011
Female
**
**
**
**
**
**
**
83
0.1
...
...
104
...
.
0.7
.
2
157
0,0
...
112
0.3
.
.
2
.
16
2 403
0,0
0,0
17
117
21
6
0.2
24
23
29
0.4
116
1
...
...
6
393
...
17
10
31
212
.
0.3
...
4
4
0.1
12
86
...
2
...
0.1
0.5
...
28
4
...
4
...
0.3
.
.
Total
**
**
**
**
**
**
**
...
346
0.08
0.5
1.2
...
...
44
...
...
...
6
106
0.5
219
0.7
1.2
.
4
.
82
...
0.2
75
125
28
5
0.6
103
30
52
0.5
317
.
...
58
7
467
0,0
...
73
25
40
201
0.14
0.4
0.7
11
8
0.05
19
122
0.09
8
24
0.1
0.8
1.3
...
16
5
3
10
9
0.2
.
.
y
z
z
z
z
z
z
z
y
z
z
y
z
z
z
z
z
z
z
z
z
y
z
z
Male
...
228
0.07
0.2
0.6
...
...
25
...
...
...
3
...
0.3
133
0.4
0.7
.
3
.
47
...
0.2
48
76
17
4
0.4
71
17
32
0.3
174
.
...
34
4
293
0,0
...
44
15
25
108
0.09
0.3
0.4
7
5
0.04
12
80
0.05
5
13
0.1
0.5
0.9
...
9
3
2
7
6
0.1
.
.
y
z
z
z
z
z
z
z
y
z
z
y
z
z
z
z
z
z
z
z
z
y
z
z
Female
...
118
0.01
0.3
0.5
...
...
19
...
...
...
2
...
0.2
86
0.3
0.4
.
2
.
36
...
0.1
27
49
11
1
0.2
32
13
19
0.2
143
.
...
24
3
175
0,0
...
30
10
15
92
0.05
0.2
0.2
4
3
0.01
7
42
0.04
3
11
0,0
0.3
0.5
...
7
2
1
3
3
0.1
.
.
y
z
z
z
z
z
z
z
y
z
z
y
z
z
z
z
z
z
z
z
z
y
z
z
STATISTICAL TABLES
Table 6
INTERNAL EFFICIENCY
PRIMARY EDUCATION COMPLETION
SURVIVAL RATE TO LAST GRADE (%)
2010
Male
Female
Total
...
71
99
88
...
...
...
...
...
...
...
67
80
...
80
99
92
...
...
...
...
...
...
...
71
86
...
76
99
77
99
...
...
84
...
...
...
71
94
x
y
1999
Male
...
72
99
74
99
...
...
82
...
...
...
74
...
Female
x
y
...
80
99
79
99
...
...
85
...
...
...
69
...
x
y
Total
...
758
5
0.5
...
...
...
...
...
0.3
...
1.9
342
Male
...
465
2
0.3
...
...
...
...
...
...
...
1.1
209
2011
Female
...
293
3
0.2
...
...
...
...
...
...
...
0.9
133
Total
...
679
3.4
1.2
0.6
...
...
6
...
...
...
1.8
90
y
z
2010
Male
...
416
1.9
0.7
0.3
...
...
4
...
...
...
0.9
...
Female
y
z
...
263
1.5
0.5
0.3
...
...
3
...
...
...
0.9
...
y
z
Total
Male
Female
...
...
...
...
...
...
...
65.6
...
...
...
...
...
...
...
...
...
...
...
...
63.3
...
...
...
...
...
...
...
...
...
...
...
...
68.0
...
...
...
...
...
72
73
74
75
76
77
78
79
80
81
82
83
84
**
**
...
...
86
97
...
92
74
...
82
...
...
...
97
64
87
94
...
66
74
63
...
50
62
...
...
...
86
...
...
42
90
71
84
...
...
...
...
...
...
85
84
**
**
...
...
91
94
...
90
73
...
77
...
...
...
98
69
90
96
...
75
75
62
...
54
69
...
...
...
88
...
...
50
91
76
82
...
...
...
...
...
...
88
92
**
**
86
...
95
93
89
...
91
...
85
...
...
...
98
87
91
95
91
75
92
84
...
68
83
...
75
95
95
...
...
...
94
83
82
74
92
...
90
89
...
95
95
y
y
y
y
x
x
*, y
...
...
95
...
91
...
93
...
85
...
...
...
98
88
90
94
85
...
91
82
...
68
85
...
72
94
94
...
...
...
92
81
82
78
90
...
82
87
...
94
92
y
x
x
*, y
...
...
96
...
88
...
89
...
85
...
...
...
98
87
93
96
96
...
93
86
...
68
82
...
78
96
96
...
...
...
96
84
81
70
94
...
100
92
...
96
98
y
x
x
*, y
...
...
60
0.1
...
0.3
2
...
64
812
...
0,0
4
463
10
8
0.3
88
94
78
...
204
8
...
...
8
333
...
...
111
7
46
108
0.3
...
...
...
2
...
9
68
**
**
**
...
...
29
0,0
...
0.1
1
...
29
...
...
...
3
295
6
5
...
55
50
41
...
110
5
...
...
...
183
...
...
62
4
24
54
...
...
...
...
...
...
6
46
**
**
**
...
...
31
0,0
...
0.2
1
...
35
...
...
...
1
169
4
3
...
33
44
37
...
94
4
...
...
...
149
...
...
48
3
22
54
...
...
...
...
...
...
3
22
**
**
**
0.03
...
35
0.1
0.6
0.2
0.7
...
32
...
...
...
5
122
4
6
0.1
56
28
21
...
144
2
...
56
1.9
119
...
...
...
4
24
113
0.2
0.2
...
1,0
2,0
...
2.6
30
z
z
z
*
z
y
y
*, z
...
...
20
...
0.2
...
0.3
...
16
...
...
...
2
63
3
4
0.1
...
16
12
...
73
1
...
33
1.2
71
...
...
...
3
13
55
0.1
0.1
...
1,0
1.3
...
1.6
24
z
y
y
*, z
...
...
15
...
0.3
...
0.4
...
16
...
...
...
3
59
2
2
0,0
...
12
9
...
71
1
...
23
0.7
48
...
...
...
1
11
58
0.1
0.1
...
0,0
0.7
...
1,0
6
z
y
y
*, z
...
...
...
88.3
...
90.2
87.6
...
78.0
...
...
...
...
81.2
83.8
95.4
86.8
...
...
83.5
...
75.5
...
...
76.5
...
...
...
...
...
93.4
...
...
...
90.0
...
...
92.2
...
...
91.0
*, x
*, y
...
...
...
...
...
...
83.9
...
78.4
...
...
...
...
81.0
82.0
96.2
83.5
...
...
82.8
...
75.4
...
...
72.9
...
...
...
...
...
93.0
...
...
...
93.5
...
...
91.6
...
...
88.7
*, y
...
...
...
...
...
...
91.4
...
77.6
...
...
...
...
81.5
85.7
94.6
90.4
...
...
84.2
...
75.7
...
...
80.5
...
...
...
...
...
93.7
...
...
...
86.4
...
...
92.7
...
...
93.4
85
86
87
88
89
90
91
92
y
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
*, y
122
123
124
125
...
...
...
98
94
100
100
...
99
...
...
...
100
...
...
...
...
99
100
...
...
...
99
96
100
99
...
99
...
...
...
98
...
...
...
...
98
99
...
99
97
...
...
99
100
...
96
...
98
...
99
100
...
80
...
...
99
y
y
...
99
95
...
...
99
100
...
96
...
97
...
...
99
...
83
...
...
99
...
100
98
...
...
99
99
...
97
...
99
...
...
100
...
76
...
...
99
...
2.9
...
11
0.5
0.1
0.3
14
8
...
0.08
...
...
34
...
0.2
...
3
0.7
...
1.9
...
9
0.4
0.1
0.2
...
5
...
0.05
...
...
...
...
0.1
...
1
0.2
...
1,0
...
2
0.2
0.1
0.2
...
2
...
0.04
...
...
...
...
0.1
...
2
0.5
...
0.5
3.6
...
...
0.7
0.2
...
28
...
0.1
...
2
2,0
...
0.8
...
...
0.5
z
z
...
...
2.7
...
...
0.5
0,0
...
16
...
0.1
...
...
1.5
...
0.3
...
...
0.2
...
...
0.9
...
...
0.3
0.2
...
11
...
0,0
...
...
0.5
...
0.5
...
...
0.3
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
359
3 /4
Table 6 (continued)
ANNEX
INTERNAL EFFICIENCY
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
360
Portugal
San Marino
Spain
Sweden
Switzerland
United Kingdom
United States
South and West Asia
Afghanistan
Bangladesh
Bhutan
India
Iran, Islamic Republic of
Maldives
Nepal
Pakistan
Sri Lanka
Sub-Saharan Africa
Angola
Benin
Botswana
Burkina Faso
Burundi
Cameroon
Cape Verde
Central African Republic
Chad
Comoros
Congo
Cte d'Ivoire
Democratic Rep. of the Congo
Equatorial Guinea
Eritrea
Ethiopia
Gabon
Gambia
Ghana
Guinea
Guinea-Bissau
Kenya
Lesotho
Liberia
Madagascar
Malawi
Mali
Mauritius
Mozambique
Namibia
Niger
Nigeria
Rwanda
Sao Tome and Principe
Senegal
Seychelles
Sierra Leone
Somalia
South Africa
South Sudan
Swaziland
Togo
Uganda
United Republic of Tanzania
Zambia
Zimbabwe
1999
2011
Total
Male
6
5
6
6
6
6
6
...
...
2.0
-
...
...
2.0
-
6
5
7
5
5
7
5
5
5
...
...
12.0
4.0
5.0
...
23.0
...
1.0
6
6
7
6
6
6
6
6
6
6
6
6
6
6
5
6
5
6
6
6
6
6
7
6
5
6
6
6
7
7
6
6
6
6
6
6
6
6
7
6
7
6
7
7
7
7
...
20.0
3.0
18.0
25.0
27.0
12.0
...
26.0
26.0
39.0
24.0
16.0
12.0
19.0
11.0
36.0
9.0
4.0
26.0
24.0
...
20.0
...
28.0
14.0
17.0
4.0
24.0
12.0
12.0
3.0
29.0
31.0
14.0
.
...
...
10.0
...
17.0
31.0
10.0
3.0
6.0
...
**
2011
Female
**
**
**
**
**
**
...
20.0
4.0
18.0
26.0
27.0
13.0
...
26.0
26.0
40.0
23.0
19.0
9.0
18.0
10.0
37.0
9.0
4.0
25.0
24.0
...
23.0
...
28.0
14.0
17.0
4.0
23.0
14.0
12.0
3.0
29.0
33.0
14.0
.
...
...
12.0
...
20.0
31.0
10.0
3.0
6.0
...
**
**
**
**
**
**
**
**
...
20.0
3.0
18.0
25.0
26.0
10.0
...
26.0
25.0
38.0
25.0
12.0
15.0
21.0
12.0
36.0
9.0
4.0
27.0
24.0
...
18.0
...
29.0
14.0
18.0
3.0
25.0
11.0
12.0
3.0
29.0
29.0
15.0
.
...
...
9.0
...
14.0
32.0
9.0
3.0
6.0
...
Male
...
3.0
1.0
-
...
3.0
2.0
-
...
9.0
5.0
...
2.0
4.0
12.0
4.0
1.0
...
...
12.0
4.0
4.0
...
24.0
...
1.0
...
...
12.0
4.0
7.0
...
22.0
...
2.0
**
...
...
2.0
-
Total
**
**
**
**
**
**
**
11.0
11.0
5.0
8.0
36.0
12.0
11.0
23.0
22.0
24.0
18.0
17.0
12.0
19.0
11.0
8.0
...
3.0
3.0
14.0
14.0
...
20.0
7.0
19.0
20.0
13.0
4.0
8.0
16.0
4.0
.
14.0
11.0
3.0
.
16.0
...
...
10.0
15.0
22.0
10.0
3.0
6.0
...
z
z
**, z
**, y
**
z
z
...
10.0
6.0
...
2.0
4.0
12.0
4.0
1.0
10.0
11.0
5.0
8.0
36.0
13.0
13.0
22.0
21.0
...
19.0
...
12.0
20.0
12.0
7.0
...
3.0
3.0
14.0
14.0
...
23.0
6.0
21.0
20.0
13.0
4.0
8.0
18.0
3.0
.
14.0
13.0
3.0
.
15.0
...
...
9.0
18.0
21.0
10.0
3.0
6.0
...
1999
Female
z
z
**, z
**, y
**
z
z
...
2.0
1.0
...
9.0
5.0
...
1.0
3.0
12.0
4.0
1.0
12.0
11.0
4.0
8.0
36.0
12.0
8.0
23.0
22.0
...
18.0
...
13.0
18.0
10.0
10.0
...
3.0
3.0
14.0
14.0
...
17.0
7.0
18.0
19.0
13.0
3.0
7.0
13.0
4.0
.
14.0
10.0
3.0
.
16.0
...
...
11.0
13.0
22.0
10.0
3.0
6.0
...
z
z
**, z
**, y
**
z
z
Total
Male
...
...
9
-
...
...
5
-
**
**
...
...
6
2 486
287
...
463
...
15
...
...
10
4 453
447
...
821
...
25
...
186
11
145
142
569
11
...
218
22
108
452
625
9
51
546
97
16
100
190
35
...
74
...
570
372
167
5
548
47
64
550
375
7
149
.
...
...
824
...
36
297
656
133
95
...
2011
Female
**
**
**
**
**
**
...
111
6
85
78
315
6
...
137
12
57
250
398
4
26
316
50
9
54
115
20
...
41
...
284
191
97
3
307
27
40
306
189
4
81
.
...
...
468
...
21
168
342
66
52
...
...
...
4
-
**
**
**
**
**
**
**
...
74
4
59
63
253
5
...
81
10
51
202
227
5
25
231
47
7
46
76
14
...
34
...
286
181
70
2
242
20
24
244
187
3
67
.
...
...
357
...
15
130
314
66
43
...
Male
Female
...
70
7
-
...
41
4
-
...
29
3
-
...
1 727
6
...
88
1.5
568
758
12
...
...
4
1 967
160
...
358
...
10
**
Total
**
**
**
**
**
**
**
463
202
15
192
705
448
7
147
417
28
134
457
1 368
17
35
1 215
...
7
112
227
39
...
77
44
836
699
272
4
404
63
72
.
317
4
52
.
187
...
...
146
37
280
830
218
179
...
z
z
**, z
**, y
**
z
z
...
882
3
...
53
0.9
282
438
7
240
109
9
100
349
249
5
82
235
...
72
...
723
9
21
534
...
3
58
123
20
...
46
22
448
351
147
3
221
37
40
.
159
2
26
.
93
...
...
81
22
146
423
113
94
...
z
z
**, z
**, y
**
z
z
...
845
2
...
34
0.7
285
320
5
223
94
6
92
356
199
3
64
182
...
62
...
645
8
14
681
...
3
54
105
19
...
31
22
389
348
125
2
183
26
32
.
158
2
26
.
94
...
...
64
15
134
407
105
85
...
z
z
**, z
**, y
**
z
z
STATISTICAL TABLES
Table 6
INTERNAL EFFICIENCY
PRIMARY EDUCATION COMPLETION
SURVIVAL RATE TO LAST GRADE (%)
2010
Male
Female
Total
...
...
...
99
...
...
...
...
...
...
98
...
...
...
...
94
98
96
...
...
...
1999
Male
Female
...
...
98
96
...
...
...
Total
Male
...
...
...
2.1
...
...
...
...
...
97
96
...
...
...
2011
Female
...
...
...
1.1
...
...
...
...
...
...
0.9
...
...
...
Total
...
0,0
11
5
...
...
...
2010
Male
Female
...
...
6
2
...
...
...
...
...
5
2
...
...
...
Total
Male
...
...
...
...
...
...
...
...
...
...
...
...
...
...
Female
...
...
...
...
...
...
...
145
146
147
148
149
150
151
...
...
78
63
98
...
57
...
98
...
...
86
60
97
...
63
...
98
...
66
95
...
98
...
...
52
97
...
76
82
61
54
76
89
...
48
...
...
63
...
...
94
51
...
66
59
...
...
...
59
...
52
36
65
98
29
82
69
...
31
59
63
96
...
...
57
...
65
46
38
74
66
...
...
82
79
60
54
...
87
...
51
...
...
67
...
...
96
49
...
65
61
...
...
...
52
...
52
39
66
99
32
80
70
...
31
53
67
96
...
...
59
...
63
49
38
71
70
...
...
66
86
63
54
...
91
...
42
...
...
56
...
...
91
54
...
66
58
...
...
...
67
...
53
34
62
98
27
84
67
...
31
65
59
97
...
...
56
...
66
42
38
77
62
...
32
56
93
69
51
57
89
46
49
...
...
61
54
55
69
41
...
63
72
59
...
...
66
68
40
51
75
97
31
84
69
80
37
66
59
94
...
...
...
...
67
52
25
81
53
...
*, y
...
62
91
...
98
...
...
53
100
*, y
...
71
99
...
98
...
...
51
95
*, y
...
...
3
11 336
35
...
360
...
...
...
...
2
6 142
13
...
217
...
...
...
...
1
5 194
22
...
143
...
...
...
1 246
0.6
...
22
...
...
2 062
9.3
...
52
9
63
70
84
...
...
98
...
...
117
...
...
4
857
...
13
187
...
...
...
23
...
321
386
64
0.4
418
15
49
...
186
...
84
0.1
...
...
348
...
12
74
929
191
91
...
...
21
6
39
38
...
...
...
55
...
...
57
...
...
2
521
...
7
93
...
...
...
14
...
171
185
34
0.3
216
9
28
...
91
...
38
0,0
...
...
192
...
8
37
462
106
36
...
...
31
3
24
32
...
...
...
43
...
...
60
...
...
3
336
...
6
94
...
...
...
10
...
149
201
30
0.1
202
7
21
...
95
...
46
0,0
...
...
156
...
4
37
467
84
55
...
701
177
3
146
167
312
1.1
62
237
...
...
161
1 150
7
18
2 163
...
17
191
130
...
...
18
48
672
351
92
0.5
852
8
144
798
336
2
152
0.1
...
...
...
...
10
115
1 229
235
216
...
*, z
...
709
0.6
...
10
...
...
1 111
0.1
*, z
...
537
0.1
...
12
...
...
951
9.1
*, z
...
60.3
87.7
...
94.5
...
...
44.1
...
*, y
...
60.5
82.1
...
96.6
...
...
45.9
...
*, y
...
60.0
93.4
...
92.3
...
...
42.0
...
152
*, y
153
154
155
156
157
158
159
160
Sub-Saharan Africa
**
**
**
**
**
**
**
**
**
**
**
**
**
*, y
**, x
**
x
y
y
y
y
x
37
58
91
66
47
57
90
49
51
...
...
62
60
53
71
40
...
60
76
65
...
...
58
73
39
50
77
97
32
82
71
77
35
...
59
95
...
...
...
...
...
55
25
76
55
...
*, y
**, x
**
x
y
y
y
x
27
53
95
73
54
57
89
44
47
...
...
59
49
58
67
42
...
66
69
52
...
...
76
62
40
52
74
98
29
87
67
83
39
...
60
93
...
...
...
...
...
48
25
87
52
...
*, y
**, x
**
x
y
y
y
x
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
*, z
**, y
**
y
z
z
z
z
y
364
88
2
85
91
168
0.5
33
128
...
...
84
534
4
9
1 182
...
9
85
61
...
...
12
21
342
176
45
0.3
431
5
73
487
174
...
74
0,0
...
...
...
...
...
54
613
151
104
...
*, z
**, y
**
y
z
z
z
y
337
89
1
61
76
144
0.5
29
109
...
...
77
616
3
9
982
...
8
106
69
...
...
6
26
330
175
47
0.2
420
3
71
311
161
...
78
0.1
...
...
...
...
...
61
617
84
113
...
*, z
**, y
**
y
z
z
z
y
24.0
...
...
50.4
30.7
45.7
81.4
...
20.8
...
...
...
...
...
72.9
...
...
...
...
40.5
...
...
66.9
...
30.5
...
45.5
78.9
21.9
...
32.6
65.4
25.2
...
34.6
...
...
...
...
...
...
50.8
27.0
...
...
...
**
**
y
y
26.0
...
...
...
...
45.3
...
...
21.9
...
...
...
...
...
73.8
...
...
...
...
42.8
...
...
...
...
30.1
...
47.9
75.4
22.3
...
34.0
66.4
25.3
...
...
...
...
...
...
...
...
47.1
27.5
...
...
...
**
y
y
21.8
...
...
...
...
46.1
...
...
19.0
...
...
...
...
...
72.0
...
...
...
...
37.9
...
...
...
...
30.8
...
42.6
82.5
21.4
...
30.7
64.3
25.2
...
...
...
...
...
...
...
...
57.0
26.4
...
...
...
161
162
163
164
165
**
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
361
3 /4
Table 6 (continued)
ANNEX
INTERNAL EFFICIENCY
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
2011
1999
Total
2011
Male
Female
Total
Weighted average
1999
Male
Female
Total
2011
Male
Weighted average
Female
Total
Sum
Male
Female
Sum
World
...
5.3
5.5
**
5.0
**
4.6
**
4.7
**
4.5
**
34 314
19 116
**
15 199
**
32 359
**
17 293
**
15 065
II
Countries in transition
Developed countries
Developing countries
...
...
...
0.8
1.0
5.9
0.7
0.8
6.2
**
1.0
1.3
5.6
**
0.2
0.8
5.1
**
...
0.5
5.3
...
1.2
5.0
61
300
18 755
85
432
14 682
**
29
555
31 775
**
**
146
731
33 437
**
**
...
177
17 140
**
...
378
14 635
Arab States
Central and Eastern Europe
Central Asia
East Asia and the Pacific
East Asia
Pacific
Latin America and the Caribbean
Caribbean
Latin America
North America and Western Europe
South and West Asia
Sub-Saharan Africa
...
...
...
...
...
...
...
...
...
...
...
...
9.2
2.1
0.3
2.2
2.2
...
12.0
12.5
12.0
1.0
4.7
11.4
...
...
...
...
...
11.8
4.9
5.0
4.8
1.2
III
IV
V
VI
VII
VIII
IX
X
XI
XII
XIII
XIV
XV
XVI
XVII
XVIII
XIX
XX
XXI
**
**
**
**
**
**
**
10.4
2.1
0.4
2.3
2.3
...
12.6
13.0
12.6
0.6
4.7
11.8
12.0
5.2
5.2
5.2
1.0
**
**
**
**
**
**
**
**
**
7.7
2.2
0.2
2.1
2.1
...
11.3
12.1
11.3
1.4
4.7
10.9
11.5
4.6
4.8
4.4
1.4
**
**
**
**
**
**
**
**
**
6.7
1.0
0.1
1.4
1.4
...
8.3
12.7
8.1
0.8
5.0
8.7
10.2
3.8
4.0
3.5
0.9
**
**
**
**
**, z
**
**
**, y
**
**
**
**
7.8
0.6
0.1
1.5
1.5
...
8.6
13.2
8.4
0.4
5.1
8.6
10.2
3.9
4.2
3.6
0.6
**
**
**
**, z
**
**
**, y
**
**
**
**
5.4
1.4
0.1
1.3
1.3
...
7.9
12.3
7.8
1.3
4.8
8.9
10.1
3.6
3.7
3.4
1.2
**
**
**
**, z
**
**
**, y
**
**
**
**
3 222
525
20
4 995
4 903
...
8 397
302
8 095
519
7 296
9 340
8 793
24 602
12 279
12 322
920
**
**
**
**
**
**
**
1 991
266
12
2 749
2 696
...
4 564
160
4 404
162
4 115
5 256
4 846
13 860
6 976
6 884
409
**
**
**
**
**
**
**
**
**
1 232
258
7
2 246
2 207
...
3 833
142
3 691
357
3 181
4 084
3 947
10 741
5 303
5 438
511
**
**
**
**
**
**
**
**
**
2 852
190
4
2 571
2 484
...
5 430
308
5 124
433
9 511
11 911
12 889
18 829
11 633
7 196
641
**
**
**
**
**, z
**
**
**, y
**
**
**
**
1 762
61
2
1 465
1 412
...
2 918
163
2 756
101
5 140
6 143
6 733
10 341
6 423
3 919
219
**
**
**
**, z
**
**
**, y
**
**
**
**
1 091
129
2
1 106
1 072
...
2 512
145
2 368
332
4 371
5 768
6 156
8 488
5 210
3 278
421
**
**
**
**
**
**, z
**
**
**, y
**
**
**
**
362
STATISTICAL TABLES
Table 6
INTERNAL EFFICIENCY
PRIMARY EDUCATION COMPLETION
SURVIVAL RATE TO LAST GRADE (%)
Male
2010
Female
Total
Weighted average
74
96
93
71
79
96
97
84
84
67
77
44
78
92
62
58
55
75
68
85
92
**
**
**
**
**
**
96
92
71
**
80
95
97
84
84
67
75
43
76
92
63
59
**
56
75
68
85
92
**
**
**
**
**
**
**
**
Male
Female
Total
Male
Weighted average
74
74
1999
97
93
71
78
97
97
83
84
67
80
45
81
93
61
56
54
75
68
85
93
**
**
**
**
**
**
**
**
**
**
75
**
97
94
73
**
87
98
98
89
89
...
84
43
86
94
64
56
59
77
69
90
94
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
74
**
96
96
72
**
87
97
98
89
89
...
82
42
83
96
62
56
58
76
68
89
96
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
2011
Female
Total
Sum
76
**
98
92
73
**
86
98
98
89
90
...
86
44
88
92
66
56
59
78
71
90
92
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
35 679
221
902
34 556
1 386
250
73
7 018
6 856
162
3 222
286
2 936
738
15 817
7 176
8 412
26 247
18 805
7 442
1 020
**
**
**
**
**
**
**
19 195
**
131
508
18 556
**
709
150
35
3 603
3 518
84
1 867
152
1 714
423
8 637
3 771
4 369
14 260
10 334
3 926
566
**
**
**
**
**
**
**
**
2010
Male
Female
Total
16 484
**
34 348
**
18 444
**
90
394
16 000
**
103
635
33 611
**
66
220
18 158
**
677
99
38
3 415
3 338
77
1 355
133
1 222
315
7 180
3 404
4 043
11 987
8 471
3 516
454
**
**
**
**
**
**
**
**
1 055
103
30
3 503
3 367
...
2 002
282
1 720
523
15 124
12 009
11 358
22 293
18 421
3 872
697
**
**
**
**
**
**
**
**
**
**
**
**
535
71
16
1 892
1 823
...
1 172
150
1 022
164
8 340
6 254
5 969
12 232
10 153
2 079
243
Male
Female
Median
Sum
**
**
**
**
**
**
**
**
**
**
**
**
15 904
**
...
...
...
37
414
15 453
**
...
...
...
...
...
...
...
...
...
II
...
...
95
...
78
...
...
...
...
...
...
...
...
...
95
...
...
...
...
...
...
...
...
...
...
...
95
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
520
33
13
1 611
1 544
...
830
132
698
359
6 784
5 754
5 389
10 061
8 268
1 793
454
**
**
**
**
**
**
**
**
**
**
**
**
III
IV
VI
VII
VIII
IX
X
XI
XII
XIII
XIV
XV
XVI
XVII
XVIII
XIX
XX
XXI
363
3 /4
Table 7
Annex
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
TRANSITION FROM
PRIMARY TO SECONDARY
GENERAL EDUCATION
(%)
Country or territory
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
364
Arab States
Algeria
Bahrain4
Djibouti
Egypt
Iraq
Jordan
Kuwait4
Lebanon
Libya
Mauritania
Morocco
Oman
Palestine
Qatar
Saudi Arabia
Sudan
Syrian Arab Republic
Tunisia
United Arab Emirates4
Yemen
Sudan (pre-secession)
Central and Eastern Europe
Albania4
Belarus
Bosnia and Herzegovina
Bulgaria
Croatia
Czech Republic
Estonia
Hungary
Latvia
Lithuania
Montenegro
Poland
Republic of Moldova5,6
Romania
Russian Federation
Serbia5
Slovakia
Slovenia
The former Yugoslav Rep. of Macedonia
Turkey
Ukraine
Central Asia
Armenia
Azerbaijan5,7
Georgia
Kazakhstan
Kyrgyzstan
Mongolia
Tajikistan
Turkmenistan
Uzbekistan
East Asia and the Pacific
Australia8
Brunei Darussalam
Cambodia
China
Cook Islands5
Democratic People's Republic of Korea
Fiji
Indonesia
Japan
Kiribati
Lao People's Democratic Republic
Macao, China
Malaysia
Marshall Islands
Micronesia (Federated States of)
Myanmar
Nauru5
New Zealand
Niue5
Palau5
Age group
School-age
population
(000)
2010
2011
20113
Total
92
99
66
...
...
...
99
86
...
34
83
...
95
100
96
...
96
93
96
84
94
98
98
84
98
100
99
99
98
96
99
...
98
98
98
100
99
97
99
99
97
100
...
98
100
100
98
99
99
...
99
...
100
80
...
99
...
96
89
...
...
81
93
99
91
...
77
...
...
...
...
y
*
**, x
y
y
y
y
y
y
x
y
x
y
x
Male
92
99
70
...
...
...
99
84
...
38
85
...
93
100
...
...
95
92
92
84
96
98
100
84
98
100
98
99
98
95
98
...
99
98
98
...
99
97
99
98
97
100
...
99
100
100
98
98
99
...
100
...
100
79
...
99
...
95
84
...
...
83
92
100
92
...
77
...
...
...
...
Female
y
*
**, x
*
y
y
y
y
y
y
x
*
y
x
92
99
62
...
...
...
99
89
...
31
81
...
98
100
...
...
96
94
100
83
92
98
97
83
98
99
100
99
99
97
99
...
98
98
97
...
100
97
99
99
97
100
...
98
100
100
98
99
98
...
98
...
100
81
...
100
...
97
96
...
...
80
94
98
90
...
77
...
...
...
...
y
*
**, x
*
y
y
y
y
y
y
x
*
y
x
...
691
354
572
401
887
84
877
142
329
66
2 806
330
1 821
9 630
630
581
138
230
9 172
3 113
364
...
...
700
416
928
116
1 007
255
407
...
3 984
415
2 218
15 863
737
674
220
219
5 523
5 214
10-16
10-16
12-17
11-17
11-17
11-16
11-17
10-16
11-17
289
1 027
343
1 686
775
301
1 181
688
4 136
12-17
12-18
12-17
12-17
11-17
11-16
12-18
13-18
12-17
12-17
11-17
12-17
12-18
12-17
12-17
10-15
12-17
11-17
11-16
11-17
1 745
45
2 010
119 773
2
2 496
112
25 732
7 106
14
1 071
39
3 852
6
16
5 217
1
424
0.1
2
*
*
2011
2011
2011
2011
49
51
42
47
38
49
49
52
...
42
43
49
50
49
...
...
47
49
50
26
...
11-17
10-16
11-18
11-18
11-18
11-18
13-18
11-18
13-18
11-18
11-18
13-18
11-17
11-18
11-17
11-18
10-18
12-18
11-18
11-17
10-16
School year
ending in
%F
2 985
59
16
7 671
1 105
579
235
389
...
63
1 470
229
444
44
...
...
1 030
1 059
202
1 042
966
Lower Secondary
School year
ending in
Total
(000)
4 500
...
141
9 483
4 345
842
...
474
653
465
3 713
289
838
72
2 939
...
3 842
1 244
...
3 590
4 966
Enrolment in
technical and
vocational
education
1999
11-17
12-17
11-17
12-17
12-17
12-17
11-17
12-17
12-17
12-17
12-17
12-17
10-17
12-17
12-17
12-16
10-17
12-18
11-17
12-17
12-16
Total enrolment
Enrolment
in private
institutions as %
of total enrolment
Median
**
**
**
**
**
**
48
...
...
48
49
50
50
49
50
49
...
49
50
49
...
49
50
49
48
40
50
Total
(000)
**
**
**
**
**
4 573
84
55
6 846
...
710
262
394
...
126
2 554
301
706
73
3 153
1 687
2 821
1 152
348
1 643
1 837
355
723
316
532
389
805
95
883
136
325
63
2 842
289
1 822
9 614
576
530
135
197
7 531
2 926
**
**
z
z
z
z
y
z
z
347
...
442
1 966
633
205
769
...
3 411
...
...
49
49
50
55
46
...
49
281
1 023
342
1 643
683
279
1 045
...
4 370
2 491
34
316
77 436
2
...
98
14 264
8 959
7
240
32
2 177
6
...
2 059
0.7
437
0.3
2
49
51
34
...
50
...
51
48
49
54
40
51
51
50
...
50
54
50
54
49
2 282
50
...
97 452
2
...
101
20 778
7 296
...
490
37
2 616
5
...
2 852
...
512
...
...
**
**
z
y
Total
(000)
%F
50
49
43
48
...
50
50
52
...
45
45
49
51
49
46
46
49
50
51
38
46
47
48
49
48
50
49
49
48
48
48
48
49
49
48
48
49
49
48
48
47
48
**
**
z
z
z
z
y
z
z
*
48
47
...
48
49
51
46
...
49
47
48
...
47
52
...
50
49
49
...
45
48
51
50
...
51
...
50
...
...
z
y
0.3
22
10
...
...
19
33
61
...
25
...
7
6
40
...
13
4
5
58
4
12
7
0.5
1
1
1
8
3
13
1
1
0.2
4
1
2
0.7
0.8
10
1
1
...
0.4
1
14
6
0.8
2
9
1
...
.
33
14
...
11
14
...
...
41
19
...
3
95
4
21
...
.
...
19
...
...
**
z
z
z
y
z
z
z
y
381
6
2
1 202
...
24
68
...
...
155
.
3
1
...
31
123
161
3
12
28
19
114
113
160
144
319
19
139
34
37
21
814
33
608
1 557
217
185
48
58
1 640
258
z
z
z
y
z
z
6
178
5
110
61
32
23
...
...
749
4
...
20 300
.
...
2
3 737
859
...
2
2
162
...
...
...
79
...
...
%F
34
12
39
45
...
39
43
...
...
38
.
10
...
22
40
32
11
5
24
26
37
45
39
49
45
34
38
39
33
45
37
40
43
37
47
45
41
44
42
35
z
z
z
y
z
z
25
50
...
30
42
45
22
...
...
42
44
...
45
.
...
24
42
43
...
46
41
43
...
...
...
49
...
...
Total
Male
135
...
44
94
...
94
...
90
...
29
85
107
87
99
115
...
92
117
...
56
54
140
...
50
95
...
93
...
86
...
31
93
107
85
98
121
...
94
123
...
67
59
...
97
92
83
105
97
104
100
95
96
93
97
88
96
90
98
95
95
90
99
100
**
**
z
z
z
y
z
z
96
92
93
109
93
88
98
...
95
113
118
59
90
98
...
102
94
103
95
57
112
90
110
...
62
...
104
...
...
z
y
z
y
...
97
92
86
103
97
106
101
98
97
94
98
88
97
89
98
95
96
90
101
100
95
93
95
109
93
87
102
...
96
115
118
60
88
93
...
100
93
103
95
61
116
89
109
...
61
...
105
...
...
Female
**
**
z
z
z
y
z
z
*
z
y
z
y
130
...
39
93
...
95
...
95
...
27
76
107
90
100
108
...
91
112
...
43
49
...
97
93
80
106
97
102
98
92
94
93
96
88
96
91
98
94
95
90
97
100
**
**
z
z
z
y
z
z
*
97
90
90
109
92
90
94
...
94
111
119
58
93
103
...
104
95
103
95
53
109
91
112
...
64
...
104
...
...
z
y
z
y
GPI
(F/M)
0.93
...
0.79
0.98
...
1.02
...
1.10
...
0.87
0.81
1,00
1.06
1.02
0.90
...
0.97
0.91
...
0.65
0.83
...
1,00
1.01
0.94
1.03
1,00
0.96
0.97
0.94
0.97
0.99
0.98
0.99
0.99
1.01
0.99
0.98
1,00
1,00
0.96
1,00
1.02
0.97
0.95
1,00
1,00
1.04
0.93
...
0.98
0.97
1.01
0.97
1.06
1.11
...
1.05
1.02
1,00
0.99
0.86
0.94
1.02
1.03
...
1.05
...
0.99
...
...
**
**
z
z
z
y
z
z
*
z
y
z
y
StatiStical tableS
Table 7
Total Secondary
2011
Total
OUT-OF-SCHOOL ADOLESCENTS
(000)2
Upper secondary
Male
1999
Female
GPI (F/M)
Total
Male
1999
2011
2011
Female
GPI (F/M)
Total
Male
Female
GPI (F/M)
Total
Male
Female
Total
Male
Female
Arab States
64
...
32
51
...
73
...
76
...
23
55
101
74
...
100
...
40
76
...
36
28
**
**
53
...
37
53
...
68
...
72
...
26
58
103
66
...
107
...
38
70
...
44
29
**
**
74
...
27
49
...
79
...
81
...
20
53
100
83
...
93
...
42
83
...
27
28
**
**
1.39
...
0.72
0.92
...
1.16
...
1.13
...
0.76
0.91
0.97
1.27
...
0.87
...
1.11
1.18
...
0.62
0.95
**
**
66
96
14
80
35
85
109
77
...
18
37
71
78
88
...
...
44
74
83
40
26
**
**
**
**
**
66
91
16
84
42
83
107
73
...
21
41
71
77
83
...
...
46
74
80
58
...
**
**
**
**
67
101
12
76
27
87
111
80
...
15
32
72
79
92
...
...
42
74
87
21
...
**
**
**
1.01
1.10
0.72
0.91
0.64
1.04
1.03
1.09
...
0.75
0.78
1.01
1.02
1.11
...
...
0.92
0.99
1.09
0.37
...
**
**
**
**
102
...
39
72
...
87
...
83
...
27
70
104
84
102
107
...
73
93
...
46
39
**
**
100
...
44
74
...
85
...
79
...
29
75
105
80
98
114
...
73
91
...
56
41
**
**
104
...
34
71
...
89
...
88
...
25
64
103
88
106
101
...
73
94
...
35
36
**
**
1.04
...
0.76
0.96
...
1.06
...
1.11
...
0.84
0.85
0.98
1.10
1.09
0.88
...
1,00
1.03
...
0.63
0.88
**
**
...
0.4
55
...
840
63
1
...
...
104
968
35
69
3
...
...
448
...
9
568
...
**
**
**
**
...
...
26
...
349
37
...
...
...
51
410
17
37
2
...
...
202
...
4
134
...
**
**
**
...
...
29
...
491
26
...
...
...
53
558
17
32
1,0
...
...
245
...
5
434
...
**
**
**
...
...
...
...
...
101
...
34
...
...
...
0.6
95
0.6
0.7
...
261
...
...
619
...
...
...
...
...
...
85
...
18
...
...
...
...
56
0.3
...
...
114
...
...
203
...
**
**
...
...
...
...
...
17
...
16
...
...
...
...
39
0.3
...
...
147
...
...
416
...
**
1
2
3
4
5
z
6
7
8
9
10
11
12
13
14
15
16
17
18
19
**
20
21
z
z
z
y
z
z
94
127
84
95
82
86
107
103
98
106
96
97
84
99
90
84
87
100
78
74
85
z
z
z
y
z
z
*
85
116
89
92
92
86
110
101
95
105
99
97
90
97
82
87
89
98
77
65
77
z
z
z
y
z
z
*
0.91
0.91
1.05
0.97
1.12
1,00
1.03
0.98
0.98
0.99
1.03
1,00
1.08
0.99
0.91
1.04
1.03
0.98
0.99
0.88
0.90
z
z
z
y
z
z
*
73
...
...
92
84
82
94
93
89
96
...
100
83
81
92
93
84
100
82
69
98
**
74
...
...
93
84
80
92
92
87
95
...
100
84
81
...
93
83
98
83
82
97
**
71
...
...
91
85
84
96
94
90
96
...
99
82
82
...
94
85
101
81
56
100
**
0.95
...
...
0.98
1.02
1.04
1.04
1.01
1.04
1,00
...
0.99
0.98
1.01
...
1.01
1.02
1.03
0.98
0.69
1.03
**
...
105
89
89
96
91
107
101
96
99
95
97
88
97
89
91
91
97
84
82
94
z
z
z
y
z
z
...
106
88
91
93
91
107
102
98
100
95
98
87
98
90
91
91
98
84
86
95
z
z
z
y
z
z
*
...
103
91
87
99
91
107
100
94
97
96
96
89
97
87
92
91
97
83
79
93
z
z
z
y
z
z
*
...
0.97
1.03
0.95
1.07
1,00
1,00
0.98
0.96
0.97
1.01
0.99
1.02
0.99
0.98
1.02
1.01
0.99
0.99
0.92
0.97
z
z
z
y
z
z
*
9
43
...
17
16
...
1
15
...
1
...
15
19
43
...
...
...
5
...
899
...
**
**
4
...
...
8
8
...
...
7
...
...
...
5
13
21
...
...
...
3
...
275
...
**
6
...
...
10
9
...
...
8
...
...
...
11
6
22
...
...
...
2
...
625
...
**
**
...
16
...
34
2
...
2
7
8
19
...
88
30
52
671
10
...
1.4
...
102
83
z
z
y
y
**, z
...
...
...
17
...
...
1
3
4
10
...
46
15
27
380
5
...
0.6
...
23
44
y
y
**, z
*
...
...
...
18
...
...
1
4
4
9
...
42
15
24
291
5
...
0.7
...
79
38
22
23
24
z
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
**, z
41
42
Central Asia
85
115
81
87
78
101
65
...
129
167
109
...
73
62
...
76
68
102
...
31
83
52
92
...
38
...
137
...
...
83
115
...
91
78
96
76
...
131
172
108
...
72
52
...
71
69
102
...
34
86
49
90
...
36
...
131
...
...
86
115
...
82
78
105
53
...
128
1.04
1,00
...
0.90
1,00
1.09
0.70
...
0.97
0.93
1.02
...
1.04
1.40
...
1.15
0.97
1,00
...
0.83
0.93
1.16
1.03
...
1.13
...
1.11
...
...
92
...
79
93
83
61
75
...
86
...
...
78
93
84
68
69
...
86
...
...
80
93
82
54
80
...
87
...
...
0.98
1,00
1.02
1.26
0.86
...
0.98
92
100
86
102
88
93
89
...
106
131
112
...
81
82
...
90
81
102
...
46
96
69
99
...
54
...
119
...
...
91
100
...
103
88
90
94
...
107
135
111
...
80
75
...
87
81
102
...
49
99
67
97
...
53
...
116
...
...
93
98
...
100
88
95
82
...
104
128
113
...
83
89
...
94
81
102
...
42
92
72
100
...
56
...
122
...
...
1.02
0.98
...
0.97
1,00
1.06
0.87
...
0.98
0.95
1.02
...
1.05
1.20
...
1.08
1,00
1,00
...
0.85
0.92
1.07
1.03
...
1.06
...
1.05
...
...
...
119
...
32
...
57
195
...
...
**
**
**
...
59
...
...
...
36
91
...
...
**
**
...
60
...
...
...
20
104
...
...
**
**
...
88
14
1
47
12
31
...
...
...
43
...
...
24
7
...
...
...
...
45
...
...
23
5
...
...
...
43
44
45
46
*
47
48
49
50
51
z
y
z
y
161
110
...
74
73
...
81
67
102
...
28
80
56
93
...
41
...
145
...
...
z
y
**
z
y
157
88
16
61
60
...
78
53
101
59
33
80
66
68
...
36
47
111
98
101
**
157
85
20
...
58
...
74
54
101
53
39
78
64
66
...
36
43
108
93
98
**
157
92
11
...
63
...
83
51
102
65
27
82
69
70
...
36
51
114
103
105
**
1,00
1.09
0.53
...
1.08
...
1.11
0.95
1.01
1.23
0.70
1.05
1.08
1.06
...
1,00
1.17
1.05
1.10
1.07
**
z
y
z
y
z
y
z
y
...
...
947
...
0,0
...
3
4 795
...
97
2
98
...
...
...
...
...
0,0
...
**
...
...
463
...
...
...
...
2 377
...
...
36
1
57
...
...
...
...
...
...
...
**
...
...
484
...
...
...
...
2 418
...
...
62
1
40
...
...
...
...
...
...
...
**
20
0,0
...
...
0.1
...
1
1 339
0.1
...
169
2
179
...
...
...
...
0.8
...
...
11
...
...
...
...
...
...
651
...
...
76
1
101
...
...
...
...
...
...
...
10
...
...
...
...
...
...
688
...
...
93
1
78
...
...
...
...
...
...
...
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
365
3 /4
Table 7 (continued)
Annex
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
TRANSITION FROM
PRIMARY TO SECONDARY
GENERAL EDUCATION
(%)
Country or territory
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
366
Age group
School-age
population
(000)
2010
2011
20113
Total
...
Papua New Guinea
98 x
Philippines
100 x
Republic of Korea
94
Samoa
89 x
Singapore4
...
Solomon Islands
...
Thailand
91
Timor-Leste
...
Tokelau5
...
Tonga
5
...
Tuvalu
79 y
Vanuatu
100
Viet Nam
Latin America and the Caribbean
9
97
Anguilla
77 y
Antigua and Barbuda
97 y
Argentina
97 x
Aruba
98 y
Bahamas
...
Barbados
91
Belize4
86
Bermuda
89 y
Bolivia, Plurinational State of
4
...
Brazil
...
British Virgin Islands5,9
...
Cayman Islands
91
Chile
96
Colombia
92
Costa Rica
98
Cuba
96
Dominica
89
Dominican Republic
96
Ecuador
93
El Salvador
80 x
Grenada
94 y
Guatemala
95 y
Guyana
...
Haiti
...
Honduras
91 y
Jamaica
96
Mexico
...
Montserrat9
...
Netherlands Antilles
...
Nicaragua
97
Panama
91 y
Paraguay
92
Peru
95 *, y
Saint Kitts and Nevis
95
Saint Lucia
...
Saint Vincent and the Grenadines
47 x
Suriname
88 *, y
Trinidad and Tobago
...
Turks and Caicos Islands9
80 y
Uruguay
99
Venezuela, Bolivarian Republic of
North America and Western Europe
...
Andorra
99
Austria
98 x
Belgium
...
Canada
100 y
Cyprus5
99 y
Denmark
100
Finland
...
France10
...
Germany
...
Greece
100 y
Iceland
...
Ireland
99 y
Israel
100 y
Italy
...
Luxembourg
...
Malta
...
Monaco9
...
Netherlands
100 y
Norway
Male
...
99
100
94
86
...
...
90
...
...
...
79
...
93
...
97
99
99
...
89
78
89
...
...
...
88
97
94
98
96
84
99
92
76
97
93
...
...
92
96
...
...
...
98
90
93
...
93
...
40
87
...
74
98
...
99
...
...
100
99
100
...
...
...
100
...
98
100
...
...
...
...
100
Female
x
x
y
x
y
**
y
x
y
y
x
*, y
y
y
y
y
...
97
100
93
92
...
...
92
...
...
...
79
...
100
...
96
96
98
...
93
95
90
...
...
...
93
95
90
99
95
94
93
93
85
92
97
...
...
91
95
...
...
...
96
92
91
...
97
...
53
89
...
86
99
...
99
...
...
100
99
100
...
...
...
100
...
99
100
...
...
...
...
100
x
x
y
x
y
**
y
x
y
y
x
*, y
y
y
y
y
School year
ending in
2011
2011
2011
2011
%F
...
5 117
4 177
22
...
17
4 072
44
0.2
15
0.9
9
...
...
51
48
50
...
41
49
...
49
50
46
45
...
53
50
50
51
49
51
51
51
48
...
47
48
50
52
51
50
57
55
50
49
...
45
50
...
...
50
50
47
54
54
51
50
48
50
56
57
53
52
51
53
54
12-16
12-16
12-17
12-16
11-16
11-15
11-16
11-17
12-17
11-17
12-16
11-16
12-17
11-16
12-16
12-17
12-16
12-17
12-17
13-18
12-16
13-17
12-16
12-18
12-16
12-16
12-17
12-16
12-17
12-16
12-17
12-17
12-16
12-16
12-16
12-16
12-18
12-16
12-16
12-17
12-16
...
8
4 076
8
35
19
...
6
1 338
...
...
4
1 657
5 264
413
885
7
1 181
1 699
884
10
1 713
93
1 580
896
294
13 049
...
15
662
389
832
2 894
5
16
11
65
94
...
315
2 740
1
5
3 344
6
27
22
22
5
830
...
2
2
1 305
3 589
255
740
7
611
904
406
...
435
62
...
...
231
8 722
0.3
15
321
230
425
2 278
5
12
10
42
117
1
284
1 439
12-17
10-17
12-17
12-17
12-17
13-18
13-18
11-17
10-18
12-17
13-19
13-17
12-17
11-18
12-18
11-17
11-17
12-17
13-18
5
736
723
2 523
68
426
392
5 184
7 302
651
33
279
708
4 589
43
36
...
1 207
395
...
748
1 033
2 512
63
422
480
5 955
8 185
771
32
346
629
4 450
33
38
3
1 365
378
Lower Secondary
School year
ending in
Total
(000)
913
8 197
3 974
31
...
84
6 177
186
0.1
14
1
38
10 787
Enrolment in
technical and
vocational
education
1999
13-18
12-15
12-17
11-17
12-15
12-18
12-17
12-17
11-15
11-16
12-17
12-18
11-17
Total enrolment
Enrolment
in private
institutions as %
of total enrolment
Median
**
**
**
...
48
51
49
49
50
51
49
48
49
50
50
49
49
50
45
51
48
49
Total
(000)
**
**
**
**
**
**
...
6 767
3 951
26
232
40
4 786
108
...
...
...
20
...
1
8
3 694
7
34
20
34
4
...
23 399
2
3
1 493
5 131
419
798
7
899
1 488
598
12
1 082
87
...
663
265
11 836
0.4
...
465
286
561
2 640
4
16
11
55
...
2
287
2 287
4
724
806
2 658
64
504
423
5 888
7 664
717
36
331
708
4 626
43
37
3
1 475
435
y
z
y
z
z
z
y
z
z
y
z
z
z
z
z
z
z
z
z
z
z
%F
...
51
47
51
48
45
51
50
...
...
...
49
...
51
50
52
50
51
50
51
53
...
51
50
49
50
51
50
48
50
52
49
49
50
48
50
...
54
50
51
48
...
52
51
50
49
50
49
50
56
...
52
52
51
48
48
48
48
49
49
50
49
47
47
49
49
49
48
50
46
49
48
48
y
z
y
z
z
z
y
z
z
y
z
z
z
z
z
z
z
z
z
z
z
...
20
32
33
6
34
16
26
...
...
...
...
...
.
20
28
92
30
5
63
44
...
14
16
28
59
20
10
.
29
21
30
16
62
62
9
...
27
6
13
.
...
22
16
22
26
4
3
24
18
...
...
15
28
2
9
69
7
17
14
9
26
8
5
12
0.7
11
8
18
29
22
...
8
y
z
y
z
z
*
z
z
z
y
z
z
z
z
z
z
z
z
z
Total
(000)
%F
...
.
466
.
27
.
739
7
...
...
...
2
...
...
.
45
.
35
.
42
46
...
...
...
39
...
0.01
0.5
286
1
.
.
2
.
...
1 417
0.1
.
354
288
64
215
0.3
39
324
93
0.5
299
5
...
...
.
1 885
.
...
7
46
57
.
0.2
.
24
...
.
44
120
0.4
285
322
...
4
132
134
1 178
1 557
112
8
53
133
1 709
13
6
0.5
698
131
y
z
y
z
z
z
y
z
z
z
z
z
z
z
z
z
z
z
z
9
44
37
39
.
.
50
.
...
57
19
.
47
54
50
38
69
62
49
51
32
51
48
...
...
.
56
.
...
60
49
50
.
18
.
50
...
.
46
50
48
44
44
...
16
43
47
43
39
35
42
51
45
40
47
34
44
46
41
y
z
y
z
z
z
y
z
z
z
z
z
z
z
z
z
z
z
z
Total
...
88
100
99
...
70
88
64
...
...
...
65
90
...
119
112
107
101
105
...
85
93
...
...
85
98
106
119
96
108
86
97
89
121
71
98
...
75
91
119
...
...
80
92
79
100
99
94
119
90
89
...
111
90
87
102
117
100
97
117
100
110
101
109
96
111
103
107
115
103
...
127
98
Male
y
z
z
z
*, z
z
y
z
z
z
z
z
z
z
z
z
z
z
...
85
100
99
...
71
88
63
...
...
...
63
91
...
126
110
110
100
101
...
78
95
...
...
87
98
103
119
98
107
84
99
89
125
75
96
...
70
92
115
...
...
78
91
78
102
100
95
123
85
88
...
107
88
88
102
120
101
97
116
100
111
102
112
97
110
101
107
114
105
...
130
98
Female
y
z
z
z
*, z
z
y
z
z
z
z
z
z
z
z
z
z
z
...
90
99
99
...
69
89
65
...
...
...
66
89
...
112
114
104
103
109
...
91
92
...
...
82
98
108
119
95
108
87
96
88
117
67
102
...
80
91
124
...
...
81
93
81
98
99
93
114
94
90
...
114
92
85
102
114
100
97
117
100
110
100
106
95
111
104
106
116
100
...
124
98
y
z
z
z
*, z
z
y
z
z
z
z
z
z
z
z
z
z
z
GPI
(F/M)
...
1.05
0.99
1,00
...
0.96
1.02
1.03
...
...
...
1.05
0.98
...
0.89
1.04
0.94
1.03
1.08
...
1.16
0.97
...
...
0.94
1,00
1.05
1,00
0.97
1.01
1.04
0.97
0.99
0.94
0.89
1.06
...
1.13
0.98
1.08
...
...
1.04
1.03
1.03
0.97
0.99
0.98
0.93
1.10
1.02
...
1.07
1.05
0.97
1,00
0.95
0.99
1,00
1.02
1,00
0.99
0.99
0.95
0.98
1.01
1.03
0.99
1.02
0.95
...
0.95
1,00
y
z
z
z
*, z
z
y
z
z
z
z
z
z
z
z
z
z
z
StatiStical tableS
Table 7
Total Secondary
2011
Total
Male
...
76
94
75
...
31
68
51
...
...
...
41
...
...
69
95
68
...
35
64
51
...
...
...
42
...
y
z
OUT-OF-SCHOOL ADOLESCENTS
(000)2
Upper secondary
1999
Female
y
z
...
83
94
84
...
26
73
52
...
...
...
39
...
y
z
GPI (F/M)
Total
Male
...
1.20
0.98
1.24
...
0.74
1.15
1.02
...
...
...
0.93
...
...
74
100
80
...
26
62
38
92
105
80
30
...
...
71
100
76
...
29
63
...
92
99
76
32
...
...
79
85
99
78
108
62
79
77
...
99
99
79
73
62
80
100
56
57
53
...
33
83
...
...
88
70
183
91
52
67
58
83
97
71
82
73
78
...
92
57
...
82
83
96
78
103
60
77
80
...
103
101
78
69
59
77
86
50
56
53
...
36
83
...
...
88
70
212
84
47
65
57
86
95
62
71
67
74
...
85
51
y
z
1999
2011
2011
Female
**
...
78
99
84
...
22
62
...
93
113
84
28
...
**
GPI (F/M)
...
1.10
1,00
1.11
...
0.76
0.98
...
1.01
1.14
1.10
0.88
...
**
Total
Male
...
85
97
82
...
48
78
58
...
...
...
55
...
...
82
98
77
...
51
75
57
...
...
...
54
...
y
z
Female
y
z
...
88
96
88
...
45
81
59
...
...
...
55
...
y
z
GPI (F/M)
Total
Male
Female
Total
Male
...
1.08
0.99
1.15
...
0.88
1.08
1.03
...
...
...
1.02
...
...
1 262
77
0.8
...
...
...
...
...
0.3
...
5
1 204
...
675
44
0.5
...
...
...
...
...
...
...
2
...
...
587
33
0.3
...
...
...
...
...
...
...
3
...
...
332
9
0.1
...
1.2
286
31
...
...
...
...
...
...
202
...
0.1
...
0.5
157
16
...
...
...
...
...
y
z
**
**
**
**
y
**, z
z
y
Female
y
z
y
...
130
...
0,0
...
0.6
128
15
...
...
...
...
...
72
y
73
74
75
76
77
78
79
80
81
82
83
84
z
z
...
76
61
77
87
94
49
65
...
...
...
74
85
74
69
84
78
65
75
45
80
55
78
...
61
90
62
...
...
49
50
54
77
81
99
81
57
...
...
63
67
z
z
...
91
76
84
94
111
53
78
...
...
...
80
88
89
82
85
92
78
81
47
99
54
91
...
84
100
65
...
...
60
59
58
79
93
96
101
102
...
...
79
79
z
z
...
1.21
1.24
1.09
1.08
1.18
1.08
1.19
...
...
...
1.07
1.05
1.20
1.18
1,00
1.18
1.19
1.08
1.04
1.25
0.99
1.16
...
1.38
1.11
1.05
...
...
1.23
1.19
1.07
1.03
1.14
0.97
1.24
1.80
...
...
1.26
1.18
z
z
**
**
**
**
**
**
**
**
...
76
87
102
77
115
64
82
74
...
94
97
81
77
65
82
115
62
57
52
...
30
83
...
...
88
70
158
97
56
69
59
81
99
79
95
80
81
...
100
63
**
**
**
**
**
...
0.92
1.05
1.06
0.99
1.12
1.07
1.07
0.93
...
0.91
0.96
1.04
1.11
1.10
1.06
1.33
1.24
1.03
0.98
...
0.84
1.01
...
...
1.01
1.01
0.75
1.15
1.18
1.07
1.04
0.94
1.04
1.26
1.34
1.19
1.09
...
1.17
1.22
**
**
**
**
**
...
105
90
91
96
104
...
77
...
...
...
81
90
97
101
90
98
76
88
68
108
64
93
...
74
93
91
...
...
69
74
68
91
94
95
107
85
...
...
90
83
z
z
...
106
85
90
93
98
...
71
...
...
...
81
89
93
99
91
95
72
87
68
106
67
89
...
67
91
88
...
...
66
71
66
92
93
97
106
74
...
...
85
80
z
z
...
104
95
91
98
110
...
83
...
...
...
81
91
102
104
90
102
81
88
68
109
62
98
...
82
94
94
...
...
73
77
70
91
96
94
109
97
...
...
96
87
z
z
...
0.98
1.11
1.02
1.05
1.12
...
1.18
...
...
...
1,00
1.03
1.09
1.05
0.99
1.07
1.13
1.02
1,00
1.03
0.92
1.10
...
1.22
1.03
1.07
...
...
1.10
1.08
1.05
0.99
1.04
0.97
1.02
1.31
...
...
1.14
1.09
z
z
0.03
...
...
0,0
1.4
0.4
3
...
19
...
0,0
0.1
...
475
...
18
0.4
69
229
87
...
352
...
...
...
9
903
0,0
0.1
126
35
71
62
0,0
3
1.2
...
11
...
...
397
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
...
...
...
...
0.6
...
2
...
4
...
...
0.1
...
287
...
11
...
37
113
42
...
143
...
...
...
4
385
...
...
71
18
33
20
...
2
0.9
...
6
...
...
218
**
**
**
**
**
**
**
**
**
**
**
**
...
...
...
...
0.8
...
2
...
15
...
...
0.1
...
188
...
7
...
32
115
46
...
209
...
...
...
4
518
...
...
55
18
38
42
...
1
0.3
...
5
...
...
179
**
**
**
**
**
**
**
**
**
**
**
**
...
0.1
23
0.4
1.1
0.7
...
0.4
30
...
...
0.3
13
166
...
14
0.2
30
65
38
...
165
10
...
...
23
216
...
...
69
19
52
94
0.2
0.7
0.4
6
7
...
35
158
z
z
y
z
*
**, z
**, z
**
z
z
**, z
z
...
...
...
0.2
0.7
...
...
0.1
15
...
...
0.1
6
88
...
6
...
14
31
18
...
57
6
...
...
11
113
...
...
36
10
26
48
0.1
0.3
0.1
3
4
...
17
92
y
z
**, z
**, z
z
z
**, z
z
...
...
...
0.2
0.4
...
...
0.3
15
...
...
0.2
7
77
...
8
...
17
34
20
...
108
4
...
...
12
103
...
...
33
8
26
46
0.1
0.4
0.2
3
3
...
19
66
85
86
87
y
88
89
90
91
**, z
92
**, z
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
**, z
119
120
121
122
123
124
125
z
y
z
z
z
z
z
z
z
z
z
z
z
81
98
109
103
86
121
111
117
114
112
115
127
100
98
89
110
...
114
126
z
y
z
z
z
z
z
z
z
z
z
z
z
96
92
106
101
88
121
120
119
100
108
119
135
103
96
92
84
...
118
122
z
y
z
z
z
z
z
z
z
z
z
z
z
1.19
0.93
0.98
0.97
1.02
1,00
1.08
1.03
0.88
0.96
1.03
1.07
1.02
0.99
1.04
0.76
...
1.03
0.97
z
y
z
z
z
z
z
z
z
z
z
z
z
...
98
141
103
93
125
121
109
98
91
109
106
100
92
98
89
...
123
119
...
100
136
102
92
122
116
109
99
89
106
102
101
93
95
95
...
126
118
...
95
146
104
95
128
126
109
97
93
112
109
100
92
100
81
...
121
121
...
0.95
1.07
1.02
1.03
1.05
1.09
1,00
0.98
1.04
1.05
1.06
0.99
0.99
1.05
0.85
...
0.96
1.02
87
98
111
102
91
119
108
114
103
109
108
119
102
100
101
101
...
121
111
z
y
z
z
z
z
z
z
z
z
z
z
z
86
100
112
103
91
118
106
113
106
112
107
117
101
101
100
107
...
122
112
z
y
z
z
z
z
z
z
z
z
z
z
z
88
96
109
100
92
119
110
114
100
107
109
121
103
100
103
95
...
121
110
z
y
z
z
z
z
z
z
z
z
z
z
z
1.03
0.96
0.97
0.98
1.01
1.01
1.05
1.01
0.95
0.96
1.02
1.03
1.02
0.99
1.03
0.89
...
0.99
0.98
z
y
z
z
z
z
z
z
z
z
z
z
z
...
...
...
...
1.1
1.4
0.2
95
...
40
0.7
2.6
4
14
1,0
...
...
1
3
...
...
...
...
0.5
1.0
...
54
...
23
0.5
2.3
...
...
0.6
...
...
...
2
...
...
...
...
0.6
0.5
...
40
...
17
0.3
0.2
...
...
0.4
...
...
...
2
0.6
...
...
...
1.3
1
4
4
...
1,0
0.5
3
0.1
9
0.4
1.2
...
15
4
z
z
z
z
z
z
z
z
z
z
0.3
...
...
...
0.7
1
2
...
...
...
0.2
...
...
...
0.3
0.5
...
9
2
z
z
z
z
z
z
0.3
...
...
...
0.6
0
2
...
...
...
0.3
...
...
...
0.1
0.7
...
6
2
126
127
128
129
z
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
367
3 /4
Table 7 (continued)
Annex
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
TRANSITION FROM
PRIMARY TO SECONDARY
GENERAL EDUCATION
(%)
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
368
Age group
School-age
population
(000)
2010
2011
20113
Country or territory
Total
Portugal
San Marino5,9
Spain
Sweden
Switzerland
United Kingdom
United States
South and West Asia
Afghanistan
Bangladesh
Bhutan
India
Iran, Islamic Republic of
Maldives
Nepal11
Pakistan
Sri Lanka
Sub-Saharan Africa
Angola
Benin
Botswana
Burkina Faso
Burundi
Cameroon
Cape Verde
Central African Republic
Chad
Comoros
Congo
Cte d'Ivoire
Democratic Rep. of the Congo
Equatorial Guinea
Eritrea
Ethiopia
Gabon
Gambia
Ghana
Guinea
Guinea-Bissau
Kenya
Lesotho
Liberia
Madagascar
Malawi
Mali
Mauritius
Mozambique
Namibia
Niger
Nigeria
Rwanda
Sao Tome and Principe
Senegal
Seychelles
Sierra Leone
Somalia
South Africa
South Sudan
Swaziland
Togo
Uganda
United Republic of Tanzania
Zambia
Zimbabwe
...
99
94
100
99
...
...
...
90
95
...
97
86
...
73
98
34
67
...
51
37
52
90
45
72
...
71
46
...
85
90
82
...
85
91
59
...
...
74
78
70
76
79
71
49
82
54
...
...
68
92
97
...
...
...
...
90
75
58
41
56
...
**
x
**, y
Male
...
100
93
100
...
...
...
...
84
94
...
97
84
...
72
99
26
68
...
53
42
49
87
45
76
...
...
47
...
86
91
84
...
84
90
62
...
...
72
81
70
76
80
66
47
81
56
...
...
65
93
95
...
...
...
...
90
78
60
45
61
...
Female
**
x
**, y
...
98
95
100
...
...
...
...
95
97
...
97
89
...
73
97
45
66
...
48
32
56
93
45
65
...
...
45
...
84
89
80
...
85
91
54
...
...
76
74
69
75
78
76
51
84
52
...
...
70
91
98
...
...
...
...
90
71
57
37
51
...
**
x
**, y
Total enrolment
Enrolment
in private
institutions as %
of total enrolment
Median
Enrolment in
technical and
vocational
education
Lower Secondary
School year
ending in
School year
ending in
2011
2011
2011
1999
2011
Total
(000)
Total
(000)
%F
847
1.0
3 299
946
544
5 202
22 445
51
49
50
54
47
49
...
721
2
3 248
699
605
5 538
24 193
12-17
11-18
12-17
13-18
13-19
11-17
12-17
656
2
2 527
711
634
5 176
24 784
13-18
11-17
13-18
11-17
11-17
13-17
10-16
10-16
10-17
4 663
22 241
90
170 732
8 448
34
4 512
28 413
2 515
362
9 912
20
67 090
9 727
15
1 265
...
...
49
44
39
47
51
40
...
...
2 265
11 543
66
107 687
7 237
...
3 015
9 939
2 574
12-17
12-18
13-17
12-18
13-19
12-18
12-17
12-18
12-18
12-18
12-18
12-18
12-17
13-18
12-18
13-18
11-17
13-18
12-18
13-19
13-17
12-17
13-17
12-17
11-17
12-17
13-18
11-17
13-17
14-18
13-19
12-17
13-18
12-16
13-19
12-16
12-17
12-17
14-18
12-17
13-17
12-18
13-18
14-19
14-18
13-18
2 817
1 408
218
2 673
1 363
3 069
69
699
1 798
105
612
3 159
9 509
89
787
12 087
243
237
3 695
1 535
170
5 537
267
530
3 508
2 155
2 080
146
2 715
263
2 371
21 088
1 358
20
1 982
6
798
1 240
4 950
...
151
966
4 793
5 890
1 500
1 930
300
213
158
173
113
643
45
70
123
29
173
592
...
20
115
1 060
87
...
1 024
168
26
1 822
74
114
...
556
218
104
103
116
105
3 845
105
...
234
8
156
...
4 239
...
62
232
547
...
...
...
43
31
51
38
...
45
...
...
21
44
41
35
...
27
41
40
46
...
44
26
36
49
57
39
...
41
34
49
39
53
38
47
51
...
39
50
42
...
53
...
50
29
43
...
...
...
850
724
...
676
381
1 574
62
126
457
...
...
...
3 783
...
257
4 542
...
124
2 216
669
...
3 204
131
238
1 022
736
821
...
728
...
373
9 057
486
14
834
7
...
...
4 688
...
91
546
1 278
2 118
...
...
**
**
**
**
**
**
**
**
**
z
z
**, z
y
**
**, y
**, y
Total
(000)
%F
50
48
49
48
48
49
49
34
53
51
46
48
...
50
41
50
41
38
...
44
42
46
54
36
30
...
...
...
37
...
44
46
...
49
46
38
...
47
58
44
49
47
41
...
47
...
39
46
52
53
47
50
...
...
51
...
49
...
45
46
...
...
z
z
**, z
y
**
**, y
**, y
16
.
27
19
10
29
8
z
z
...
95
10
...
12
...
...
31
7
11
19
...
41
9
25
14
10
15
...
...
...
16
...
5
11
...
...
16
34
...
13
1
...
40
...
31
54
13
...
20
22
21
3
19
8
...
...
3
...
3
23
...
...
...
...
183
0.5
567
227
207
733
.
z
z
y
**
**, y
**, z
**, y
z
363
25
...
27
19
322
2
5
7
...
...
...
...
...
2
371
...
...
80
33
...
16
...
18
...
94
...
32
...
7
...
59
0.5
38
...
...
269
...
28
83
234
...
...
Total
116
95
122
98
109
113
103
42
29
46
44
42
47
.
z
z
...
33
...
33
...
...
42
44
...
364
...
801
...
...
390
151
z
%F
**, y
33
38
...
46
39
37
49
38
37
...
...
...
...
...
37
46
...
...
37
47
...
58
...
50
...
41
...
34
...
54
...
50
27
51
...
...
43
...
...
38
47
...
...
60
68
89
81
102
118
88
46
103
z
**, y
39
64
91
34
38
64
113
24
29
53
...
...
...
45
45
47
...
63
83
49
...
91
60
50
42
42
53
96
34
...
21
47
47
97
...
131
58
...
96
...
69
70
34
47
70
...
Male
z
*
z
z
**
y
**
118
95
123
98
108
115
102
Female
z
*
z
z
76
60
85
83
104
118
85
51
103
45
76
89
37
43
68
109
32
40
53
...
...
...
46
49
50
...
62
85
59
...
94
50
54
43
43
61
96
36
...
25
49
45
91
...
129
65
...
96
...
70
...
37
49
75
...
115
95
121
97
111
111
103
43
77
93
79
99
118
92
40
102
**
y
**
34
51
93
31
33
59
118
17
19
54
...
...
...
44
40
44
...
63
80
38
...
88
69
45
41
41
45
96
32
...
17
44
49
104
...
133
52
...
97
...
67
...
31
44
64
...
z
*
z
z
**
y
**
GPI
(F/M)
0.97
1,00
0.99
0.98
1.02
0.97
1.01
0.57
1.28
1.10
0.95
0.95
1,00
1.08
0.78
0.99
0.76
0.67
1.05
0.85
0.77
0.86
1.09
0.53
0.47
1.01
...
...
...
0.96
0.81
0.88
...
1.02
0.94
0.65
...
0.93
1.39
0.83
0.96
0.94
0.75
1,00
0.90
...
0.69
0.89
1.09
1.14
...
1.03
0.79
...
1.01
...
0.96
...
0.84
0.89
0.86
...
z
*
z
z
**
y
**
StatiStical tableS
Table 7
Total Secondary
2011
Total
102
95
141
99
86
100
90
Male
z
z
z
OUT-OF-SCHOOL ADOLESCENTS
(000)2
Upper secondary
98
94
137
99
89
97
89
1999
Female
z
z
106
96
144
98
82
102
91
z
z
GPI (F/M)
1.08
1.02
1.05
0.99
0.93
1.05
1.01
z
z
Total
Male
103
...
109
156
96
101
94
99
...
106
139
99
100
...
1999
2011
2011
Female
107
...
112
175
92
101
...
GPI (F/M)
Total
109
95
129
98
95
105
96
1.08
...
1.06
1.26
0.93
1.01
...
Male
z
z
z
108
94
128
99
97
105
96
Female
z
z
z
110
96
129
98
94
106
97
z
z
GPI (F/M)
1.02
1.01
1.01
0.99
0.97
1.01
1.01
z
z
Total
Male
0.3
...
38
3
7
20
462
...
...
21
2
4
8
...
Female
...
...
17
1
3
12
...
Total
Male
...
...
1
26
10
4
122
...
...
...
14
5
...
...
z
z
Female
...
...
...
12
4
...
...
145
146
147
148
149
150
151
46
39
52
53
77
...
47
32
98
24
40
47
47
74
...
48
21
107
0.52
1.03
0.92
0.88
0.96
...
1.01
0.67
1.09
11
47
37
43
79
41
36
...
...
47
33
36
76
43
28
...
...
22
47
41
51
82
40
43
...
...
49
52
75
63
86
...
66
35
102
0.99
0.80
0.70
0.93
1.08
0.66
...
...
62
48
73
66
87
...
65
40
100
34
56
77
60
84
...
67
30
104
0.55
1.17
1.05
0.92
0.96
...
1.04
0.73
1.04
...
...
13
...
...
2,0
...
...
...
...
...
6
...
...
1.1
...
...
...
...
2 645
6
20 277
89
...
...
6 964
46
...
...
7
...
...
0.9
...
...
...
...
1 849
4
10 006
31
...
...
3 234
30
...
795
2
10 271
57
...
...
3 731
15
152
*
153
154
155
156
157
158
159
160
Sub-Saharan Africa
22
33
...
11
15
34
67
9
19
...
...
...
...
...
23
17
...
45
41
34
...
44
33
39
15
17
24
...
12
...
5
41
23
25
...
115
...
...
92
...
47
37
15
10
...
...
**, z
**
y
**
**, y
**, y
28
46
...
13
18
38
58
11
28
...
...
...
...
...
27
19
...
48
44
42
...
47
27
44
16
19
30
...
13
...
7
44
23
24
...
102
...
...
89
...
47
...
18
12
...
...
**, z
**
y
**
**, y
**, y
16
21
...
8
11
31
77
7
10
...
...
...
...
...
20
15
...
41
37
26
...
41
39
35
14
15
18
...
12
...
4
38
22
26
...
129
...
...
95
...
47
...
13
8
...
...
**, z
**
y
**
**, y
0.56
0.45
...
0.62
0.62
0.80
1.33
0.63
0.36
...
...
...
...
...
0.74
0.78
...
0.85
0.84
0.61
...
0.87
1.42
0.80
0.87
0.79
0.62
...
0.88
...
0.53
0.87
0.96
1.08
...
1.26
...
...
1.08
...
0.99
...
0.72
0.70
...
...
**, z
**
y
**
**, y
**, y
13
22
73
9
11
26
68
12
10
30
36
23
...
33
22
13
48
...
40
14
19
38
30
31
...
38
14
76
5
57
7
23
10
...
16
105
28
...
88
...
44
31
16
...
...
...
**
**
**
**
**
15
31
71
11
...
28
...
...
16
33
42
30
...
48
26
16
52
...
44
20
24
39
26
38
...
45
19
76
6
54
9
24
10
...
19
103
33
...
83
...
44
45
19
...
...
...
**
**
**
**
11
14
76
7
...
24
...
...
4
27
29
16
...
18
18
11
44
...
36
7
13
38
35
24
...
32
10
75
4
61
5
22
10
...
12
107
22
...
94
...
44
18
14
...
...
...
**
**
**
**
0.75
0.44
1.07
0.62
...
0.84
...
...
0.26
0.81
0.70
0.54
...
0.37
0.68
0.67
0.86
...
0.81
0.37
0.55
0.96
1.36
0.65
...
0.70
0.54
0.98
0.63
1.12
0.59
0.91
1.01
...
0.65
1.04
0.68
...
1.13
...
1,00
0.40
0.76
...
...
...
**
**
**
**
31
51
...
25
28
51
90
18
25
...
...
...
40
...
33
38
...
54
59
43
...
60
49
45
31
34
39
...
26
...
15
44
36
69
42
124
...
...
94
...
60
56
28
35
...
...
**, z
y
**
**, y
**, y
37
64
...
27
32
56
83
23
35
...
...
...
50
...
37
40
...
56
62
52
...
63
41
49
32
36
46
...
27
...
18
47
35
65
44
117
...
...
92
...
61
...
31
37
...
...
**, z
y
**
**, y
**, y
25
39
...
22
24
47
97
13
15
...
...
...
29
...
29
35
...
53
56
33
...
57
57
40
30
33
33
...
25
...
12
41
37
74
40
131
...
...
96
...
59
...
26
33
...
...
**, z
y
**
**, y
0.69
0.60
...
0.81
0.74
0.84
1.17
0.55
0.44
...
...
...
0.59
...
0.78
0.87
...
0.95
0.90
0.64
...
0.90
1.40
0.81
0.94
0.91
0.71
...
0.89
...
0.66
0.88
1.05
1.13
0.92
1.12
...
...
1.05
...
0.97
...
0.82
0.87
...
...
**, z
y
**
**, y
**, y
...
...
11
918
...
...
...
...
549
...
...
1 175
...
13
113
3 599
...
...
507
507
42
225
31
...
626
68
...
14
730
18
787
...
...
...
...
0,0
...
...
161
...
20
135
...
...
...
...
**
**
**
**
**
**
**
**
**
**
...
...
7
443
...
...
...
...
235
...
...
539
...
...
52
1 521
...
...
234
215
16
124
22
...
299
...
...
7
310
11
375
...
...
...
...
...
...
...
89
...
10
27
...
...
...
...
**
**
**
**
**
**
**
**
**
...
...
4
475
...
...
...
...
314
...
...
636
...
...
61
2 078
...
...
273
292
27
101
9
...
327
...
...
7
420
7
412
...
...
...
...
...
...
...
72
...
10
107
...
...
...
...
**
**
**
**
**
**
**
**
**
166
...
5
854
...
579
3
224
...
...
...
...
...
...
206
3 194
...
32
275
424
...
30
40
...
...
319
563
...
656
...
1 170
...
...
1.7
...
0.1
...
...
...
...
...
...
650
...
...
...
**, z
**, y
**, z
**
**
**, z
y
**, y
**
**, z
...
...
3
414
...
247
...
88
...
...
...
...
...
...
96
1 469
...
16
138
181
...
...
24
...
...
160
247
...
283
...
564
...
...
0.8
...
...
...
...
...
...
...
...
305
...
...
...
**, y
**
**
**, z
y
**
**, z
...
...
2
440
...
332
...
136
...
...
...
...
...
...
110
1 725
...
15
137
243
...
...
16
...
...
159
317
...
373
...
606
...
...
0.9
...
...
...
...
...
...
...
...
344
...
...
...
161
162
**, y
163
164
165
166
167
**
168
169
170
171
172
173
174
175
**
176
177
**, z
178
179
180
181
182
**
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
**, z
203
204
205
206
369
3 /4
Table 7 (continued)
Annex
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
TRANSITION FROM
PRIMARY TO SECONDARY
GENERAL EDUCATION
(%)
School year ending in
Age group
School-age
population
(000)
2010
2011
20113
Male
Female
Total enrolment
Enrolment
in private
institutions as %
of total enrolment
Median
Enrolment in
technical and
vocational
education
Lower Secondary
School year
ending in
School year
ending in
2011
2011
2011
1999
2011
Total
(000)
%F
Country or territory
Total
Sum
Sum
%F
World
95
93
96
768 993
435 852
47
**
II
Countries in transition
Developed countries
Developing countries
99
99
90
99
98
89
98
100
92
25 959
77 240
665 794
33 675
83 071
319 105
49
49
46
**
Arab States
Central and Eastern Europe
Central Asia
East Asia and the Pacific
East Asia
Pacific
Latin America and the Caribbean
Caribbean
Latin America
North America and Western Europe
South and West Asia
Sub-Saharan Africa
94
98
99
93
92
...
94
93
94
99
93
71
92
99
99
92
91
...
95
92
95
99
89
...
96
97
98
94
93
...
93
94
93
99
96
...
43 340
33 244
10 426
200 376
196 971
3 405
67 099
2 320
64 780
59 790
242 129
112 588
22 401
40 711
9 202
130 733
127 475
3 258
52 670
1 058
51 612
60 733
97 799
21 603
46
48
49
47
47
49
51
50
51
49
41
45
73
93
91
96
99
76
93
90
97
99
70
94
91
95
99
113 869
571 394
330 844
240 550
83 729
26 946
321 613
137 412
184 201
87 294
Median
III
IV
V
VI
VII
VIII
IX
X
XI
XII
XIII
XIV
XV
XVI
XVII
XVIII
XIX
XX
XXI
**
**
**
45
46
43
48
49
Total
(000)
%F
Sum
%F
Median
Total
(000)
%F
Sum
%F
Total
Male
Female
GPI
(F/M)
Weighted average
543 226
**
48
**
13
58 726
**
44
**
82
**
83
**
81
**
0.97
**
24 363
79 336
**
439 526
**
48
49
47
**
1
10
17
3 669
12 327
42 730
**
41
42
44
**
95
105
79
**
95
105
80
**
94
105
78
**
1,00
0.99
0.97
**
**
47
48
48
48
48
47
51
49
51
49
46
45
**
13
1
2
20
18
...
21
19
21
11
12
16
2 910
6 298
1 346
27 693
26 836
857
5 812
39
5 773
8 344
2 566
3 690
**
16
12
13
11
13
2 539
43 908
10 644
33 264
12 279
**
**
**
**
**
**
**
**
30 726
29 787
10 288
159 783
156 570
3 213
60 525
1 414
59 111
61 433
144 402
46 282
49 393
408 193
203 179
205 015
85 640
**
**
**
**
**
**
**
**
**
**
**
**
46
47
46
49
48
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**, y
**
**
**
**
40
40
45
44
44
43
53
48
53
43
32
40
38
44
42
45
42
**
**
**
**
**
**
**
**
**, y
**
**
**
**
88
95
97
90
90
85
102
74
102
106
76
49
54
85
77
96
105
**
**
**
**
**
**
**
**
**
**
**
93
95
98
88
88
87
100
75
101
106
78
53
56
86
79
94
105
**
**
**
**
**
**
**
**
**
**
84
94
96
91
91
83
103
74
104
106
74
45
52
84
74
97
104
**
**
**
**
**
**
**
**
**
**
**
0.91
0.99
0.98
1.04
1.04
0.95
1.03
0.98
1.03
0.99
0.95
0.85
0.92
0.98
0.94
1.03
0.99
**
**
**
**
**
**
**
**
**
**
**
Source: UNESCO Institute for Statistics database (UIS) database. Enrolment ratios are based on the United Nations Population Division estimates, revision 2010 (United Nations, 2011), median variant.
Note: The statistical tables still include data for Sudan (pre-secession) for reference purposes as those for the two new entities since July 2011, Sudan and South Sudan, are just becoming available. The country groupings by level of income are as defined by
the World Bank but include EFA countries only. They are based on the list of countries by income group as revised in July 2012.
1. Refers to lower and upper secondary education (ISCED levels 2 and 3).
2. Data reflect the actual number of adolescents not enrolled at all, derived from the age-specific or adjusted net enrolment ratio (ANER) of lower secondary school age children, which measures the proportion of those who are enrolled either in primary or in
secondary schools.
3. Data are for 2011 except for countries with a split calendar school year, in which case data are for 2010.
4. GER or NER, or both, for one or both of the two school years were not calculated due to inconsistencies in the population data.
5. National population data were used to calculate enrolment ratios.
6. Enrolment and population data exclude Transnistria.
7. Enrolment and population data exclude the Nagorno-Karabakh region.
8. Enrolment data for upper secondary education include adult education (students over age 25), particularly in pre-vocational/vocational programmes, in which males are in the majority. This explains the high GER and relatively low GPI.
9. GER or NER, or both, for one or both of the two school years were not calculated due to lack of United Nations population data by age.
10. Data include French overseas departments and territories.
11. Enrolment ratios are based on the United Nations Population Division estimates, revision 2012 (United Nations, 2013), median variant.
Data in bold are for the school year ending in 2011 for transition rates, and the school year ending in 2012 for enrolment, enrolment ratios and others indicators in this table. Those in italic are for 2000 and those in bold italic are for 2001.
(z) Data are for the school year ending in 2010.
(y) Data are for the school year ending in 2009.
(x) Data are for the school year ending in 2008.
(*) National estimate.
(**) For country level data: UIS partial estimate; for regional and other country-grouping sums and weighted averages: partial imputation due to incomplete country coverage (between 33% and 60% of population for the region or other country grouping).
(-) Magnitude nil or negligible.
(.) The category is not applicable or does not exist.
(. . .) No data available.
370
StatiStical tableS
Table 7
Total Secondary
2011
Total
OUT-OF-SCHOOL ADOLESCENTS
(000)2
Upper secondary
Male
1999
Female
GPI (F/M)
Total
Male
Weighted Average
1999
2011
2011
Female
GPI (F/M)
Total
Male
Female
GPI (F/M)
Total
Male
Weighted average
Weighted Average
Female
Total
Male
Sum
Female
Sum
59
**
60
**
58
**
0.96
**
59
62
**
56
**
0.91
**
71
**
72
**
69
**
0.97
**
101 166
**
46 459
**
54 707
**
69 413
**
35 081
**
34 332
**
92
101
54
**
95
101
55
**
89
100
52
**
0.94
1,00
0.95
**
90
100
52
90
99
55
**
90
101
48
**
1.01
1.02
0.88
**
94
103
66
**
95
103
67
**
93
102
65
**
3 288
1 369
96 508
**
1 761
876
43 821
**
1 183
833
67 398
**
612
509
33 960
**
570
324
33 438
**
II
**
1 527
493
52 687
**
**
0.98
1,00
0.96
**
**
**
III
**
IV
52
83
102
70
69
110
77
48
78
99
47
32
**
52
86
105
69
68
112
71
47
72
99
50
35
**
52
80
100
70
70
109
82
49
83
100
44
28
**
0.98
0.93
0.95
1.02
1.02
0.97
1.15
1.03
1.15
1,00
0.88
0.79
**
59
88
84
62
62
109
80
49
81
100
44
26
63
90
84
64
64
109
78
49
79
99
50
28
73
91
100
79
78
96
87
61
88
103
62
45
**
0.93
0.97
0.97
1.03
1.03
0.96
1.07
1,00
1.07
1,00
0.92
0.83
**
3 186
1 791
475
12 375
12 258
118
1 699
95
1 604
392
22 226
12 562
**
3 757
1 129
397
8 944
8 617
327
1 494
208
1 287
583
31 277
21 832
**
1 672
591
170
5 949
5 790
158
756
108
649
380
15 755
9 809
**
**
**
VI
31
59
48
75
100
**
**
**
**
**
**
**
**
**
**
**
34
59
50
73
100
**
**
**
**
**
**
**
**
**
**
**
28
58
45
77
99
**
**
**
**
**
**
**
**
**
**
**
0.82
0.97
0.89
1.06
0.99
**
**
**
**
**
**
**
**
**
**
**
30
58
46
71
99
**
**
**
33
61
51
72
99
**
**
**
**
**
**
**
**
**
55
86
84
61
60
109
83
49
84
101
38
23
27
54
40
70
100
**
**
**
**
**
**
**
**
**
0.88
0.96
1,00
0.94
0.94
1,00
1.07
1,00
1.07
1.02
0.75
0.82
0.83
0.90
0.80
0.98
1.01
**
**
**
**
**
**
**
**
**
71
90
99
80
79
94
90
61
91
103
60
41
43
71
61
85
102
**
**
**
**
**
**
**
**
**
**
**
46
72
64
84
103
**
**
**
**
**
**
**
**
**
**
**
68
88
97
81
81
92
93
61
95
103
57
37
41
71
59
87
102
**
**
**
**
**
**
**
**
**
**
**
0.88
0.98
0.92
1.04
0.99
**
**
**
**
**
**
**
**
**
**
**
5 471
3 521
904
25 027
24 770
257
3 345
203
3 141
1 176
39 568
22 155
21 107
78 365
56 146
22 219
1 693
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
2 285
1 729
429
12 652
12 513
139
1 646
108
1 538
784
17 342
9 592
9 777
35 634
24 801
10 833
1 047
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
11 330
42 731
31 345
11 386
646
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
18 435
50 169
42 359
7 810
809
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
8 999
25 588
20 120
5 467
495
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
2 086
538
227
2 996
2 826
169
738
100
638
202
15 522
12 023
9 436
24 582
22 239
2 343
314
VII
**
VIII
**
IX
**
**
XI
**
XII
**
XIII
**
XIV
**
XV
**
XVI
**
XVII
**
XVIII
**
XIX
**
XX
**
XXI
371
3 /4
Table 8
Annex
PRE-PRIMARY EDUCATION
Teaching staff
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
372
%F
1
0.7
0.0
17
5
3
4
11
1
...
40
...
3
0.4
...
...
5
4
3
0.8
13
93
100
100
99
100
100
100
95
100
...
40
...
100
96
...
...
96
95
100
93
84
**
**
**
4
54
...
19
6
17
7
32
7
13
0.6
74
10
37
642
8
16
5
3
17
143
100
...
...
...
100
100
100
100
99
99
...
...
100
100
100
98
100
99
99
...
100
8
12
7
19
3
3
5
...
66
...
100
100
...
100
100
100
...
96
...
0.6
3
875
0.03
...
0.3
118
96
...
2
0.5
21
0.1
...
2
0.1
7
0.01
0.1
**
Pupil/teacher
ratio2
2011
Total
(000)
...
83
98
94
100
...
99
98
...
...
100
100
100
...
...
...
98
98
100
98
Total
(000)
**
**
**
19
2
0.08
33
...
5
7
10
...
...
38
2
5
2
20
...
9
...
7
2
y
z
**
*
**
4
45
1
18
8
24
8
30
7
12
1
59
12
38
607
12
12
6
2
43
141
z
z
z
y
z
z
6
11
...
64
3
5
5
...
56
**
...
0.7
4
1 286
0.03
...
...
387
109
...
5
0.6
45
...
...
9
...
10
...
...
2011
%F
74
100
75
98
...
100
100
99
...
...
69
99
100
97
100
...
95
...
98
97
100
100
99
98
100
99
100
100
100
100
99
94
98
100
100
96
99
100
98
99
95
99
y
z
z
z
z
y
z
z
100
99
...
98
99
98
100
...
96
PRIMARY EDUCATION
...
97
95
97
97
...
...
98
...
...
97
98
97
...
...
97
...
98
...
...
Total
Male
...
46
100
...
...
100
72
...
...
...
100
100
100
29
...
...
...
...
100
...
71
...
100
...
...
100
...
...
...
100
.
100
69
...
...
...
...
100
...
.
1999
Female
...
46
100
...
...
100
73
...
...
...
100
100
100
28
...
...
...
...
100
...
71
28
21
28
22
15
22
15
13
8
...
20
...
29
21
...
...
24
20
19
17
27
**
**
**
25
16
16
30
...
18
11
15
...
...
18
19
19
15
10
...
19
...
18
15
30
...
...
76
...
...
...
...
...
...
62
...
...
...
...
...
...
...
...
...
...
91
...
...
76
...
...
...
...
...
20
5
...
11
13
18
8
12
9
7
20
12
9
17
7
21
10
11
10
15
8
19
7
14
12
13
14
6
11
11
7
9
17
10
17
8
13
12
9
7
23
9
79
92
...
...
46
93
87
...
100
100
85
...
...
48
84
.
...
100
79
92
...
...
46
93
87
...
100
7
7
11
9
18
25
11
...
9
9
9
...
10
27
26
13
...
9
...
73
97
...
70
...
...
...
...
...
97
92
...
...
...
59
...
...
...
...
...
95
...
...
100
...
...
...
...
...
90
82
...
...
...
56
...
...
...
...
...
72
...
...
69
...
...
...
...
...
98
92
...
...
...
59
...
...
...
...
...
20
24
27
14
...
21
17
31
...
18
31
27
11
...
22
13
15
10
10
**
...
20
27
23
16
...
...
10
27
...
18
17
18
...
...
17
...
11
...
...
y
z
z
z
z
y
z
z
2011
...
41
...
...
...
...
...
...
...
...
...
...
.
...
...
75
...
...
...
...
...
...
61
...
...
...
...
...
...
...
...
...
...
Teaching staff
1999
Total
(000)
%F
170
4
1.0
353
170
...
10
29
...
7
123
12
10
5
...
...
110
60
17
103
117
46
72
28
53
72
...
73
83
...
26
39
52
54
75
...
...
65
50
73
20
52
**
**
**
**
**
13
32
...
23
11
36
8
47
9
13
...
289
12
69
367
...
17
6
6
...
107
75
99
...
...
89
85
86
85
97
98
...
83
96
86
98
...
93
96
66
...
98
...
37
18
65
19
8
31
...
123
...
83
95
97
95
93
60
...
84
105
3
46
5 860
0.1
...
4
1 256
367
0.6
27
2
143
0.6
...
155
0.07
20
0.02
0.1
**
**
*
**
2011
...
66
39
51
86
...
56
54
...
62
43
87
66
...
...
73
92
82
100
82
**
**
**
**
**
**
**
**
**
2011
Total
(000)
%F
Total
Male
145
...
2
380
...
...
26
32
...
14
155
...
16
8
304
...
...
59
20
120
124
55
...
25
53
...
...
90
87
...
36
52
...
70
92
50
...
...
56
87
27
61
...
...
100
...
...
...
78
...
...
100
100
...
100
43
...
...
...
...
...
...
60
...
...
100
...
...
...
55
...
...
100
100
...
100
80
...
...
...
...
...
...
64
11
24
...
15
12
25
6
37
10
9
5
240
9
52
278
19
14
6
7
...
99
...
43
35
62
16
9
29
...
125
...
4
47
5 939
0.1
...
3
1 923
399
...
34
2
232
...
...
182
...
24
...
...
**, y
z
z
z
y
*, z
83
...
...
94
92
97
93
96
93
96
74
84
98
86
98
84
89
97
79
...
99
...
89
86
98
98
96
75
...
87
...
76
48
58
...
...
61
64
...
...
52
87
69
...
...
84
...
84
...
...
**, y
z
z
z
y
*, z
**, z
**, y
...
88
99
...
97
...
100
...
...
...
94
86
...
...
...
100
...
...
...
...
**, y
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
46
...
...
...
...
...
...
100
...
...
...
...
...
...
...
...
...
...
...
...
...
70
...
...
...
...
100
...
100
95
...
70
99
94
...
100
**, z
*, y
...
100
92
...
70
98
94
...
100
...
94
...
...
...
...
100
...
...
...
98
72
...
...
...
100
...
...
...
...
Female
...
...
100
...
...
...
80
...
...
100
100
...
100
38
...
...
...
...
...
...
57
**, z
**, y
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
75
...
...
...
...
...
*, y
...
100
95
...
70
99
94
...
100
...
87
...
...
...
...
100
...
...
...
90
88
...
...
...
100
...
...
...
...
*, y
StatiStical tableS
Table 8
PRIMARY EDUCATION
SECONDARY EDUCATION
Pupil/teacher ratio2
Pupil/trained
teacher ratio2
School year
ending in
School year
ending in
1999
28
18
40
22
21
...
13
14
...
47
28
25
38
13
...
...
25
24
16
22
24
**
**
**
**
**
2011
23
...
35
28
...
...
9
14
...
39
26
...
26
11
11
...
...
17
17
30
38
23
20
...
18
19
18
16
11
15
17
...
11
21
19
18
...
19
14
22
...
20
20
15
...
17
14
19
12
11
11
12
8
9
15
16
18
15
15
17
16
...
16
...
19
17
19
24
32
22
...
21
...
11
8
16
25
29
23
...
16
18
14
53
22
18
...
28
22
21
25
31
31
20
15
...
31
21
18
16
15
**
**
*
**
...
11
47
17
16
...
31
16
18
...
27
15
13
...
...
28
...
14
...
...
**, y
z
z
z
y
*, z
2011
...
...
35
...
...
...
11
...
...
39
26
...
26
28
...
...
...
...
...
...
64
1999
**, z
**, y
%F
...
4
1
491
62
...
22
43
...
2
88
13
18
4
...
...
54
56
16
48
52
...
52
22
40
69
...
56
52
...
10
33
50
47
57
...
...
...
40
55
19
49
22
...
...
56
33
93
11
100
25
38
...
301
33
177
...
...
54
17
13
...
400
...
11
9
...
36
30
25
...
16
...
...
59
177
48
11
47
...
307
*, y
...
3
20
4 763
0.1
...
5
1 040
630
0.4
12
1
120
0.3
...
68
0.04
28
0.02
0.2
**
**
**
**
**
**
**
**
**
**
**
**
Lower secondary
Upper secondary
Total secondary
2011
Total
(000)
...
15
...
...
...
...
...
...
...
...
...
...
...
...
...
22
...
...
...
...
16
...
13
48
...
16
...
31
...
...
...
29
17
...
...
...
28
...
...
...
...
Pupil/teacher ratio2
Teaching staff,
total secondary
54
...
...
...
64
66
81
71
80
...
...
66
72
64
...
...
72
69
49
...
76
...
...
76
83
68
69
43
...
57
...
48
29
41
...
...
47
40
...
47
40
56
62
...
...
76
39
58
44
51
**
**
**
**
**
**
**
**
**
**
**
**
**
**
2011
1999
Total
(000)
%F
Total
Male
Female
...
...
2
549
...
...
34
42
...
...
...
...
34
7
264
...
...
85
29
102
83
...
...
24
44
...
...
54
58
...
...
...
...
51
55
52
...
...
51
58
29
55
...
...
100
...
...
...
75
...
...
...
...
...
100
67
...
...
...
...
100
...
61
...
...
...
...
...
...
70
...
...
...
...
...
100
72
...
...
...
...
100
...
63
...
...
...
...
...
...
79
...
...
...
...
...
100
62
...
...
...
...
100
...
59
23
...
...
44
48
71
11
88
16
38
...
273
29
146
1 136
62
45
15
17
...
...
42
...
45
191
44
19
68
...
329
...
5
...
6 431
0.1
...
4
1 407
614
...
25
3
191
...
...
84
...
35
...
...
**, y
**, y
z
z
z
y
*, y
z
z
63
...
...
79
69
66
77
71
82
81
...
70
77
68
81
64
74
73
56
...
...
84
...
86
85
83
73
46
...
62
...
65
...
49
57
...
50
54
...
...
48
59
67
...
...
85
...
62
...
...
**, y
**, y
z
z
z
y
*, y
z
z
**, y
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
34
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
44
...
...
...
...
...
99
...
95
...
85
98
...
...
100
...
91
...
...
88
...
100
...
...
...
...
72
...
...
...
99
...
...
...
...
**, y
*, y
z
z
98
...
92
...
77
96
...
...
100
...
90
...
...
80
...
100
...
...
...
...
63
...
...
...
99
...
...
...
...
**, y
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
50
...
...
...
...
...
z
*, y
z
z
99
...
95
...
86
98
...
...
100
...
91
...
...
95
...
100
...
...
...
...
78
...
...
...
99
...
...
...
...
*, y
z
z
2011
1999
2011
1999
2011
Country or territory
...
15
26
21
22
...
12
9
...
...
19
19
26
13
...
...
...
23
14
22
24
**
**
**
**
**
**
**
**
**
...
...
32
16
...
...
8
11
...
38
...
...
21
9
11
...
...
...
16
11
28
16
...
...
13
14
13
11
11
10
...
...
11
13
12
...
...
13
14
16
...
...
14
...
...
12
9
11
8
10
8
9
...
12
9
10
...
9
11
7
11
...
...
...
...
9
...
...
19
...
...
...
...
...
8
...
...
...
...
...
...
...
12
18
18
...
...
...
15
16
...
20
24
18
28
...
28
...
18
6
14
**
...
...
24
14
...
...
...
14
14
...
19
16
...
...
...
36
...
15
...
...
**, y
**, y
**, y
z
z
*, y
...
13
16
13
16
17
9
8
...
...
14
16
19
8
...
...
...
15
10
21
20
18
...
...
12
11
9
10
9
10
...
...
15
12
13
...
14
12
13
16
16
...
**
**
**
**
**
**
**
**
18
...
12
12
7
12
9
10
9
8
13
9
11
15
...
10
12
11
14
18
...
...
...
8
...
...
...
...
...
...
...
...
5
...
...
17
...
...
...
...
10
24
16
...
...
...
13
13
...
22
21
18
18
...
38
...
13
20
12
...
...
20
8
...
...
7
8
...
...
18
20
18
12
12
...
8
...
9
59
17
**
...
...
...
16
...
...
...
16
11
...
21
14
...
12
...
28
...
14
...
...
**, y
y
**, y
z
z
z
z
*, y
...
14
23
17
20
...
11
9
...
26
17
18
25
10
...
...
19
19
12
22
22
16
...
...
13
12
11
10
10
10
11
...
13
13
13
...
...
13
13
16
...
13
...
...
7
11
13
19
16
...
11
...
11
20
17
14
...
21
14
14
21
20
23
18
22
...
30
17
15
11
13
**
**
**
**
**
**
**
**
**
**
**
**
**
...
...
27
12
...
...
8
9
...
...
...
...
20
10
11
...
...
14
12
16
22
15
...
...
12
8
11
9
10
8
9
...
10
10
12
8
9
12
9
12
...
...
7
...
8
9
15
14
15
...
13
...
10
...
15
14
...
26
15
12
...
20
15
14
...
...
34
...
15
...
...
**, y
**, y
z
z
z
y
*, y
*, z
z
Arab States
Algeria
Bahrain
Djibouti
Egypt
Iraq
Jordan
Kuwait
Lebanon
Libya
Mauritania
Morocco
Oman
Palestine
Qatar
Saudi Arabia
Sudan
Syrian Arab Republic
Tunisia
United Arab Emirates
Yemen
Sudan (pre-secession)
Central and Eastern Europe
Albania
Belarus
Bosnia and Herzegovina
Bulgaria
Croatia
Czech Republic
Estonia
Hungary
Latvia
Lithuania
Montenegro
Poland
Republic of Moldova
Romania
Russian Federation
Serbia
Slovakia
Slovenia
The former Yugoslav Rep. of Macedonia
Turkey
Ukraine
Central Asia
Armenia
Azerbaijan
Georgia
Kazakhstan
Kyrgyzstan
Mongolia
Tajikistan
Turkmenistan
Uzbekistan
Central Asia
Australia
Brunei Darussalam
Cambodia
China
Cook Islands
Democratic People's Republic of Korea
Fiji
Indonesia
Japan
Kiribati
Lao People's Democratic Republic
Macao, China
Malaysia
Marshall Islands
Micronesia (Federated States of)
Myanmar
Nauru
New Zealand
Niue
Palau
373
3 /4
Table 8 (continued)
Annex
PRE-PRIMARY EDUCATION
Teaching staff
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
Total
(000)
...
Papua New Guinea
18
Philippines
...
Republic of Korea
0.1
Samoa
...
Singapore
...
Solomon Islands
111
Thailand
...
Timor-Leste
0.01
Tokelau
0.1
Tonga
0.04
Tuvalu
0.8
Vanuatu
94
Viet Nam
Latin America and the Caribbean
0.03
Anguilla
0.3
Antigua and Barbuda
50
Argentina
0.1
Aruba
0.2
Bahamas
0.3
Barbados
0.2
Belize
0.06
Bermuda
5
Bolivia, Plurinational State of
304
Brazil
0.03
British Virgin Islands
0.05
Cayman Islands
19
Chile
59
Colombia
4
Costa Rica
26
Cuba
0.1
Dominica
8
Dominican Republic
13
Ecuador
...
El Salvador
0.2
Grenada
12
Guatemala
2
Guyana
...
Haiti
6
Honduras
6
Jamaica
150
Mexico
0.01
Montserrat
0.3
Netherlands Antilles
6
Nicaragua
3
Panama
...
Paraguay
26
Peru
...
Saint Kitts and Nevis
0.3
Saint Lucia
...
Saint Vincent and the Grenadines
0.7
Suriname
2
Trinidad and Tobago
0.06
Turks and Caicos Islands
3
Uruguay
...
Venezuela, Bolivarian Republic of
North America and Western Europe
...
Andorra
14
Austria
27
Belgium
30
Canada
1.0
Cyprus
45
Denmark
10
Finland
128
France
...
Germany
9
Greece
3
Iceland
...
Ireland
...
Israel
119
Italy
0.9
Luxembourg
0.9
Malta
0.04
Monaco
...
Netherlands
...
Norway
374
**
**
**
**
**
**
**
Pupil/teacher
ratio2
2011
Total
(000)
%F
...
92
...
94
...
...
79
...
100
100
100
99
100
100
100
96
100
97
93
98
100
93
98
100
96
99
94
97
98
100
95
88
...
96
...
99
...
...
...
94
100
99
97
98
...
98
...
100
...
99
100
92
98
...
...
99
92
68
99
92
96
78
...
100
98
...
...
99
97
99
100
...
...
**
**
**
**
**
**
**
**
**
**
**
**
...
...
...
0.3
...
1
95
...
...
...
...
0.8
159
0.03
0.3
...
0.1
...
0.3
0.4
0.06
...
409
0.1
...
57
51
8
30
0.2
10
37
9
0.2
26
2
...
9
6
185
0.01
...
10
5
...
76
0.09
0.3
0.4
0.7
...
...
5
...
0.2
20
31
...
1
...
15
128
230
...
2
...
...
...
1
0.6
...
...
...
z
z
y
z
z
z
PRIMARY EDUCATION
2011
%F
...
...
...
96
...
87
78
...
...
...
...
94
...
100
100
...
98
...
96
98
100
...
97
100
...
99
96
94
100
100
94
84
89
100
91
100
...
94
97
96
100
...
96
94
...
95
100
100
100
90
...
...
...
...
92
99
98
...
100
...
97
83
98
...
96
...
...
...
98
100
...
...
...
Total
z
z
y
z
z
z
...
...
...
...
...
31
...
...
...
...
...
...
99
74
58
...
99
...
47
16
100
...
...
...
...
...
100
81
100
...
95
78
92
45
...
63
...
...
...
82
79
...
33
48
...
...
...
...
...
...
...
...
...
...
100
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
z
y
Male
...
...
...
...
...
20
...
...
...
...
...
...
...
.
.
...
100
...
21
70
.
...
...
...
...
...
100
66
.
...
90
69
73
.
...
62
...
...
...
...
.
...
32
6
...
...
...
...
...
...
...
...
...
...
100
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
1999
Teaching staff
...
...
...
...
...
33
...
...
...
...
...
...
...
74
58
...
99
...
48
14
100
...
...
...
...
...
100
82
100
...
96
80
95
45
...
63
...
...
...
...
79
...
33
50
...
...
...
...
...
...
...
...
...
...
100
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
2011
1999
Total
(000)
Female
...
33
...
42
...
...
25
...
11
18
18
10
23
18
6
24
26
9
18
19
7
42
19
13
9
24
18
21
19
18
24
15
...
18
26
18
...
19
24
22
12
21
26
19
...
39
...
13
...
22
13
13
31
...
...
16
15
17
19
6
12
19
...
16
4
...
...
13
15
12
25
...
...
**
**
**
**
**
**
**
...
...
...
12
...
19
29
...
...
...
...
14
19
14
9
...
19
...
16
16
6
...
17
11
...
9
26
14
13
11
24
12
24
14
21
15
...
27
25
25
9
...
21
19
...
18
20
10
8
25
...
...
26
...
13
12
14
...
17
...
11
20
10
...
6
...
...
...
11
14
...
...
...
z
z
y
z
z
z
16
360
122
1
...
3
298
3
0.03
0.8
0.07
1
337
0.07
0.7
221
0.5
2
1
2
0.5
60
807
0.2
0.2
56
215
21
91
0.6
42
83
...
0.8
48
4
...
32
10
540
0.02
1
24
15
...
151
0.4
1
1
3
8
0.1
18
...
...
29
65
141
4
37
22
209
221
48
...
21
50
254
3
2
0.09
...
...
**
**
**
**
**
**
**
**
**
**
2011
%F
39
87
67
71
...
41
63
30
76
67
...
49
78
87
79
88
78
63
76
64
89
61
93
86
89
77
77
81
79
75
75
68
...
76
...
86
...
...
...
62
84
86
83
75
...
62
83
83
71
82
76
92
92
...
...
89
78
68
67
63
71
78
82
57
...
85
85
95
67
87
87
...
...
**
**
**
**
**
**
**
**
**
**
**
**
**
2011
Total
(000)
%F
Total
Male
Female
...
435
158
1.0
17
5
...
8
...
...
...
2
359
...
90
78
77
81
45
...
40
...
...
...
54
77
...
...
...
...
94
58
...
...
...
...
...
...
99
...
...
...
...
93
59
...
...
...
...
...
...
99
...
...
...
...
95
57
...
...
...
...
...
...
99
0.1
0.7
...
0.6
2
2
2
0.5
...
775
0.3
0.3
69
179
29
91
0.5
51
117
31
0.9
99
4
...
37
15
531
0.04
...
31
19
...
188
0.5
1
0.9
5
7
...
25
...
0.4
30
66
...
4
...
25
238
242
...
...
33
62
...
4
2
...
...
...
y
z
z
y
z
z
z
y
z
*, z
z
z
75
91
...
85
92
78
73
91
...
90
93
85
78
79
80
78
86
78
71
73
79
66
88
...
73
91
67
97
...
77
76
...
66
88
87
78
94
79
...
...
...
79
90
81
...
83
...
79
83
86
...
...
85
85
...
74
85
...
...
...
y
z
z
y
z
z
z
y
z
*, z
z
z
71
65
...
100
92
55
48
100
...
...
...
95
...
100
91
100
58
85
84
96
65
...
68
...
...
...
96
59
...
75
92
...
...
64
87
84
100
88
...
...
...
100
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
y
z
z
*
z
y
z
y
*, z
14
55
...
99
...
51
45
100
...
...
...
98
...
100
92
100
38
70
81
93
...
...
60
...
...
...
...
...
61
93
...
...
56
76
76
100
59
...
...
...
100
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
y
z
z
y
*, z
90
66
...
100
...
57
48
100
...
...
...
94
...
100
91
100
61
89
85
97
...
...
69
...
...
...
...
61
...
79
91
...
...
65
88
87
100
96
...
...
...
100
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
y
z
z
y
*, z
StatiStical tableS
Table 8
PRIMARY EDUCATION
SECONDARY EDUCATION
Pupil/teacher ratio2
Pupil/trained
teacher ratio2
School year
ending in
School year
ending in
1999
35
35
32
24
...
19
21
62
10
21
19
24
30
22
19
21
19
14
18
23
9
25
26
18
15
32
24
27
12
20
31
23
...
20
38
27
...
34
34
27
21
20
34
26
...
29
19
24
19
20
21
18
20
...
...
13
12
17
18
10
17
19
17
14
...
22
13
11
12
20
22
...
...
**
**
**
**
**
**
**
**
**
**
2011
...
31
21
30
17
25
...
31
...
...
...
22
20
15
15
...
15
14
13
22
9
...
21
12
12
22
28
17
9
16
25
18
29
16
27
25
...
34
21
28
13
...
30
23
...
20
13
18
16
15
18
...
14
...
10
11
11
...
14
...
14
18
13
...
...
16
13
...
9
14
...
...
...
y
z
z
y
z
z
*
z
z
y
z
*, z
z
z
2011
...
...
...
...
18
43
...
...
...
...
...
...
20
21
22
...
15
15
24
46
9
...
...
...
13
...
28
19
9
28
30
22
31
25
...
36
...
...
...
29
22
...
40
25
...
...
21
20
19
15
20
...
...
...
10
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
Pupil/teacher ratio2
Teaching staff,
total secondary
1999
y
z
z
*
z
y
z
y
*, z
Lower secondary
Upper secondary
Total secondary
2011
2011
Total
(000)
%F
Total
(000)
%F
Total
Male
Female
...
150
189
1
...
1
169
2
0.01
1.0
...
0.4
...
...
76
41
57
...
33
53
...
64
48
...
47
...
...
194
225
1
16
1
246
4
...
...
...
...
...
...
76
55
58
66
29
51
29
...
...
...
...
...
...
...
...
...
92
71
...
...
...
...
...
...
...
...
...
...
...
90
71
...
...
...
...
...
...
...
...
...
...
...
93
71
...
...
...
...
...
...
...
0.1
0.4
311
0.4
2
1
1.0
0.6
39
...
0.2
0.2
45
200
13
65
0.4
...
68
...
...
33
...
...
...
12
519
0.03
1
10
14
39
105
0.3
0.7
0.4
3
6
0.1
19
...
...
73
105
...
5
44
39
495
533
75
...
...
61
422
3
4
0.3
...
...
**
**
**
**
**
**
**
**
**
**
**
**
**
**
63
71
69
49
...
58
64
67
52
...
63
46
62
49
53
60
68
...
49
...
...
...
...
...
...
...
44
62
53
56
55
62
89
56
65
57
63
59
62
72
...
...
57
57
...
51
45
64
57
51
56
...
...
70
65
38
48
59
...
...
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
0.1
0.7
...
0.5
3
...
2
0.7
...
1 431
0.2
0.4
71
201
28
88
0.5
31
136
25
0.7
77
4
...
...
18
670
0.03
...
15
19
...
160
0.5
1.0
0.7
4
...
...
25
...
75
...
...
7
...
44
464
594
...
...
...
71
...
5
4
...
107
...
y
z
z
y
z
z
z
z
z
*
z
**, y
z
z
68
71
...
59
76
...
60
67
...
66
64
48
62
51
60
55
72
67
54
53
62
45
69
...
...
73
49
74
...
55
60
...
44
64
70
64
72
...
...
...
...
63
...
...
64
...
65
59
59
...
...
...
73
...
52
60
...
49
...
y
z
z
y
z
z
z
**
z
z
*
z
**, y
z
z
57
47
...
96
89
...
36
100
...
...
...
100
...
97
90
100
41
79
75
91
25
...
57
...
...
...
91
44
...
53
87
...
...
56
65
63
100
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
y
z
z
z
z
y
*
z
y
50
55
...
96
...
...
30
100
...
...
...
100
...
97
90
100
38
74
69
89
49
...
49
...
...
...
...
29
...
45
87
...
...
55
60
63
100
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
y
z
*
z
y
61
44
...
96
...
...
40
100
...
...
...
99
...
98
89
100
42
82
79
94
11
...
61
...
...
...
...
50
...
59
88
...
...
56
67
63
100
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
y
z
*
z
y
1999
2011
1999
2011
1999
2011
...
41
22
26
...
...
23
30
...
15
25
...
29
...
39
19
24
15
33
22
25
...
...
...
...
16
...
21
22
17
...
...
25
25
...
13
...
...
...
...
25
16
20
15
22
18
23
...
...
...
...
...
...
34
22
20
...
13
24
28
16
15
...
23
...
...
35
18
21
15
28
20
24
...
...
...
...
...
Country or territory
...
12
11
...
16
...
23
8
24
23
6
11
32
...
20
12
21
...
13
...
...
15
...
...
...
18
18
10
12
31
17
...
22
...
...
24
17
22
9
12
...
...
9
...
...
...
10
10
13
15
10
...
...
12
10
...
9
15
...
...
**
**
**
**
**
**
**
**
**
**
**
**
**
**
...
...
...
...
12
...
17
6
...
18
9
9
22
27
15
10
15
29
12
25
...
15
21
...
...
...
19
15
...
...
16
...
...
11
15
18
14
12
...
10
...
7
8
7
...
10
...
9
14
12
...
...
...
11
...
11
8
...
...
...
y
z
z
y
z
**
**, y
*
z
*, z
**, y
z
z
...
16
12
...
16
...
23
7
20
...
10
7
27
...
19
10
15
28
14
...
...
11
...
...
...
20
14
10
21
31
15
...
22
...
...
24
13
19
9
23
...
...
12
...
...
...
9
14
11
16
10
14
...
9
11
...
38
8
...
8
**
**
**
**
**
**
**
**
**
**
**
**
...
...
...
...
12
...
14
6
...
15
7
9
21
23
14
8
9
29
10
23
...
12
20
...
...
...
16
11
...
...
13
...
...
7
16
15
11
...
...
14
...
11
...
13
10
...
10
11
15
...
12
...
9
...
7
15
...
...
...
y
z
z
y
z
**
**, y
*
z
y
z
z
z
15
13
11
16
16
18
23
7
21
...
7
9
29
18
20
11
19
...
14
...
...
13
...
...
...
19
17
10
15
31
16
11
22
14
17
24
15
21
9
15
...
...
10
10
...
13
10
12
12
15
10
...
...
10
11
12
11
10
...
...
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
9
12
...
14
12
...
16
6
...
16
8
9
21
26
15
9
12
29
11
24
15
14
21
...
...
15
18
13
...
31
15
...
16
9
15
17
13
...
...
11
...
10
...
...
10
...
10
13
13
...
...
...
10
...
8
9
...
14
...
375
3 /4
Table 8 (continued)
Annex
PRE-PRIMARY EDUCATION
Teaching staff
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
376
Total
(000)
Total
(000)
14
0.1
68
36
...
51
327
...
99
93
97
...
95
95
18
0.1
156
...
...
64
541
...
68
0.01
504
9
0.4
11
...
...
...
33
31
...
98
90
32
...
...
...
...
0.2
...
...
0.7
45
...
...
...
0.6
...
0.7
0.2
4
0.8
...
...
0.05
0.6
2
2
0.4
0.3
2
0.5
0.8
18
...
0.2
47
2
6
...
...
1
3
...
1
0.6
...
0.5
0.1
1
0.2
0.9
...
...
...
...
1
...
...
...
...
**
**
**
**
**
**
**
Pupil/teacher
ratio2
2011
%F
...
61
...
66
99
97
100
...
...
94
100
83
88
36
97
93
98
55
92
...
73
64
99
19
...
...
73
100
...
88
98
...
86
95
78
100
83
...
...
...
...
97
...
...
...
...
**
**
**
**
**
**
**
18
4
2
3
1
15
1
0.5
0.7
...
2
4
10
...
1
14
...
...
42
4
0.3
93
2
...
7
...
2
3
...
...
3
...
3
0.3
6
0.2
2
...
...
2
2
2
20
16
...
...
z
z
2011
%F
97
96
95
...
...
95
94
Total
z
z
z
...
...
93
...
...
88
90
...
...
z
z
z
y
z
z
z
PRIMARY EDUCATION
40
...
98
83
82
96
100
88
79
...
96
92
95
...
98
70
...
...
83
53
69
83
...
...
97
...
94
99
...
...
88
...
80
94
78
100
82
...
...
57
98
94
83
54
...
...
z
z
y
z
z
Male
1999
Female
...
...
...
...
...
...
...
...
...
...
...
...
...
...
16
8
17
9
...
23
22
16
8
12
...
...
18
16
...
...
...
...
...
50
85
...
...
...
...
...
...
...
3
51
...
...
...
...
...
...
...
56
89
...
...
...
27
22
35
23
31
24
...
...
...
...
11
...
...
25
23
...
...
z
z
y
z
y
y
z
y
43
63
46
76
19
41
.
...
77
...
90
100
...
...
55
28
...
...
31
...
28
92
...
...
83
...
83
92
...
...
81
...
33
77
22
...
32
...
...
32
56
42
...
7
...
...
z
z
y
z
y
y
z
48
46
50
9
63
48
32
...
72
...
94
100
...
...
53
100
...
...
36
...
25
74
...
...
50
...
57
99
...
...
91
...
39
45
13
...
45
...
...
44
51
54
...
28
...
...
z
z
y
z
y
y
z
...
28
...
29
28
23
25
...
...
26
10
22
25
43
36
36
30
37
28
...
21
26
19
18
...
...
21
16
...
27
21
...
35
28
19
16
19
...
...
...
...
17
...
...
...
...
**
**
**
**
**
**
**
37
27
13
24
35
22
20
44
34
...
23
19
25
...
38
27
...
...
36
34
29
21
24
...
23
...
44
14
...
...
32
...
38
19
25
17
17
...
...
36
12
33
25
57
...
...
z
z
*, z
z
z
y
z
z
z
2011
...
...
...
...
...
...
...
45
51
50
22
55
48
32
...
73
...
94
100
23
...
53
86
...
...
35
...
26
77
...
...
51
...
59
99
...
...
90
...
38
47
15
99
42
...
...
39
51
54
...
18
...
...
Teaching staff
1999
Total
(000)
%F
61
0.2
172
62
...
249
1 618
82
91
68
80
...
81
86
68
0.2
224
62
...
252
1 795
...
...
2
3 135
315
3
92
424
67
...
...
32
33
54
60
23
45
...
122
458
5
...
278
3
174
453
72
...
16
12
19
12
41
3
...
12
2
7
43
155
1
6
87
5
5
80
16
3
148
8
10
43
41
15
5
37
13
13
432
24
1
21
0.7
15
...
227
...
6
23
110
106
26
...
**
**
**
*
**
2011
...
23
81
23
54
36
62
...
9
26
37
20
21
28
35
29
48
32
32
25
20
42
80
19
58
40
23
54
25
66
31
48
55
...
22
85
38
...
78
...
75
13
33
45
49
...
Total
(000)
**
**
**
*
**
94
42
13
49
40
79
3
8
31
4
14
56
297
3
8
260
13
6
123
37
5
153
11
25
100
47
44
6
98
14
53
574
40
1
52
1
38
...
232
29
8
33
170
181
48
...
z
z
z
**, y
**
y
**
**
2011
%F
80
92
75
82
...
87
87
31
54
40
...
57
72
42
48
85
...
20
76
38
53
50
67
18
15
28
53
27
27
40
41
37
53
29
37
30
22
44
...
14
56
40
28
71
41
68
46
48
52
56
31
88
25
...
77
12
71
14
...
52
51
...
z
z
z
**, y
**
y
**
**
Total
Male
Female
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
58
...
...
...
81
93
83
82
...
60
...
...
...
84
93
91
...
...
56
...
...
...
80
92
74
...
...
47
100
95
94
67
92
57
62
55
87
100
90
49
91
48
...
90
52
75
39
97
66
56
95
88
52
100
84
96
97
66
98
48
48
99
48
...
87
44
78
71
95
97
...
...
z
**, y
**
y
z
y
y
**
...
47
100
93
...
63
90
55
59
...
82
100
...
47
91
49
...
90
44
72
33
96
...
55
96
88
51
100
81
95
97
61
98
47
51
...
43
...
93
...
75
71
...
96
...
...
z
**, y
**
y
z
...
47
100
98
...
72
93
69
81
...
91
100
...
52
91
46
...
89
66
81
59
98
...
63
94
90
57
100
87
97
98
72
99
49
40
...
64
...
86
...
80
67
...
97
...
...
z
**, y
**
y
z
StatiStical tableS
Table 8
PRIMARY EDUCATION
SECONDARY EDUCATION
Pupil/teacher ratio2
Pupil/trained
teacher ratio2
School year
ending in
School year
ending in
1999
2011
2011
1999
Total
(000)
13
5
15
12
...
19
15
11
6
12
9
...
18
14
...
...
42
35
25
24
39
33
26
45
40
24
...
20
12
28
40
24
...
53
27
47
46
52
29
...
68
35
60
45
26
57
47
67
49
37
30
47
44
32
44
39
47
63
62
26
61
32
41
41
54
36
49
15
37
...
35
...
33
41
57
46
61
...
**
**
**
*
**
46
44
25
48
48
45
23
81
63
28
49
49
37
28
40
55
25
38
33
44
52
47
34
27
43
76
48
20
55
30
39
36
58
29
33
13
31
...
31
50
29
42
48
46
63
...
z
z
z
**, y
**
y
**
**
...
...
...
...
...
...
...
...
70
...
...
...
15
30
48
29
...
94
26
51
51
68
25
141
101
50
57
49
42
57
44
115
...
42
63
58
133
48
51
48
45
86
92
20
66
31
40
54
59
54
70
14
65
...
35
113
37
58
50
47
...
...
Pupil/teacher ratio2
Teaching staff,
total secondary
z
**, y
**
y
z
y
y
**
Total
(000)
%F
68
...
52
56
...
56
56
98
0.1
294
73
...
...
1 758
...
265
0.6
1 995
...
0.9
40
...
...
...
13
32
34
...
25
9
...
...
...
377
3
4 252
...
...
102
...
149
16
10
9
6
...
28
2
...
4
...
...
20
...
0.9
2
...
3
...
52
...
2
68
3
7
...
9
8
5
...
5
4
129
6
...
9
0.6
6
...
145
...
3
7
31
...
...
...
**
**
**
**
**
**
**
**
*
Lower secondary
Upper secondary
Total secondary
2011
85
...
277
63
...
355
1 504
**
33
12
45
...
...
22
41
...
5
...
...
...
...
5
12
...
16
...
22
...
6
39
51
16
...
32
14
47
...
46
18
36
21
...
15
54
27
...
50
...
...
13
21
...
...
...
**
**
**
**
**
**
**
*
22
...
...
26
13
65
4
2
14
...
...
...
249
...
6
113
...
...
124
22
...
108
5
...
44
17
33
8
22
...
9
274
21
0.6
30
0.6
...
...
187
...
6
21
...
80
...
...
**, y
**, z
y
**
z
**
2011
%F
69
76
55
59
...
...
61
...
22
39
40
...
...
22
...
...
...
...
...
17
20
28
41
12
7
...
...
...
...
...
15
26
...
...
25
6
...
41
56
...
45
28
11
58
19
...
21
46
28
20
18
58
...
...
55
...
48
...
...
28
...
...
**, y
**, z
y
**
z
**
**
*
1999
2011
Male
Female
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
11
5
...
12
...
16
16
8
...
11
9
...
...
13
...
54
...
...
...
...
...
...
82
...
53
...
...
...
...
...
...
...
...
57
...
...
...
...
...
...
...
...
43
35
...
...
18
38
...
21
44
33
23
31
...
8
37
...
17
...
...
...
48
72
29
81
...
...
...
...
...
33
...
71
...
...
...
72
...
...
93
...
...
...
59
...
...
84
...
17
66
...
45
...
91
...
...
...
...
75
...
...
...
...
...
...
...
...
48
77
26
79
...
...
...
...
...
33
...
70
...
...
...
68
...
...
94
...
...
...
54
...
...
83
...
17
63
...
43
...
...
...
...
...
...
76
...
...
...
...
...
...
...
...
52
53
36
85
...
...
...
...
...
32
...
77
...
...
...
82
...
...
91
...
...
...
73
...
...
87
...
17
69
...
49
...
...
...
...
...
...
73
...
...
...
...
...
...
27
...
29
...
...
...
...
41
...
...
34
...
25
55
28
28
24
20
31
17
...
...
17
...
...
31
...
...
25
34
...
...
...
31
14
23
...
...
...
...
44
...
...
18
...
37
...
...
...
...
...
18
...
44
15
...
...
...
...
42
44
...
38
16
34
...
33
...
14
25
...
38
...
...
...
42
31
...
19
...
...
19
...
...
48
...
34
...
...
32
...
**, y
**
**
z
z
**, y
**
**
z
z
**
**, y
**
**
z
z
**
2011
9
...
...
17
...
14
14
7
...
11
10
...
...
14
...
32
27
...
...
9
24
...
...
...
28
14
21
...
...
23
...
18
...
15
...
23
...
...
...
...
23
...
...
21
...
15
45
...
28
...
19
...
11
...
...
18
...
...
24
...
...
21
12
...
...
...
20
14
34
...
...
...
...
20
...
...
...
...
43
...
...
...
...
...
16
...
20
...
...
...
...
...
37
27
...
...
22
27
...
27
...
...
18
...
13
...
...
...
30
36
...
21
...
...
...
...
...
...
...
16
...
...
...
...
1999
2011
10
...
12
15
...
15
15
7
16
11
10
...
...
14
...
37
32
34
...
17
32
...
...
...
31
20
25
...
...
30
...
17
Country or territory
Total
1999
**
**
**
**
**
**
**, y
**
**
**
**
**
**
**
**
**, y
18
23
18
28
...
23
24
...
34
...
...
29
...
23
51
...
28
...
20
...
15
29
22
17
...
60
28
20
...
24
24
30
23
...
27
14
27
...
29
...
17
35
18
...
...
...
**
**
**
**
**
**
**
**
**
*
39
...
...
26
29
24
17
67
32
...
...
...
15
...
39
40
...
...
18
31
...
30
24
...
23
42
25
...
33
...
40
33
24
20
27
12
...
...
25
...
16
26
...
26
...
...
**, y
**, z
**, y
**
**
Portugal
San Marino
Spain
Sweden
Switzerland
United Kingdom
United States
South and West Asia
Afghanistan
Bangladesh
Bhutan
India
Iran, Islamic Republic of3
Maldives
Nepal
Pakistan
Sri Lanka
Sub-Saharan Africa
Angola
Benin
Botswana
Burkina Faso
Burundi
Cameroon
Cape Verde
Central African Republic
Chad
Comoros
Congo
Cte d'Ivoire
Democratic Rep. of the Congo
Equatorial Guinea
Eritrea
Ethiopia
Gabon
Gambia
Ghana
Guinea
Guinea-Bissau
Kenya
Lesotho
Liberia
Madagascar
Malawi
Mali
Mauritius
Mozambique
Namibia
Niger
Nigeria
Rwanda
Sao Tome and Principe
Senegal
Seychelles
Sierra Leone
Somalia
South Africa
South Sudan
Swaziland
Togo
Uganda
United Republic of Tanzania
Zambia
Zimbabwe
377
3 /4
Table 8 (continued)
Annex
PRE-PRIMARY EDUCATION
Teaching staff
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
Total
(000)
%F
Sum
%F
Sum
%F
92
8 230
**
Countries in transition
Developed countries
Developing countries
1 000
1 407
2 978
100
94
88
1 026
1 942
5 262
**
Arab States
Central and Eastern Europe
Central Asia
East Asia and the Pacific
East Asia
Pacific
Latin America and the Caribbean
Caribbean
Latin America
North America and Western Europe
South and West Asia
Sub-Saharan Africa
118
1 119
128
1 413
1 387
26
750
14
736
1 064
596
197
77
100
97
94
94
89
96
99
96
92
74
70
197
1 130
158
2 262
2 228
...
1 149
16
1 132
1 596
...
439
**
214
3 779
1 168
2 611
1 393
**
**
**
Pupil/teacher
ratio2
2011
%F
**
2011
Total
(000)
5 385
59
93
87
96
93
**
**
**
**
**
**
427
5 813
...
3 521
1 990
**
**
**
**
**
**
**
**
**
PRIMARY EDUCATION
Total
94
**
97
95
93
**
90
97
98
96
97
...
96
98
96
94
...
79
**
72
95
...
96
95
**
**
**
**
**
**
**
**
**
Male
1999
...
Weighted average
...
21
21
**
**
...
...
...
...
...
...
...
...
...
7
18
27
9
15
25
...
...
89
...
...
...
...
...
...
...
...
51
...
...
85
...
...
...
...
...
...
...
...
56
...
...
89
...
...
...
...
...
...
...
...
51
20
8
10
26
26
17
21
...
21
18
36
28
21
10
11
21
21
...
18
...
18
14
...
28
54
...
...
...
...
42
...
...
...
...
54
...
...
...
...
27
21
26
19
18
**
**
**
**
**
25
22
...
18
15
**
**
**
**
**
**
**
**
**
2011
Female
Median
...
Teaching staff
1999
2011
2011
Total
(000)
%F
Total
(000)
%F
Sum
%F
Sum
%F
24 836
913
4 447
19 476
1 516
1 364
331
9 184
9 029
155
2 715
83
2 631
3 421
4 341
1 965
1 749
18 339
7 761
10 578
4 749
58
**
**
**
**
**
**
**
92
81
52
52
83
86
55
54
72
77
54
78
82
36
43
38
55
48
60
79
**
**
**
**
**
**
**
**
28 824
**
816
4 736
23 271
**
1 931
1 127
340
10 355
10 185
...
3 079
92
2 988
3 801
...
3 190
**
2 978
20 606
9 589
11 017
5 239
**
**
**
**, z
**
**
**
**
Total
Male
Female
Median
63
**
...
...
...
94
83
58
**
...
...
87
...
...
83
...
...
88
57
82
89
63
63
...
78
59
79
84
...
43
**
...
...
97
...
...
...
86
71
...
...
82
84
...
...
96
...
...
...
73
59
...
...
87
81
...
...
97
...
...
...
89
87
...
...
77
87
90
...
85
...
...
90
...
87
...
...
89
...
82
...
...
44
61
56
66
80
**
**
**
**, z
**
**
**
**
**
Sources: UNESCO Institute for Statistics database (UIS) database; EFA Global Monitoring Report Team calculations as for the pupil/trained teacher ratio.
Note: The statistical tables still include data for Sudan (pre-secession) for reference purposes as those for the two new entities since July 2011, Sudan and South Sudan, are just becoming available. The country groupings by level of income are as defined by
the World Bank but include EFA countries only. They are based on the list of countries by income group as revised in July 2012.
1. Data on trained teachers (defined according to national standards) are not collected for countries whose education statistics are gathered through the OECD, Eurostat or the World Education Indicators questionnaires.
2. Based on headcounts of pupils and teachers.
3. The number of primary school teachers declined by nearly 21% from 2008 to 2009 mainly because previously included statistics on adult education and literacy programmes were excluded.
Data in bold are for the school year ending in 2012, those in italic are for 2000 and those in bold italic are for 2001.
(z) Data are for the school year ending in 2010.
(y) Data are for the school year ending in 2009.
(*) National estimate.
(**) For country level data: UIS partial estimate; for regional and other country-grouping sums and weighted averages: partial imputation due to incomplete country coverage (between 33% and 60% of population for the region or other country grouping).
(-) Magnitude nil or negligible.
(.) The category is not applicable or does not exist.
() No data available.
378
StatiStical tableS
Table 8
PRIMARY EDUCATION
SECONDARY EDUCATION
Pupil/teacher ratio2
Pupil/trained
teacher ratio2
School year
ending in
School year
ending in
1999
2011
Median
24
**
...
17
14
27
**
22
17
16
18
18
...
21
26
21
14
...
43
**
26
19
16
29
23
18
21
24
25
20
26
29
26
15
36
42
43
27
31
24
16
**
**
**
**
**
**
**
43
24
31
19
14
**
**
**
**, z
**
**
**
**
**
2011
Weighted average
Pupil/teacher ratio2
Teaching staff,
total secondary
1999
Total
(000)
%F
Sum
%F
Sum
%F
...
...
35
3 164
6 156
15 210
**
...
...
20
...
...
...
22
...
...
...
30
51
1 366
3 492
802
7 595
7 406
...
3 024
52
2 972
4 492
2 928
830
50
...
37
...
...
971
17 217
5 715
11 502
6 342
**
**
**
**
**
**
**
**
**
**
Upper secondary
Total secondary
2011
%F
**
Lower secondary
2011
Total
(000)
24 530
53
**
75
55
47
**
43
73
66
46
45
...
65
62
65
56
35
31
30
53
45
57
54
**
**
**
**
**
**
**
**
**
**
**
31 473
**
2 370
6 462
22 641
**
2 023
2 694
873
10 000
9 812
...
3 811
77
3 734
4 957
5 428
1 788
1 892
22 675
9 229
13 446
6 906
**
**
**
**, z
**
**
**
**
**
**
**
Total
52
**
76
59
48
**
46
72
71
51
51
...
58
68
58
60
40
30
**
30
52
47
55
58
**
**
**
**, z
**
**
**
**
**
**
**
Male
1999
2011
...
2011
1999
2011
Country or territory
Female
Median
...
1999
Weighted average
...
19
...
...
...
...
...
...
...
...
...
...
14
23
...
...
98
...
...
...
77
57
...
...
...
...
...
...
96
...
...
...
72
55
...
...
...
...
...
...
98
...
...
...
80
61
...
...
...
...
19
...
...
18
18
...
20
21
20
14
36
29
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
31
20
26
17
14
**
**
**
**
**
**
**
**
18
...
12
20
17
...
...
16
16
...
17
...
17
12
32
27
29
19
24
15
13
**
**
**
**
**
**
**
**
**
**
**
16
...
13
19
13
...
...
15
15
...
14
20
14
13
30
23
23
17
21
15
13
**
**
**
**
**
**
**
**
**
**
**
**
**
16
...
12
18
13
...
...
16
16
...
14
...
14
13
22
24
22
17
20
15
12
**
**
**
**
**
**
**
**
**
**
**
18
**
11
13
21
**
16
12
11
17
17
...
17
20
17
14
33
26
28
19
24
16
14
**
**
**
**
**
**
**
**
**
**
17
**
World
10
12
19
**
Countries in transition
Developed countries
Developing countries
15
11
12
16
16
...
16
18
16
12
27
26
**
26
18
22
15
12
**
**
**, z
**
**
**
**
**
**
**
Arab States
Central and Eastern Europe
Central Asia
East Asia and the Pacific
East Asia
Pacific
Latin America and the Caribbean
Caribbean
Latin America
North America and Western Europe
South and West Asia
Sub-Saharan Africa
Countries with low income
Countries with middle income
Lower middle
Upper middle
Countries with high income
379
3 /4
Table 9
ANNEX
Total public
expenditure on
education
as % of GNP
2
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
Total public
expenditure
on education
as % of total
government
expenditure
Country or territory
Arab States
Algeria
Bahrain
Djibouti
Egypt
Iraq
Jordan
Kuwait
Lebanon
Libya
Mauritania
Morocco
Oman
Palestine
Qatar
Saudi Arabia
Sudan
Syrian Arab Republic
Tunisia
United Arab Emirates
Yemen
Sudan (pre-secession)
Central and Eastern Europe
Albania
Belarus
Bosnia and Herzegovina
Bulgaria
Croatia
Czech Republic
Estonia
Hungary
Latvia
Lithuania
Montenegro
Poland
Republic of Moldova
Romania
Russian Federation
Serbia
Slovakia
Slovenia
The former Yugoslav Rep. of Macedonia
Turkey
Ukraine
Central Asia
Armenia
Azerbaijan
Georgia
Kazakhstan
Kyrgyzstan
Mongolia
Tajikistan
Turkmenistan
Uzbekistan
East Asia and the Pacific
Australia
Brunei Darussalam
Cambodia
China
Cook Islands
Democratic People's Republic of Korea
Fiji
Indonesia
Japan
Kiribati
Lao People's Democratic Republic
Macao, China
Malaysia
Marshall Islands
Micronesia (Federated States of)
Myanmar
Nauru
New Zealand
Niue
Palau
380
1999
...
...
7.5
...
...
5.0
5.6
2.0
...
2.4
5.5
4.2
...
...
7.0
...
4.5
6.5
1.3
10.5
...
**
**
**
2011
4.4
3.1
...
3.7
...
...
...
1.7
...
4.1
5.5
4.6
...
2.4
5.5
...
5.2
6.6
...
5.5
...
3.3
6.0
...
3.5
...
3.9
6.8
4.9
5.8
6.0
...
4.7
4.6
2.9
3.0
...
4.2
5.9
...
3.0
3.7
...
5.4
...
4.2
4.4
4.6
6.0
5.1
4.9
5.5
...
5.4
7.9
4.2
4.2
4.8
4.5
5.8
...
...
...
2.2
4.3
2.0
4.0
4.3
5.1
2.1
...
...
3.0
3.0
2.8
3.4
6.3
6.1
4.0
...
...
5.0
4.9
1.0
1.9
...
...
5.3
2.8
3.5
6.7
1.0
3.6
6.1
11.0
6.2
0.6
...
7.1
...
9.4
5.3
2.0
2.7
...
3.2
...
4.3
2.8
3.7
...
3.4
2.9
5.3
...
...
0.8
...
7.6
...
...
**
**
x
x
y
y
x
x
y
z
z
z
z
z
z
z
z
y
x
z
z
z
y
z
y
z
z
z
z
z
Public current
expenditure
on primary education
as % of public current
expenditure
on education
1999
2011
...
...
...
...
...
20.6
...
10.4
...
...
25.7
21.3
...
...
26.0
...
13.8
17.4
22.2
32.8
...
20.3
11.7
...
11.9
...
...
...
7.1
...
14.7
25.7
...
...
7.1
19.3
...
18.9
21.5
...
16.0
...
**
**
*
9.6
...
...
8.8
...
9.7
15.4
12.8
14.4
16.0
...
11.4
16.4
7.5
10.6
...
13.8
12.4
...
...
13.6
...
18.1
...
10.8
...
9.7
14.0
9.8
11.3
13.2
...
11.4
22.0
10.3
11.9
9.5
10.6
11.4
...
...
...
9.5
24.4
10.3
14.4
21.4
15.2
11.8
...
...
11.7
10.0
7.7
...
18.6
11.9
13.8
...
...
14.3
9.3
8.7
13.0
13.1
...
18.3
11.5
9.3
...
7.4
13.5
25.2
...
...
8.0
...
16.1
...
...
13.5
16.9
...
...
...
...
14.4
15.2
9.4
...
13.2
15.3
21.3
...
...
...
...
16.1
...
...
**
**
x
x
x
x
y
z
z
z
z
z
z
y
x
y
z
z
z
*, y
z
z
z
1999
2011
...
...
...
...
...
...
...
...
...
...
39.1
37.3
...
...
...
...
...
38.3
...
...
...
...
...
...
...
...
...
...
...
...
48.8
...
32.8
...
...
...
...
...
...
...
...
...
...
...
...
20.8
...
17.8
...
19.5
...
...
...
...
...
...
...
...
14.5
...
...
...
...
**
**
**
...
...
...
19.8
...
16.1
25.5
18.1
...
17.2
...
30.3
19.2
20.0
...
46.2
20.7
28.0
...
...
...
...
...
...
...
...
...
...
...
...
...
...
38.3
...
...
35.2
...
...
...
33.7
...
61.7
34.3
53.0
...
...
...
...
...
...
...
30.9
...
...
...
...
26.7
...
...
34.5
28.7
...
...
...
...
44.8
39.9
...
...
...
...
35.4
...
...
56.1
...
23.3
...
...
**
**
**
z
z
z
z
z
z
y
z
Public current
expenditure on
primary education
per pupil (unit cost)
at PPP in constant
2010 US$
1999
...
...
...
...
...
483
...
...
...
...
511
1 909
...
...
...
...
388
925
3 660
...
...
...
...
...
1 391
...
1 743
...
2 694
...
...
...
...
...
...
...
...
1 425
...
...
...
...
**
**
**
2011
...
...
...
...
...
599
5 200
...
...
288
683
3 376
...
4 785
...
...
693
...
...
347
...
...
...
...
3 128
...
3 500
4 975
4 224
...
4 299
...
5 056
1 298
2 717
...
6 243
4 530
7 581
...
...
...
x
x
z
z
z
z
z
z
Public current
expenditure
on secondary
education
as % of public current
expenditure
on education
1999
2011
...
...
...
...
...
...
...
...
...
...
43.5
51.7
...
...
...
...
...
42.9
...
...
...
...
...
...
...
...
...
...
...
...
22.9
...
40.0
...
...
...
...
...
...
...
...
...
...
...
...
46.6
...
49.8
...
40.6
...
...
...
...
...
...
...
...
55.7
...
...
...
...
**
**
**
...
...
...
43.5
...
46.5
39.0
41.6
...
45.9
...
35.6
36.7
38.1
...
23.3
49.6
37.8
...
...
...
...
...
...
...
...
...
...
...
...
893
...
554
...
...
783
...
...
...
...
...
...
...
...
...
...
...
...
...
...
38.2
...
...
32.6
...
...
...
5 178
...
59
...
...
...
...
...
...
...
...
...
1 108
...
...
...
...
4 534
...
...
6 654
2 544
...
...
...
...
728
344
...
...
...
...
2 049
...
...
...
...
5 839
...
...
38.4
...
11.8
38.4
40.0
...
...
...
...
...
...
...
34.7
...
...
33.4
...
39.8
...
...
37.3
46.8
...
...
...
...
15.2
24.9
...
...
...
...
42.4
...
...
25.9
...
38.0
...
...
**
**
**
**
**
z
z
z
z
z
z
y
z
Public current
expenditure
on secondary
education per pupil
(unit cost)
at PPP in constant
2010 US$
1999
...
...
...
...
...
559
...
...
...
...
1 339
3 711
...
...
...
...
670
1 328
4 775
...
...
...
...
...
1 677
...
3 435
...
2 804
...
...
...
...
...
...
...
...
2 571
...
...
...
...
**
**
**
2011
...
...
...
...
...
732
7 042
...
...
574
...
3 801
...
5 082
...
...
598
...
...
233
...
...
...
...
3 366
...
5 618
5 826
4 160
...
4 088
...
4 677
1 189
2 377
...
1 510
4 195
7 904
...
...
...
x
x
**
z
z
z
z
z
z
Primary education
textbooks and other
teaching material as
% of public current
expenditure on
primary education
1999
2011
...
4.2
...
...
...
...
...
...
...
...
...
1.5
...
...
...
...
1.9
...
...
...
...
...
...
0.7
...
...
...
7.1
...
...
...
1.8
1.4
...
...
...
...
...
...
2.7
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
Primary education
teachers
compensation as
% of public current
expenditure on
primary education
1999
2011
...
...
...
...
...
77.8
...
69.1
...
...
...
74.9
...
...
...
...
...
...
...
...
...
...
...
81.6
...
...
97.2
80.7
...
...
...
75.9
61.7
...
...
...
...
...
...
72.5
...
...
...
...
...
...
...
...
...
...
...
...
...
...
0.4
...
...
...
...
...
...
...
...
...
...
...
53.3
...
45.0
...
...
...
...
...
...
...
...
...
...
62.1
...
...
...
...
...
...
...
58.5
...
46.8
...
...
...
68.2
...
...
50.7
...
...
...
49.4
...
...
89.8
...
...
...
...
...
...
...
...
...
...
1 015
...
...
...
...
692
...
...
...
...
...
...
...
...
0.2
...
...
...
...
...
...
...
...
2.3
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
40.9
...
...
...
4 337
...
75
303
...
...
...
...
...
...
...
...
1 708
...
...
...
...
5 569
...
...
6 365
3 849
...
...
...
...
249
316
...
...
...
...
2 895
...
...
...
...
6 464
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
0.1
...
...
...
...
64.2
...
...
...
...
...
...
...
...
...
...
...
69.6
...
...
...
...
...
...
...
62.1
...
...
...
...
...
...
...
...
...
...
...
62.3
...
...
59.3
...
...
...
...
**
**
**
y
x
STATISTICAL TABLES
Table 9
Table 9 (continued)
Total public
expenditure
on education
as % of total
government
expenditure
Total public
expenditure on
education
as % of GNP
Country or territory
Papua New Guinea
Philippines
Republic of Korea
Samoa
Singapore
Solomon Islands
Thailand
Timor-Leste
Tokelau
Tonga
Tuvalu
Vanuatu
Viet Nam
Latin America and the Caribbean
Anguilla
Antigua and Barbuda
Argentina
Aruba
Bahamas
Barbados
Belize
Bermuda
Bolivia, Plurinational State of
Brazil
British Virgin Islands
Cayman Islands
Chile
Colombia
Costa Rica
Cuba
Dominica
Dominican Republic
Ecuador
El Salvador
Grenada
Guatemala
Guyana
Haiti
Honduras
Jamaica
Mexico
Montserrat
Netherlands Antilles
Nicaragua
Panama
Paraguay
Peru
Saint Kitts and Nevis
Saint Lucia
Saint Vincent and the Grenadines
Suriname
Trinidad and Tobago
Turks and Caicos Islands
Uruguay
Venezuela, Bolivarian Republic of
North America and Western Europe
Andorra
Austria
Belgium
Canada
Cyprus
Denmark
Finland
France
Germany
Greece
Iceland
Ireland
Israel
Italy
Luxembourg
Malta
Monaco
Netherlands
Norway
Public current
expenditure
on primary education
as % of public current
expenditure
on education
1999
2011
1999
2011
1999
2011
...
3.3
3.8
4.5
3.3
2.3
5.1
...
...
5.2
...
6.3
...
...
2.7
5.0
6.3
3.4
8.9
6.0
3.1
...
...
...
5.4
6.8
...
13.9
13.1
13.3
...
...
28.1
...
11.2
16.5
...
17.4
...
...
15.0
15.8
13.4
22.7
34.0
29.5
8.1
...
...
...
23.7
19.8
...
59.5
43.5
32.4
25.2
...
33.6
...
...
...
...
38.9
...
...
56.0
32.2
...
19.0
...
47.8
...
...
...
...
55.3
32.8
...
...
13.3
13.8
19.7
15.4
17.1
...
15.8
10.5
9.0
...
17.0
16.9
21.1
13.7
...
13.1
9.7
17.1
...
...
18.4
...
...
10.8
22.6
10.7
14.0
17.8
7.3
8.8
21.1
14.0
21.3
13.4
...
12.5
17.4
11.8
...
10.7
9.8
14.0
21.8
...
13.5
18.7
13.4
24.6
18.1
13.6
...
17.8
14.9
23.1
18.3
9.3
...
15.5
...
...
18.5
13.5
...
...
11.5
...
8.4
...
26.4
14.8
10.6
18.1
...
11.9
10.2
...
...
...
...
...
...
3.4
4.6
...
2.9
5.3
5.7
...
5.8
4.0
...
...
4.0
4.5
5.5
6.9
5.5
2.0
2.0
2.4
...
...
9.3
...
...
5.2
4.5
...
...
3.0
5.1
5.1
3.4
4.9
7.7
7.2
...
3.9
...
2.4
...
...
6.4
5.9
5.9
5.3
8.2
6.2
5.7
...
3.2
6.7
4.9
7.5
4.7
4.2
...
1.2
4.8
7.2
**
**
**
**
**
**
**
**
**
3.4
2.6
5.9
7.2
...
7.7
7.1
2.2
7.9
5.9
4.2
...
4.4
4.7
6.5
13.0
3.6
...
5.3
3.5
...
2.9
3.6
...
...
6.7
5.3
6.3
...
4.8
4.4
4.2
2.8
...
4.6
5.3
...
...
...
...
...
2.9
6.0
6.4
5.6
7.5
8.6
6.7
5.8
4.9
...
9.7
7.8
6.1
4.5
...
5.9
1.2
6.1
6.8
y
y
x
y
z
x
y
z
z
z
z
z
z
z
z
y
z
z
z
z
y
z
y
z
z
z
y
z
y
y
y
y
z
z
y
y
z
z
...
12.4
12.2
12.5
14.5
14.9
12.5
11.5
...
7.0
17.1
13.2
13.9
9.6
9.8
...
5.1
11.1
15.6
**
**
**
**
**
**
**
16.5
11.4
12.5
...
15.8
15.1
12.3
10.4
10.5
...
15.3
13.3
13.6
9.1
...
12.6
8.1
11.6
15.2
y
x
x
y
x
x
y
y
z
z
x
z
z
z
z
z
x
y
z
z
y
z
z
y
z
y
y
y
y
y
y
z
z
...
...
36.7
29.9
...
21.5
61.7
...
41.0
33.3
29.5
...
44.5
...
47.2
35.5
...
54.7
...
...
...
...
...
...
...
30.2
40.8
20.3
...
...
...
47.9
40.4
...
52.7
49.0
...
39.8
29.7
32.4
...
...
19.0
...
...
33.9
21.4
21.1
20.2
...
...
34.2
32.2
33.9
26.1
...
...
17.7
...
...
**
**
**
**
**
**
**
**
**
**
**
**
**
...
49.4
32.8
24.3
...
...
...
30.9
39.7
31.5
28.1
...
32.7
35.6
28.0
29.2
...
...
27.4
40.1
...
55.6
30.1
...
...
31.3
36.7
...
...
43.3
29.0
39.6
38.4
...
41.6
...
...
...
...
...
...
28.7
17.6
23.2
...
30.3
23.4
19.6
20.2
13.9
...
31.6
35.4
40.0
25.3
...
22.6
14.5
24.3
25.7
y
y
y
z
y
z
z
z
z
z
z
y
z
y
z
y
z
z
y
z
y
y
y
y
z
z
z
z
Public current
expenditure on
primary education
per pupil (unit cost)
at PPP in constant
2010 US$
1999
...
325
2 912
285
...
...
1 024
...
...
...
...
429
...
...
...
1 418
...
...
2 092
908
...
433
861
...
...
1 499
...
1 395
...
...
...
...
...
...
...
...
...
...
...
1 508
...
...
...
1 151
554
422
...
1 790
1 224
...
1 535
...
709
...
...
8 083
...
...
4 284
8 959
4 866
5 231
...
...
5 545
3 607
4 478
7 202
...
...
...
...
...
**
**
**
**
**
**
**
**
**
**
2011
...
303
5 246
...
5 494
...
1 892
...
...
...
...
733
701
...
1 736
2 499
...
...
...
...
...
915
2 218
...
...
2 473
1 043
1 633
...
1 783
624
763
564
...
401
260
...
...
...
2 058
...
...
404
1 174
602
636
...
1 810
...
...
3 265
...
...
...
...
10 153
8 359
...
9 222
10 538
7 020
5 719
6 428
...
8 983
7 744
5 623
7 396
11 323
5 127
...
7 752
10 663
x
y
y
z
y
z
z
z
z
x
z
z
y
z
z
y
z
y
y
y
y
z
z
x
y
z
z
Public current
expenditure
on secondary
education
as % of public current
expenditure
on education
1999
...
22.0
38.3
26.9
29.8
...
19.1
...
...
...
...
51.9
...
...
...
35.4
32.3
...
31.3
32.0
...
22.2
36.1
33.6
...
36.5
...
29.1
37.9
...
...
...
...
...
...
...
...
...
34.5
...
29.3
...
...
...
29.7
28.4
...
32.6
25.8
...
31.1
39.6
36.9
...
...
45.1
...
...
52.5
34.6
39.3
49.8
...
38.1
34.1
36.8
30.0
46.5
...
...
50.9
...
...
**
**
**
**
**
**
**
**
**
**
**
2011
...
29.1
36.6
...
22.5
...
15.9
...
...
...
...
30.4
40.8
...
47.3
39.4
25.8
...
28.2
...
45.3
26.1
44.8
38.1
...
32.2
36.3
21.1
28.9
...
...
42.0
21.4
...
14.8
32.1
...
...
37.1
30.6
...
...
13.8
24.1
35.7
31.4
...
45.2
...
...
...
...
...
...
21.3
47.7
42.7
...
44.3
33.8
41.5
44.4
47.4
...
32.2
34.6
25.7
43.7
...
46.1
38.5
40.7
34.6
y
y
y
z
y
z
z
z
z
z
z
y
z
y
z
y
z
z
y
z
y
y
y
y
z
z
z
z
Public current
expenditure
on secondary
education per pupil
(unit cost)
at PPP in constant
2010 US$
1999
...
285
2 419
302
...
...
860
...
...
...
...
2 185
...
...
...
1 906
...
...
3 463
909
...
409
...
...
...
1 699
...
1 926
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
1 641
748
566
...
2 394
1 281
...
1 764
...
1 042
...
...
9 965
...
...
6 762
14 121
7 230
8 551
...
2 990
5 159
5 430
4 166
8 291
...
...
...
...
...
**
**
**
**
**
**
**
**
2011
...
301
5 214
...
8 378
...
710
...
...
...
...
...
...
...
2 191
3 826
...
...
5 383
...
...
658
2 266
...
...
2 480
1 020
1 612
...
1 745
583
1 288
556
...
262
371
...
...
...
2 188
...
...
255
1 504
812
725
...
2 380
...
...
2 958
...
...
...
...
11 941
13 939
...
11 607
12 558
12 083
8 908
8 912
...
7 787
11 578
4 120
7 796
16 754
6 497
...
11 381
14 002
x
y
y
z
x
z
z
x
z
z
**, x
y
z
z
y
z
y
y
y
y
z
z
x
y
z
z
Primary education
textbooks and other
teaching material as
% of public current
expenditure on
primary education
Primary education
teachers
compensation as
% of public current
expenditure on
primary education
1999
2011
1999
2011
...
...
...
...
...
...
...
...
...
...
...
3.9
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
77.6
...
...
...
...
...
...
...
...
94.3
...
...
82.4
59.1
...
...
...
...
...
...
...
...
90.9
...
...
6.8
...
...
...
0.1
0.5
...
...
...
...
...
...
...
...
1.2
...
1.7
...
...
...
1.8
...
...
...
...
...
4.0
...
...
...
...
...
...
...
1.6
...
...
3.7
...
...
...
...
...
...
...
...
...
...
...
...
2.1
...
...
4.7
...
0.8
...
2.0
...
...
...
3.0
...
0.1
...
...
...
...
...
...
...
...
...
...
6.6
...
...
...
...
...
...
66.4
52.7
...
...
...
...
...
...
...
84.6
...
...
91.0
...
...
...
81.8
...
...
...
...
...
...
...
...
86.3
84.0
...
...
...
...
87.8
...
87.6
94.0
...
77.5
63.5
71.3
...
89.2
...
69.6
...
...
...
...
...
...
...
75.5
...
...
81.4
68.6
...
...
67.4
...
58.8
...
...
81.1
...
98.9
79.5
87.2
...
...
78.7
...
74.2
65.2
...
72.0
87.0
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
**
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
*, z
...
71.5
73.7
...
73.6
48.9
59.0
...
...
...
...
83.3
...
66.4
70.2
...
...
...
...
**
**
...
62.2
66.9
...
79.8
50.5
55.9
57.0
...
...
...
76.2
...
63.8
80.4
46.2
...
...
...
381
x
y
*, z
y
z
x
z
y
z
z
y
z
y
z
y
y
3 /4
Table 9 (continued)
ANNEX
Total public
expenditure on
education
as % of GNP
2
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
Total public
expenditure
on education
as % of total
government
expenditure
Country or territory
Portugal
San Marino
Spain
Sweden
Switzerland
United Kingdom
United States
South and West Asia
Afghanistan
Bangladesh
Bhutan
India
Iran, Islamic Republic of
Maldives
Nepal
Pakistan
Sri Lanka
Sub-Saharan Africa
Angola
Benin
Botswana
Burkina Faso
Burundi
Cameroon
Cape Verde
Central African Republic
Chad
Comoros
Congo
Cte d'Ivoire
Democratic Rep. of the Congo
Equatorial Guinea
Eritrea
Ethiopia
Gabon
Gambia
Ghana
Guinea
Guinea-Bissau
Kenya
Lesotho
Liberia
Madagascar
Malawi
Mali
Mauritius
Mozambique
Namibia
Niger
Nigeria
Rwanda
Sao Tome and Principe
Senegal
Seychelles
Sierra Leone
Somalia
South Africa
South Sudan
Swaziland
Togo
Uganda
United Republic of Tanzania
Zambia
Zimbabwe
382
1999
5.1
...
4.4
7.3
4.9
4.5
5.0
...
2.3
6.7
4.4
4.5
...
2.9
2.6
...
3.4
3.0
...
...
3.5
2.1
...
1.6
3.2
...
...
4.3
...
1.0
5.2
3.9
3.5
1.6
4.2
2.4
5.6
5.4
10.9
...
2.8
5.1
3.0
4.0
3.8
7.9
3.3
...
4.6
...
3.2
5.5
5.1
...
6.2
...
4.9
4.3
2.5
...
2.0
...
**
**
**
**
**
**
**
**
**
2011
6.0
...
5.0
6.8
5.2
5.5
5.6
...
2.1
4.9
3.3
4.7
8.6
4.7
2.3
2.0
3.9
5.3
8.2
3.5
6.1
3.3
5.8
1.2
3.2
7.6
8.3
4.8
2.7
...
...
4.7
...
4.1
8.5
3.4
...
6.7
10.2
4.1
2.8
5.5
5.1
3.6
...
8.4
4.5
...
4.8
...
5.7
...
3.7
...
6.1
...
8.8
4.6
3.4
6.3
1.5
2.6
z
z
y
y
z
z
z
z
z
z
z
y
x
z
x
z
z
x
x
z
x
z
1999
12.8
...
11.3
13.6
15.4
11.4
17.1
...
15.3
13.8
12.7
18.7
...
12.5
...
...
6.4
16.0
...
...
13.3
9.8
...
14.5
17.1
...
...
20.6
...
...
...
11.3
...
14.2
...
14.7
11.9
25.8
25.5
...
15.7
14.0
11.4
17.7
15.8
22.3
18.7
...
21.9
...
...
...
...
...
22.2
...
...
26.2
...
...
6.9
...
**
**
**
**
Public current
expenditure
on primary education
as % of public current
expenditure
on education
2011
11.6
...
10.9
13.4
16.2
11.3
13.1
...
14.1
11.5
10.5
18.7
16.6
20.2
9.9
12.9
8.5
27.8
16.2
18.0
24.1
16.3
14.4
12.0
11.8
...
...
24.6
8.9
...
...
25.4
...
19.7
24.4
19.0
...
17.2
23.7
12.1
20.1
14.7
18.2
13.7
...
22.4
21.7
...
17.2
...
24.0
...
13.7
...
19.2
...
21.0
14.3
15.1
18.3
...
8.3
z
z
y
y
y
z
z
z
z
y
z
z
x
z
z
x
x
1999
31.0
...
28.1
...
31.6
...
...
...
38.9
26.9
29.9
26.6
...
52.7
...
...
...
52.1
...
...
38.9
...
...
...
44.6
...
...
43.4
...
...
...
...
...
...
41.6
...
...
68.3
42.8
...
...
60.8
48.9
31.9
...
59.4
56.0
...
47.7
...
...
...
...
...
45.2
...
33.2
36.8
...
...
...
...
**
**
**
**
**
**
**
**
**
2011
28.0
...
26.5
24.0
27.5
29.7
...
...
42.7
28.7
...
28.5
...
60.3
...
27.1
...
49.4
19.2
60.5
49.9
33.1
47.0
55.0
53.1
...
...
...
36.8
...
...
64.8
...
51.0
34.8
35.3
...
...
35.7
...
47.8
36.6
40.2
26.2
...
40.8
56.6
...
37.4
...
40.1
...
52.7
...
40.5
...
48.7
47.1
55.8
...
...
53.2
z
z
y
y
z
y
y
z
z
Public current
expenditure on
primary education
per pupil (unit cost)
at PPP in constant
2010 US$
1999
4 398
...
4 908
7 663
8 650
...
...
...
...
196
203
721
...
69
...
...
...
147
...
...
79
...
...
...
69
...
...
282
...
...
...
...
...
...
211
...
...
301
279
...
...
74
126
917
...
1 028
205
...
72
...
...
...
...
...
1 159
...
382
77
...
...
...
...
**
**
**
**
**
**
**
**
**
**
2011
5 533
...
6 353
10 132
10 087
7 776
...
...
110
329
212
1 578
...
174
...
295
...
183
1 154
186
75
125
571
34
91
...
...
...
18
...
...
106
...
182
166
76
...
...
329
...
56
63
131
1 330
...
1 127
136
...
81
...
293
...
80
...
1 708
...
1 031
97
89
...
...
...
z
z
y
y
y
z
z
y
y
z
z
Public current
expenditure
on secondary
education
as % of public current
expenditure
on education
1999
44.0
...
47.5
...
40.5
...
...
...
42.0
47.9
37.6
34.1
...
28.9
...
...
...
27.0
...
...
36.5
...
...
...
33.3
...
...
36.4
...
...
...
...
...
...
39.5
...
...
17.6
24.4
...
...
10.3
33.7
36.7
...
27.7
26.6
...
18.5
...
...
...
...
...
33.7
...
26.9
33.6
...
...
...
...
**
**
**
**
**
**
**
**
**
2011
43.0
...
38.0
35.1
41.6
49.0
...
...
43.0
56.7
...
39.8
...
25.3
...
57.5
...
30.3
31.3
18.8
27.3
48.6
31.2
21.8
37.3
...
...
...
28.2
...
...
10.5
...
36.7
35.1
21.6
...
...
20.8
...
21.4
28.7
38.9
52.3
...
22.5
24.2
...
28.9
...
27.7
...
26.5
...
31.4
...
36.7
31.3
23.2
...
...
25.8
z
z
y
y
z
y
y
z
Public current
expenditure
on secondary
education per pupil
(unit cost)
at PPP in constant
2010 US$
1999
6 001
...
6 487
8 614
10 760
...
...
...
81
1 404
422
741
...
106
...
...
...
311
...
...
296
...
...
...
349
...
...
765
...
...
...
...
...
...
483
...
...
204
815
...
...
58
381
1 351
...
1 678
491
...
341
...
...
...
...
...
1 631
...
1 063
288
...
...
...
...
**
**
**
**
**
**
**
**
**
**
2011
8 913
...
7 782
11 712
12 675
10 456
...
...
211
1 195
375
2 338
...
148
...
423
...
...
3 384
211
210
417
459
112
283
...
...
...
43
...
...
56
...
204
370
112
...
...
755
...
101
239
327
...
...
955
323
...
301
...
472
...
...
...
1 993
...
2 116
154
198
...
...
...
z
z
y
y
y
z
**, y
y
y
**, z
y
**, x
**, y
Primary education
textbooks and other
teaching material as
% of public current
expenditure on
primary education
Primary education
teachers
compensation as
% of public current
expenditure on
primary education
1999
2011
1999
2011
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
78.3
49.8
72.4
52.4
55.9
80.7
93.4
70.7
49.7
66.2
46.2
54.8
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
3.9
...
...
...
...
...
78.6
...
...
...
...
...
...
67.6
...
...
...
...
71.8
...
85.5
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
6.7
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
1.9
...
...
4.4
...
...
...
...
...
...
...
...
0.6
2.0
...
0.1
14.8
...
...
...
...
...
...
...
...
0.4
2.3
15.0
...
...
3.0
...
1.2
11.1
3.7
0.2
...
0.02
2.4
...
...
...
...
...
...
...
3.1
...
...
4.0
3.0
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
84.5
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
90.2
...
...
79.4
...
...
...
...
...
90.8
...
...
87.4
86.5
81.0
89.7
71.0
...
...
...
80.0
...
...
...
...
81.7
89.5
70.8
...
...
...
...
57.5
88.7
77.7
...
...
74.3
81.8
...
...
...
...
...
88.8
...
78.6
...
...
88.5
...
...
...
...
z
y
x
z
x
y
z
z
z
y
y
z
y
z
x
y
y
**, x
y
STATISTICAL TABLES
Table 9
Table 9 (continued)
Total public
expenditure on
education
as % of GNP
Country or territory
Total public
expenditure
on education
as % of total
government
expenditure
Public current
expenditure
on primary education
as % of public current
expenditure
on education
2011
Public current
expenditure on
primary education
per pupil (unit cost)
at PPP in constant
2010 US$
1999
2011
1999
2011
1999
1999
World1
4.5
4.8
13.8
14.4
...
33.0
...
Countries in transition
Developed countries
Developing countries
3.6
5.0
4.3
4.2
5.5
4.7
11.8
12.5
14.5
11.8
12.0
15.9
...
...
...
...
24.3
...
Arab States
Central and Eastern Europe
Central Asia
East Asia and the Pacific
East Asia
Pacific
Latin America and the Caribbean
Caribbean
Latin America
North America and Western Europe
South and West Asia
Sub-Saharan Africa
5.3
4.4
4.0
4.7
3.3
6.2
4.6
5.3
4.3
5.2
3.6
3.8
4.5
4.9
3.4
3.7
3.2
...
4.8
4.6
4.8
6.0
4.0
4.7
...
12.6
14.4
13.2
12.2
...
14.0
14.0
14.7
12.5
13.8
15.7
16.0
11.3
11.8
15.5
15.5
...
14.4
11.9
18.1
12.5
13.5
18.0
...
...
...
...
...
...
39.8
...
40.8
28.1
29.9
...
3.1
4.5
4.5
4.5
4.9
4.1
4.8
4.8
4.9
5.4
14.5
14.4
15.2
14.0
13.2
17.2
15.0
15.6
14.8
13.1
...
...
...
...
...
2011
Public current
expenditure
on secondary
education
as % of public current
expenditure
on education
Public current
expenditure
on secondary
education per pupil
(unit cost)
at PPP in constant
2010 US$
Primary education
textbooks and other
teaching material as
% of public current
expenditure on
primary education
Primary education
teachers
compensation as
% of public current
expenditure on
primary education
1999
2011
1999
2011
1999
2011
1999
2011
1 174
...
35.1
...
...
...
...
...
...
...
...
...
...
6 654
...
...
...
...
...
40.7
...
...
...
...
...
7 904
...
...
...
...
...
...
...
...
...
...
...
62.2
...
...
20.0
...
...
35.4
...
32.7
...
35.6
25.3
28.7
47.0
...
...
...
...
...
...
...
...
1 006
5 231
...
...
...
4 299
...
...
1 971
...
...
...
915
7 764
254
131
...
...
...
...
31.6
...
...
...
...
42.2
37.6
...
...
39.0
...
...
29.1
...
32.1
...
30.6
41.5
43.0
28.4
...
...
...
...
...
...
...
...
...
6 996
422
...
...
4 160
...
...
...
...
1 504
...
1 020
11 480
399
292
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
70.2
...
...
...
...
...
...
...
...
...
...
71.9
63.8
...
...
50.5
...
...
...
25.6
...
...
...
...
...
94
...
554
...
6 353
...
...
...
...
...
26.2
...
...
...
39.0
...
...
...
...
...
...
...
...
...
7 791
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
383
3 /4
Table 10
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
ANNEX
Country or territory
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
384
Arab States
Algeria
Bahrain4
Djibouti
Egypt
Iraq
Jordan
Kuwait4
Lebanon
Libya
Mauritania
Morocco
Oman
Palestine
Qatar
Saudi Arabia
Sudan
Syrian Arab Republic
Tunisia
United Arab Emirates5
Yemen
Sudan (pre-secession)
Central and Eastern Europe
Albania4
Belarus
Bosnia and Herzegovina
Bulgaria
Croatia
Czech Republic
Estonia
Hungary
Latvia
Lithuania
Montenegro
Poland
Republic of Moldova6,7
Romania
Russian Federation8
Serbia6
Slovakia
Slovenia
The former Yugoslav Rep. of Macedonia
Turkey
Ukraine
Central Asia
Armenia4
Azerbaijan6,9
Georgia
Kazakhstan
Kyrgyzstan
Mongolia
Tajikistan
Turkmenistan
Uzbekistan
East Asia and the Pacific
Australia
Brunei Darussalam
Cambodia
China10
Cook Islands6
Democratic People's Republic of Korea
Fiji
Indonesia
Japan
Kiribati
Lao People's Democratic Republic
Macao, China
Malaysia4
Marshall Islands
Micronesia (Federated States of)
Myanmar
Nauru6
New Zealand
Niue6
Palau6
GOAL 1
GOAL 2
GOAL 3
GOAL 4
PRIMARY EDUCATION
ADJUSTED NET ENROLMENT
RATIO (ANER)1
1999
2011
1999
2011
Total (%)
Total (%)
Total (%)
Total (%)
Total (%)
2
38
0.4
10
5
29
85
61
5
...
62
...
35
25
...
...
8
14
64
0.7
19
75
...
4
26
...
32
...
83
...
...
58
53
41
57
12
...
11
...
...
1
27
92
99
27
92
89
92
98
94
...
61
71
80
94
95
...
...
97
95
85
57
43
98
...
54
98
...
91
...
97
...
75
96
98
90
95
97
...
100
99
96
76
...
74
97
63
87
98
58
90
88
83
82
60
**
43
83
...
68
39
89
93
80
56
50
34
49
48
68
71
54
79
75
27
7
50
57
103
17
79
61
111
88
87
86
73
60
71
77
79
90
53
91
93
25
26
99
26
18
35
15
10
26
8
...
24
43
27
...
53
21
82
9
...
26
103
81
5
37
86
...
15
23
83
...
8
91
54
57
37
2
74
85
154
63
**
**
78
88
13
61
181
...
18
46
88
...
24
85
69
46
...
10
...
93
...
...
z
z
z
y
z
z
99
94
...
98
93
...
98
97
94
97
...
97
93
93
...
...
...
96
95
94
...
...
89
...
94
93
90
96
...
...
95
...
87
...
86
...
94
94
100
99
77
86
95
...
...
...
...
100
99
...
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
...
92
90
100
96
...
97
98
96
94
94
97
91
88
96
94
...
98
98
99
92
...
87
98
100
96
99
98
...
93
97
...
98
...
98
...
99
99
100
...
97
...
...
99
...
...
...
99
...
...
**
**
z
z
z
y
z
z
**
100
100
100
100
100
100
99
100
100
99
93
100
100
100
98
94
96
96
*
*
*
*
*
*
*
*
*
*
*
*
*
*
200520113
GPI (F/M)
0.72
0.99
0.76
0.93
0.97
0.64
1.03
0.86
0.83
1.04
0.43
...
1,00
1,00
1,00
1,00
1,00
1,00
1,00
1,00
1,00
0.99
0.92
1,00
1,00
1,00
1,00
0.94
0.98
0.99
*
*
*
*
*
*
*
*
*
*
*
*
Total (%)
92
98
88
82
99
99
99
100
69
79
98
99
97
98
95
97
95
86
87
99
100
100
98
100
100
100
100
99
100
97
100
99
100
99
99
100
100
100
100
100
100
96
100
100
100
100
87
100
100
99
84
100
98
96
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
198519943
GPI (F/M)
0.94
0.99
0.93
0.96
1,00
1,00
1.01
1,00
0.92
0.83
1.01
1,00
1.02
0.98
0.98
0.98
1.04
0.79
0.94
1,00
1,00
1,00
1,00
1,00
1,00
1,00
1,00
1,00
1,00
1,00
1,00
1,00
1,00
1,00
0.98
1,00
1,00
1,00
1,00
1,00
1,00
1.03
1,00
1,00
1,00
1,00
0.97
1,00
1,00
1,00
0.88
1,00
1,00
0.99
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Total (%)
50
84
44
74
77
42
76
71
59
71
37
98
97
100
99
98
96
97
98
100
94
79
99
98
98
88
78
82
83
*
*
*
*
*
*
*
*
*
*
*
*
*
*
200520113
GPI (F/M)
0.57
0.87
0.55
0.88
0.74
0.52
0.94
0.72
0.69
0.95
0.30
...
0.97
0.96
1,00
0.99
0.99
0.96
0.96
0.97
1,00
0.94
0.76
0.99
0.97
0.98
0.89
0.78
0.87
*
*
*
*
*
*
*
*
*
*
*
*
Total (%)
73
95
72
78
93
94
90
90
59
56
87
95
96
87
84
79
90
65
72
97
100
98
98
99
100
100
100
98
99
98
100
98
100
97
94
100
100
100
100
100
99
97
100
100
99
95
74
95
100
93
73
93
93
93
*
*
*
*
*
*
*
*
*
*
*
GPI (F/M)
0.79
0.96
0.79
0.83
0.93
0.97
0.92
0.87
0.80
0.64
0.91
0.94
0.99
0.91
0.86
0.81
1.02
0.59
0.78
0.98
1,00
0.97
0.99
0.99
*
*
*
*
*
*
*
*
*
1,00
1,00
1,00
0.98
*
*
*
*
*
*
*
0.99
0.99
1,00
0.98
1,00
0.97
0.92
1,00
1,00
1,00
1,00
1,00
0.99
1.01
1,00
1,00
1,00
0.97
0.80
0.95
1,00
0.94
0.77
0.94
0.95
0.95
*
*
*
*
*
*
*
STATISTICAL TABLES
Table 10
GOAL 5
GOAL 6
1999
Total (%)
Educational quality
Total (%)
1999
GPI (F/M)
Total (%)
2011
GPI (F/M)
Total (%)
GPI (F/M)
PUPIL/TEACHER RATIO
IN PRIMARY EDUCATION2
School year ending in
1999
2010
1999
Total (%)
Total (%)
2011
Arab States
106
107
33
98
97
96
106
112
122
84
87
89
100
104
...
...
108
115
94
72
48
**
**
**
0.91
1,00
0.71
0.91
0.83
1.01
1.02
0.96
0.99
0.97
0.82
0.99
1,00
1.05
...
...
0.92
0.93
0.99
0.56
0.85
**
**
**
109
...
61
102
...
92
...
108
...
101
115
104
92
105
106
...
121
110
111
91
73
0.94
...
0.89
0.94
...
1,00
...
0.97
...
1.06
0.95
0.98
0.99
0.98
1,00
...
0.99
0.96
0.82
0.90
66
96
14
80
35
85
109
77
...
18
37
71
78
88
...
...
44
74
83
40
26
**
**
**
**
**
1.01
1.10
0.72
0.91
0.64
1.04
1.03
1.09
...
0.75
0.78
1.01
1.02
1.11
...
...
0.92
0.99
1.09
0.37
...
**
**
**
**
102
...
39
72
...
87
...
83
...
27
70
104
84
102
107
...
73
93
...
46
39
**
**
1.04
...
0.76
0.96
...
1.06
...
1.11
...
0.84
0.85
0.98
1.10
1.09
0.88
...
1,00
1.03
...
0.63
0.88
**
**
91
90
...
...
49
96
94
90
...
40
75
92
99
...
...
...
87
87
89
69
77
**
**
**
**
95
98
64
99
...
...
96
90
...
81
88
...
96
...
...
...
96
95
84
76
...
**, x
28
18
40
22
21
...
13
14
...
47
28
25
38
13
...
...
25
24
16
22
24
**
**
**
**
**
23
...
35
28
...
...
9
14
...
39
26
...
26
11
11
...
...
17
17
30
38
1
2
3
z
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
**, y
21
**
0.98
0.99
...
0.97
0.98
0.99
0.97
0.98
0.97
0.98
...
0.97
0.99
0.98
0.99
0.99
0.98
0.99
0.98
0.91
0.99
**
...
98
90
103
93
105
99
101
100
94
95
99
94
96
99
95
100
99
90
104
100
z
z
z
y
z
z
...
1,00
1.01
1,00
1,00
1,00
0.99
0.99
0.99
0.98
1,00
0.99
0.99
0.99
1,00
1,00
0.99
1,00
1.01
0.99
1.01
z
z
z
y
z
z
73
...
...
92
84
82
94
93
89
96
...
100
83
81
92
93
84
100
82
69
98
**
0.95
...
...
0.98
1.02
1.04
1.04
1.01
1.04
1,00
...
0.99
0.98
1.01
...
1.01
1.02
1.03
0.98
0.69
1.03
**
...
105
89
89
96
91
107
101
96
99
95
97
88
97
89
91
91
97
84
82
94
z
z
z
y
z
z
...
0.97
1.03
0.95
1.07
1,00
1,00
0.98
0.96
0.97
1.01
0.99
1.02
0.99
0.98
1.02
1.01
0.99
0.99
0.92
0.97
z
z
z
y
z
z
*
90
99
...
93
99
98
98
96
97
99
...
98
95
96
95
...
97
100
97
...
97
98
98
81
97
99
99
98
98
93
96
80
99
95
97
96
98
98
99
...
99
98
y
y
y
x
y
x
20
15
...
17
14
19
12
11
11
12
8
9
15
16
18
15
15
17
16
...
16
23
20
...
18
19
18
16
11
15
17
...
11
21
19
18
...
19
14
22
...
20
22
23
24
z
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
Central Asia
98
98
94
96
96
96
97
...
98
...
1,00
0.99
1.01
0.99
1.01
0.93
...
1,00
92
...
79
93
83
61
75
...
86
...
0.98
1.03
1,00
0.99
0.98
0.96
...
0.97
...
96
106
110
101
120
100
...
95
92
100
86
102
88
93
89
...
106
...
...
0.98
1,00
1.02
1.26
0.86
...
0.98
1.02
0.98
...
0.97
1,00
1.06
0.87
...
0.98
...
96
99
95
95
87
97
...
100
**
*
**
96
97
96
100
95
93
99
...
98
...
19
17
19
24
32
22
...
21
**
...
11
8
16
25
29
23
...
16
43
44
*, z
45
46
47
48
49
50
51
**
1,00
0.95
0.87
1.03
0.95
...
0.99
0.97
1,00
1.01
0.85
0.99
0.98
0.99
...
0.98
1.33
1,00
1,00
0.93
**
105
105
126
113
111
...
105
118
103
113
126
...
...
102
...
126
...
101
...
...
z
y
0.99
1.01
0.95
1.04
1.03
...
1,00
1.02
1,00
1.04
0.94
...
...
0.99
...
1,00
...
1,00
...
...
z
y
157
88
16
61
60
...
78
53
101
59
33
80
66
68
...
36
47
111
98
101
**
1,00
1.09
0.53
...
1.08
...
1.11
0.95
1.01
1.23
0.70
1.05
1.08
1.06
...
1,00
1.17
1.05
1.10
1.07
**
131
112
...
81
82
...
90
81
102
...
46
96
69
99
...
54
...
119
...
...
z
y
0.95
1.02
...
1.05
1.20
...
1.08
1,00
1,00
...
0.85
0.92
1.07
1.03
...
1.06
...
1.05
...
...
z
y
...
...
55
...
...
...
82
86
...
69
55
...
...
...
...
55
...
...
...
...
...
97
61
...
...
...
91
88
100
...
68
98
99
83
...
75
...
...
...
...
y
y
x
18
14
53
22
18
...
28
22
21
25
31
31
20
15
...
31
21
18
16
15
**
*
**
...
11
47
17
16
...
31
16
18
...
27
15
13
...
...
28
...
14
...
...
52
53
54
55
56
57
58
59
z
60
61
62
63
64
65
66
67
68
69
70
71
385
3 /4
Table 10 (continued)
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
ANNEX
Country or territory
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
386
GOAL 1
GOAL 2
GOAL 3
GOAL 4
PRIMARY EDUCATION
ADJUSTED NET ENROLMENT
RATIO (ANER)1
200520113
198519943
200520113
1999
2011
1999
2011
Total (%)
Total (%)
Total (%)
Total (%)
Total (%)
GPI (F/M)
Total (%)
GPI (F/M)
Total (%)
GPI (F/M)
Total (%)
GPI (F/M)
...
30
...
53
...
36
91
...
99
29
96
51
40
...
51
119
43
...
49
101
...
...
...
...
59
73
...
90
99
94
...
...
...
...
...
91
...
98
98
...
89
99
93
...
88
90
91
...
...
...
...
99
97
99
99
94
1.01
1,00
1,00
0.99
71
98
100
100
98
80
99
97
1.12
1.02
1,00
1,00
1,00
0.98
94
98
89
88
0.99
0.99
0.87
0.89
62
95
99
96
94
58
99
93
0.91
1.01
1,00
0.96
...
57
57
95
11
75
24
56
44
58
62
42
76
39
47
105
82
32
65
41
90
46
101
...
22
79
73
137
112
28
39
29
56
134
64
...
85
59
...
60
45
...
80
114
63
60
90
47
112
101
67
86
...
89
97
72
100
...
97
75
**
**
**
**
...
81
75
113
...
104
47
43
46
...
...
...
112
49
73
104
110
38
150
64
99
67
86
...
44
113
103
...
...
55
66
35
78
96
60
80
89
...
...
89
74
101
100
119
73
79
100
69
108
114
74
97
67
97
98
89
117
...
93
99
y
z
z
z
z
y
z
z
z
z
z
z
z
z
z
z
z
99
...
99
98
91
95
92
...
96
92
98
96
...
96
...
99
98
84
99
86
83
84
...
...
89
93
100
100
...
81
96
97
100
98
93
98
91
92
...
...
87
...
...
99
100
98
98
100
100
100
96
99
100
98
100
97
94
...
99
100
**
**
**
**
**
**
**
*
**
**
**
**
**
**
**
**
**
**
...
86
...
100
98
...
97
91
91
...
...
90
93
90
...
98
98
92
99
96
97
98
83
...
97
82
99
...
...
94
98
84
97
87
88
98
93
97
...
100
95
...
...
99
...
99
96
98
99
100
99
99
100
97
99
95
94
...
100
99
y
**, z
z
y
**
z
z
**, z
**, z
y
z
z
z
**, z
z
z
z
z
z
z
z
z
98
76
94
98
91
96
85
76
95
97
95
96
95
99
99
95
100
99
98
*
*
*
*
*
*
*
*
*
*
*
1,00
1.01
0.95
1.01
1.03
0.99
1,00
0.87
0.99
1.01
0.99
0.99
0.97
1,00
1.01
1.02
1,00
1,00
1.02
*
*
*
*
*
*
*
*
*
*
*
99
99
99
98
99
99
98
98
100
97
99
96
87
93
72
96
96
98
98
87
98
99
97
98
100
99
99
100
99
100
98
*
*
1,00
*
*
0.99
*
*
*
*
*
*
*
*
*
*
*
*
*
*
1,00
1,00
0.99
1.02
0.99
1,00
1.01
1.01
1,00
1.02
1,00
1.01
0.96
1.01
0.95
1.02
1.06
1,00
1,00
1.04
0.99
1,00
0.99
1.01
1,00
1.01
1.01
1,00
1,00
1,00
1.02
*
*
*
*
*
*
*
*
*
*
*
*
*
*
96
70
80
94
81
88
74
64
88
95
89
90
87
97
95
90
94
93
88
*
*
*
*
*
*
*
*
*
*
*
1,00
1,00
0.82
0.99
1,00
0.95
0.92
0.80
0.94
1,00
0.99
0.96
0.88
0.98
1.01
0.98
0.93
0.93
1.01
*
*
*
*
*
*
*
*
*
*
*
99
98
97
91
90
99
99
94
96
100
90
92
84
76
85
49
85
87
94
97
78
94
94
90
95
99
98
96
99
97
99
92
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
0.96
0.83
1,00
0.96
1.01
1,00
1,00
0.91
1.01
1,00
1,00
1,00
1,00
1,00
1,00
0.97
0.94
0.88
1.06
0.84
1,00
1.12
0.97
1,00
1,00
0.99
0.98
0.89
0.99
0.99
1.01
1,00
0.99
0.98
1,00
1.03
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
STATISTICAL TABLES
Table 10
GOAL 5
GOAL 6
71
110
103
98
...
90
97
123
105
112
98
118
111
Total (%)
...
106
106
105
...
145
91
124
...
...
...
117
106
1999
Total (%)
Educational quality
y
z
z
y
1999
GPI (F/M)
...
0.98
0.99
1.04
...
0.99
0.99
0.96
...
...
...
0.95
0.94
y
z
z
y
Total (%)
2011
GPI (F/M)
...
1.10
1,00
1.11
...
0.76
0.98
...
1.01
1.14
1.10
0.88
...
...
74
100
80
...
26
62
38
92
105
80
30
...
**
Total (%)
...
85
97
82
...
48
78
58
...
...
...
55
...
y
z
GPI (F/M)
...
1.08
0.99
1.15
...
0.88
1.08
1.03
...
...
...
1.02
...
y
z
1999
2010
Total (%)
Total (%)
...
75
99
90
...
...
...
...
...
91
...
69
83
...
76
99
77
99
...
...
84
...
...
...
71
94
PUPIL/TEACHER RATIO
IN PRIMARY EDUCATION2
1999
x
y
35
35
32
24
...
19
21
62
10
21
19
24
30
2011
**
**
...
31
21
30
17
25
...
31
...
...
...
22
20
72
y
73
74
75
76
77
78
79
80
81
82
83
84
**
**
0.98
...
0.99
0.98
0.97
1.04
0.91
1.01
0.98
0.94
0.97
0.93
0.97
1,00
0.99
0.97
1.02
0.98
1,00
0.97
0.97
0.87
1.01
...
1.01
1,00
0.98
0.99
0.95
1.01
0.97
0.96
0.99
1.02
0.95
0.95
0.99
0.99
...
0.99
0.98
**
**
...
99
118
109
114
126
121
90
100
...
...
95
102
112
107
101
119
107
121
114
103
116
87
...
114
89
113
...
...
118
107
98
106
90
93
105
115
105
...
112
102
z
*
z
z
...
0.93
0.98
0.95
1.02
0.98
0.92
0.98
0.99
...
...
1.07
0.97
0.96
0.99
0.98
0.99
0.91
1,00
0.95
0.97
0.96
1.04
...
1,00
0.95
0.99
...
...
0.98
0.97
0.96
0.99
1.02
0.98
0.93
0.96
0.97
...
0.97
0.97
z
*
z
z
...
79
85
99
78
108
62
79
77
...
99
99
79
73
62
80
100
56
57
53
...
33
83
...
...
88
70
183
91
52
67
58
83
97
71
82
73
78
...
92
57
**
**
**
...
0.92
1.05
1.06
0.99
1.12
1.07
1.07
0.93
...
0.91
0.96
1.04
1.11
1.10
1.06
1.33
1.24
1.03
0.98
...
0.84
1.01
...
...
1.01
1.01
0.75
1.15
1.18
1.07
1.04
0.94
1.04
1.26
1.34
1.19
1.09
...
1.17
1.22
**
**
**
**
**
...
105
90
91
96
104
...
77
...
...
...
81
90
97
101
90
98
76
88
68
108
64
93
...
74
93
91
...
...
69
74
68
91
94
95
107
85
...
...
90
83
z
z
...
0.98
1.11
1.02
1.05
1.12
...
1.18
...
...
...
1,00
1.03
1.09
1.05
0.99
1.07
1.13
1.02
1,00
1.03
0.92
1.10
...
1.22
1.03
1.07
...
...
1.10
1.08
1.05
0.99
1.04
0.97
1.02
1.31
...
...
1.14
1.09
z
z
...
...
89
96
...
91
74
87
80
80
...
92
98
67
89
95
79
71
75
62
...
52
65
...
...
85
87
...
...
46
90
73
83
74
...
...
...
89
...
87
88
**
**
86
...
95
93
89
...
91
...
85
...
...
...
98
87
91
95
91
75
92
84
...
68
83
...
75
95
95
...
...
...
94
83
82
74
92
...
90
89
...
95
95
y
y
y
y
x
x
*, y
22
19
21
19
14
18
23
9
25
26
18
15
32
24
27
12
20
31
23
...
20
38
27
...
34
34
27
21
20
34
26
...
29
19
24
19
20
21
18
20
...
**
**
**
**
**
**
15
15
...
15
14
13
22
9
...
21
12
12
22
28
17
9
16
25
18
29
16
27
25
...
34
21
28
13
...
30
23
...
20
13
18
16
15
18
...
14
...
85
86
87
88
z
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
*, z
122
123
124
125
...
0.99
0.99
1,00
1,00
1,00
1,00
0.99
0.99
1,00
0.98
0.99
0.99
0.99
1.01
1,00
...
0.98
1,00
...
99
104
100
102
99
99
109
102
101
99
107
104
102
97
101
...
108
99
z
y
z
z
z
z
z
z
z
z
z
z
z
...
0.99
1,00
1,00
1,00
1,00
0.99
0.99
1,00
1,00
1,00
1,00
1,00
0.99
1.01
1.01
...
0.99
1,00
z
y
z
z
z
z
z
z
z
z
z
z
z
...
98
141
103
93
125
121
109
98
91
109
106
100
92
98
89
...
123
119
...
0.95
1.07
1.02
1.03
1.05
1.09
1,00
0.98
1.04
1.05
1.06
0.99
0.99
1.05
0.85
...
0.96
1.02
87
98
111
102
91
119
108
114
103
109
108
119
102
100
101
101
...
121
111
z
y
z
z
z
z
z
z
z
z
z
z
z
1.03
0.96
0.97
0.98
1.01
1.01
1.05
1.01
0.95
0.96
1.02
1.03
1.02
0.99
1.03
0.89
...
0.99
0.98
z
y
z
z
z
z
z
z
z
z
z
z
z
...
...
...
99
95
100
99
98
99
...
98
...
99
94
...
98
...
98
100
...
99
97
...
...
99
100
...
96
...
98
...
99
100
...
80
...
...
99
y
y
...
13
12
17
18
10
17
19
17
14
...
22
13
11
12
20
22
...
...
**
**
10
11
11
...
14
...
14
18
13
...
...
16
13
...
9
14
...
...
...
126
127
z
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
387
3 /4
Table 10 (continued)
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
ANNEX
Country or territory
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
388
Portugal
San Marino6,11
Spain
Sweden
Switzerland
United Kingdom
United States
South and West Asia
Afghanistan
Bangladesh5
Bhutan
India
Iran, Islamic Republic of
Maldives
Nepal5
Pakistan
Sri Lanka
Sub-Saharan Africa
Angola
Benin4
Botswana
Burkina Faso
Burundi
Cameroon
Cape Verde
Central African Republic
Chad
Comoros
Congo
Cte d'Ivoire
Democratic Rep. of the Congo
Equatorial Guinea
Eritrea
Ethiopia
Gabon
Gambia
Ghana
Guinea
Guinea-Bissau
Kenya
Lesotho
Liberia
Madagascar
Malawi
Mali
Mauritius5
Mozambique
Namibia
Niger
Nigeria13
Rwanda
Sao Tome and Principe
Senegal
Seychelles
Sierra Leone
Somalia
South Africa
South Sudan
Swaziland
Togo
Uganda
United Republic of Tanzania
Zambia
Zimbabwe
GOAL 1
GOAL 2
GOAL 3
GOAL 4
PRIMARY EDUCATION
ADJUSTED NET ENROLMENT
RATIO (ANER)1
1999
2011
1999
2011
Total (%)
Total (%)
Total (%)
Total (%)
67
...
99
76
92
77
59
83
108
127
95
101
83
69
97
...
100
100
99
100
97
99
...
100
99
100
100
96
...
18
1
19
14
56
11
63
...
...
26
9
55
43
115
82
...
84
27
4
...
2
0.8
11
53
...
...
3
2
2
0.8
27
5
1
14
18
47
...
4
43
20
47
3
...
1
...
...
33
1
8
3
24
3
110
4
...
21
...
...
3
...
...
...
...
*
*
**
**
**
**
**
104
20
19
4
7
30
74
6
2
...
13
4
4
74
15
5
42
30
114
17
7
52
33
...
9
...
3
113
...
...
7
14
11
61
14
99
7
...
65
...
26
13
14
35
...
...
z
z
*, z
z
y
z
...
96
56
83
86
98
69
58
100
...
...
80
33
38
...
99
...
52
66
...
57
33
72
33
37
...
70
61
43
50
63
56
46
66
99
42
...
52
88
26
61
78
88
57
92
...
...
96
...
71
89
...
49
71
...
*,z
**
**
*
**
**
**
**
**
**
**
**
**
**
**
**
**
...
...
90
99
100
95
90
72
93
86
...
87
64
...
94
94
69
...
...
93
61
...
59
37
87
...
70
83
83
75
84
75
41
...
97
67
98
91
86
66
58
99
99
79
...
...
...
90
...
...
...
94
...
97
...
z
z
**
*
*, z
**, y
**, z
**
**
**
z
**, y
**
**, z
z
z
**, y
Total (%)
99
100
45
62
87
98
50
40
89
20
54
88
48
17
49
34
93
60
59
91
88
71
75
94
38
99
84
70
82
66
95
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
200520113
GPI (F/M)
1,00
1,00
0.73
0.67
0.88
1,00
0.48
0.48
1.07
0.53
0.81
0.96
0.56
0.34
0.63
0.71
0.98
0.82
0.70
1.01
1.06
0.77
0.94
0.96
0.57
1.01
1.01
0.98
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
198519943
Total (%)
GPI (F/M)
Total (%)
100
100
1,00
1,00
88
96
79
74
81
99
99
82
71
98
73
42
95
39
89
81
98
66
48
86
68
66
98
90
55
98
68
86
31
73
82
83
49
65
72
47
97
67
87
37
66
77
80
65
99
61
99
94
80
87
75
64
91
*
*
*
*
*
*
*
*
*
*
*
*
*
1.04
0.85
0.84
1,00
1,00
0.87
0.78
1.01
0.82
0.56
1.04
0.71
0.98
0.89
1.02
0.82
0.79
1,00
0.87
0.67
1.01
0.95
0.75
0.98
0.88
0.94
0.58
0.85
0.98
1.24
0.59
0.97
0.94
0.69
1.02
0.71
1.09
0.44
0.77
1.02
0.93
0.76
1.01
0.74
1.01
1.03
0.84
0.95
0.95
0.83
1.03
*
*
*
*
*
*
*
*
*
*
*
*
*
35
48
66
96
33
27
69
14
37
63
34
11
34
27
72
43
49
80
76
55
58
73
27
88
67
56
59
65
84
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
200520113
GPI (F/M)
0.92
0.97
0.58
0.55
0.76
1,00
0.35
0.42
1.09
0.42
0.57
0.71
0.42
0.25
0.53
0.51
0.82
0.58
0.51
0.88
0.95
0.65
0.73
0.48
1.02
0.94
0.66
0.67
0.79
0.88
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Total (%)
GPI (F/M)
95
98
0.97
0.98
58
53
63
85
98
57
55
91
70
29
85
29
87
71
85
57
35
76
57
61
94
69
39
89
51
71
25
55
72
76
43
64
61
33
89
51
76
29
51
66
70
50
92
43
93
88
60
73
68
61
84
*
*
*
*
*
*
*
*
*
*
*
*
*
0.89
0.59
0.68
0.90
1,00
0.66
0.59
0.97
0.71
0.45
1.01
0.59
0.95
0.83
0.89
0.63
0.56
0.88
0.72
0.60
0.94
0.74
0.59
0.93
0.69
0.83
0.33
0.61
0.86
1.30
0.44
0.91
0.71
0.57
0.95
0.54
1.05
0.35
0.68
0.87
0.75
0.63
1.01
0.60
0.98
0.99
0.65
0.78
0.81
0.72
0.91
*
*
*
*
*
*
*
*
*
*
*
*
*
STATISTICAL TABLES
Table 10
GOAL 5
GOAL 6
Total (%)
122
...
106
110
106
101
103
0.96
...
0.99
1.03
0.99
1,00
1.03
112
92
104
100
103
107
102
26
...
75
94
101
131
122
71
108
0.08
...
0.85
0.84
0.94
1.01
0.76
0.67
0.99
98
114
110
112
108
104
139
92
97
1999
Total (%)
Educational quality
z
z
1999
GPI (F/M)
0.97
0.99
0.99
1,00
1,00
0.99
0.99
z
z
Total (%)
2011
GPI (F/M)
Total (%)
103
...
109
156
96
101
94
1.08
...
1.06
1.26
0.93
1.01
...
109
95
129
98
95
105
96
11
47
37
43
79
41
36
...
...
0.99
0.80
0.70
0.93
1.08
0.66
...
...
49
52
75
63
86
...
66
35
102
z
z
GPI (F/M)
1.02
1.01
1.01
0.99
0.97
1.01
1.01
z
z
1999
2010
Total (%)
Total (%)
...
...
...
98
...
...
...
...
94
98
96
...
...
...
...
...
82
62
97
...
59
...
98
...
66
95
...
98
...
...
52
97
PUPIL/TEACHER RATIO
IN PRIMARY EDUCATION2
1999
2011
13
5
15
12
...
19
15
11
6
12
9
...
18
14
145
146
147
148
149
150
151
0.71
1.06
1.01
1,00
0.99
0.98
1.08
0.82
0.99
**, z
0.55
1.17
1.05
0.92
0.96
...
1.04
0.73
1.04
*, y
...
...
42
35
25
24
39
33
26
**
45
40
24
...
20
12
28
40
24
152
*
153
154
155
156
157
158
159
160
Sub-Saharan Africa
...
83
103
42
51
85
125
78
64
100
59
74
48
108
52
50
140
84
81
56
78
90
100
94
97
138
53
...
69
116
31
93
98
110
68
112
70
...
113
...
94
126
130
67
84
...
**
...
0.64
1,00
0.70
0.81
0.82
0.95
0.68
0.58
0.85
0.97
0.74
0.91
0.96
0.83
0.61
1,00
0.84
0.93
0.64
0.67
0.97
1.08
0.75
0.97
0.96
0.72
...
0.74
1.01
0.68
0.81
0.98
0.97
0.83
1,00
0.89
...
0.97
...
0.96
0.75
0.90
1,00
0.92
...
**
**
124
129
110
82
165
119
109
94
101
98
116
88
96
87
47
106
182
81
110
100
123
113
103
103
148
141
82
108
110
107
73
83
142
127
86
113
125
...
102
...
115
145
113
94
117
...
z
y
0.81
0.87
0.96
0.95
1,00
0.87
0.92
0.73
0.75
0.85
0.95
0.83
0.87
0.98
0.83
0.91
0.97
1.03
0.95
0.85
0.94
0.98
0.97
0.91
0.98
1.04
0.88
0.99
0.91
0.99
0.85
0.91
1.03
0.97
1.07
1,00
0.93
...
0.96
...
0.90
0.92
1.02
1.03
0.99
...
z
y
13
22
73
9
11
26
68
12
10
30
36
23
...
33
22
13
48
...
40
14
19
38
30
31
...
38
14
76
5
57
7
23
10
...
16
105
28
...
88
...
44
31
16
...
...
...
**
**
**
**
**
0.75
0.44
1.07
0.62
...
0.84
...
...
0.26
0.81
0.70
0.54
...
0.37
0.68
0.67
0.86
...
0.81
0.37
0.55
0.96
1.36
0.65
...
0.70
0.54
0.98
0.63
1.12
0.59
0.91
1.01
...
0.65
1.04
0.68
...
1.13
...
1,00
0.40
0.76
...
...
...
**
**
**
**
31
51
...
25
28
51
90
18
25
...
...
...
40
...
33
38
...
54
59
43
...
60
49
45
31
34
39
...
26
...
15
44
36
69
42
124
...
...
94
...
60
56
28
35
...
...
**, z
y
**
**, y
**, y
0.69
0.60
...
0.81
0.74
0.84
1.17
0.55
0.44
...
...
...
0.59
...
0.78
0.87
...
0.95
0.90
0.64
...
0.90
1.40
0.81
0.94
0.91
0.71
...
0.89
...
0.66
0.88
1.05
1.13
0.92
1.12
...
...
1.05
...
0.97
...
0.82
0.87
...
...
**, z
y
**
**, y
**, y
...
76
82
61
54
76
89
...
48
...
...
63
...
...
94
51
...
66
59
...
...
...
59
...
52
36
65
98
29
82
69
...
31
59
63
96
...
...
57
...
65
46
38
74
66
...
**
**
**
**
**
32
56
93
69
51
57
89
46
49
...
...
61
54
55
69
41
...
63
72
59
...
...
66
68
40
51
75
97
31
84
69
80
37
66
59
94
...
...
...
...
67
52
25
81
53
...
*, y
**, x
**
x
y
y
y
y
x
...
53
27
47
46
52
29
...
68
35
60
45
26
57
47
67
49
37
30
47
44
32
44
39
47
63
62
26
61
32
41
41
54
36
49
15
37
...
35
...
33
41
57
46
61
...
**
**
*
**
46
44
25
48
48
45
23
81
63
28
49
49
37
28
40
55
25
38
33
44
52
47
34
27
43
76
48
20
55
30
39
36
58
29
33
13
31
...
31
50
29
42
48
46
63
...
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
**, y
182
183
184
185
**
186
187
188
189
190
191
192
193
194
195
196
197
198
199
**
200
201
202
203
204
**
205
206
389
3 /4
Table 10 (continued)
Education
Educationfor
forAll
All Global
Global Monitoring
Monitoring Report
Report
ANNEX
Country or territory
GOAL 1
GOAL 2
GOAL 3
GOAL 4
PRIMARY EDUCATION
ADJUSTED NET ENROLMENT
RATIO (ANER)1
2011
1999
2011
Total (%)
Total (%)
Total (%)
Total (%)
Weighted average
I
II
III
IV
V
VI
VII
VIII
IX
X
XI
XII
XIII
XIV
XV
XVI
XVII
XVIII
XIX
XX
XXI
World
198519943
1999
33
50
**
**
Countries in transition
Developed countries
Developing countries
46
75
27
66
85
45
Arab States
Central and Eastern Europe
Central Asia
East Asia and the Pacific
East Asia
Pacific
Latin America and the Caribbean
Caribbean
Latin America
North America and Western Europe
South and West Asia
Sub-Saharan Africa
15
51
19
39
39
67
54
...
55
76
22
10
23
72
32
62
62
78
73
...
75
85
50
18
11
32
22
43
72
**
**
**
17
54
46
67
82
Total (%)
Weighted average
**
**
**
**
**
**
**
**
**
**
**
84
**
92
98
82
**
79
93
94
95
95
90
94
73
95
98
77
59
59
86
79
95
97
**
**
**
**
**
**
**
**
**
**
**
200520113
GPI (F/M)
Total (%)
GPI (F/M)
198519943
Total (%)
200520113
GPI (F/M)
Total (%)
GPI (F/M)
Weighted average
Weighted average
91
**
83
0.90
89
0.95
76
0.85
84
0.90
95
98
90
**
100
80
1,00
0.88
100
88
1,00
0.93
98
67
0.97
0.77
100
80
1,00
1,00
0.87
0.78
0.98
1,00
0.96
0.96
1.01
1.01
0.70
0.80
90
99
100
99
99
97
81
98
81
70
0.93
1,00
1,00
1,00
1,00
1.01
0.98
1.01
0.86
0.84
55
96
98
82
82
86
86
47
53
0.62
0.96
0.98
0.84
0.84
0.97
0.97
0.57
0.68
77
99
100
95
95
92
69
92
63
59
0.79
0.99
1,00
0.95
0.95
0.79
0.89
0.80
0.96
73
91
84
99
0.93
0.94
0.88
1,00
51
72
59
82
0.69
0.80
0.71
0.86
61
83
71
94
89
96
95
97
97
87
95
70
96
98
93
78
82
93
90
97
98
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
74
98
100
95
95
93
93
60
66
60
84
71
94
**
**
**
**
**
**
**
**
**
**
0.99
0.96
0.99
0.70
0.74
0.80
0.89
0.78
0.96
Sources: UNESCO Institute for Statistics (UIS) database. Enrolment ratios are based on the United Nations Population Division estimates, revision 2010 (United Nations, 2011), median variant.
Note: The statistical tables still include data for Sudan (pre-secession) for reference purposes as those for the two new entities since July 2011, Sudan and South Sudan, are just becoming available. The country groupings by level of income are as defined by the
World Bank but include EFA countries only. They are based on the list of countries by income group as revised in July 2012.
1. Primary adjusted net enrolment ratio (ANER) of primary school age children measures the proportion of those who are enrolled either in primary or in secondary schools.
2. Based on headcounts of pupils and teachers.
3. Data are for the most recent year available during the period specified. See the web version of the introduction to the statistical tables for a broader explanation of national literacy definitions, assessment methods, and sources and years of data. For countries
indicated with (*), national observed literacy data are used. For all others, UIS literacy estimates are used. The estimates were generated using the UIS Global Age-specific Literacy Projections model. Those in the most recent period are for 2011 and are based on
the most recent observed data available for each country.
4. GER or NER, or both, for one or both of the two school years were not calculated due to inconsistencies in the population data.
5. Enrolment ratios are based on the United Nations Population Division estimates, revision 2012 (United Nations, 2013), median variant.
6. National population data were used to calculate enrolment ratios.
7. Enrolment and population data used to calculate enrolment rates exclude Transnistria.
8. In the Russian Federation two education structures existed in the past, both starting at age 7. The most common or widespread one lasted three years and was used to calculate indicators; the second one, in which about one-third of primary pupils were
enrolled, had four grades. Since 2004, the four-grade structure has been extended all over the country.
9. Enrolment and population data exclude the Nagorno-Karabakh region.
10. Children enter primary school at age 6 or 7. Since 7 is the most common entrance age, enrolment ratios were calculated using the 711 age group for both enrolment and population.
11. GER or NER, or both, for one or both of the two school years were not calculated due to lack of United Nations population data by age.
12. Data include French overseas departments and territories (DOM-TOM).
13. Due to the continuing discrepancy in enrolment by single age, the net enrolment ratio in primary education is estimated using the age distribution from the 2007 MICS as from the school year ending in 2007.
Data in bold are for the school year ending in 2011 for survival rates, and the school year ending in 2012 for enrolment and pupil/teacher ratios. Those in italic are for 2000 and those in bold italic are for 2001.
(z) Data are for the school year ending in 2010.
(y) Data are for the school year ending in 2009.
(x) Data are for the school year ending in 2008.
(*) National estimate.
(**) For country level data: UIS partial estimate; for regional and other country-grouping weighted averages: partial imputation due to incomplete country coverage (between 33% and 60% of population for the region or other country grouping).
(. . .) No data available.
390
STATISTICAL TABLES
Table 10
GOAL 5
GOAL 6
Total (%)
0.92
102
103
98
89
103
97
111
111
95
121
108
122
103
89
80
78
102
93
114
102
0.99
1,00
0.91
**
**
**
**
0.87
0.97
0.99
0.99
0.99
0.97
0.97
0.98
0.97
1.01
0.83
0.85
0.86
0.92
0.86
0.99
1,00
**
**
**
**
1999
GPI (F/M)
Total (%)
Weighted average
99
1999
Total (%)
Educational quality
2011
GPI (F/M)
Total (%)
GPI (F/M)
Weighted average
107
**
98
103
108
**
99
100
100
111
112
93
113
107
113
103
110
101
108
108
106
111
103
**
**
**
**
**
**
**
**
**
**
**
0.97
**
1,00
0.99
0.97
**
0.92
1,00
0.98
1.02
1.02
0.98
0.97
0.98
0.97
0.99
0.98
0.93
0.95
0.98
0.96
1,00
0.99
**
**
**
**
**
**
**
**
**
**
**
59
90
100
52
59
88
84
62
62
109
80
49
81
100
44
26
30
58
46
71
99
**
**
**
0.91
**
1.01
1.02
0.88
**
0.88
0.96
1,00
0.94
0.94
1,00
1.07
1,00
1.07
1.02
0.75
0.82
0.83
0.90
0.80
0.98
1.01
**
**
**
**
**
**
**
**
**
1999
2010
1999
Total (%)
Total (%)
Weighted average
71
**
94
103
66
**
71
90
99
80
79
94
90
61
91
103
60
41
**
43
71
61
85
102
**
**
**
**
**
**
**
**
**
**
**
0.97
**
0.98
1,00
0.96
**
0.93
0.97
0.97
1.03
1.03
0.96
1.07
1,00
1.07
1,00
0.92
0.83
**
0.88
0.98
0.92
1.04
0.99
**
**
**
**
**
**
**
**
**
**
**
74
96
93
71
79
96
97
84
84
67
77
44
78
92
62
58
55
75
68
85
92
**
**
**
**
**
**
PUPIL/TEACHER RATIO
IN PRIMARY EDUCATION2
2011
Weighted average
75
**
97
94
73
**
87
98
98
89
89
...
84
43
86
94
64
56
59
77
69
90
94
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
26
19
16
29
23
18
21
24
25
20
26
29
26
15
36
42
43
27
31
24
16
**
**
**
**
**
**
**
24
**
17
14
27
**
II
**
III
**
IV
22
17
16
18
18
...
21
26
21
14
...
43
**
**
VI
43
24
31
19
14
VII
VIII
IX
X
XI
**, z
XII
XIII
**
XIV
XV
**
XVI
XVII
**
XVIII
**
XIX
XX
**
XXI
391
3 /4
Credit: Eva-Lotta Jansson/UNESCO
392
Aid tables
Introduction
Aid tables
Introduction1
The data on aid used in this Report are derived
from the OECD International Development
Statistics (IDS) databases, which record
information provided annually by all member
countries of the OECD Development Assistance
Committee (DAC), as well as a growing number of
donors that are not members of the committee.
The IDS databases are the DAC databases, which
provided project- and activity-level data. In this
Report, total figures for net official development
assistance (ODA) comes from the DAC database
while those for gross ODA, sector-allocable aid
and aid to education come from the Creditor
Reporter System (CRS). Both are available at
www.oecd.org/dac/stats/idsonline.
Official development assistance is public funds
provided to developing countries to promote
their economic and social development. It is
concessional; that is, it takes the form either of
a grant or a loan carrying a lower rate of interest
than is available on the market and, usually, a
longer repayment period.
A more extensive version of the aid tables
including ODA per recipient is available on the
Reports website, www.efareport.unesco.org.
Types of aid
Total ODA: bilateral and multilateral aid for all
sectors, as well as aid that is not allocable by
sector, such as general budget support and debt
relief. In Table 1, total ODA from bilateral donors
is bilateral aid only, while aid as a percentage
of gross national income (GNI) is bilateral and
multilateral ODA.
Sector-allocable ODA: aid allocated to a
specific sector, such as education or health.
It does not include aid for general development
purposes (e.g. general budget support),
balance-of-payments support, debt relief
or emergency assistance.
393
3 /4
1
annex
Education aid
Direct aid to education: aid to education reported
in the CRS database as direct allocations to the
education sector. It is the total of direct aid, as
defined by the DAC, to:
basic education, defined by the DAC as
covering primary education, basic life
skills for youth and adults, and early
childhood education;
secondary education, both general secondary
education and vocational training;
post-secondary education, including advanced
technical and managerial training;
education, level unspecified, which refers to
any activity that cannot be attributed solely
to the development of a particular level
of education, such as education research
and teacher training. General education
programme support is often reported within
this subcategory.
Total aid to education: direct aid to education plus
20% of general budget support (aid provided
to governments without being earmarked for
specific projects or sectors) to represent the
estimated 15% to 25% of budget support that
typically benefits the education sector.
Total aid to basic education: direct aid to basic
education, plus 10% of general budget support,
plus 50% of education, level unspecified.
394
Aid tables
Table 1
Table 1
Bilateral and multilateral ODA
Total ODA
Constant 2011 US$ millions
Country or territory
Australia
Austria
Belgium
Canada
Czech Republic
Denmark
Finland
France
Germany
Greece
Iceland**
Ireland
Italy
Japan
Kuwait**
Luxembourg
Netherlands
New Zealand
Norway
Portugal
Republic of Korea
Spain
Sweden
Switzerland
United Arab Emirates**
United Kingdom
United States
Total bilaterals****
African Development Fund
Arab Fund for Economic and
Social Development
Asian Development Bank
Special Funds
Asian Development Fund***
EU Institutions
World Bank (IDA)
Inter-American Development
Bank Special Fund
International Monetary Fund
(Concessional Trust Funds)
ODA as % of GNI
Sector-allocable ODA
20022003
annual
average
2010
2011
2012*
20022003
annual
average
2010
2011
2012*
20022003
annual
average
2010
2011
20022003
annual
average
2010
2011
2 125
477
1 696
2 669
102
1 703
424
6 809
5 356
270
11
415
1 639
8 774
94
246
4 011
213
2 674
294
300
1 789
2 369
1 521
1 069
4 633
15 324
70 595
3 795
657
2 197
4 221
85
2 225
908
8 285
8 504
225
23
615
807
7 910
224
289
5 146
306
3 843
419
956
4 238
3 267
2 017
404
8 545
27 154
102 324
4 309
490
1 739
4 111
77
2 144
839
8 495
8 736
154
20
604
1 703
6 478
144
280
4 336
330
3 562
477
990
2 282
3 642
2 373
684
8 474
27 076
101 607
4 639
571
1 515
4 306
69
2 073
846
8 533
9 312
96
22
570
530
6 947
...
317
4 191
355
3 574
418
1 167
910
3 760
2 578
900
8 819
25 087
94 896
0.26
0.23
0.52
0.26
0.09
0.90
0.35
0.39
0.28
0.21
0.16
0.40
0.19
0.22
...
0.82
0.81
0.23
0.91
0.25
0.06
0.25
0.82
0.34
...
0.33
0.14
0.24
0.32
0.32
0.64
0.34
0.13
0.91
0.55
0.50
0.39
0.17
0.29
0.52
0.15
0.20
...
1.05
0.81
0.26
1.05
0.29
0.12
0.43
0.97
0.39
0.16
0.57
0.21
0.32
0.34
0.27
0.54
0.32
0.12
0.85
0.53
0.46
0.39
0.15
0.21
0.51
0.20
0.18
...
0.97
0.75
0.28
0.96
0.31
0.12
0.29
1.02
0.45
0.22
0.56
0.20
0.31
0.36
0.28
0.47
0.32
0.12
0.84
0.53
0.46
0.38
0.13
0.22
0.48
0.13
0.17
...
1.00
0.71
0.28
0.93
0.27
0.14
0.15
0.99
0.45
0.27
0.56
0.19
0.29
1 458
222
754
1 139
...
278
290
3 142
4 047
234
...
294
214
4 431
...
...
1 765
138
1 341
256
...
1 046
1 120
806
...
1 904
8 555
33 434
3 080
351
1 208
2 843
...
1 550
563
5 969
8 707
155
...
426
589
13 497
652
224
3 438
209
2 542
279
916
3 415
1 898
927
370
6 730
19 318
79 855
3 457
319
1 203
2 890
53
1 547
545
5 920
8 556
114
16
405
586
11 877
488
178
3 285
228
2 411
193
923
1 888
2 067
1 113
397
6 659
19 275
76 592
14
29
755
7
...
0
0
3 602
1 848
...
966
823
...
...
476
15
...
184
120
31
...
463
1 813
11 146
9
166
596
62
...
50
1 818
229
...
0
292
205
531
19
4
3
459
37
195
190
4 863
13
43
310
4
1
1 368
454
0
797
1 446
121
22
5
38
186
80
182
1 641
6 710
812
1 875
2 147
...
...
...
...
...
738
1 574
1 707
162
598
301
...
...
...
...
...
...
1 088
825
...
...
...
...
...
...
...
509
1 274
1 090
863
...
1 971
1 846
...
...
8 907
8 589
...
13 203
8 287
...
17 045
6 995
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
1 554
10 394
...
8 713
10 618
...
8 391
10 436
...
4
546
1
24
2 133
1
76
792
330
534
1 504
...
...
...
...
...
...
760
1 083
516
967
1 310
772
...
...
...
...
...
505
1 733
106
170
140
...
...
...
...
...
...
331
289
...
14
418
874
-
641
1 114
54
490
1 089
62
...
...
...
...
...
-
...
...
...
...
...
...
...
...
...
...
526
-
832
820
51
642
759
62
...
-
601
581
608
...
...
...
...
...
...
457
459
...
492
26 846
259
36 868
337
39 126
...
...
...
...
...
...
...
...
...
...
...
14 105
100
32 716
68
31 523
...
1 353
5 192
986
Total
97 442
139 192
140 733
...
...
...
...
...
47 538
112 571
108 115
12 499
10 055
7 696
**** The total includes ODA from other bilaterals and multilaterals not listed above.
*Preliminary data.
(. . . ) indicates that data are not available, (-) represents a nil value
**Kuwait and the United Arab Emirates are not part of the DAC but have been included
in its Creditor Reporting System (CRS) database. Iceland became a member of the DAC
in 2012 and now reports to the CRS. The Czech Republic became a member of the
DAC in 2013
Total ODA data represent net disbursements. Sector-allocable ODA and debt relief and
other actions relating to debt represent gross disbursements
Total ODA from DAC donors is bilateral ODA only, while ODA as % of GNI includes
multilateral ODA.
***The Asian Development Fund is a donor to education but does not report to the
OECD on disbursements.
395
3 /4
Annex
Table 2
2010
223
70
157
276
...
28
42
1 494
838
63
...
71
48
651
...
...
338
90
215
77
...
210
116
76
...
279
412
5 774
327
140
237
519
...
170
62
1 990
1 800
91
...
74
76
1 179
22
43
597
68
345
78
159
391
161
63
38
939
908
10 478
101
Country or territory
Australia
Austria
Belgium
Canada
Czech Republic
Denmark
Finland
France
Germany
Greece
Iceland*
Ireland
Italy
Japan
Kuwait*
Luxembourg
Netherlands
New Zealand
Norway
Portugal
Republic of Korea
Spain
Sweden
Switzerland
United Arab Emirates*
United Kingdom
United States
Total bilaterals
2011
20022003
annual
average
2010
436
134
219
341
8
208
61
1 659
1 835
76
1
72
104
954
21
31
429
59
301
62
183
273
177
79
73
1 134
743
9 671
72
6
30
115
...
15
23
191
134
31
...
41
18
184
...
...
223
25
125
12
...
69
76
36
...
192
260
1 879
156
5
40
255
...
90
32
406
339
9
...
42
26
355
2
11
337
33
226
13
24
220
125
18
18
533
658
3 972
193
2
180
55
...
12
...
224
...
...
223
1 190
...
...
1 313
1 364
...
2011
2010
233
6
31
202
1
115
29
301
368
5
1
46
50
250
1
7
214
23
216
14
32
101
136
28
36
708
570
3 726
220
70
152
272
...
26
40
1 447
838
63
...
65
46
583
...
...
307
89
200
77
...
210
96
68
...
171
231
5 269
307
139
234
506
...
155
54
1 898
1 779
91
...
68
74
1 079
22
43
567
65
304
77
159
386
135
56
19
801
908
9 925
97
0
90
77
...
260
...
109
...
4
1 008
1 416
...
...
107
799
...
...
610
724
37
53
...
435
287
291
...
24
...
2 025
Total
7 799
2011
20022003
annual
average
2010
436
134
218
327
8
194
53
1 525
1 805
76
1
66
103
940
21
31
410
56
270
61
183
268
148
73
33
1 044
742
9 228
49
3
16
79
...
5
9
26
103
25
...
16
1
105
...
...
186
10
98
7
...
46
47
27
...
114
159
1 132
97
3
22
162
...
37
9
239
198
7
...
16
11
144
8
283
29
175
1
12
149
99
8
286
598
2 592
128
2
94
11
...
12
128
...
224
...
0
418
818
...
...
79
1 190
...
...
983
1 361
23
27
...
217
143
145
33
...
13
2010
2011
128
1
20
137
1
66
9
167
220
1
26
31
82
4
149
19
180
1
14
32
111
15
420
514
2 348
34
3
19
12
...
1
2
39
72
22
...
1
2
48
...
...
1
11
11
8
...
48
3
31
...
7
0
374
64
20
27
43
...
10
3
264
103
7
...
3
20
64
30
32
2
11
6
71
51
6
15
0
57
11
918
31
13
25
27
0
11
2
115
107
4
13
90
21
13
2
9
5
63
40
6
15
1
62
20
695
...
...
260
...
95
84
96
86
...
4
802
1 415
...
...
26
666
...
...
257
466
...
0
152
518
...
...
14
108
...
...
81
251
...
...
107
175
37
53
...
21
18
...
10
15
...
24
33
...
12
...
12
5
70
0
3
58
0
...
77
-
6
73
6
3
82
0
...
77
-
5
68
-
3
34
-
...
0
-
1
0
6
1
0
0
352
357
...
352
357
...
352
357
...
55
3 256
41
3 158
...
780
55
1 330
41
1 211
...
125
453
405
13 181
12 386
1 912
3 922
3 559
499
1 371
1 100
6
73
6
3
82
0
...
352
357
...
55
3 941
41
3 742
...
1 254
55
2 202
41
2 094
...
1 423
14 419
13 413
3 133
6 174
5 819
6 693
** The Asian Development Fund is a donor to education but does not report to the OECD
on disbursements.
2011
...
77
-
*Kuwait and the United Arab Emirates are not part of the DAC but report their aid
disbursements to the Creditor Reporting System (CRS) database. Totals include their aid
contributions. Iceland became a member of the DAC in 2012 and now reports to the CRS.
The Czech Republic became a member of the DAC in 2013.
20022003
annual
average
...
77
-
396
Aid from France, the United Kingdom and New Zealand includes funds disbursed to
overseas territories (see Table 3)
( ) indicates that data are not available, (-) represents a nil value
All data represent gross disbursements. The share of ODA disbursed to the education
sector is as a percentage of gross ODA disbursements as reported under the CRS statistical
tables. Total ODA figures in Table 1 represent net disbursements as reported under the DAC
statistical tables.
...
Aid tables
Table 2
20022003
annual
average
2010
2011
94
59
94
113
...
1
2
1 099
602
5
...
4
11
341
...
...
77
40
51
52
...
69
8
1
...
1
51
2 775
49
113
152
128
...
18
4
1 153
1 216
73
...
3
15
549
17
0
175
30
57
47
52
49
4
20
0
103
180
4 207
67
110
153
46
6
33
9
1 110
1 212
66
4
21
446
18
0
136
30
40
31
70
63
9
23
76
97
3 873
...
20022003
annual
average
SHARE OF EDUCATION IN
TOTAL ODA (%)
2010
2011
20022003
annual
average
44
5
23
67
...
19
27
283
60
11
...
43
32
89
...
...
42
28
41
9
...
48
38
10
...
48
21
989
97
3
33
173
...
90
38
241
262
5
...
46
29
322
5
5
78
4
61
23
24
137
25
13
18
355
119
2 208
209
10
20
118
1
85
34
133
266
10
0
33
37
322
2
6
113
5
42
24
37
133
22
20
32
487
113
2 312
1
-
63
128
...
2010
2011
11
14
9
21
...
8
10
19
12
23
...
18
3
6
...
...
7
54
9
28
...
10
5
5
...
8
2
8
9
21
10
12
...
7
7
20
18
41
...
12
7
7
3
13
11
22
9
17
16
8
5
3
7
11
3
9
10
27
11
8
10
9
7
18
18
49
7
12
5
6
4
11
9
18
8
12
18
11
5
3
10
13
3
9
1
94
10
...
20022003
annual
average
20022003
annual
average
2010
2011
2010
2011
15
32
20
24
...
9
14
46
21
27
...
22
21
13
...
...
17
64
15
30
...
20
9
8
...
9
3
16
10
40
19
18
...
10
10
32
20
59
...
16
12
8
3
19
16
31
12
28
17
11
7
6
5
12
5
12
13
42
18
11
14
13
10
26
21
66
8
16
17
8
4
17
12
24
11
31
20
14
7
7
8
16
4
12
32
8
19
42
...
56
56
13
16
49
...
57
38
28
...
...
66
28
58
15
...
33
65
47
...
69
63
33
48
4
17
49
...
53
52
20
19
10
...
56
34
30
11
25
56
48
66
17
15
56
77
29
49
57
72
38
53
5
14
59
17
55
48
18
20
6
98
63
48
26
6
23
50
39
72
22
18
37
77
36
50
62
77
39
2
8
10
2
6
54
50
19
50
...
...
14
...
...
29
88
...
11
13
...
11
14
...
49
49
...
...
22
150
...
...
268
130
...
3
216
123
...
...
17
265
...
...
376
513
...
0
327
600
...
...
9
11
...
...
10
11
...
4
8
12
...
...
5
11
...
...
11
13
...
4
10
14
...
...
48
67
...
...
46
53
...
3
41
58
...
...
20
...
...
...
62
52
16
20
50
50
50
...
13
...
...
11
...
11
...
52
21
0
4
0
0
47
0
...
9
-
1
6
11
0
7
0
...
15
-
1
9
12
1
11
0
...
99
-
87
97
2
75
71
31
...
61
59
...
77
78
...
100
100
21
9
12
9
...
10
54
10
60
10
...
62
100
56
100
56
14
12
11
40
43
43
...
0
-
...
-
...
...
0
1 058
1 182
...
11
3 267
3 494
...
172
414
360
...
346
2 947
4 621
4 233
1 335
397
3 /4
Annex
Table 3
Country or territory
Arab States
Unallocated within the region
Algeria
Bahrain
Djibouti
Egypt
Iraq
Jordan
Lebanon
Libya
Mauritania
Morocco
Oman
Palestine
Saudi Arabia
Sudan*
Syrian Arab Republic
Tunisia
Yemen
Central and Eastern Europe
Unallocated within the region
Albania
Belarus
Bosnia and Herzegovina
Croatia
Montenegro
Republic of Moldova
Serbia
TFYR Macedonia
Turkey
Ukraine
Central Asia
Unallocated within the region
Armenia
Azerbaijan
Georgia
Kazakhstan
Kyrgyzstan
Mongolia
Tajikistan
Turkmenistan
Uzbekistan
East Asia and the Pacific
Unallocated within the region
Cambodia
China
Cook Islands
DPR Korea
Fiji
Indonesia
Kiribati
Lao PDR
Malaysia
Marshall Islands
Micronesia, F.S.
Myanmar
Nauru
Niue
Palau
Papua New Guinea
Philippines
Samoa
Solomon Islands
Thailand
Timor-Leste
Tonga
Tuvalu
Vanuatu
Viet Nam
Latin America and
the Caribbean
Unallocated within the region
Antigua and Barbuda
Argentina
Aruba
Barbados
Belize
Bolivia, P.S.
398
20022003
annual
average
2010
1 053
4
140
0
32
106
8
130
42
36
296
1
52
3
21
33
103
46
305
10
80
34
9
9
36
13
101
130
18
13
26
6
12
31
9
1
14
1 155
16
52
409
3
2
11
163
11
32
18
12
24
12
0
5
4
98
41
13
8
34
21
8
3
18
137
1 939
59
159
32
144
107
196
122
9
35
287
5
344
80
120
142
98
574
48
75
26
38
19
7
53
68
22
129
80
331
25
48
13
45
23
31
50
31
3
63
2 309
42
55
856
5
4
30
450
6
64
48
2
1
34
3
2
1
85
115
31
26
42
42
10
3
21
333
560
11
0
20
0
0
90
2011
20022003
annual
average
2010
1 922
63
145
28
116
52
236
121
9
30
312
409
33
114
175
77
517
68
70
18
35
5
41
54
16
131
77
346
24
51
20
44
21
42
61
23
3
55
2 060
33
79
766
4
3
26
364
13
55
40
2
1
41
4
2
1
101
75
19
23
37
44
12
3
17
296
221
3
1
0
8
55
2
58
1
14
18
0
22
0
11
2
2
24
90
2
38
12
0
2
10
5
17
43
7
5
7
1
5
11
5
0
2
253
3
19
18
1
0
3
52
4
9
1
6
11
6
0
2
2
44
9
5
2
2
5
2
1
3
41
825
11
17
14
50
41
149
53
1
12
65
1
252
47
40
5
66
80
10
5
2
3
2
2
20
14
8
10
5
99
10
14
1
10
2
10
18
18
1
15
687
19
22
31
4
2
12
218
1
34
2
1
0
21
1
1
1
48
66
17
15
5
17
5
0
9
132
1 110
948
226
438
381
57
3
37
0
2
80
45
0
38
3
65
4
0
2
0
57
25
1
9
0
1
35
7
0
14
1
25
...
7
1
6
42
2011
20022003
annual
average
2010
845
2
4
11
39
15
160
57
1
8
86
323
17
42
31
46
64
5
5
1
4
1
13
13
5
13
4
101
4
17
5
12
2
14
22
13
1
12
552
10
33
27
3
1
9
162
7
30
3
1
0
25
2
1
1
54
41
6
14
5
20
6
1
6
86
6
...
0
0
64
7
0
78
3
31
5
0
51
0
2
1
2
7
8
...
159
70
1
10
30
38
3
7
...
45
7
24
1
10
48
7
1
1
1
...
9
0
526
0
30
2
262
12
0
777
690
1
15
13 050
1 091
52
1
162
33
0
29
128
643
111
15
19
...
6
133
5
8
168
121
1
23
18
5
569
7
19
5
17
7
...
18
5
17
9
46
130
49
69
2
3
16
...
119
3
39
3
25
79
26
2
7
4
...
12
0
2 297
2
125
8
104
47
1
92
24
5
1 080
5 604
354
46
5
577
188
1
88
335
280
251
13
2011
20022003
annual
average
2010
2011
2010
2011
20
...
1
110
4
3
175
134
2
15
24
722
3
21
33
12
6
...
21
3
21
26
90
41
45
2
3
18
...
139
10
43
3
36
97
19
3
6
4
...
19
0
1 510
0
91
6
554
42
1
124
29
6
1 309
3 763
510
51
3
193
165
1
105
390
645
155
2
913
4
140
0
28
88
8
21
42
31
296
1
52
3
18
33
103
45
269
10
78
34
9
8
34
9
77
91
9
6
20
6
5
29
2
1
13
1 068
16
42
409
3
2
11
154
11
26
18
1
2
12
0
4
1
98
39
13
7
34
17
8
3
18
121
1 874
59
159
26
144
107
196
122
9
27
287
2
312
80
120
137
86
522
48
75
26
38
19
7
15
53
22
129
80
289
25
36
13
35
23
23
50
18
3
63
2 145
41
55
856
5
4
30
406
6
63
48
2
1
34
3
1
1
84
58
30
19
42
39
9
2
20
288
1 827
63
145
21
116
52
196
121
9
23
309
391
33
114
156
77
492
68
70
18
35
5
17
54
16
131
77
312
24
28
20
44
21
36
61
19
3
55
2 039
33
79
766
4
3
26
364
13
54
40
2
1
41
4
1
1
101
75
19
21
37
44
11
2
17
280
112
3
0
6
44
1
0
1
8
7
0
16
7
1
1
17
43
0
26
7
0
4
2
3
17
1
1
3
1
0
8
1
0
1
129
3
7
10
0
0
2
35
0
5
0
0
0
5
0
0
27
6
2
0
0
2
1
0
0
21
649
9
15
5
41
8
132
49
1
4
47
0
216
34
31
1
56
23
4
3
1
1
0
0
0
3
8
3
1
52
10
1
0
4
0
4
11
9
0
12
400
18
14
6
4
2
3
101
0
24
0
0
0
20
0
0
0
37
31
12
10
2
5
5
0
4
101
662
1
3
5
29
6
131
52
0
3
60
272
14
40
7
39
17
1
2
0
2
0
1
5
4
1
1
49
3
2
0
10
0
9
7
9
0
8
271
9
17
4
3
0
3
54
7
26
0
0
0
22
0
0
38
19
4
12
2
4
5
0
3
37
539
1 026
919
169
240
227
...
119
2
7
21
24
...
2
4
15
18
11
0
20
0
0
86
57
0
37
0
2
80
45
0
38
3
64
1
1
0
47
21
0
4
0
18
5
0
8
0
8
20022003
annual
average
Aid tables
Table 3
DIRECT AID TO
SECONDARY EDUCATION
DIRECT AID TO
POST-SECONDARY EDUCATION
20022003
annual
average
2010
66
0
1
0
6
12
1
3
2
2
5
0
8
1
1
0
17
6
34
1
22
2
0
1
3
1
3
9
0
0
3
0
1
0
0
0
3
102
1
3
24
1
1
0
24
0
2
4
0
0
0
0
8
5
1
1
2
6
1
0
6
11
137
2
9
1
24
12
4
14
1
2
32
0
13
3
3
12
3
40
2
9
0
5
1
1
1
7
1
11
1
50
2
3
0
2
3
3
4
3
0
30
204
16
11
11
0
6
50
0
8
2
0
0
1
0
0
11
2
5
1
2
8
1
1
4
64
78
1
1
0
16
2011
20022003
annual
average
2010
2011
2010
2011
114
3
3
1
13
6
6
17
0
1
32
12
4
5
3
5
32
2
6
0
3
2
1
7
0
8
1
66
3
9
0
8
2
13
4
3
24
198
3
15
39
0
0
6
39
0
6
2
0
3
0
0
0
13
2
6
3
0
3
2
0
5
51
657
1
136
0
15
28
6
12
37
14
261
0
15
2
6
30
84
9
135
6
8
15
8
5
18
4
66
54
4
4
14
4
2
17
0
0
7
675
11
18
360
1
1
6
70
3
17
12
0
1
5
0
1
1
28
22
4
3
27
7
4
1
5
65
801
43
131
9
63
21
25
51
7
13
171
1
42
15
68
121
18
396
30
60
23
26
15
3
13
34
12
100
70
136
13
19
10
26
16
11
21
2
2
14
1 131
5
15
787
1
1
2
65
3
12
43
0
0
10
0
1
0
15
11
5
4
31
5
3
1
4
107
780
57
135
9
54
22
40
42
7
16
168
23
9
64
117
18
373
57
56
16
25
1
14
27
9
98
69
126
16
11
10
22
15
11
22
3
2
15
1 028
19
15
677
1
2
5
55
5
15
33
1
0
11
1
1
0
18
10
6
5
28
5
3
1
4
109
79
1
2
0
2
4
0
6
2
6
23
0
13
0
4
2
2
12
57
3
22
10
0
2
10
2
4
12
3
1
1
1
1
2
0
0
2
163
1
15
15
1
0
3
25
7
2
2
0
0
1
0
3
0
34
6
6
3
4
2
2
1
6
24
287
4
3
11
17
66
35
8
1
8
37
0
42
28
18
2
9
63
13
4
2
6
3
3
0
9
2
14
7
51
0
12
2
3
5
5
14
4
1
6
411
3
15
52
-0
0
19
190
2
20
4
1
0
3
3
0
22
13
8
5
7
22
1
0
7
16
132
118
199
342
297
92
2
0
3
0
20
9
0
3
0
14
4
0
15
0
0
7
26
0
19
0
0
8
26
0
15
2
9
6
0
3
0
16
20022003
annual
average
2010
271
2
4
6
20
18
19
9
2
2
49
84
7
5
28
15
71
8
6
2
5
2
1
16
2
23
6
70
3
5
9
4
4
3
28
4
1
8
541
2
31
47
0
1
11
217
1
8
5
1
0
5
3
0
1
32
44
3
1
7
33
1
1
5
83
13
4
51
53
31
6
1
13
29
9
35
9
8
48
5
26
22
13
6
2
20
6
6
0
6
2
4
18
6
5
3
7
3
6
13
5
3
6
9
9
10
14
40
1
19
7
35
11
8
18
18
10
0
41
13
18
3
22
7
3
7
22
18
33
8
13
13
52
21
9
5
17
24
22
9
19
11
13
4
36
15
12
10
5
19
20
7
11
9
11
9
12
8
13
10
12
12
7
7
11
9
14
7
11
24
14
8
7
31
29
4
32
12
24
13
23
2
0
8
11
12
3
13
7
18
6
9
13
12
20
17
9
312
277
8
0
11
0
1
34
4
0
12
1
33
0
2
17
4
3
8
2011
20022003
annual
average
2010
14
10
48
18
10
3
20
24
2
8
19
17
3
30
18
13
10
7
20
17
9
7
10
9
9
11
11
11
15
12
6
7
10
9
16
7
10
23
13
6
9
31
13
3
33
14
20
12
16
3
0
11
11
10
4
15
8
18
7
7
16
13
8
18
7
20
10
80
56
35
9
1
7
39
16
53
10
11
50
16
39
34
19
11
5
25
9
9
0
7
4
4
28
7
3
4
9
4
3
17
3
6
10
14
15
11
20
42
3
25
15
36
10
33
11
8
16
1
63
7
19
8
23
7
8
7
25
19
36
10
15
15
60
26
10
5
18
27
22
8
19
7
16
7
41
16
14
10
7
19
21
7
11
10
5
8
13
9
13
11
13
11
7
6
12
11
15
5
12
24
14
10
7
32
37
7
35
12
25
14
23
2
0
12
11
7
3
14
5
20
5
11
13
12
27
18
8
12
0
13
23
2
7
9
0
1
32
12
9
0
2
27
5
5
14
2011
20022003
annual
average
2010
2011
17
12
54
26
11
3
22
28
16
7
19
24
6
37
19
21
11
11
20
19
9
7
6
9
9
11
11
11
15
10
6
8
10
17
16
6
11
23
14
8
9
32
16
7
33
16
21
13
17
3
0
15
11
6
4
16
9
18
7
8
17
12
11
19
7
21
65
1
1
25
52
18
44
3
38
6
24
43
5
50
5
2
53
29
17
48
35
2
23
27
36
17
33
39
36
25
22
39
35
52
35
17
22
19
37
4
32
15
28
32
33
29
6
47
48
50
46
45
45
45
23
36
29
6
23
26
36
19
30
43
19
11
42
34
39
76
44
12
34
23
32
73
59
33
4
68
14
21
6
7
9
9
22
37
21
37
8
6
30
40
28
11
23
10
32
36
57
19
24
30
46
40
4
82
68
41
48
23
53
4
49
68
62
43
39
70
57
58
53
60
13
41
52
13
42
40
44
3
3
41
34
29
68
47
14
27
28
79
52
37
18
60
12
7
7
6
11
21
32
23
34
10
5
29
18
32
26
26
12
33
35
55
29
22
27
29
42
4
71
22
34
45
56
54
7
48
75
60
45
28
66
54
55
29
60
14
46
50
31
33
29
11
10
40
39
40
0
3
24
3
7
11
0
1
33
13
9
35
39
12
0
61
64
45
47
25
29
49
44
16
22
38
22
39
399
3 /4
Annex
Table 3 (continued)
Country or territory
Brazil
Chile
Colombia
Costa Rica
Cuba
Dominica
Dominican Republic
Ecuador
El Salvador
Grenada
Guatemala
Guyana
Haiti
Honduras
Jamaica
Mexico
Nicaragua
Panama
Paraguay
Peru
Saint Kitts and Nevis
Saint Lucia
Saint Vincent and the
Grenadines
Suriname
Trinidad and Tobago
Uruguay
Venezuela, B.R.
South and West Asia
Unallocated within the region
Afghanistan
Bangladesh
Bhutan
India
Iran, Islamic Republic of
Maldives
Nepal
Pakistan
Sri Lanka
Sub-Saharan Africa
Unallocated within the region
Angola
Benin
Botswana
Burkina Faso
Burundi
Cameroon
Cape Verde
Central African Republic
Chad
Comoros
Congo
Cte dIvoire
D. R. Congo
Equatorial Guinea
Eritrea
Ethiopia
Gabon
Gambia
Ghana
Guinea
Guinea-Bissau
Kenya
Lesotho
Liberia
Madagascar
Malawi
Mali
Mauritius
Mozambique
Namibia
Niger
Nigeria
Rwanda
Sao Tome and Principe
Senegal
400
20022003
annual
average
20022003
annual
average
2010
2011
2010
2011
41
15
34
3
12
1
21
18
9
0
31
17
24
38
12
33
63
5
8
35
0
1
116
34
70
10
9
3
58
39
50
5
46
1
175
35
13
60
66
5
42
57
1
3
105
33
68
9
10
2
14
35
32
1
38
2
143
53
10
61
42
5
38
59
3
4
4
1
5
0
3
0
14
3
3
16
6
13
29
9
2
35
0
4
10
0
0
23
8
18
3
2
1
30
14
17
2
28
0
104
17
9
10
24
1
22
20
1
2
23
7
18
2
3
1
9
11
15
0
24
1
89
35
3
10
20
1
30
21
2
2
3
1
4
9
967
42
153
9
379
40
9
54
225
54
2 816
92
44
45
3
93
14
103
39
10
29
14
27
96
127
10
19
106
32
10
127
46
10
89
25
3
86
75
105
18
158
27
58
34
64
6
122
3
1
9
15
2 267
8
420
368
12
580
66
5
152
574
82
3 959
233
28
74
37
143
49
117
43
19
17
16
23
77
154
11
19
320
32
8
177
41
23
51
22
53
56
162
167
29
277
22
52
176
111
7
183
2
6
16
2 417
3
381
365
9
792
72
4
171
554
66
3 647
159
27
81
21
146
44
117
24
19
16
14
28
189
134
10
57
315
33
7
193
50
12
131
24
45
51
70
155
30
254
32
42
140
145
9
177
1
0
1
1
597
27
98
5
280
1
3
35
130
18
1 490
65
26
17
0
56
6
21
5
1
14
4
2
34
57
5
9
59
6
6
80
27
4
56
13
2
38
44
57
0
88
14
30
17
28
1
39
1
3
3
1 309
7
288
254
3
387
1
1
75
271
22
1 891
152
10
35
18
79
23
14
4
7
9
4
4
28
94
5
10
162
1
3
96
7
10
25
12
39
25
106
96
8
149
9
15
77
41
0
66
20022003
annual
average
20022003
annual
average
2010
2011
2010
2011
2010
2011
0
1
1
1
3
35
12
2
4
8
54
9
27
27
0
42
1
5
3
2
12
2
5
4
6
3
177
25
8
21
141
12
4
73
15
25
1
31
3
26
6
91
99
2
5
4
5
4
107
7
6
19
19
10
6
63
32
10
1
25
3
34
6
240
79
41
15
34
3
12
1
21
18
9
0
31
15
24
37
9
33
53
5
8
35
0
1
116
34
70
10
9
0
51
39
50
1
46
1
127
31
5
60
61
5
41
57
0
3
105
33
68
9
10
1
14
35
32
0
38
2
133
51
10
61
38
5
38
53
0
3
2
0
2
0
3
13
3
3
13
3
10
24
6
1
24
0
3
7
0
5
3
10
1
2
0
9
5
10
0
20
0
74
12
4
3
15
1
6
13
1
5
2
11
1
2
7
6
7
17
0
62
31
3
2
13
0
26
10
0
161
228
0
2
3
1 445
0
217
249
2
578
2
1
78
288
29
1 757
74
12
43
9
80
24
17
1
9
8
3
7
85
76
5
29
165
4
3
102
12
5
68
12
33
24
56
86
11
141
14
20
56
64
2
67
22
0
2
0
4
...
6
6
45
2
0
66
21
6
11
13
...
14
14
2
26
5
44
64
2
9
49
5
12
6
68
16
5
27
28
26
20
21
10
33
5
16
21
29
3
24
39
15
1
21
49
24
10
11
1
8
...
53
16
29
3
0
31
20
14
13
13
...
3
24
61
29
19
7
63
11
5
37
6
9
8
53
15
12
5
11
27
5
46
4
33
62
9
43
38
69
32
24
6
3
25
12
34
2
6
1
8
...
39
16
18
5
0
21
21
15
16
13
...
3
30
32
29
20
5
23
13
4
27
12
27
7
47
44
12
25
11
28
8
24
10
32
51
8
22
33
90
30
37
8
2
39
72
33
3
1
4
9
775
34
144
9
361
40
9
52
80
46
2 231
91
44
39
3
65
10
90
36
9
19
13
27
56
32
10
19
81
31
8
79
42
10
84
21
3
68
71
81
18
115
27
36
33
45
6
117
3
1
9
15
2 238
8
413
368
10
580
66
5
142
564
82
3 187
212
28
56
37
97
31
113
36
11
17
13
22
63
114
11
19
284
32
7
99
41
20
51
8
48
56
104
141
15
188
22
49
176
84
7
168
2
6
16
2 412
3
377
365
8
792
72
4
171
553
66
2 831
140
27
74
21
105
34
117
22
19
16
14
27
33
99
10
57
293
33
6
111
46
10
68
20
37
51
70
120
15
165
32
23
140
111
9
161
1
0
1
463
17
90
4
261
1
3
27
49
13
933
50
19
11
0
36
2
13
2
1
5
4
1
9
5
3
5
31
4
5
46
24
4
50
8
2
21
30
32
0
48
12
8
12
5
1
21
0
1
1
996
6
239
232
1
336
1
1
47
126
6
930
123
6
18
0
45
10
5
0
2
7
0
3
18
64
2
4
40
1
2
35
4
1
19
3
29
21
59
68
1
55
2
9
26
14
0
31
0
1
1 014
0
158
226
1
497
0
0
27
90
14
782
47
8
28
0
38
14
5
0
2
5
0
3
5
48
4
10
40
2
1
35
4
2
29
1
27
19
47
44
3
53
1
8
24
13
1
30
Aid tables
Table 3
DIRECT AID TO
SECONDARY EDUCATION
DIRECT AID TO
POST-SECONDARY EDUCATION
20022003
annual
average
20022003
annual
average
20022003
annual
average
2010
2011
2010
2011
2010
2011
2010
2011
20022003
annual
average
2010
2011
20022003
annual
average
2010
2011
4
1
4
0
2
0
4
5
2
0
6
7
1
2
0
7
3
3
1
7
0
6
2
7
0
1
3
5
22
1
6
9
9
0
4
15
0
2
10
0
1
3
2
6
1
1
3
6
6
0
3
16
11
6
4
12
0
3
7
0
1
30
11
22
3
7
0
2
9
2
0
7
1
7
2
0
23
13
1
2
16
0
0
71
19
36
4
6
0
2
11
4
0
4
0
33
4
0
38
18
3
1
20
0
0
61
19
37
5
5
0
1
12
4
0
3
1
10
2
1
40
4
2
2
21
0
0
5
2
6
0
1
2
2
2
5
4
6
9
2
2
12
0
2
5
0
0
34
9
16
5
1
0
36
18
14
0
16
1
11
6
0
15
13
1
31
15
0
1
36
10
14
3
1
0
3
12
15
0
15
1
45
7
1
15
9
2
6
16
0
2
9
19
4
5
15
7
10
6
4
2
9
19
12
8
11
14
9
11
8
5
1
4
18
15
7
6
7
7
22
15
12
14
10
1
4
6
7
9
10
3
23
7
12
8
12
31
7
12
11
7
5
14
9
6
9
1
8
8
11
6
7
4
24
7
17
10
16
21
5
7
18
4
16
8
7
2
12
26
17
15
12
15
14
14
14
8
1
4
19
19
8
7
8
1
24
15
13
7
12
1
11
5
4
9
10
3
23
7
1
9
13
34
7
13
12
4
5
15
10
3
11
1
12
8
11
6
7
4
25
8
2
9
11
9
16
11
26
29
68
18
37
0
51
35
52
76
74
6
56
9
49
27
28
34
19
24
26
31
24
50
53
36
35
40
61
48
59
49
63
17
37
27
53
35
48
61
22
22
26
27
31
37
62
33
46
28
63
42
62
67
30
16
47
28
78
35
49
37
35
28
35
32
25
41
49
0
0
0
1
57
1
25
2
14
1
3
3
2
7
139
3
1
4
1
7
0
2
3
1
1
1
0
2
4
2
3
5
2
1
2
4
1
5
5
0
2
16
6
4
8
3
2
5
1
3
0
1
1
209
0
29
62
4
50
2
1
20
19
21
380
10
8
4
0
5
7
4
14
1
1
0
3
16
14
1
1
18
4
3
8
2
1
5
1
3
5
4
21
3
15
4
2
17
7
2
19
1
2
226
1
57
64
1
49
2
1
19
20
11
257
10
8
6
0
10
4
3
9
1
1
0
3
4
14
0
6
10
1
1
6
1
1
10
1
4
3
2
9
1
10
3
3
15
20
2
17
1
1
2
7
179
4
21
1
67
38
3
9
12
23
629
9
12
20
1
10
3
72
29
7
6
9
23
35
14
1
3
16
23
2
10
11
5
21
2
0
31
2
18
17
26
4
4
10
8
4
61
2
1
2
9
436
2
54
29
4
92
62
2
29
139
24
728
42
5
19
0
24
5
89
21
5
5
8
15
22
16
1
1
17
26
0
13
29
2
15
0
1
22
5
20
11
19
2
28
32
36
5
64
2
2
10
316
1
47
29
5
83
68
2
23
48
11
659
48
4
17
2
15
6
86
11
3
4
8
13
20
16
5
2
16
25
0
18
29
2
14
0
2
19
2
18
10
15
3
6
38
10
4
57
0
0
1
1
76
12
8
3
19
0
1
13
17
3
530
28
13
5
1
11
5
3
2
1
7
0
3
10
9
4
8
30
1
2
21
4
0
7
6
1
14
23
25
0
36
4
21
9
27
0
31
1
5
3
596
0
91
44
1
101
1
1
46
280
31
1 149
37
8
16
36
23
9
15
0
2
4
5
1
7
21
6
13
209
0
2
43
7
15
12
3
15
8
35
32
0
99
14
9
101
27
0
54
0
3
5
856
0
115
47
1
162
3
1
102
395
30
1 134
34
8
23
18
43
10
23
1
13
6
5
7
4
21
1
39
227
4
3
52
12
5
14
18
4
10
19
49
1
88
25
6
62
68
2
57
7
15
19
11
8
3
10
14
10
26
40
11
6
7
9
5
8
12
6
13
5
9
27
13
8
36
24
8
3
28
6
6
20
13
11
13
7
13
21
3
12
12
14
35
6
18
11
8
13
14
17
3
13
13
28
11
8
6
17
8
12
52
4
15
15
7
8
5
9
10
21
13
7
17
12
6
3
21
1
8
2
11
12
9
23
7
10
16
7
3
8
3
11
15
14
18
13
8
7
8
10
15
18
3
15
34
12
3
6
16
6
15
60
8
17
13
6
7
4
11
12
15
14
8
17
9
7
3
24
8
12
2
35
44
9
30
5
10
14
3
5
8
5
12
9
12
14
12
11
6
7
11
13
16
7
15
22
15
11
5
12
16
13
39
57
12
7
10
15
8
19
16
8
15
7
25
31
18
7
40
43
17
4
35
11
8
39
14
12
18
17
16
23
15
15
17
16
36
10
20
13
9
16
19
21
3
14
13
31
13
15
7
19
8
12
67
5
16
25
9
10
6
9
9
22
12
6
23
13
8
7
24
18
10
8
32
15
11
26
7
7
18
18
3
4
11
13
15
15
17
13
8
10
8
9
24
20
3
15
39
14
4
7
18
6
15
68
9
18
25
7
9
4
12
12
15
14
8
22
12
10
6
30
22
7
6
38
54
11
33
5
8
16
10
4
8
9
14
10
12
11
12
11
6
7
11
18
17
42
1
17
10
62
63
64
53
74
2
36
64
58
34
53
71
58
37
15
60
44
20
12
12
48
31
9
35
45
49
45
55
17
63
63
59
41
63
50
71
44
58
54
2
56
51
51
51
44
18
32
18
0
40
18
58
79
69
69
24
67
2
23
50
47
27
48
65
36
47
49
56
47
12
9
40
54
27
17
37
61
49
52
51
3
40
54
17
45
48
55
73
45
65
58
29
54
42
30
44
37
4
36
5
29
18
60
19
57
68
20
73
2
20
46
52
44
48
46
44
53
46
55
55
14
6
46
51
22
26
45
57
46
52
52
13
49
53
24
48
52
51
73
47
80
56
35
55
43
48
40
44
21
38
401
3 /4
Annex
Table 3 (continued)
TOTAL AID TO BASIC EDUCATION
20022003
annual
average
20022003
annual
average
2010
2011
2010
2011
2010
2011
2010
2011
2010
2011
1
24
5
121
...
4
15
223
305
137
14
254
1
179
5
0
5
0
64
5
37
39
116
...
12
35
201
346
117
23
523
0
447
1
1
2
71
2
28
26
96
51
21
33
85
188
80
34
74
0
1
1
3
70
0
15
4
55
...
2
1
157
233
85
6
127
0
89
2
0
3
0
32
2
18
30
71
...
7
14
89
139
63
12
243
0
217
0
0
1
25
1
15
18
57
36
11
14
51
60
42
21
26
0
0
0
1
25
54
22
3
8
...
7
2
29
34
42
3
...
78
...
...
...
12 854
...
...
327
19
20
10
...
36
15
13
17
25
5
...
...
...
...
...
5 968
...
...
75
16
12
8
...
53
15
7
7
16
10
...
...
...
...
...
7 424
...
...
1
11
5
121
...
4
14
192
232
94
14
249
1
179
0
0
5
0
64
1
19
39
116
...
12
18
171
249
60
23
517
0
442
1
1
1
71
1
19
25
96
51
21
27
71
105
48
34
72
1
1
0
70
8
3
44
...
0
1
111
184
47
4
1
0
0
0
-
0
4
25
61
...
5
4
58
27
14
6
134
0
121
0
13
8
17
45
28
2
8
35
11
9
14
13
0
13
559
1 406
1 481
86
602
648
...
...
...
558
1 382
1 481
46
498
524
Total
Low income countries
Lower middle income
countries
Upper middle income
countries
High income countries
Unallocated by income
7 799
2 145
14 419
3 796
13 413
3 461
3 133
1 240
6 174
2 047
5 819
1 858
5
12
9
18
9
16
6 693
1 670
13 181
3 159
12 386
2 943
1 912
805
3 922
1 238
3 559
1 059
3 012
5 407
5 371
1 290
2 451
2 607
2 546
4 917
4 973
843
1 503
1 566
1 652
2 800
2 641
302
595
579
1 497
2 738
2 556
156
357
331
25
964
36
2 379
13
1 926
6
296
9
1 072
6
769
1
...
2
...
1
...
25
954
33
2 334
10
1 904
3
105
2
822
4
600
Total
Arab States
Central and Eastern Europe
Central Asia
East Asia and the Pacific
Latin America and
the Caribbean
South and West Asia
Sub-Saharan Africa
Overseas territories
Unallocated by region or
country
7 799
1 053
305
130
1 155
14 419
1 939
574
331
2 309
13 413
1 922
517
346
2 060
3 133
221
90
43
253
6 174
825
80
99
687
5 819
845
64
101
552
5
6
8
7
1
9
19
7
16
4
9
20
6
18
4
6 693
913
269
91
1 068
13 181
1 874
522
289
2 145
12 386
1 827
492
312
2 039
1 912
112
43
17
129
3 922
649
23
52
400
3 559
662
17
49
271
560
1 110
948
226
438
381
539
1 026
919
169
240
227
967
2 816
254
2 267
3 959
523
2 417
3 647
74
597
1 490
127
1 309
1 891
243
1 445
1 757
26
4
13
...
8
13
...
8
13
...
775
2 231
249
2 238
3 187
517
2 412
2 831
72
463
933
1
996
930
134
1 014
782
13
559
1 406
1 481
86
602
648
...
...
...
558
1 382
1 481
46
498
524
Total
7 799
14 419
13 413
3 133
6 174
5 819
6 693
13 181
12 386
1 912
3 922
3 559
Seychelles
Sierra Leone
Somalia
South Africa
South Sudan*
Swaziland
Togo
Uganda
U. R. Tanzania
Zambia
Zimbabwe
Overseas territories**
Anguilla (UK)
Mayotte (France)
Montserrat (UK)
Saint Helena (UK)
Tokelau (New Zealand)
Turks and Caicos Islands (UK)
Wallis and Futuna (France)
Unallocated by region
or country
402
20022003
annual
average
Country or territory
20022003
annual
average
Malta and Slovenia are not listed in the table because they were removed from the
OECD-DAC list of ODA recipients in 2005. However the aid they received in 2002-2003
is included in the totals.
The classification by income is based on the World Bank list as of July 2012.
All data represent gross disbursements.
20022003
annual
average
Aid tables
Table 3
DIRECT AID TO
SECONDARY EDUCATION
DIRECT AID TO
POST-SECONDARY EDUCATION
20022003
annual
average
20022003
annual
average
20022003
annual
average
2010
2011
2010
2011
2010
2011
2010
2011
20022003
annual
average
2010
2011
20022003
annual
average
2010
2011
0
1
9
...
0
0
6
7
5
0
1
0
0
-
4
2
11
...
2
1
64
55
2
1
168
133
0
1
34
0
5
5
8
6
1
2
6
22
1
0
32
0
32
0
1
0
45
...
0
13
13
16
9
5
1
0
0
0
1
0
1
1
2
23
...
0
11
16
41
4
3
2
0
0
1
0
1
1
1
2
0
20
1
0
10
12
58
4
4
2
0
0
1
1
2
1
22
...
3
1
62
26
34
4
246
0
178
-0
0
4
64
0
9
10
20
...
5
2
33
126
41
13
213
0
188
0
0
24
0
3
3
23
16
17
7
19
14
34
15
26
1
0
25
18
5
2
22
10
18
19
15
10
6
65
22
76
10
7
52
19
75
7
8
7
10
12
6
11
11
12
3
58
2
69
2
2
14
52
7
7
3
8
5
15
3
5
8
7
5
26
16
3
1
13
53
18
6
9
25
14
25
25
21
15
10
69
22
77
1
7
67
19
75
9
5
16
10
13
11
11
10
9
4
60
2
70
2
2
8
54
6
6
10
8
8
16
11
5
5
5
6
27
0
3
1
5
53
37
63
79
46
46
9
71
76
62
44
50
18
50
52
6
49
100
50
45
48
76
61
60
40
45
40
54
53
47
0
49
9
19
38
35
31
52
72
59
71
53
43
61
32
53
63
36
50
37
17
41
36
14
51
56
418
648
653
80
184
249
11
15
43
44
499
125
1 371
389
1 100
347
2 947
345
4 621
550
4 233
457
1 335
395
3 267
982
3 494
1 080
9
8
9
8
9
7
14
13
12
10
11
10
40
58
43
54
43
54
223
568
473
1 053
1 439
1 251
427
1 408
1 683
11
11
14
12
13
43
45
49
126
168
165
1 078
1 800
1 649
137
412
412
11
16
15
16
17
16
18
21
22
3
22
2
244
0
115
14
456
19
813
5
872
5
371
10
455
1
317
12
7
11
6
28
5
16
13
13
10
34
8
24
31
25
45
47
40
499
66
34
9
102
1 371
137
40
50
204
1 100
114
32
66
198
2 947
657
135
54
675
4 621
801
396
136
1 131
4 233
780
373
126
1 028
1 335
79
57
12
163
3 267
287
63
51
411
3 494
271
71
70
541
9
13
6
6
9
9
13
10
10
14
9
14
10
11
13
14
20
11
7
14
12
15
10
11
14
11
17
11
11
14
40
21
29
33
22
43
43
14
30
30
43
44
12
29
27
78
132
118
199
342
297
92
312
277
12
11
10
40
39
40
57
139
1
209
380
168
226
257
32
179
629
1
436
728
2
316
659
2
76
530
246
596
1 149
213
856
1 134
26
8
9
65
11
8
58
12
7
26
11
15
69
13
10
60
14
9
27
62
53
50
58
48
47
60
48
36
14
51
56
418
648
653
80
184
249
11
15
43
44
499
1 371
1 100
2 947
4 621
4 233
1 335
3 267
3 494
14
12
11
40
43
43
403
3 /4
1
Annex
Glossary
404
Glossary
405
3 /4
1
Annex
406
abbreviations
Abbreviations
AIDS
ASER
BADEA
CRS
DAC
DFID
DTP3
ECCE
EDI
EFA
EGRA
EU
F/M
FTI
FUNDEB
Fund for the Development of Basic Education and Appreciation of the Teaching
Profession (Brazil)
FUNDEF
Fund for Primary Education Administration and Development for the Enhancement
of Teacher Status (Brazil)
G8
Group of Eight (Canada, France, Germany, Italy, Japan, Russian Federation, United
Kingdom and United States, plus EU representatives)
GDP
GEFI
GEI
GER
407
3 /4
Education for All Global Monitoring Report
Annex
GNI
GNP
GPE
GPI
HIV
IBE
IDA
IDS
IIEP
ILO
IMF
ISCED
ICT
LAMP
LLECE
408
MDG
NER
NGO
Non-government organization
ODA
OECD
OPEC
PASEC
PIAAC
PIRLS
ABBREVIATIONS
PISA
PPP
SACMEQ
SERCE
STEP
TIMSS
UIS
UK
UN
United Nations
UNAIDS
UNDP
UNESCO
UNICEF
UNPD
UOE
UIS/OECD/Eurostat
UPE
US
USAID
WEI
WFP
WHO
409
3 /4
1
Annex
References
410
References
411
3 /4
1
Annex
412
References
Honduras Ministry of Health, National Institute of Statistics and ICF International. 2013. Encuesta
Nacional de Demografa y Salud 2011-2012. Tegucigalpa, Honduras Secretariat of the Office of the
Presidency/National Institute of Statistics/ICF International.
Hui, N. 2012. How low is Indias tax GDP ratio? Budget Track, Vol. 8, No. 3, pp. 17-19.
IADB. 2007. Paraguay Escuela Viva II Program: Loan Proposal. Washington, DC, Inter-American
Development Bank.
___. 2013. Progress Monitoring Report: Escuela Viva II Program. Washington, DC, Inter-American
Development Bank.
Indonesia Ministry of National Education. 2005. Strategic Plan 2005-2009. Jakarta, Indonesia Ministry of
National Education.
Indonesia National Development Planning Agency, SMERU and UNICEF. 2012. Child Poverty and
Disparities in Indonesia: Challenges for Inclusive Growth. Jakarta, National Development Planning
Agency/SMERU Research Institute/UNICEF Indonesia.
Inter-agency Group for Child Mortality Estimation. 2012. Levels and Trends in Child Mortality: Report
2012 - Estimates Developed by the UN Inter-agency Group for Child Mortality Estimation. New York/
Geneva, Switzerland/Washington, DC, United Nations Inter-agency Group for Child Mortality
Estimation (UNICEF/World Health Organization/World Bank/UN Population Division/UN Economic
Commission for Latin America and the Caribbean Population Division).
___. 2013. Levels and Trends in Child Mortality: Report 2013 - Estimates Developed by the UN Interagency Group for Child Mortality Estimation. New York/Geneva/Washington, DC, United Nations
Inter-agency Group for Child Mortality Estimation (UNICEF/ World Health Organization /World
Bank/UN Population Division/UN Economic Commission for Latin America and the Caribbean
Population Division).
IMF. 2012. Revenue Data for IMF Member Countries. Washington, DC, International Monetary
Fund. (Unpublished.)
___. 2013. World Economic Outlook Database. Washington, DC, International Monetary Fund. http://
www.imf.org/external/pubs/ft/weo/2013/01/weodata/index.aspx (Accessed 2 July 2013.)
IMF, OECD, UN and World Bank. 2011. Supporting the Development of More Effective Tax Systems: A
Report to the G-20 Development Working Group by the IMF, OECD, UN and World Bank. Washington,
DC/Paris/New York, International Monetary Fund/Organisation for Economic Co-operation and
Development/United Nations/World Bank.
Indonesia National Development Planning Agency, SMERU Research Institute and UNICEF. 2012. Child
Poverty and Disparities in Indonesia: Challenges for Inclusive Growth. Jakarta, National Development
Planning Agency/SMERU Research Institute/UNICEF Indonesia.
Jackson, R. 2013. New Rules for Extractive Industries Promote Transparency. Falls Church, VA., Tax
Analysts. http://www.taxanalysts.com/www/features.nsf/Articles/EE8411D34971D16085257B24006
7DF9C?OpenDocument (Accessed 5 September 2013.)
Jhingran, D. and Sankar, D. 2009. Addressing Educational Disparity: Using District Level Education
Development Indices for Equitable Resource Allocations in India. Washington, DC, World Bank.
(World Bank Policy Research Working Paper, 4955.)
Jordan Ministry of Education. 2013. Education Statistical Report for School Year 2011/12. Amman,
Ministry of Education. http://www.moe.gov.jo/MenuDetails.aspx?MenuID=29. (Accessed
6 August 2013.)
Joshi, A., Prichard, W. and Heady, C. 2012. Taxing the Informal Economy: Challenges, Possibilities and
Remaining Questions. Brighton, UK, International Centre for Tax and Development, Institute of
Development Studies. (ICTD Working Paper, 4.)
Kar, D. and Freitas, S. 2012. Illicit Financial Flows From Developing Countries: 2001-2010. Washington,
DC, Global Financial Integrity.
Kazianga, H., Levy, D., Linden, L. L. and Sloan, M. 2012. The Effects of Girl-Friendly Schools: Evidence
from the BRIGHT School Construction Program in Burkina Faso. Bonn, Germany, Institute for the
Study of Labor. (IZA Working Paper, 6574.)
Lange, S. 2013. Projections to Zero. Background paper for EFA Global Monitoring Report 2013/4.
Lao PDR Ministry of Education. 2009. Education Sector Development Framework 2009-2015. Vientiane,
Lao PDR Ministry of Education.
413
3 /4
1
Annex
Learning Metrics Task Force. 2013. Towards Universal Learning: A Global Framework for
Measuring Learning. Montreal, Canada/Washington, DC, UNESCO Institute for Statistics/
Brookings Institution.
Majgaard, K. and Mingat, A. 2012. Education in Sub-Saharan Africa: A Comparative Analysis. Washington,
DC, World Bank.
Makuwa, D. K. 2010. The SACMEQ III project: mixed results in achievement. UNESCO IIEP Newsletter,
Vol. XXVIII, No.3, p. 4.
McKinley, T. and Kyrili, K. 2009. Is Stagnation of Domestic Revenue in Low-income Countries Inevitable?
London, School of Oriental and African Studies, University of London. (Discussion Paper, 27/09.)
Mitra, S., Posarac, A. and Vick, B. 2011. Disability and Poverty in Developing Countries: A Snapshot from
the World Health Survey. Washington, DC, World Bank. (Social Protection Working Paper, 1109.)
Namibia Ministry of Education. 2007. Education and Training Sector Improvement Programme:
Programme Document Phase 1 (2006-2011). Windhoek, Ministry of Education.
Ncube, M. 2013. Recognizing Africas Informal Sector. Tunis, African Development Bank Group. http://
www.afdb.org/en/blogs/afdb-championing-inclusive-growth-across-africa/post/recognizingafricas-informal-sector-11645/ (Accessed 11 July 2013.)
Nigeria National Bureau of Statistics, UNICEF and United Nations Population Fund. 2013. Nigeria
Multiple Indicator Cluster Survey. Abuja/New York, Nigeria National Bureau of Statistics/UNICEF/
United Nations Population Fund.
OECD-DAC. 2013. International Development Statistics: Creditor Reporting System. Paris, Organisation
for Economic Co-operation and Development. http://stats.oecd.org/Index.aspx?datasetcode=CRS1
(Accessed 5 April 2013.)
OECD. 2000. A System of Health Accounts. Paris, Organisation of Economic Co-operation
and Development.
___. 2008. Taxation, State Building and Aid. Paris, Organisation for Economic Co-operation
and Development.
___. 2011. Lessons from PISA for the United States, Strong Performers and Successful Reformers in
Education. Paris, Organisation for Economic Co-operation and Development.
___. 2012a. 2012 DAC Report on Aid Predictability: Survey on Donors Forward Spending Plans 2012-2015
and Efforts Since HLF-4. Paris, Organisation for Economic Co-operation and Development.
___. 2012b. Tax and Development: Aid Modalities for Strengthening Tax Systems. Paris, Organisation for
Economic Co-operation and Development.
___. 2013a. Aid to Poor Countries Slips Further as Governments Tighten Budgets. Paris,
Organisation for Economic Co-operation and Development. http://www.oecd.org/dac/stats/
aidtopoorcountriesslipsfurtherasgovernmentstightenbudgets.htm (Accessed 9 September 2013.)
___. 2013b. Education at a Glance 2013. Paris, Organisation for Economic Co-operation
and Development.
___. 2013c. OECD Skills Outlook 2013: First Results from the Survey of Adult Skills (PIAAC) Paris,
Organisation for Economic Co-operation and Development.
___. 2013d. Outlook on Aid: Survey on Donors Forward Spending Plans 2013-2016. Paris, Organisation for
Economic Co-operation and Development.
OECD, Eurostat and WHO. 2011. A System of Health Accounts: 2011 Edition. Paris/Luxembourg/
Geneva, Switzerland, Organisation of Economic Co-operation and Development/Eurostat/World
Health Organization.
Office for the Coordination of Humanitarian Affairs. 2013. Financial Tracking Service. Geneva,
Switzerland, United Nations Office for the Coordination of Humanitarian Affairs. http://
fts.unocha.org/pageloader.aspx?page=emerg-emergencies§ion=CE&year=2013.
(Accessed 1 March 2013.)
Open Society Foundations, Roma Education Fund and UNICEF. 2011. Roma Early Childhood Inclusion:
Macedonian Report. London/Budapest/Geneva, Switzerland, Open Society Foundations/Roma
Education Fund/UNICEF.
Oxford Poverty and Human Development Initiative. 2013. Multidimensional Poverty Index Data
Tables for 2013. Oxford, UK, Oxford Poverty and Human Development Initiative, University of
Oxford. http://www.ophi.org.uk/multidimensional-poverty-index/mpi-data-bank/mpi-data/
(Accessed 1 May 2013.)
414
References
Parmanand, S. 2013. Few Surpises in New Australian Aid Budget. Washington, DC, Devex. https://www.
devex.com/en/news/few-surprises-in-new-australian-aid-budget/80943 (Accessed 11 July 2013.)
Pasha, A. G. 2010. Can Pakistan get out of the low tax-to-GDP trap? The Lahore Journal of Economics,
Vol. 15, Supplemental Special Edition, pp. 17185.
Piccio, L. 2013. Which Countries are Winners and Losers in Obamas 2014 Aid Budget? Washington, DC,
Devex. www.devex.com/en/news/which-countries-are-winners-and-losers-in-obama-s-2014-aidbudget/80713 (Accessed 12 July 2013.)
Ponce, J. 2010. Polticas Educativas y Desempeo: Una Evaluacin de Impacto de Programas Educativos
Focalizados en Ecuador [Education Policy and Performance: An Evaluation of the Impact of
Targeted Educational Programmes in Ecuador]. Quito, Latin American Faculty of Social Sciences.
___. 2011. Desigualdad del ingreso en Ecuador: un anlisis de los aos 1990s y 2000s [Income Inequality
in Ecuador: An Analysis of the 1990s and 2000s]. Quito, Latin American Faculty of Social Sciences.
(FLACSO Working Paper.)
PREAL and Instituto Desarollo. 2013. Informe de Progreso Educativo: Paraguay El Desafo es la Equidad
[Education Progress Report: Paraguay Equity is the Challenge]. Washington, DC/Asuncin,
Partnership for Educational Revitalization in the Americas/Institituto Desarollo.
PREAL and Lemann Foundation. 2009. Overcoming Inertia? A Report Card on Education in Brazil.
Washington, DC/So Paulo, Brazil, Partnership for Educational Revitalization in the Americas/
Lemann Foundation.
Publish What You Pay. 2013. European Union Reaches Deal on Tough Oil, Gas Anti-Corruption Law.
London, Publish What You Pay. www.publishwhatyoupay.org/resources/european-union-reachesdeal-tough-oil-gas-anti-corruption-law (Accessed 11 July 2013.)
Read, T. and Bontoux, V. forthcoming. Where Have All the Textbooks Gone? The Affordable and
Sustainable Provision of Learning and Teaching Materials in Sub-Saharan Africa. Washington,
DC, World Bank.
Republic of Moldova Ministry of Education. 2010. 2011-2015 Consolidated Strategy for Education
Development. Chisinau, Ministry of Education.
Robinson, L. and Barder, O. 2013. Lets not forget that development is more than just CIDA. The Globe
and Mail, 22 March.
Rwanda Revenue Authority. 2012. Taxation Background in Rwanda and the Linkage Between a
Governments Efforts in Resource Mobilisation and Efficient Service Delivery. Kigali, Rwanda
Revenue Authority.
SACMEQ. 2010. How Successful Are Textbook Provision Programmes? Paris, Southern and Eastern
Africa Consortium for Monitoring Educational Quality. (Policy Issues Series 6.)
Satriawan, E. 2013. The Cash Transfer for Poor Students Program: Issues, Reform and Evaluation.
Jakarta, National Team for Acceleration of Poverty Reduction.
Sayed, Y. and Motala, S. 2012. Equity and no fee schools in South Africa: challenges and prospects.
Social Policy and Administration, Vol. 46, No. 6, pp. 67287.
Schneider, P., Schott, W., Bhawalkar, M., Nandakumar, A. K., Diop, F. and Butera, D. 2001. Paying for
HIV/AIDS Services: Lessons from National Health Accounts and Community-based Health Insurance in
Rwanda, 19981999. Geneva, Switzerland, Joint United Nations Programme on HIV/AIDS.
SITEAL. 2013a. La Expansin Educativa al Lmite: Notas Sobre la Escolarizacin Bsica en Amrica
Latina [Education Expansion at a Limit: Notes on Enrolment in Basic Education in Latin America].
Buenos Aires/Madrid, UNESCO International Institute for Educational Planning/Organization of
Ibero-American States. (Dato Destacado 29.)
___. 2013b. Sistema de Informacin de Tendencias Educativas en Amrica Latina [Information system on
education trends in Latin America]. Buenos Aires/Madrid, UNESCO International Institute for
Educational Planning/Organization of Ibero-American States. www.siteal.iipe-oei.org/base_de_
datos/consulta (Accessed 2 July 3013.)
Sri Lanka Ministry of Education. 2006. Education Sector Development Framework and Programme.
Colombo, Ministry of Education.
Stampini, M. and Tornarolli, L. 2012. The Growth of Conditional Cash Transfers in Latin America and the
Caribbean: Did They Go Too Far? Bonn, Germany, Institute for the Study of Labor. (Policy Paper 49.)
415
3 /4
1
Annex
Tax Justice Network. 2012. Revealed: Global Super-Rich Has at Least $21 Trillion Hidden in Secret Tax
Havens. London, Tax Justice Network.
Taylor, L. 2013. Coalition costings show foreign aid cuts and rely on stopping asylum seekers. The
Guardian, 5 September.
Teixeira, C., Soares, F. V., Ribas, R., Silva, E. and Hirata, G. 2011. Externality and Behavioural Change
Effects of a Non-randomized CCT programme: Heterogeneous Impact on the Demand for Health and
Education. Brasilia, International Policy Centre for Inclusive Growth. (IPC-IG Working Paper, 82.)
TFYR Macedonia Ministry of Health, Ministry of Education and Science and Ministry of Labour and
Social Policy. 2011. Multiple Indicator Cluster Survey 2011. Skopje, Ministry of Health/Ministry of
Education and Science/Ministry of Labour and Social Policy.
TFYR Macedonia Ministry of Labour and Social Policy. 2010. Fair Play: A Financially Feasible Plan for
Equal Access to Early Childhood Programs in the Republic of Macedonia. Skopje, Ministry of Labour
and Social Policy.
Tran, M. 2013. Tax emerges as crucial issue in post-2015 development talks. The Guardian, 25 March.
Turkey Ministry of National Education. 2009. Milli Egitim Bakanligi 20102014 Stratejik Plani [Ministry
of Education Strategic Plan 20102014]. Ankara, Strategic Development Department, Ministry of
National Education.
___. 2013. National Education Statistics, Formal Education: 20122013. Ankara, Ministry of
National Education.
Twaweza. 2012. Three Experiments to Improve Learning Outcomes in Tanzania: Delivering Capitation
Grants Better and Testing Local Cash on Delivery. Dar es Salaam, U.R. Tanzania, Twaweza.
Uan, E. 2013. Increasing Girls Secondary Education Attainment in Turkey. Paper for Global Education
Leadership Opportunities 2013, Cambridge, MA., Harvard University.
UIS. 2006. Education Counts: Benchmarking Progress in 19 WEI Countries: World Education Indicators
2006. Montreal, Que., UNESCO Institute for Statistics.
___. 2011. Financing Education in Sub-Saharan Africa: Meeting the Challenges of Expansion, Equity and
Quality. Montreal, Que.,/Dakar/Paris, UNESCO Institute for Statistics/UNESCO BREDA/UNESCO
International Institute for Education Planning/Ple de Dakar.
___. 2012. School and Teaching Resources in Sub-Saharan Africa: Analysis of the 2011 UIS Regional Data
Collection on Education. Montreal, Que., UNESCO Institute for Statistics.
UK House of Commons International Development Committee. 2012. Tax in Developing
Countries: Increasing Resources for Development. London, House of Commons International
Development Committee.
UN. 2013a. Malawi/Cash Transfers. New York, United Nations. www.unmultimedia.org/tv/
unifeed/2013/06/malawi-cash-transfers (Accessed 2 September 2013.)
___. 2013b. A New Global Partnership: Eradicate Poverty and Transform Economies Through Sustainable
Development The Report of the High-Level Panel of Eminent Persons on the Post-2015 Development
Agenda. New York, United Nations.
___. 2013c. Progress Report of the Open Working Group of the General Assembly on Sustainable
Development Goals. New York, United Nations.
UNESCO. 2010. EFA Global Monitoring Report 2010: Reaching the Marginalized. Paris, UNESCO.
___. 2012. EFA Global Monitoring Report 2012: Youth and Skills Putting Education to
Work. Paris, UNESCO.
___. 2013a. Children Still Battling to Go to School. Paris, UNESCO. (Policy Paper, 10.)
___. 2013b. Education Budgets: A Study of Selected Districts of Pakistan. Islamabad, UNESCO Islamabad.
___. 2013c. Education for All is Affordable: By 2015 and Beyond. Paris, UNESCO. (Policy Paper, 6.)
UNESCO-IBE. 2011. The former Yugoslav Republic of Macedonia. Geneva, Switzerland, UNESCO
International Bureau of Education. (World Data on Education.)
UNESCO and UNICEF. 2013. Making Education a Priority in the Post-2015 Development Agenda: Report
of the Global Thematic Consultation on Education in the Post-2015 Development Agenda. Paris/New
York, UNESCO/UNICEF.
UNICEF. 2009. Jordans Early Childhood Development Initiative: Making Jordan Fit for Children. Amman,
UNICEF Regional Office for the Middle East and North Africa. (Learning Series, 2.)
___. 2013a. Improving Child Nutrition: The Achievable Imperative for Global Progress. New York, UNICEF.
416
References
___. 2013b. Syrias Children: A Lost Generation? Amman, UNICEF Regional Office for the Middle East
and North Africa.
___. 2013c. Syria Conflict Depriving Children of their Education. New York, UNICEF.
UNICEF, WHO and World Bank. 2013. Joint Child Malnutrition Estimates. New York/Geneva,
Switzerland/Washington, DC, UNICEF/World Health Organization/World Bank. http://data.
worldbank.org/child-malnutrition/compare-regional-prevalence (Accessed 3 October 2013.)
U.R. Tanzania Ministry of Education and Vocational Training. 2011. Tanzania Education Sector
Analysis: Beyond Primary Education, the Quest for Balanced and Efficient Policy Choices for Human
Development and Economic Growth. Dar es Salaam, U.R. Tanzania, Ministry of Education and
Vocational Training.
US Department of State. 2013. Bureau of Educational and Cultural Affairs. Washington, DC, Department
of State. http://eca.state.gov (Accessed 9 September 2013.)
Uwazi. 2010. Tanzanias Tax Exemptions: Are They Too High and Making Us Too Dependent on Foreign Aid?
Dar es Salaam, U.R. Tanzania, Uwazi at Twaweza. (Policy Brief, TZ.12/2010E.)
Watkins, K. and Alemayehu, W. 2012. Financing for a Fairer, More Prosperous Kenya: A Review of the
Public Spending Challenges and Options for Selected Arid and Semi-arid Counties. Washington, DC,
Center for Universal Education at Brookings Institution. (Working Paper, 6.)
WHO and World Bank. 2011. World Report on Disability. Geneva, Switzerland/Washington, DC, World
Health Organization/World Bank.
WHO, World Bank and USAID. 2003. Guide to Producing National Health Accounts: With Special
Applications for Low-income and Middle-income Countries. Geneva, Switzerland/Washington, DC,
World Health Organization/World Bank/US Agency for International Development.
World Bank. 2008a. An African Exploration of the East Asian Education Experience. Washington, DC,
World Bank. (Development Practice in Education.)
___. 2008b. Nigeria: A Review of the Costs and Financing of Public Education Volume 2 Main Report.
Washington, DC, World Bank.
___. 2010. The Education System in Malawi. Washington, DC, World Bank. (Working Paper, 182.)
___. 2011. Rwanda Education Country Status Report: Toward Quality Enhancement and Achievement of
Universal Nine Year Basic Education. Washington, DC, World Bank.
___. 2012a. Philippines: 200,000 More Poor Households Will Have Incentives to Invest in Education and
Health of Their Children. Washington, DC, World Bank. www.worldbank.org/en/news/pressrelease/2012/12/11/philippines-200000-more-poor-households-incentives-invest-educationhealth-children (Accessed 2 September 2013.)
___. 2012b. Towards Gender Equality in Turkey: A Summary Assessment. Washington, DC, World Bank.
___. 2013a. 2012 Education Year In Review. Washington, DC, World Bank. (Education Year in Review:
Achieving Learning for All.)
___. 2013b. Armenia: Student Assessment. Washington, DC, World Bank. (SABER Country Report.)
___. 2013c. Ethiopia Overview. Washington, DC, World Bank. www.worldbank.org/en/country/ethiopia/
overview (Accessed 12 September 2013.)
___. 2013d. Liberia at a Glance. Washington, DC, World Bank. http://devdata.worldbank.org/AAG/lbr_
aag.pdf (Accessed 12 September 2013.)
___. 2013e. Spending More or Spending Better: Improving Education Financing in Indonesia. Washington,
DC, World Bank. www.worldbank.org/en/news/press-release/2013/03/14/spending-more-orspending-better-improving-education-financing-in-indonesia (Accessed 2 September 2013.)
___. 2013f. World Development Indicators. Washington, DC. World Bank. http://data.worldbank.org/
data-catalog/world-development-indicators (Accessed 2 September 2013.)
___. 2013h. Zambia : Student Assessment. Washington, DC, World Bank. (SABER Country Report.)
Zida, A., Bertone, M. P. and Lorenzetti, L. 2010. Using National Health Accounts to Inform Policy Change
in Burkina Faso. Bethesda, Md., Health Systems 20/20, Abt Associates Inc. (Policy Brief.)
417
3 /4
1
Annex
Abreg, M. 2001. Barricades or obstacles: the challenges of access to justice. van Puymbroeck, R.
V. (ed.), Comprehensive Legal and Judicial Development: Toward an Agenda for a Just and Equitable
Society in the 21st Century. Washington, DC, World Bank, pp. 5370.
Afridi, F., Iversen, V. and Sharan, M. R. 2013. Women Political Leaders, Corruption and Learning:
Evidence from a Large Public Program in India. Bonn, Institute for the Study of Labour.
(Discussion Paper, 7212.)
Aisa, R. and Larramona, G. 2012. Household water saving: evidence from Spain. Water Resources
Research, Vol. 48, No. 12, pp. 114.
Alene, A. D. and Manyong, V. M. 2007. The effects of education on agricultural productivity under
traditional and improved technology in northern Nigeria: an endogenous switching regression
analysis. Empirical Economics, Vol. 32, No. 1, pp. 14159.
Andemariam, S. W. 2011. Ensuring Access to Justice Through Community Courts in Eritrea. Rome,
International Development Law Organization. (Traditional Justice: Practitioners Perspectives
Working Paper, 3.)
Asfaw, A. and Admassie, A. 2004. The role of education on the adoption of chemical fertiliser
under different socioeconomic environments in Ethiopia. Agricultural Economics, Vol. 30,
No. 3, pp. 21528.
Aslam, M. 2013. Empowering women: education and the pathways of change. Background paper for
EFA Global Monitoring Report 2013/4.
Aslam, M., Bari, F. and Kingdon, G. 2012. Returns to schooling, ability and cognitive skills in Pakistan.
Education Economics, Vol. 20, No. 2, pp. 13973.
Bandiera, O. and Rasul, I. 2006. Social networks and technology adoption in northern Mozambique.
The Economic Journal, Vol. 116, No. 514, pp. 869902.
Barakat, B. and Urdal, H. 2009. Breaking the Waves? Does Education Mediate the Relationship
Between Youth Bulges and Political Violence? Washington, DC, World Bank. (Policy Research
Working Paper, 5114.)
Bardhan, P., Mitra, S., Mookherjee, D. and Sarkar, A. 2009. Local democracy and clientelism:
implications for political stability in rural West Bengal. Economic and Political Weekly, Vol. 44,
No. 9, pp. 4658.
Brnighausen, T., Hosegood, V., Timaeus, I. M. and Newell, M.-L. 2007. The socioeconomic
determinants of HIV incidence: evidence from a longitudinal, population-based study in rural
South Africa. Aids, Vol. 21, Supplement 7, pp. S29S38.
Barro, R. J. and Lee, J.-W. 2013. Barro-Lee Educational Attainment Dataset. Seoul, Korea University.
www.barrolee.com (Accessed 10 March 2013.)
Baulch, B. and Dat, V. H. 2011. Poverty dynamics in Vietnam, 2002 to 2006. Baulch, B. (ed.), Why
Poverty Persists: Poverty Dynamics in Asia and Africa. Cheltenham, UK, Edward Elgar, pp. 21954.
Beaman, L., Chattopadhyay, R., Duflo, E., Pande, R. and Topalova, P. 2009. Powerful women: does
exposure reduce bias? The Quarterly Journal of Economics, Vol. 124, No. 4, pp. 1497540.
Beaman, L., Duflo, E., Pande, R. and Topalova, P. 2012. Female leadership raises aspirations
and educational attainment for girls: a policy experiment in India. Science, Vol. 335, No.
6068, pp. 58286.
Behrman, J., Murphy, A., Quisumbing, A. and Yount, K. 2009. Are Returns to Mothers Human Capital
Realized in the Next Generation? The Impact of Mothers Intellectual Human Capital and Long-run
Nutritional Status on Childrens Human Capital in Guatemala. Washington, DC, International Food
Policy Research Institute. (Discussion Paper, 850.)
Behrman, J. R., Hoddinott, J., Maluccio, J. and Martorell, R. 2010. Brains versus brawn: labor market
returns to intellectual and physical health human capital in a developing country. Washington, DC,
International Food Policy Research Institute. (Unpublished.)
Below, T., Artner, A., Siebert, R. and Sieber, S. 2010. Micro-level Practices to Adapt to Climate Change
for African Small-scale Farmers. Washington, DC, International Food Policy Research Institute.
(Discussion Paper, 953.)
Bergh, G. and Melamed, C. 2012. Inclusive Growth and a Post-2015 Framework. London, Overseas
Development Institute.
418
References
Bhalotra, S. and Clarke, D. 2013. Educational attainment and maternal mortality. Background paper
for EFA Global Monitoring Report 2013/4.
Bhalotra, S., Clots-Figueras, I. and Lyer, L. 2013a. Womens political participation and the femalemale literacy differential in India. Background paper for EFA Global Monitoring Report 2013/4.
Bhalotra, S., Harttgen, K. and Klasen, S. 2013b. The impact of school fees on the intergenerational
transmission of education. Background paper for EFA Global Monitoring Report 2013/4.
Bhatta, S. D. and Sharma, S. 2011. The determinants and consequences of chronic and transient
poverty in Nepal. Baulch, B. (ed.), Why Poverty Persists: Poverty Dynamics in Asia and Africa.
Cheltenham, UK, Edward Elgar, pp. 96144.
Black, R. E., Allen, L. H., Bhutta, Z. A., Caulfield, L. E., De Onis, M., Ezzati, M., Mathers, C. and
Rivera, J. 2008. Maternal and child undernutrition: global and regional exposures and health
consequences. The Lancet, Vol. 371, No. 9608, pp. 24360.
Bloom, D. E., Canning, D., Fink, G. and Finlay, J. E. 2009. Fertility, female labor force participation, and
the demographic dividend. Journal of Economic Growth, Vol. 14, No. 2, pp. 79101.
Borgonovi, F., dHombres, B. and Hoskins, B. 2010. Voter turnout, information acquisition and
education: evidence from 15 European countries. The B.E. Journal of Economic Analysis and Policy,
Vol. 10, No. 1, pp. 132.
Borgonovi, F. and Miyamoto, K. 2010. Education and civic and social engagement. OECD (ed.),
Improving Health and Social Cohesion through Education. Paris, Organisation for Economic Cooperation and Development, pp. 65110.
Botero, J., Ponce, A. and Shleifer, A. 2012. Education and the Quality of Government. Cambridge, MA.,
National Bureau of Economic Research. (NBER Working Paper, 18119.)
Bratton, M., Chu, Y.-H. and Lagos, M. 2010. Who votes? Implications for new democracies. Taiwan
Journal of Democracy, Vol. 6, No. 1, pp. 10736.
Bratton, M., Mattes, R. and Gyimah-Boadi, E. 2005. Public Opinion, Democracy, and Market Reform in
Africa. Cambridge, UK, Cambridge University Press.
Brollo, F. and Troiano, U. 2013. What happens when a woman wins an election? Evidence from close
races in Brazil. Cambridge, Mass., Harvard University. (Unpublished.)
Campbell, D. E. 2006. Why We Vote: How Schools and Communities Shape Our Civic Life. Princeton, NJ,
Princeton University Press.
Carlsson, F. and Johansson-Stenman, O. 2000. Willingness to pay for improved air quality in Sweden.
Applied Economics, Vol. 32, No. 6, pp. 66169.
Carreras, M. and Castaeda-Angarita, N. forthcoming. Who votes in Latin America? A test of three
theoretical perspectives. Comparative Political Studies, forthcoming.
Castell-Climent, A. 2010. Channels through which human capital inequality influences economic
growth. Journal of Human Capital, Vol. 4, No. 4, pp. 394450.
___. 2013. Education and economic growth. Background paper for EFA Global Monitoring Report 2013/4.
Castillejo, C. 2009. Building Accountable Justice in Sierra Leone. Madrid, Foundation for International
Relations and External Dialogue. (Working Paper, 76.)
Child Health Epidemiology Reference Group. 2012. Underlying Causes of Child Death. Child Health
Epidemiology Reference Group. http://cherg.org/projects/underlying_causes.html (Accessed
18 April 2013.)
Choo, S. and Mokhtarian, P. L. 2004. What type of vehicle do people drive? The role of attitude and
lifestyle in influencing vehicle type choice. Transportation Research Part A: Policy and Practice, Vol.
38, No. 3, pp. 20122.
Chzhen, Y. 2013. Education and democratisation: tolerance of diversity, political engagement, and
understanding of democracy. Background paper for EFA Global Monitoring Report 2013/4.
Cohen, D. and Soto, M. 2007. Growth and human capital: good data, good results. Journal of Economic
Growth, Vol. 12, No. 1, pp. 5176.
Colclough, C., Kingdon, G. and Patrinos, H. 2010. The changing pattern of wage returns to education
and its implications. Development Policy Review, Vol. 28, No. 6, pp. 73347.
Collier, P. and Hoeffler, A. 2004. Greed and grievance in civil war. Oxford Economic Papers, Vol. 56,
No. 4, pp. 56395.
Dalton, R. J. 2008. Citizenship norms and the expansion of political participation. Political Studies, Vol.
56, No. 1, pp. 7698.
419
3 /4
1
Annex
de Walque, D. 2007. Does education affect smoking behaviors? Evidence using the Vietnam draft as an
instrument for college education. Journal of Health Economics, Vol. 26, No. 5, pp. 87795.
___. 2010. Education, information, and smoking decisions: evidence from smoking histories in the
United States, 19402000. Journal of Human Resources, Vol. 45, No. 3, pp. 682717.
Dee, T. S. 2004. Are there civic returns to education? Journal of Public Economics, Vol. 88, No.
9, pp. 1697720.
Dercon, S., Hoddinott, J. and Woldehanna, T. 2012. Growth and chronic poverty: evidence from rural
communities in Ethiopia. Journal of Development Studies, Vol. 48, No. 2, pp. 23853.
Deressa, T. T., Hassan, R. M., Ringler, C., Alemu, T. and Yesuf, M. 2009. Determinants of farmers
choice of adaptation methods to climate change in the Nile Basin of Ethiopia. Global Environmental
Change, Vol. 19, No. 2, pp. 24855.
Di Cesare, M., Khang, Y.-H., Asaria, P., Blakely, T., Cowan, M. J., Farzadfar, F., Guerrero, R., Ikeda,
N., Kyobutungi, C. and Msyamboza, K. P. 2013. Inequalities in non-communicable diseases and
effective responses. The Lancet, Vol. 381, No. 9866, pp. 58597.
Eichengreen, B., Park, D. and Shin, K. 2013. Growth Slowdowns Redux: New Evidence on the
Middle-income Trap. Cambridge, MA., National Bureau of Economic Research. (NBER
Working Paper, 18673.)
European Commission, EACEA and Eurydice. 2013. Funding of Education in Europe 20002012: The
Impact of the Economic Crisis. Luxembourg, Publications Office of the European Union.
Eurostat. 2013. Labour Force Survey Series. Luxembourg, Eurostat. http://epp.eurostat.ec.europa.eu/
cache/ITY_SDDS/EN/lfsa_esms.htm (Accessed 2 August 2013.)
Evans, G. and Rose, P. 2007. Support for democracy in Malawi: does schooling matter? World
Development, Vol. 35, No. 5, pp. 90419.
___. 2012. Understanding educations influence on support for democracy in sub-Saharan Africa.
Journal of Development Studies, Vol. 48, No. 4, pp. 498515.
Ezeh, A. C., Mberu, B. U. and Emina, J. O. 2009. Stall in fertility decline in Eastern African countries:
regional analysis of patterns, determinants and implications. Philosophical Transactions of the
Royal Society B: Biological Sciences, Vol. 364, No. 1532, pp. 29913007.
FAO, WFP and IFAD. 2012. The State of Food Insecurity in the World: Economic Growth is Necessary
but not Sufficient to Accelerate Reduction of Hunger and Malnutrition. Rome, Food and Agriculture
Organization of the United Nations.
Fasih, T., Kingdon, G., Patrinos, H., Sakellariou, C. and Soderbom, M. 2012. Heterogeneous
Returns to Education in the Labor Market. Washington, DC, World Bank. (Policy Research
Working Paper, 6170.)
Feinstein, L., Sabates, R., Anderson, T. M., Sorhaindo, A. and Hammond, C. 2006. What are the effects
of education on health? Desjardins, R. and Schuller, T. (eds), Measuring the Effects of Education on
Health and Civic Engagement: Proceedings of the Copenhagen Symposium. Paris, Organisation for
Economic Co-operation and Development, pp. 171354.
Ferrara, I. and Missios, P. 2011. A Cross-country Study of Waste Prevention and Recycling. Toronto,
Ryerson University. (Department of Economics Working Paper, 28.)
Finkel, S. E., Horowitz, J. and Rojo-Mendoza, R. T. 2012. Civic education and democratic backsliding in
the wake of Kenyas post-2007 election violence. The Journal of Politics, Vol. 74, No. 1, pp. 5265.
Finkel, S. E. and Smith, A. E. 2011. Civic education, political discussion, and the social transmission of
democratic knowledge and values in a new democracy: Kenya 2002. American Journal of Political
Science, Vol. 55, No. 2, pp. 41735.
Fjelde, H. and stby, G. 2012. Economic inequality and inter-group conflicts in Africa. Oslo, Peace
Research Institute Oslo. (Unpublished.)
Flamm, B. 2009. The impacts of environmental knowledge and attitudes on vehicle ownership and
use. Transportation Research Part D: Transport and Environment, Vol. 14, No. 4, pp. 27279.
Fox, L. and Sohnesen, T. P. 2012. Household Enterprises in Sub-Saharan Africa: Why They Matter for
Growth, Jobs, and Livelihoods. Washington, DC, World Bank (Policy Research Working Paper, 6184.)
Frayha, N. 2004. Developing curriculum as a means to bridging national divisions in Lebanon. Tawil,
S., Harley, A. and Braslavsky, C. (eds), Education, Conflict and Social Cohesion. Geneva, Switzerland,
UNESCO International Bureau of Education, pp.159206.
420
References
Fuchs, R., Pamuk, E. and Lutz, W. 2010. Education or wealth: which matters more for reducing child
mortality in developing countries? Vienna Yearbook of Population Research, Vol. 8, pp. 17599.
Fullman, N., Burstein, R., Lim, S. S., Medlin, C. and Gakidou, E. 2013. Nets, spray or both? The
effectiveness of insecticide-treated nets and indoor residual spraying in reducing malaria
morbidity and child mortality in sub-Saharan Africa. Malaria Journal, Vol. 12, p. 62.
Gaddis, I. and Klasen, S. 2012. Economic Development, Structural Change and Womens Labor Force
Participation: A Reexamination of the Feminization U Hypothesis. Gttingen, Germany, Georg-AugustUniversitt Gttingen. (Courant Research Centre Working Paper, 71.)
Gakidou, E. 2013. Education, literacy and health outcomes. Background paper for EFA Global
Monitoring Report 2013/4.
Gasparini, L., Jaume, D., Serio, M. and Vazquez, E. 2011. La segregacin escolar en Argentina:
Reconstruyendo la evidencia [School segregation in Argentina: Reconstructing the evidence]. La
Plata, Argentina, Centre for Distributive, Labor and Social Studies, Universida Nacional de la
Plata. (Working Paper, 123.)
GAVI. 2013. GAVIs Impact. Geneva, Switzerland, Global Alliance for Vaccines and Immunisation. www.
gavialliance.org/about/mission/impact (Accessed 18 April 2013.)
Glaeser, E. L., Ponzetto, G. A. M. and Shleifer, A. 2006. Why Does Democracy Need Education?
Cambridge, MA., National Bureau of Economic Research. (NBER Working Paper, 12128.)
Green, A., Preston, J. and Sabates, R. 2003. Education, equality and social cohesion: a distributional
approach. Compare, Vol. 33, No. 4, pp. 45370.
Greene, D. L. and Plotkin, S. E. 2011. Reducing Greenhouse Gas Emissions from US Transportation.
Arlington, VA., Pew Center on Global Climate Change.
Grossman, M. 2006. Education and nonmarket outcomes. Hanushek, E. A. and Welch, F. (eds),
Handbook of the Economics of Education, Vol. 1. Amsterdam, Elsevier, pp. 577633.
Halperin, D. T., Mugurungi, O., Hallett, T. B., Muchini, B., Campbell, B., Magure, T., Benedikt, C.
and Gregson, S. 2011. A surprising prevention success: why did the HIV epidemic decline in
Zimbabwe? PLoS Medicine, Vol. 8, No. 2, p. e1000414.
Hanushek, E. A. and Woessmann, L. 2008. The role of cognitive skills in economic development.
Journal of Economic Literature, Vol. 46, No. 3, pp. 60768.
___. 2012a. Do better schools lead to more growth? Cognitive skills, economic outcomes, and
causation. Journal of Economic Growth, Vol. 17, No. 4, pp. 267321.
___. 2012b. GDP projections. Background paper for EFA Global Monitoring Report 2012.
Hanushek, E. A. and Zhang, L. 2006. Quality-consistent Estimates of International Returns to Skill.
Cambridge, MA., National Bureau of Economic Research. (NBER Working Paper, 12664.)
Hargreaves, J. R., Bonell, C. P., Boler, T., Boccia, D., Birdthistle, I., Fletcher, A., Pronyk, P. M. and
Glynn, J. R. 2008. Systematic review exploring time trends in the association between educational
attainment and risk of HIV infection in sub-Saharan Africa. Aids, Vol. 22, No. 3, pp. 40314.
He, X. F., Cao, H. and Li, F. M. 2007. Econometric analysis of the determinants of adoption of rainwater
harvesting and supplementary irrigation technology (RHSIT) in the semiarid Loess Plateau of
China. Agricultural Water Management, Vol. 89, No. 3, pp. 24350.
Headey, D. D. 2013. Developmental drivers of nutritional change: a cross-country analysis. World
Development, Vol. 42, pp. 7688.
Heston, A., Summers, R. and Aten, B. 2012. Penn World Table Version 7.1. University Park, Pa., Center
for International Comparisons of Production, Income and Prices at the University of Pennsylvania.
https://pwt.sas.upenn.edu/php_site/pwt71/pwt71_form_test.php (Accessed 24 July 2013.)
Hisali, E., Birungi, P. and Buyinza, F. 2011. Adaptation to climate change in Uganda: evidence from
micro level data. Global Environmental Change, Vol. 21, No. 4, pp. 124561.
Hjorth, K. and Fosgerau, M. 2011. Loss aversion and individual characteristics. Environmental and
Resource Economics, Vol. 49, No. 4, pp. 57396.
Hoddinott, J., Rosegrant, M. and Torero, M. 2012. Hunger and Malnutrition. Copenhagen, Global
Copenhagen Consensus.
Hosseinpoor, A. R., Parker, L. A., dEspaignet, E. T. and Chatterji, S. 2011. Social determinants of
smoking in low-and middle-income countries: results from the World Health Survey. PLoS ONE,
Vol. 6, No. 5, p. e20331.
421
3 /4
1
Annex
Houweling, T. A. J., Kunst, A. E., Borsboom, G. and Mackenbach, J. P. 2006. Mortality inequalities
in times of economic growth: time trends in socioeconomic and regional inequalities in under
5 mortality in Indonesia, 19821997. Journal of Epidemiology and Community Health, Vol. 60,
No. 1, pp. 6268.
Huang, J., Maassen van den Brink, H. and Groot, W. 2009. A meta-analysis of the effect of education
on social capital. Economics of Education Review, Vol. 28, No. 4, pp. 45464.
ICF International. 2012. STATcompiler: Building Tables with DHS Data. Calverton, Md., ICF International.
www.statcompiler.com (Accessed 22 August 2013.)
IDLO. 2013. Accessing Justice: Models, Strategies and Best Practices on Womens Empowerment. Rome,
International Development Law Organization.
ILO. 2013a. Global Employment Trends 2013. Geneva, Switzerland, International Labour Organization.
___. 2013b. ILO Concept Note on the Post-2015 Development Agenda: Jobs and Livelihoods at the Heart of
the Post-2015 Development Agenda. Geneva, Switzerland, International Labour Organization.
Institut Hatien de lEnfance and ICF International. 2012. Enqute Mortalit, Morbidit et Utilisation
des Services: Hati 2012 Rapport Prliminaire [Study of Mortality, Morbidity and Service Use:
Haiti 2012 Preliminary Report]. Ption-Ville, Haiti/Calverton, Md., Institut Hatien de lEnfance/
ICF International.
Inter-agency Group for Child Mortality Estimation. 2013. Levels and Trends in Child Mortality: Report
2013. New York/Geneva, Switzerland/Washington, DC, United Nations Inter-agency Group for Child
Mortality Estimation.
Iorio, D. and Santaeullia-Llopis, R. 2011. Education, HIV status, and risky sexual behavior: how
much does the stage of the HIV epidemic matter? St Louis, MO., Washington University in St.
Louis. (Unpublished.)
Jalan, J., Somanathan, E. and Chaudhuri, S. 2009. Awareness and the demand for environmental
quality: survey evidence on drinking water in urban India. Environment and Development Economics,
Vol. 14, No. 6, pp. 66592.
Jukes, M., Simmons, S. and Bundy, D. 2008. Education and vulnerability: the role of schools in
protecting young women and girls from HIV in southern Africa. Aids, Vol. 22, Supplement
4, pp. S41S56.
Kabeer, N. 2012. Womens Economic Empowerment and Inclusive Growth: Labour Markets and Enterprise
Development. London, School of Oriental and African Studies. (Centre for Development Policy and
Research Discussion Paper, 29/12.)
Kandpal, E., Baylis, K. and Arends-Kuenning, M. 2012. Empowering Women Through Education and
Influence: An Evaluation of the Indian Mahila Samakhya Program. Bonn, Germany, Institute for the
Study of Labor. (IZA Discussion Paper, 6347.)
Kolev, A. and Sirven, N. 2010. Gender disparities in Africas labor markets: a cross-country
comparison using standardized survey data. Arbache, J. S., Kolev, A. and Filipiak, E. (eds), Gender
Disparities in Africas Labor Market. Washington, DC, World Bank, pp. 2353.
Krishna, A. 2006. Poverty and democratic participation reconsidered: evidence from the local level in
India. Comparative Politics, Vol. 38, No. 4, pp. 43958.
Krueger, A. B. and Lindahl, M. 2001. Education for growth: why and for whom? Journal of Economic
Literature, Vol. 39, No. 4, pp. 110136.
Kumar, C., Singh, P. K. and Rai, R. K. 2012. Under-five mortality in high focus states in India: a district
level geospatial analysis. PLoS ONE, Vol. 7, No. 5, p. e37515.
Kvaly, B., Finseraas, H. and Listhaug, O. 2012. The publics concern for global warming: a crossnational study of 47 countries. Journal of Peace Research, Vol. 49, No. 1, pp. 1122.
Lam, D. and Duryea, S. 1999. Effects of schooling on fertility, labor supply, and investments in children,
with evidence from Brazil. Journal of Human Resources, Vol. 34, No. 1, pp. 16092.
Lambert, S., Ravallion, M. and van de Walle, D. 2011. Is It What You Inherited or What You Learnt?
Intergenerational Linkage and Interpersonal Inequality in Senegal. Washington, DC, World Bank.
(Policy Research Working Paper, 5658.)
Lawson, D., McKay, A. and Okidi, J. 2006. Poverty persistence and transitions in Uganda: a combined
qualitative and quantitative analysis. Journal of Development Studies, Vol. 42, No. 7, pp. 122551.
422
References
Lebanon Centre for Research and Educational Development. 2013. Statistical Bulletin. Beirut, Lebanon
Centre for Research and Educational Development. www.crdp.org/CRDP/Arabic/ar-statistics/
STAT_AR/2003-2004/PDF/JADAWIL/ECOLES/P43.PDF (Accessed 8 March 2013.)
Lewis, J. J. and Pattanayak, S. K. 2012. Who adopts improved fuels and cookstoves? A systematic
review. Environmental Health Perspectives, Vol. 120, No. 5, pp. 63745.
Liu, L., Johnson, H. L., Cousens, S., Perin, J., Scott, S., Lawn, J. E., Rudan, I., Campbell, H., Cibulskis,
R. and Li, M. 2012. Global, regional, and national causes of child mortality: an updated systematic
analysis for 2010 with time trends since 2000. The Lancet, Vol. 379, No. 9832, pp. 215161.
Lohano, H. R. 2011. Poverty dynamics in rural Sindh, Pakistan, 198788 to 200405. Baulch, B.
(ed.), Why Poverty Persists: Poverty Dynamics in Asia and Africa. Cheltenham, UK, Edward
Elgar, pp. 14586.
Lubell, M., Zahran, S. and Vedlitz, A. 2007. Collective action and citizen responses to global warming.
Political Behavior, Vol. 29, No. 3, pp. 391413.
Lutz, W. and KC, S. 2011. Global human capital: integrating education and population. Science, Vol.
333, No. 6042, pp. 58792.
Maddison, D. 2007. The Perception of and Adaptation to Climate Change in Africa. Washington, DC, World
Bank. (Policy Research Working Paper, 4308.)
May, J., Woolard, I. and Baulch, B. 2011. Poverty traps and structural poverty in South Africa:
reassessing the evidence from KwaZulu-Natal. Baulch, B. (ed.), Why Poverty Persists: Poverty
Dynamics in Asia and Africa. Cheltenham, UK, Edward Elgar, pp. 187218.
McBeth, B., Hungerford, H., Marcinkowski, T., Volk, T. and Cifranick, K. 2011. National Environmental
Literacy Assessment, Phase Two: Measuring the Effectiveness of North American Environmental
Education Programs with Respect to the Parameters of Environmental Literacy Final Research
Report. Washington, DC, North American Association for Environmental Education.
McCulloch, N., Weisbrod, J. and Timmer, P. 2007. Pathways Out of Poverty During an Economic Crisis:
An Empirical Assessment of Rural Indonesia. Washington, DC, World Bank. (Policy Research
Working Paper, 4173.)
Meinshausen, M. 2007. Stylized emission path. Background paper for Human Development
Report 2007/2008.
Miller, G. and Mobarak, A. M. 2013. Gender Differences in Preferences, Intra-household Externalities, and
Low Demand for Improved Cookstoves. Cambridge, MA., National Bureau of Economic Research.
(NBER Working Paper, 18964.)
Milligan, K., Moretti, E. and Oreopoulos, P. 2004. Does education improve citizenship? Evidence from
the United States and the United Kingdom. Journal of Public Economics, Vol. 88, No. 9, pp. 166795.
Mocan, N. H. and Cannonier, C. 2012. Empowering Women Through Education: Evidence from Sierra
Leone. Cambridge, MA., National Bureau of Economic Research. (NBER Working Paper, 18016.)
Montenegro, C. E. and Patrinos, H. A. 2012. Returns to Schooling Around the World. Washington,
DC, World Bank.
Murtin, F. and Wacziarg, R. 2011. The Democratic Transition. Cambridge, MA., National Bureau of
Economic Research. (NBER Working Paper, 17432.)
National Centre for Social Research. 2013. Education and attitudes towards the environment.
Background paper for EFA Global Monitoring Report 2013/4.
Ndjinga, J. K. and Minakawa, N. 2010. The importance of education to increase the use of bed
nets in villages outside of Kinshasa, Democratic Republic of the Congo. Malaria Journal,
Vol. 9, pp. 27984.
Nevitte, N., Blais, A., Gidengil, E. and Nadeau, R. 2009. Socio-economic status and non-voting.
Klingemann, H. D. (ed.), The Comparative Study of Electoral Systems. Oxford, UK, Oxford University
Press, pp. 85108.
Noor, A. M., Omumbo, J. A., Amin, A. A., Zurovac, D. and Snow, R. W. 2006. Wealth, mothers education
and physical access as determinants of retail sector net use in rural Kenya. Malaria Journal,
Vol. 5, pp. 515.
opo, H., Daza, N. and Ramos, J. 2011. Gender Earnings Gaps in the World. Bonn, Germany, Institute
for the Study of Labor. (IZA Discussion Paper, 5736.)
423
3 /4
1
Annex
OECD. 2009. Green at Fifteen? How 15-year Olds Perform in Environmental Science and Geoscience in
PISA 2006. Paris, Organisation of Economic Co-operation and Development.
___. 2010. PISA 2009 Results: Overcoming Social Background Equity in Learning Opportunities and
Outcomes. Paris, Organisation for Economic Co-operation and Development.
___. 2011. Greening Household Behaviour: The Role of Public Policy. Paris, Organisation for Economic
Co-operation and Development.
___. 2012. Closing the Gender Gap: Act Now. Paris, Organisation for Economic Co-operation
and Development.
Oommen, T. K. 2009. Development policy and the nature of society: understanding the Kerala model.
Economic and Political Weekly, Vol. 44, No. 13, pp. 2531.
Osili, U. O. and Long, B. T. 2008. Does female schooling reduce fertility? Evidence from Nigeria.
Journal of Development Economics, Vol. 87, No. 1, pp. 5775.
stby, G. 2008. Inequalities, the political environment and civil conflict: evidence from 55 developing
countries. Stewart, F. (ed.), Horizontal Inequalities and Conflict: Understanding Group Violence in
Multiethnic Societies. Basingstoke, UK, Palgrave Macmillan, pp. 13659.
Palipudi, K. M., Gupta, P. C., Sinha, D. N., Andes, L. J., Asma, S. and McAfee, T. 2012. Social
determinants of health and tobacco use in thirteen low and middle income countries: evidence
from Global Adult Tobacco Survey. PLoS ONE, Vol. 7, No. 3, p. e33466.
Pampel, F. C., Denney, J. T. and Krueger, P. M. 2011. Cross-national sources of health inequality:
education and tobacco use in the World Health Survey. Demography, Vol. 48, No. 2, pp. 65374.
Pampel, F. C. and Hunter, L. M. 2012. Cohort change, diffusion, and support for environmental
spending in the United States. American Journal of Sociology, Vol. 118, No. 2, pp. 42048.
Pawasutipaisit, A. and Townsend, R. M. 2011. Wealth accumulation and factors accounting for
success. Journal of Econometrics, Vol. 161, No. 1, pp. 5681.
Pereira, C., Renn, L. and Samuels, D. 2011. Corruption, campaign finance, and reelection. Power, T.
J. and Taylor, M. M. (eds), Corruption and Democracy in Brazil: the Struggle for Accountability. Notre
Dame, Ind., University of Notre Dame Press, pp. 80101.
Pettifor, A., Taylor, E., Nku, D., Duvall, S., Tabala, M., Meshnick, S. and Behets, F. 2008. Bed net
ownership, use and perceptions among women seeking antenatal care in Kinshasa, Democratic
Republic of the Congo (DRC): Opportunities for improved maternal and child health. BMC Public
Health, Vol. 8, p. 331.
Pintor, R. L. and Gratschew, M. 2002. Voter Turnout Since 1945: A Global Report. Stockholm,
International Institute for Democracy and Electoral Assistance.
Poortinga, W., Steg, L. and Vlek, C. 2004. Values, environmental concern, and environmental behavior:
a study into household energy use. Environment and Behavior, Vol. 36, No. 1, pp. 7093.
Pritchett, L. 2006. Does learning to add up add up? The returns to schooling in aggregate data.
Hanushek, E. A. and Welch, F. (eds), Handbook of the Economics of Education, Vol. 1. Amsterdam,
Elsevier, pp. 63595.
Radeny, M., van den Berg, M. and Schipper, R. 2012. Rural poverty dynamics in Kenya: structural
declines and stochastic escapes. World Development, Vol. 40, No. 8, pp. 157793.
Rashid, D. A., Smith, L. C. and Rahman, T. 2011. Determinants of dietary quality: evidence from
Bangladesh. World Development, Vol. 39, No. 12, pp. 222131.
Ravallion, M. 2001. Growth, inequality and poverty: looking beyond averages. World Development, Vol.
29, No. 11, pp. 180315.
Ribas, R. P. and Machado, A. F. 2007. Distinguishing Chronic Poverty from Transient Poverty in
Brazil: Developing a Model for Pseudo-panel Data. Brasilia, International Poverty Centre
(Working Paper, 36.)
Rothstein, B. and Uslaner, E. 2012. The Roots of Corruption: Mass Education, Economic Inequality and
State Building. for at the American Political Science Association Annual Meeting, New Orleans,
La., 30 August 2 September.
Rudan, I., Boschi-Pinto, C., Biloglav, Z., Mulholland, K. and Campbell, H. 2008. Epidemiology
and etiology of childhood pneumonia. Bulletin of the World Health Organization, Vol. 86,
No. 5, pp. 40816.
Sabates, R. 2013. Can maternal education hinder, sustain or enhance the benefits of early life
interventions? Background paper for EFA Global Monitoring Report 2013/4.
424
References
Salomon, J. A., Wang, H., Freeman, M. K., Vos, T., Flaxman, A. D., Lopez, A. D. and Murray, C. J. L.
2012. Healthy life expectancy for 187 countries, 19902010: a systematic analysis for the Global
Burden Disease Study 2010. The Lancet, Vol. 380, No. 9859, pp. 214462.
Santarelli, E. and Tran, H. T. 2013. The interplay of human and social capital in shaping
entrepreneurial performance: the case of Vietnam. Small Business Economics, Vol. 40,
No. 2, pp. 43558.
Schulz, W., Ainley, J., Fraillon, J., Kerr, D. and Losito, B. 2010. ICCS 2009 International Report: Civic
Knowledge, Attitudes and Engagement Among Lower Secondary School Students in Thirty-eight
Countries. Amsterdam, International Association for the Evaluation of Educational Achievement.
Semba, R. D., de Pee, S., Sun, K., Sari, M., Akhter, N. and Bloem, M. W. 2008. Effect of parental formal
education on risk of child stunting in Indonesia and Bangladesh: a cross-sectional study. The
Lancet, Vol. 371, No. 9609, pp. 32228.
Shafiq, M. N. 2010. Do education and income affect support for democracy in Muslim countries?
Evidence from the Pew Global Attitudes Project. Economics of Education Review, Vol. 29,
No. 3, pp. 46169.
Shapiro, D., Kreider, A., Varner, C. and Sinha, M. 2011. Stalling of fertility transitions and
socioeconomic change in the developing world: evidence from the Demographic and Health
Surveys. University Park, PA., Pennsylvania State University. (Unpublished.)
Shapiro, J. 2006. Guatemala. Hall, G. and Patrinos, H. A. (eds), Indigenous Peoples, Poverty, and Human
Development in Latin America. New York, Palgrave Macmillan.
Sharma, A. K., Bhasin, S. and Chaturvedi, S. 2007. Predictors of knowledge about malaria in India.
Journal of Vector Borne Diseases, Vol. 44, No. 3, pp. 18997.
Shroff, M. R., Griffiths, P. L., Suchindran, C., Nagalla, B., Vazir, S. and Bentley, M. E. 2011. Does
maternal autonomy influence feeding practices and infant growth in rural India? Social Science
and Medicine, Vol. 73, No. 3, pp. 44755.
Shuayb, M. 2012. Current models and approaches to social cohesion in secondary education in
Lebanon. Shuayb, M. (ed.), Rethinking Education for Social Cohesion: International Case Studies.
Basingstoke, UK, Palgrave Macmillan, pp. 13753.
Siri, J. G. 2012. The Independent Effects of Maternal Education and Household Wealth on Malaria Risk in
Children. Vienna, International Institute for Applied Systems Analysis. (Interim Report, 12-014.)
Sondheimer, R. M. and Green, D. P. 2010. Using experiments to estimate the effects of education on
voter turnout. American Journal of Political Science, Vol. 54, No. 1, pp. 17489.
Stallings, R. 2004. Childhood Morbidity and Treatment Patterns. Calverton, MD., Opinion Research
Corporation Company Macro. (DHS Comparative Studies, 8.)
Stampini, M. and Davis, B. 2006. Discerning transient from chronic poverty in Nicaragua:
measurement with a two-period panel data set. The European Journal of Development Research,
Vol. 18, No. 1, pp. 10530.
Stern, N. H. 2006. The Economics of Climate Change: The Stern Review. London, Her Majestys
Treasury, UK Government.
Subramanian, S. V., Huijts, T. and Avendano, M. 2010. Self-reported health assessments in the
2002 World Health Survey: how do they correlate with education? Bulletin of the World Health
Organization, Vol. 88, No. 2, pp. 13138.
Thyne, C. L. 2006. ABCs, 123s, and the golden rule: the pacifying effect of education on civil war,
19801999. International Studies Quarterly, Vol. 50, No. 4, pp. 73354.
Tiwari, K. R., Sitaula, B. K., Nyborg, I. L. P. and Paudel, G. S. 2008. Determinants of farmers adoption
of improved soil conservation technology in a middle mountain watershed of central Nepal.
Environmental Management, Vol. 42, No. 2, pp. 21022.
UNAIDS. 2012. Global Report: UNAIDS Report on the Global AIDS Epidemic 2012. Geneva, Switzerland,
Joint United Nations Programme on HIV/AIDS.
Understanding Childrens Work. 2012. Youth disadvantage in the labour market: empirical evidence
from nine developing countries. Background paper for EFA Global Monitoring Report 2012.
___. 2013. Education and employment outcomes. Background paper for EFA Global
Monitoring Report 2013/4.
425
3 /4
1
Annex
UNDP. 2008. Education and Citizenship: Concepts, Attitudes, Skills and Actions An Analysis of Survey
Results of 9th Grade Students in Lebanon. Beirut, United Nations Development Programme.
___. 2012. Measuring Democracy and Democratic Governance in a post-2015 Development Framework.
New York, United Nations Development Programme. (Discussion Paper.)
UNESCO. 2011. EFA Global Monitoring Report 2011: The Hidden Crisis Armed Conflict and
Education. Paris, UNESCO.
___. 2013. World Inequality Database on Education. Paris, UNESCO. www.education-inequalities.org
(Accessed 2 October 2013.)
UNICEF. 2012a. Children in an Urban World: the State of the Worlds Children 2012. New York, UNICEF.
___. 2012b. Committing to Child Survival: A Promise Renewed Progress Report 2012. New York, UNICEF.
United Nations. 2013. The Millennium Development Goals Report 2013. New York, United Nations.
UNPD. 2011. World Population Prospects: The 2010 Revision. New York, United Nations Population
Division. http://esa.un.org/wpp/Documentation/WPP%202010%20publications.htm (Accessed
10 March 2013.)
Urdal, H. and Hoelscher, K. 2009. Urban Youth Bulges and Social Disorder: An Empirical Study
of Asian and Sub-Saharan African Cities. Washington, DC, World Bank. (Policy Research
Working Paper, 5110.)
Viet Nam General Statistical Office. 2011. Viet Nam Multiple Indicator Cluster Survey 2011: Final Report.
Ha Noi, Viet Nam General Statistical Office.
Walker, L. D. and Kehoe, G. 2013. Regime transition and attitude toward regime: the Latin American
gender gap in support for democracy. Comparative Politics, Vol. 45, No. 2, pp. 187205.
Wantchekon, L., Novta, N. and Klanja, M. 2012. Education and Human Capital Externalities: Evidence
from Colonial Benin. New York, New York University. (Unpublished.)
Weber, E. U. and Stern, P. C. 2011. Public understanding of climate change in the United States.
American Psychologist, Vol. 66, No. 4, pp. 31528.
WHO. 2012a. Positioning Health in the Post-2015 Development Agenda. Geneva, Switzerland, World
Health Organization. (Discussion Paper.)
___. 2012b. Trends in Maternal Mortality:1990 to 2010, WHO, UNICEF, UNFPA and The World Bank
Estimates. Geneva, Switzerland, World Health Organization.
___. 2012c. World Malaria Report 2012. Geneva, Switzerland, World Health Organization.
___. 2013. Tobacco: Fact Sheet N339. Geneva, Switzerland, World Health Organization. www.who.int/
mediacentre/factsheets/fs339/en/index.html (Accessed 18 February 2013.)
WHO and UNICEF. 2013. WHO-UNICEF Estimates of dtp3 Coverage. Geneva, Switzerland/New
York, World Health Organization/UNICEF. http://apps.who.int/immunization_monitoring/en/
globalsummary/timeseries/tswucoveragedtp3.htm (Accessed 23 July 2013.)
Wiig, A. and Kolstad, I. 2013. Is it both what you know and who you know? Human capital, social capital
and entrepreneurial success. Journal of International Development, Vol. 25, No. 5, pp. 62639.
Witvliet, M. I., Kunst, A. E., Stronks, K. and Arah, O. A. 2012. Variations between world regions in
individual health: a multilevel analysis of the role of socio-economic factors. The European Journal
of Public Health, Vol. 22, No. 2, pp. 28489.
World Bank. 2013a. Global Monitoring Report: Rural-urban Dynamics and the Millennium Development
Goals. Washington, DC, World Bank.
___. 2013b. World Development Indicators. Washington, DC, World Bank. http://data.worldbank.org/
data-catalog/world-development-indicators (Accessed 2 August 2013.)
World Resources Institute. 2012. Climate Analysis Indicators Tool. Washington, DC, World Resources
Institute. http://cait.wri.org (Accessed 10 March 2013.)
426
References
427
3 /4
1
Annex
Aluko, R. 2009. The impact of an Advanced Certificate in Education (ACE) program on the professional
practice of graduates. International Review of Research in Open and Distance Learning, Vol. 10,
No. 4, pp. 125.
Amadio, M. 2013. A rapid assessment of curricula for general education focusing on crosscurricular themes and generic competencies or skills. Background paper for EFA Global
Monitoring Report 2013/4.
Andrabi, T., Das, J. and Khwaja, A. 2008. A dime a day: the possibilities and limits of private schooling
in Pakistan. Comparative Education Review, Vol. 52, No. 3, pp. 32955.
Andrabi, T., Das, J., Khwaja, A. I., Vishwanath, T. and Zajonc, T. 2007. Pakistan Learning and Educational
Achievements in Punjab Schools (LEAPS): Insights to Inform the Education Policy Debate. Washington,
DC, World Bank.
Arkorful, K. 2012. Complementary Education and the Opportunity to Learn in the Northern Region of
Ghana. PhD thesis, University of Sussex, Brighton, UK.
Arlow, M. 2012. Education for local and global citizenship: the Northern Ireland experience. Education
Above All (ed.), Education for Global Citizenship. Doha, Education Above All, pp. 89100.
ASER Pakistan. 2013. Annual Status of Education Report 2012. Lahore, Pakistan, Annual Status of
Education Report Pakistan.
Asia Society Partnership for Global Learning. 2011. Improving Teacher Quality Around the World:
The International Summit on the Teaching Profession. Paper for the International Summit on the
Teaching Profession, New York, Asia Society Partnership for Global Learning, 1617 March.
Aslam, M. and Kingdon, G. 2011. What can teachers do to raise pupil achievement? Economics of
Education Review, Vol. 30, No. 3, pp. 55974.
Atherton, P. and Kingdon, G. 2010. The Relative Effectiveness and Costs of Contract and Regular Teachers
in India. Oxford, UK, Centre for the Study of African Economies, University of Oxford. (Working
Paper, 2010-15.)
Australian Capital Territory Government. 2012. Everyone, Everyday: A Curriculum Resource to Raise
Awareness About Disability for ACT Schools. Canberra, Australian Capital Territory Government/
Australian Capital Territory Business Leaders.
Babcock, J., Babcock, P., Buhler, J., Cady, J., Cogan, L., Houang, R., Kher, N., Patrick, J., Rosolova,
K., Schmidt, W. H. and Wight, K. 2010. Breaking the Cycle: An International Comparison of U.S.
Mathematics Teacher Preparation. East Lansing, MICH., Michigan State University.
Ball, J. 2011. Enhancing Learning of Children from Diverse Language Backgrounds: Mother Tongue-based
Bilingual or Multilingual Education in the Early Years. Paris, UNESCO.
Banerjee, A., Banerji, R., Duflo, E., Glennerster, R. and Khemani, S. 2008. Pitfalls of Participatory
Programs: Evidence from a Randomized Evaluation in Education in India. Cambridge, MA., National
Bureau of Economic Research. (NBER Working Paper, 14311.)
Banerjee, A. V., Cole, S., Duflo, E. and Linden, L. 2005. Remedying Education: Evidence from Two
Randomized Experiments in India. Cambridge, MA., National Bureau of Economic Research. (NBER
Working Paper, 11904.)
Banerji, R. and Wadhwa, W. 2012. Every child in school and learning well in India: investigating the
implications of school provision and supplemental help. IDFC Foundation (ed.), India Infrastructure
Report 2012. Chennai, India, IDFC Foundation, pp. 5263.
Bangs, J. and Frost, D. 2012. Teacher Self-efficacy, Voice and Leadership: Towards a Policy Framework
for Education International. Brussels/Cambridge, UK, Education International Research Institute/
University of Cambridge.
Barrera-Osorio, F., Garcia Moreno, V., Patrinos, H. A. and Porta, E. E. 2011. Using the Oaxaca-Blinder
Decomposition Technique to Analyze Learning Outcomes Changes Over Time: An Application
to Indonesias Results in PISA Mathematics. Washington, DC, World Bank. (Policy Research
Working Paper, 5584.)
Bennell, P. and Akyeampong, K. 2007. Teacher Motivation in Sub-Sahara Africa and South Asia. London,
UK Department for International Development. (Researching the Issues, 71.)
Bennell, P. and Ntagaramba, J. 2008. Teacher Motivation and Incentives in Rwanda: A Situational Analysis
and Recommended Priority Actions. Kigali, Rwanda Education NGO Cooperation Platform.
428
References
429
3 /4
1
Annex
Burns, T. and Shadoian-Gersing, V. 2010. The importance of effective teacher education for diversity.
Burns, T. and Shadoian-Gersing, V. (eds), Educating Teachers for Diversity: Meeting the Challenge.
Paris, Organisation for Economic Co-operation and Development.
Burton, P. 2005. Suffering at School: The Results of the Malawi Gender-based Violence in Schools Survey.
South Africa, Pretoria, Institute of Security Studies.
Butcher, N. 2011. Open Educational Resources and Higher Education. Braamfontein, South Africa, South
African Institute for Distance Education.
Bybee, R. W. 2008. Scientific literacy, environmental issues, and PISA 2006: the 2008 Paul F.
Brandwein Lecture. Journal of Science Education and Technology, Vol. 17, No. 6, pp. 56685.
Carnoy, M., Brodziak, I., Molina, A. and Socas, M. 2007. The limitations of teacher pay incentive
programs based on inter-cohort comparisons: the case of Chiles SNED. Education Finance and
Policy, Vol. 2, No. 3, pp. 189227.
Casely-Hayford, L. and Ghartey, A. B. 2007. The Leap to Literacy and Life Change in Northern Ghana: An
Impact Assessment of School for Life (SfL). Accra, School for Life.
Central Agency for Public Mobilization and Statistics. 2013. Egypt in Figures 2013: Income and
Expenditures and Consumption. www.capmas.gov.eg/pdf/EgyptInFigure/EgyptinFigures/Tables/
English/income/income/files/income.pdf (Accessed 4 July 2013.)
Chaudhury, N., Hammer, J., Kremer, M., Muralidharan, K. and Rogers, F. H. 2006. Missing in action:
teacher and health worker absence in developing countries. Journal of Economic Perspectives, Vol.
20, No. 1, pp. 91116.
Chetty, D. and Khonyongwa, L. 2008. Tiwoloke: HIV and Aids in the Education Workplace in Malawi.
Johannesburg, ActionAid.
Choi, J. G., Kurkcu, B., Mao, A. Y., Ponio, A. and Tanaka, Y. 2013. The Effects of Education on Major
Development Challenges: The Case of Environmental Protection. London/Paris, London School of
Economics/UNESCO.
Chudgar, A. 2013. Teacher labor force and teacher education in India: analysis of recent policy change
and its potential implications. Akiba, M. (ed.), Teacher Reforms Around the World: Implementations
and Outcomes, International Perspectives on Education and Society Vol. 19, Emerald, pp. 55-76.
Chudgar, A. and Luschei, T. F. 2013. Final report: study of teachers for children marginalized by social
origin, economic status, or location. New York, UNICEF. (Unpublished.)
Clotfelter, C. T., Ladd, H. F. and Vigdor, J. L. 2009. Are teacher absences worth worrying about in the
United States? Education Finance and Policy, Vol. 4, No. 2, pp. 11549.
Cobb-Clark, D. A., Sinning, M. and Stillman, S. 2012. Migrant youths educational achievement: the
role of institutions. Annals of the American Academy of Political and Social Sciences, Vol. 643,
No. 1, pp. 1845.
Cole, E. 2012. Ourselves, others and the past that binds us: teaching history for peace and citizenship.
Education Above All (ed.), Education for Global Citizenship. Doha, Education Above All, pp. 22944.
Collins, P., De Galbert, P., Hartwell, A., Kochetkova, E., Mulcahy-Dunn, A., Nimbalkar, A. and
Ralaingita, W. 2012. Pupil Performance, Pedagogic Practice, and School Management: An SSME Pilot
in Zambia. Washington, DC, US Agency for International Development.
Concern, Catholic Relief Services, Ibis and Plan. 2010. School-related Gender Based Violence in
Sierra Leone. Dublin/Baltimore, MD./Freetown, Concern Worldwide/Catholic Relief Services/Ibis
Education for Development/Plan Sierra Leone.
Cour des Comptes. 2013. Grer les enseignants autrement. Paris, Cour des Comptes.
Cueto, S., Guerrero, G., Len, J., Seguin, E. and Muoz, I. 2009. Explaining and overcoming
marginalization in education: a focus on ethnic/language minorities in Peru. Background paper
for EFA Global Monitoring Report 2010.
Cueto, S., Toreron, M., Len, J. and Deustua, J. 2008. Asistencia Docente y Rendimiento Escolar: el
Caso del Programa META [Teacher Support and School Performance: The Case of the META
Programme]. Lima, Grupo de Analises para el Desarrollo. (Working Paper, 53.)
Dakkak, N. 2011. Obstacles Towards Curriculum Reform in the Middle East: Using Jordan and the UAE as
Case Studies. Dubai, United Arab Emirates, Dubai School of Government. (Policy Brief, 28.)
430
References
Darling-Hammond, L., Chung Wei, R. and Andree, A. 2010. How High-achieving Countries Develop Great
Teachers. Stanford, Calif., Stanford Center for Opportunity Policy in Education.
Darling-Hammond, L., Chung Wei, R., Andree, A., Richardson, N. and Orphanos, S. 2009. Professional
Learning in the Learning Profession: A Status Report on Teacher Development in the U.S. and Abroad.
Washington, DC, National Staff Development Council.
Das, J., Dercon, S., Habyarimana, J. and Krishnan, P. 2007. Teacher shocks and student learning:
evidence from Zambia. Journal of Human Resources, Vol. 42, No. 4, pp. 82062.
Davidson, M. and Hobbs, J. 2013. Delivering reading intervention to the poorest children: the case
of Liberia and EGRA-Plus, a primary grade reading assessment and intervention. International
Journal of Educational Development, Vol. 33, No. 3, pp. 28393.
Davidson, M., Korda, M. and Collins, O. W. 2011. Teachers use of EGRA for continuous assessment:
the case of EGRA Plus: Liberia. Gove, A. and Wetterberg, A. (eds), The Early Grade Reading
Assessment: Applications and Interventions to Improve Basic Literacy. Research Triangle Park, NC,
RTI International, pp. 11337.
de Haan, G. 2006. The BLK 21 programme in Germany: a Gestaltungskompetenz-based model
for Education for Sustainable Development. Environmental Education Research, Vol. 12,
No. 1, pp. 1932.
DeStefano, J. 2011. Teacher Recruitment and Deployment in Malawi: A 15 year crisis. Research Triangle
Park, NC, RTI International.
DeStefano, J., Schuh Moore, A., Balwanz, D. and Hartwell, A. 2006. Meeting EFA: Reaching the
Underserved Through Complementary Models of Effective Schooling. Washington, DC, US Agency for
International Development.
Development Aid from People to People. 2013. Teacher Training Colleges. Blantyre, Malawi,
Development Aid from People to People. www.dapp-malawi.org/teacher-training-colleges
(Accessed 31 July 2013.)
Development Finance International and Oxfam. 2013. Government Spending Watch. Development
Finance International/Oxfam. www.governmentspendingwatch.org (Accessed 2 July 2013.)
DevTech Systems. 2008. Safe Schools Project: Final Report. Washington, DC, US Agency for
International Development.
DFID. 2011. National and International Assessments of Student Achievement. London, UK Department
for International Development.
DFID Ghana. 2012. Complementary Basic Education: Business Case. Accra, UK Department for
International Development Ghana.
Digital StudyHall. 2013. Digital StudyHall. Santa Clara, Calif., The Digital Study Hall. http://dsh.
cs.washington.edu/info/overview.html (Accessed 20 March 2013.)
Do, D. 2000. Mathematics Teaching and Learning in Vietnam. Ha Noi, Centre for Curriculum
Development and Teaching Methods, National Institute for Educational Science.
Dolton, P. and Marcenaro-Gutierrez, O. D. 2011. If you pay peanuts do you get monkeys? A crosscountry analysis of teacher pay and pupil performance. Economic Policy, Vol. 26, No. 65, pp. 555.
Dowd, A. J., Wiener, K. and Mabeti, F. 2009. Malawi Literacy Boost 2009: Year 1 Report. Westport, Conn.,
Save the Children United States.
Dryden-Peterson, S. 2011. Refugee Education: A Global Review. Geneva, Switzerland, United Nations
High Commissioner for Refugees.
Duflo, E., Dupas, P. and Kremer, M. 2012a. School Governance, Teacher Incentives, and Pupil-teacher
Ratios: Experimental Evidence from Kenyan Primary Schools. Cambridge, MA., National Bureau of
Economic Research. (NBER Working Paper, 17939.)
Duflo, E., Hanna, R. and Ryan, S. P. 2012b. Incentives work: getting teachers to come to school.
American Economic Review, Vol. 102, No. 4, pp. 124178.
Education Development Center. 2006. New Approach to Literacy Instruction Transforms Guinean School.
Waltham, MA., Education Development Center. www.edc.org/newsroom/articles/new_approach_
literacy_instruction_transforms_guinean_schools (Accessed 14 August 2013.)
Education Sector Support Programme in Nigeria. 2011. Teacher Development Needs Analysis: Kano
State, Nigeria. Abuja, UK Department for International Development Education Sector Support
Programme in Nigeria.
431
3 /4
1
Annex
Elbadawy, A., Assaad, R., Ahlburg, D. and Levison, D. 2007. Private and group tutoring in Egypt: where
is the gender inequality? Cairo, Economic Research Forum. (Working Paper, 0429.)
Engle, P. L., Black, M. M., Behrman, J. R., Cabral de Mello, M., Gertler, P. J., Kapiriri, L., Martorell, R.
and Young, M. E. 2007. Strategies to avoid the loss of developmental potential in more than 200
million children in the developing world. The Lancet, Vol. 369, No. 9557, pp. 22942.
Epstein, A. I. and Opolot, S. P. 2012. Gender Equity through Education (GEE): End of Project Performance
Evaluation Report. Washington, DC, US Agency for International Development.
Erden, F. T. 2009. A course on gender equity in education: does it affect gender role attitudes of
preservice teachers? Teaching and Teacher Education, Vol. 25, No. 3, pp. 40914.
European Commission. 2012. Supporting the Teaching Profession for Better Learning Outcomes:
Rethinking Education Investing in Skills for Better Socio-economic Outcomes. Strasbourg, France,
European Commission.
Evans, P. and Ebersold, S. 2012. Achieving equity in secondary and tertiary education for students
with disabilities and learning difficulties. Heyman, J. and Cassola, A. (eds), Lessons in Educational
Equality: Successful Approaches to Intractable Problems Around the World. Oxford, UK, Oxford
University Press, pp. 7899.
Fairlie, R. W. and Robinson, J. 2013. Experimental Evidence on the Effects of Home Computers on
Academic Achievement Among Schoolchildren. Cambridge, MA., Abdul Latif Jameel Poverty Action
Lab, Massachusetts Institute of Technology.
Farrell, P., Alborz, A., Howes, A. and Pearson, D. 2010. The impact of teaching assistants on improving
pupils academic achievement in mainstream schools: a review of the literature. Educational
Review, Vol. 62, No. 4, pp. 43548.
Fehrler, S., Michaelowa, K. and Wechtler, A. 2009. The effectiveness of inputs in primary education:
insights from recent student surveys for sub-Saharan Africa. Journal of Development Studies, Vol.
45, No. 9, pp. 154578.
Forlin, C. 2010. Teacher education for inclusion. Rose, R. (ed.), Confronting Obstacles to Inclusion:
International Responses to Developing Inclusive Education. Oxford, UK, Routledge, pp. 15570.
Forlin, C. and Dinh, N. T. 2010. A national strategy for supporting teacher educators to prepare
teachers for inclusion. Forlin, C. (ed.), Teacher Education for Inclusion: Changing Paradigms and
Innovative Approaches. Oxford, UK, Routledge, pp. 3444.
Forum for African Women Educationalists. 2006. Experiences in Creating a Conducive Environment for
Girls in School. Nairobi, Forum for African Women Educationalists.
___. 2013. Gender-responsive Pedagogy. Nairobi, Forum for African Women Educationalists. www.fawe.
org/activities/interventions/GRP/index.php (Accessed 10 June 2013.)
Fyfe, A. 2007. The Use of Contract Teachers in Developing Countries: Trends and Impact. Geneva,
Switzerland, International Labour Organization.
Gao, F. and Shum, M. S. K. 2010. Investigating the role of bilingual teaching assistants in Hong Kong:
an exploratory study. Educational Research, Vol. 52, No. 4, pp. 44556.
Geeves, R. and Bredenberg, K. 2005. Contract Teachers in Cambodia. Paris, UNESCO International
Institute for Educational Planning.
Ghana Education Sector Mission. 2013. Draft aide memoire: Ghana education sector mission
pre-identification Ghana secondary education (P145741) Ghana Partnership for Education Grant
(P129381-TF013140) May 615. Accra, Ghana Ministry of Education.
Ghana Education Service. 2010. Open and Distance Learning (ODL) Teacher Education to Support Teacher
Development in Ghana: the Untrained Teachers Diploma in Basic Education An Evaluation Report.
Accra, Teacher Education Division, Ghana Education Service.
Ghana Ministry of Education. 2012a. Draft pre-tertiary teacher development and management policy.
Accra, Ministry of Education. (Unpublished.)
___. 2012b. Ghana National Education Assessment: 2011 Findings Report. Accra, Ministry of Education.
Ghuman, S. and Lloyd, C. 2010. Teacher absence as a factor in gender inequalities in access to
primary schooling in rural Pakistan. Comparative Education Review, Vol. 54, No. 4, pp. 53954.
Gilpin, G. A. 2011. Reevaluating the effect of non-teaching wages on teacher attrition. Economics of
Education Review, Vol. 30, No. 4, pp. 598616.
432
References
Gindin, J. and Finger, L. 2013. Promoting education quality: the role of teacher unions in Latin
America. Background paper for EFA Global Monitoring Report 2013/4.
Glazerman, S., Mayer, D. P. and Decker, P. T. 2006. Alternative routes to teaching: the impacts of
Teach for America on student achievement and other outcomes. Journal of Policy Analysis and
Management, Vol. 25, No. 1, pp. 7596.
Glewwe, P., Hanushek, E. A., Humpage, S. D. and Ravina, R. 2011. School Resources and Educational
Outcomes in Developing Countries: a Review of the Literature from 1990 to 2010. Cambridge, MA.,
National Bureau of Economic Research. (NBER Working Paper, 17554.)
Glewwe, P., Ilias, N. and Kremer, M. 2010. Teacher incentives. American Economic Journal: Applied
Economics, Vol. 2, No. 3, pp. 20527.
Glewwe, P., Kremer, M. and Moulin, S. 2007. Many Children Left Behind? Textbooks and Test
Scores in Kenya. Cambridge, MA., Abdul Latif Jameel Poverty Action Lab, Massachusetts
Institute of Technology.
Glewwe, P. and Maga, E. 2011. The Impacts of School Management Reforms in Madagascar: Do the
Impacts Vary by Teacher Type? Cambridge, MA., Abdul Latif Jameel Poverty Action Lab.
Global Partnership for Education. 2012. Results for Learning Report 2012: Fostering Evidencebased Dialogue to Monitor Access and Quality in Education. Washington, DC, Global
Partnership for Education.
Globalgiving. 2013. Gender Equity Through Education in South Sudan. Washington, DC, Globalgiving.
www.globalgiving.org/projects/girlseducationsudan (Accessed 23 September 2013.)
Goldhaber, D. and Walch, J. 2012. Strategic pay reform: a student outcomes-based evaluation
of Denvers ProComp teacher pay initiative. Economics of Education Review, Vol. 31, No. 6,
pp. 106783.
Gove, A. and Cvelich, P. 2010. Early Reading: Igniting Education for All a Report by the Early Grade
Learning Community of Practice. Research Triangle Park, NC, RTI International.
___. 2011. Early Reading: Igniting Education for All A Report by the Early Grade Learning Community of
Practice, Revised Edition. Research Triangle Park, NC, RTI International.
Goyal, S. and Pandey, P. 2009. How Do Government and Private Schools Differ? Findings from Two Large
Indian States. Washington, DC, World Bank.
Greaney, V. and Kellaghan, T. 2008. National Assessments of Educational Achievement: Assessing
National Achievement Levels in Education. Washington, DC, World Bank.
Guadalupe, C., Leon, J. and Cueto, S. 2013. Charting progress in learning outcomes in Peru using
national assessments. Background paper for EFA Global Monitoring Report 2013/4.
Guerrero, G., Leon, J., Zapata, M., Sugimaru, C. and Cueto, S. 2012. What Works to Improve Teacher
Attendance in Developing Countries? A Systematic Review. London, Evidence for Policy and Practice
Information and Co-ordinating Centre, Institute of Education, University of London.
Gulpers, E. E. 2013. Teacher accountability in an era of financial scarcity: the case of Jamaican
primary education reform. Verger, A., Altinyelken, H. and de Koning, M. (eds), Global Managerial
Education Reforms and Teachers: Emerging Policies, Controversies and Issues in Developing Contexts.
Brussels, Education International Research Institute, pp. 3754.
Habib, M. 2010. The impact of 2002 national teacher contract policy reform on teacher absenteeism in
Lahore, Pakistan. PhD dissertation, Washington, DC., The George Washington University.
Hanushek, E. A. and Rivkin, S. G. 2012. The distribution of teacher quality and implications for policy.
Annual Review of Economics, Vol. 4, No. 1, pp. 3157.
Hardman, F. 2012. Review: Teacher Support and Development Interventions. London, Save the Children.
Hardman, F., Abd-Kadir, J., Agg, C., Migwi, J., Ndambuku, J. and Smith, F. 2009. Changing pedagogical
practice in Kenyan primary schools: the impact of school-based training. Comparative Education,
Vol. 45, No. 1, pp. 6586.
Hrm, J. 2009. Can choice promote Education for All? Evidence from growth in private primary
schooling in India. Compare, Vol. 39, No. 2, pp. 15165.
___. 2011. Study of Private Schools in Lagos. Abuja, UK Department for International Development
Education Sector Support Programme in Nigeria. (Report, LG303.)
433
3 /4
1
Annex
Hrm, J. and Adefisayo, F. 2013. Scaling up: challenges facing low-fee private schools in the slums
of Lagos, Nigeria. Srivastava, P. (ed.), Low-fee Private Schooling: Aggravating Equity or Mitigating
Disadvantage? Oxford, UK, Symposium Books, pp. 12951.
Harris, R. 2009. Capacity Building for Sustainable Development: Teaching Assistants At School,
Ray Harris. http://rayharris57.wordpress.com/2009/05/29/teaching-assistants-at-school
(Accessed 3 March 2013.)
Hartmann, S. 2007. The Informal Market of Education in Egypt: Private Tutoring and its Implications.
Conference paper for AEGIS European Conference on African Studies, Leiden, the Netherlands,
1114 July.
Haugen, C. S., Klees, S. J., Stromquist, N. P., Lin, J., Choti, T. and Corneilse, C. 2011. Increasing Female
Primary School Teachers in African Countries: Barriers and Policies. College Park, MD./Nairobi,
University of Maryland/Forum for African Women Educationalists.
He, F. and Linden, L. 2009. A better way to teach children to read? Evidence from a randomized
controlled trial. New York. (Unpublished.)
Heilig, J. V. and Jez, S. J. 2010. Teach for America: a Review of the Evidence. East Lansing, Mich., Great
Lakes Center for Education Research and Practice.
Herrmann, M. A. and Rockoff, J. E. 2010. Worker Absence and Productivity: Evidence from Teaching.
Cambridge, MA., National Bureau of Economic Research. (NBER Working Paper, 16524.)
Heugh, K., Benson, C., Bogale, B. and Yohannes, M. A. G. 2007. Final Report Study on Medium of
Instruction in Primary Schools in Ethiopia. Addis Ababa, Ethiopia Ministry of Education.
Ho, J. and Thukral, H. 2009. Tuned in to student success: assessing the impact of interactive radio
instruction for the hardest-to-reach. Journal of Education for International Development, Vol. 4,
No. 2, pp. 118.
Hossain, A. and Zeitlyn, B. 2010. Poverty, Equity and Access to Education in Bangladesh. Brighton, UK,
Consortium for Research on Educational Access, Transitions and Equity, University of Sussex.
(CREATE Pathways to Access Monograph, 51.)
Huisman, J. and Smits, J. 2009a. Effects of household- and district-level factors on primary school
enrollment in 30 developing countries. World Development, Vol. 37, No. 1, pp. 17993.
___. 2009b. Keeping Children in School: Household and District-level Determinants of School Dropout
in 363 Districts of 30 Developing Countries. Nijmegen, the Netherlands, Nijmegen Center for
Economics. (Working Paper, 09-105.)
Hungi, N., Makuwa, D., Ross, K., Saito, M., Dolata, S., van Cappelle, F., Paviot, L. and Vellien, J. 2010.
SACMEQ III Project Results: Pupil Achievement Levels in Reading and Mathematics. Harare, Southern
and Eastern Africa Consortium for Monitoring Educational Quality. (Working Document, 1.)
Hunt, F. 2013. Review of national policies on learning and teaching. Background paper for EFA Global
Monitoring Report 2013/4.
Imorou, A. C. 2010. Laction politico-syndicale des enseignants au Bnin (19452008): approche sociohistorique [Political and trade union action of teachers in Benin (19452008): socio-historical
approach]. Mainz, Germany, Institut fr Ethnologie und Afrikastudien, Johannes GutenbergUniversitt. (Working Paper, 111.)
Inclusive Education in Action. 2010. Training Teacher Educators in Vietnam. Paris/Odense, Denmark,
Inclusive Education in Action/UNESCO/European Agency for Development in Special Needs
Education. www.inclusive-education-in-action.org/iea/index.php?menuid=30&reporeid=140
(Accessed 27 May 2013.)
India National Council of Educational Research and Training. 2005. National Curriculum Framework
2005. New Delhi, National Council of Educational Research and Training.
___. 2011. Programme Evaluation Report: Activity Based Learning: Tamil Nadu. New Delhi, National
Council of Educational Research and Training/Sarva Shiksha Abhiyan Technical Cooperation Fund.
Inter-agency Education Coordination Group. 2013. Dadaab Teacher Development and Management
Strategy (2013-2015). Nairobi, Inter-agency Education Coordination Group.
International Research Foundation for Open Learning. 2004. Improving the quality of primary school
through distance education. Background paper for EFA Global Monitoring Report 2004.
434
References
Irving, M. 2012. Teacher labour markets in South Africa and Botswana: a comparative analysis.
Prospects, Vol. 42, No. 4, pp. 389402.
Iyer, R. G. 2012. Government ban on private tuition irks teachers, parents. The New Indian
Express, 6 December.
Jacob, B. A. and Walsh, E. 2011. Whats in a rating? Economics of Education Review, Vol. 30,
No. 3, pp. 4438.
Jaramillo, M. 2012. The spatial geography of teacher labor markets: evidence from a developing
country. Economics of Education Review, Vol. 31, No. 6, pp. 98495.
Jere, C. M. 2012. Alternative approaches to education provision for out-of-school youth in Malawi.
Background paper for EFA Global Monitoring Report 2012.
Jerrim, J. 2012. The socio-economic gradient in teenagers reading skills: how does England compare
with other countries? Fiscal Studies, Vol. 33, No. 2, pp. 15984.
Jordan Ministry of Education. 2012. Education Reform for Knowledge Economy: Second Phase. Amman,
Ministry of Education.
Kam, M., Kumar, A., Jain, S., Mathur, A. and Canny, J. 2009. Improving Literacy in Rural India: Cellphone
Games in an After-School Program. Paper presented at the 3rd International Conference on
Information and Communication Technologies and Development, Doha, 1719 April, 2009.
Kang, N.-H. and Hong, M. 2008. Achieving excellence in teacher workforce and equity in learning
opportunities in South Korea. Educational Researcher, Vol. 37, No. 4, pp. 20007.
Kanjee, A. 2009. Enhancing teacher assessment practices in South African schools: evaluation of the
assessment resource banks. Education As Change, Vol. 13, No. 1, pp. 7389.
Karras, K. G. and Wolhuter, C. C. (eds). 2010. International Handbook on Teacher Education Worldwide:
Issues and Challenges for Teacher Profession. Athens, Atrapos Editions.
Kasule, D. and Mapolelo, D. 2005. Teachers strategies of teaching primary school mathematics in a
second language: a case of Botswana. International Journal of Educational Development, Vol. 25,
No. 6, pp. 60217.
Kellaghan, T., Greaney, V. and Murray, T. S. 2009. Using the Results of a National Assessment of
Educational Achievement. Washington, DC, World Bank.
Kenya Teachers Service Commission. 2010. Teachers Service Commission Circular 2010/3: Protection of
Pupils/Students from Sexual Abuse. Nairobi, Kenya Teachers Service Commission.
___. 2013. Code of Regulations for Teachers. Nairobi, Kenya Teachers Service Commission.
Kingdon, G., Aslam, M., Rawal, S. and Das, S. 2013. Are Contract Teachers and Para-teachers a Costeffective Intervention to Address Teacher Shortage and Improve Learning Outcomes? London,
Evidence for Policy and Practice Information and Co-ordinating Centre, Institute of Education,
University of London.
Kingdon, G. and Banerji, R. 2009. Addressing School Quality: Some Policy Pointers from Rural North
India. Cambridge, UK, Research Consortium on Educational Outcomes and Poverty, University of
Cambridge. (Policy Brief, 5.)
Kingdon, G. and Muzammil, M. 2003. The Political Economy of Education in India: Teacher Politics in Uttar
Pradesh. New Delhi, Oxford University Press.
Kingdon, G. and Sipahimalani-Rao, V. 2010. Para-teachers in India: status and impact. Economic and
Political Weekly, Vol. 45, No. 12, pp. 5967.
Kirk, J. 2006. The Impact of Women Teachers on Girls Education. Bangkok, UNESCO Thailand.
Kremer, M., Chaudhury, N., Rogers, F. H., Muralidharan, K. and Hammer, J. 2005. Teacher absence in
India: a snapshot. Journal of the European Economic Association, Vol. 3, No. 23, pp. 65867.
Kremer, M., Miguel, E. and Thornton, R. 2009. Incentives to learn. Review of Economics and Statistics,
Vol. 91, No. 3, pp. 43756.
Leach, F., Slade, E. and Dunne, M. 2012. Desk Review for Concern: Promising Practice in School Related
Gender Based Violence (SRGBV) Prevention and Response Programming Globally. Brighton, UK,
Centre for International Education, University of Sussex.
Leigh, S. and Epstein, A. 2012. South Sudan Interactive Radio Instruction Performance Evaluation Report.
Washington, DC, US Agency for International Development.
435
3 /4
1
Annex
Levin, B. 2010. Eight Reasons Merit Pay for Teachers is a Bad Idea. Toronto, Ont., Ontario Institute for
Studies in Education, University of Toronto.
Lewin, K. and Stuart, J. 2003. Researching Teacher Education: New Perspectives on Practice,
Performance and Policy. Brighton, UK, Centre for International Education, University of Sussex.
(Multi-site Teacher Education Research Project Synthesis Report.)
Lewis, I. and Bagree, S. 2013. Teachers for All: Inclusive Teaching for Children with Disabilities. Brussels,
International Disability and Development Forum.
Linden, L. 2008. Complement or Substitute? The Effect of Technology on Student Achievement in India.
Washington, DC, World Bank. (InfoDev Working Paper, 17.)
Lloyd, C. B. 2013. Education for Girls: Alternative Pathways to Girls Empowerment. London, Girl Hub,
Nike Foundation/UK Department for International Development.
Longden, K. 2013. Accelerated learning programmes: what can we learn from them about curriculum
reform? Background paper for EFA Global Monitoring Report 2013/4.
Lck, M. and Parente, M. 2007. Using Accelerated Learning to Correct Student Flows: The Case of
Paran. Brasilia, Instituto de Pesquisa Econmica Aplicada.
Luschei, T. F. 2012a. The effectiveness and distribution of male primary teachers: evidence from two
Mexican states. International Journal of Educational Development, Vol. 32, No. 1, pp. 14554.
___. 2012b. In search of good teachers: patterns of teacher quality in two Mexican states. Comparative
Education Review, Vol. 56, No. 1, pp. 6997.
Luschei, T. F., Chudgar, A. and Rew, J. 2013. Exploring differences in the distribution of teacher
qualifications across Mexico and South Korea: evidence from the Teaching and Learning
International Survey. Teachers College Record, Vol. 115, No. 5.
Malawi Government. 2010. Primary Achievement Sample Survey Report. Lilongwe, Ministry of
Education, Science and Technology.
Mambo, M. N. 2011. Report on Achievements Under the DAPP/UNICEF Partnership: Pre-service Training
of Female Teachers. Blantyre, Malawi, Development Aid from People to People.
Management for Development Foundation. 2013. Integration of Healthy Learning Approach in
Basic Education. Ede, the Netherlands, Management for Development Foundation Training
and Consultancy.
Martinez, S., Naudeau, S. and Pereira, V. 2012. The Promise of Preschool in Africa: A Randomized Impact
Evaluation of Early Childhood Development in Rural Mozambique. Washington, DC, World Bank/
Save the Children.
Martins, P. 2010. Individual Teacher Incentives, Student Achievement and Grade Inflation. London, Centre
for the Economics of Education, London School of Economics.
McEwan, P. J. and Trowbridge, M. 2007. The achievement of indigenous students in Guatemalan
primary schools. International Journal of Educational Development, Vol. 27, No. 1, pp. 6176.
McEwan, P. J. 2008. Evaluating multigrade school reform in Latin America. Comparative Education, Vol.
44, No. 4, pp. 46583.
McQuaide, S. 2011. School-based versus distance training for rural teachers in China. Asian Journal of
Distance Education, Vol. 9, No. 1, pp. 1434.
Metzler, J. and Woessmann, L. 2012. The impact of teacher subject knowledge on student
achievement: evidence from within-teacher within-student variation. Journal of Development
Economics, Vol. 99, No. 2, pp. 48696.
Miller, R. T., Murnane, R. J. and Willett, J. B. 2007. Do Teacher Absences Impact Student Achievement?
Longitudinal Evidence from One Urban School District. Cambridge, Mass., National Bureau of
Economic Research. (NBER Working Paper, 13356.)
Mitchell, C. and Yang, K.-H. 2012. Woman+Teacher+Rural: Bringing Gender into the Policy Framework
on Teacher Deployment in Rural Areas. Montreal, Que., Institute for the Study of International
Development, McGill University. (Research to Practice Policy Briefs, 1.)
Mithani, S., Alam, I., Babar, J. A., Dowd, A. J., Hanson, J. and Ochoa, C. 2011. Literacy Boost Pakistan:
Year 1 Report. London, Save the Children.
Mizala, A. and opo, H. 2012. Evolution of Teachers Salaries in Latin America at the Turn of the 20th:
How Much Are They (Under or Over) Paid? Bonn, Germany, Institute for the Study of Labor. (IZA
Discussion Paper Series, 6806.)
436
References
Mizala, A. and Torche, F. 2012. Bringing the schools back in: the stratification of educational
achievement in the Chilean voucher system. International Journal of Educational Development, Vol.
32, No. 1, pp. 13244.
Moleni, C. M. and Ndalama, L. 2004. Teacher Absence and Attrition in Primary Schools in Malawi: A Case
Study of Four Districts. Zomba, Malawi, Centre for Educational Research and Training/Malawi
Institute of Education.
Moloi, M. Q. and Chetty, M. 2010. The SACMEQ III Project in South Africa: A Study of the Conditions of
Schooling and the Quality of Education. Pretoria, South Africa Ministry of Basic Education.
Mulkeen, A. 2006. Teachers for Rural Schools: A Challenge for Africa. Conference paper for Association
for the Development of Education in Africa Biennale on Education in Africa: Effective Schools and
Quality Improvement, Libreville, 2731 March.
___. 2010. Teachers in Anglophone Africa: Issues in Teacher Supply, Training, and Management.
Washington, DC, World Bank.
___. 2013. Teacher Policy in Primary and Secondary Education in Development Cooperation. Bonn,
Germany, Ministry for Economic Cooperation and Development. (Discussion Paper.)
Mulkeen, A., Chapman, D. W. and DeJaeghere, J. G. 2004. Recruiting, Retaining and Retraining
Secondary School Teachers and Principals in Sub-Saharan Africa. Washington, DC, Academy for
Educational Development. (Secondary Education in Africa Thematic Study, 4.)
Mulkeen, A. and Crowe-Taft, N. 2010. Teacher Attrition in Sub-Saharan Africa: the Neglected Dimension
of the Teacher Supply Challenge. Paris, UNESCO.
Mullis, I. V. S., Martin, M. O., Foy, P. and Arora, A. 2012. TIMSS 2011 International Results in Mathematics.
Chestnut Hill, Mass., TIMSS and PIRLS International Study Center, Boston College.
Muralidharan, K. and Kremer, M. 2009. Public and Private Schools in Rural India. Chakrakbarti,
R. and Peterson, P. (eds), School Choice International: Explaining Public-Private Partnerships.
Cambridge, MA. MIT Press.
Murphy-Graham, E. 2008. Opening the black box: womens empowerment and innovative secondary
education in Honduras. Gender and Education, Vol. 20, No. 1, pp. 3150.
Najjumba, I. M. and Marshall, J. H. 2013. Improving Learning in Uganda Vol. II: Problematic Curriculum
Areas and Teacher Effectiveness Insights from National Assessments. Washington, DC, World Bank.
Nalibali. 2013. Resources, Nalibali. http://nalibali.org/resources (Accessed 9 August 2013.)
Nguyet, D. T. and Ha, L. T. 2010. Preparing Teachers for Inclusive Education. Baltimore, Md., Catholic
Relief Services.
Ngware, M., Oketch, M., Mutisya, M. and Abuya, B. 2010. Classroom Observation Study: A Report on
the Quality and Learning in Primary Schools in Kenya. Nairobi, African Population and Health
Research Center.
Nicholson, S. 2007. Accelerated Learning in Post Conflict Settings. Washington, DC, World Bank.
Nikima, N. 2011. A first-language-first multilingual model to meet the quality imperative in formal
basic education in three francophone West African countries. International Review of Education, Vol.
57, No. 56, pp. 599616.
Nkutu, A., Bang, T. and Tooman, D. 2010. Evaluation of NRCs Accelerated Learning Programme in
Liberia. Oslo, Norwegian Refugee Council.
Nonoyama-Tarumi, Y. and Willms, J. D. Family Background Versus School Resources and Teacher
Quality: Findings from the 2011 Trends in International Mathematics and Science Study.
Background paper for EFA Global Monitoring Report 2013/4.
Norad. 2009. Primary Education for Disadvantaged Children Project (PEDC) (PO44803): Report of the
Joint World Bank-Donors Progress Review with Australia (AusAID), Canaga (CIDA), Norway and
United Kingdom (DFID). Oslo, Norwegian Agency for Development Cooperation. (Norad Collected
Reviews, 9/2009.)
Nordstrum, L. E. 2013. Teacher Supply, Training and Cost in the Context of Rapidly Expanding Enrolments.
Background paper for EFA Global Monitoring Report 2013/4.
NZEI Te Riu Roa. 2013. Teacher Registration. Auckland, New Zealand Educational Institute Te Riu Roa.
www.nzei.org.nz/NZEI/Help/FAQs/teacher%20registration.aspx (Accessed 11 September 2013.)
OConnor, U., Beattie, K. and Niens, U. 2008. An Evaluation of the Introduction of Local and Global
Citizenship to the Northern Ireland Curriculum. Coleraine, UK, UNESCO Centre, University of Ulster.
437
3 /4
1
Annex
OECD. 2005. Teachers Matter: Attracting, Developing and Retaining Effective Teachers. Paris,
Organisation for Economic Co-operation and Development. (Education and Training Policy series.)
___. 2009. Evaluating and Rewarding the Quality of Teachers: International Practices. Paris, Organisation
for Economic Co-operation and Development.
___. 2010. PISA 2009 Results: Overcoming Social Background Equity in Learning Opportunities and
Outcomes (Volume II). Paris, Organisation for Economic Co-operation and Development.
___. 2011a. Building a High-quality Teaching Profession: Lessons From Around the World. Paris,
Organisation for Economic Co-operation and Development.
___. 2011b. Strong Performers and Successful Reformers in Education: Lessons from PISA for the United
States. Paris, Organisation for Economic Co-operation and Development.
___. 2013a. Are Countries Moving Towards More Equitable Education Systems? Paris, Organisation for
Economic Co-operation and Development. (PISA in Focus, 25.)
___. 2013b. Education at a Glance 2013: OECD Indicators. Paris, Organisation for Economic Co-operation
and Development.
___. 2013c. Teachers for the 21st Century: Using Evaluation to Improve Teaching. Paris, Organisation for
Economic Co-operation and Development.
Oketch, M. and Mutisya, M. 2013. Evolution of Educational Outcomes in Kenya. Background paper for
EFA Global Monitoring Report 2013/4.
Oman Ministry of Education and World Bank. 2012. Education in Oman: the Drive for Quality. Muscat,
Ministry of Education.
stergaard, E. 2013. Review of IBIS Accelerated Learning Programme in South Sudan.
Copenhagen, IBIS/Danida.
Paraguay Ministry of Education. 2011. National Education Plan to 2024. Asuncin, Ministry of Education.
Parkes, J. and Heslop, J. 2011. Stop Violence Against Girls in School: A Cross-country Analysis
of Baseline Research from Ghana, Kenya and Mozambique. London, Institute of Education/
ActionAid International.
Pedzisai, E., Chingombe, W., Manyani, A., Zinyandu, T., Katsvanga, C. A. T., Chipunza, U., Matarira,
C. H., Mazorodze, S., Mudavanhu, C. and Chinyanganya, T. P. 2012. Addressing socio-economic
challenges of science teacher training through virtual and open distance learning in Zimbabwe.
Basic Research Journal of Education Research and Review, Vol. 1, No. 4, pp. 6074.
Perraton, H. 2010. Teacher Education: The Role of Open and Distance Learning. Vancouver, BC.,
Commonwealth of Learning.
Piper, B. and Korda, M. 2011. EGRA Plus: Liberia Project Evaluation Report. Monrovia, US Agency for
International Development Liberia.
Plan International. 2008. From Catastrophe to Opportunity: Children in Asia Creating Positive Social
Changes after Disasters. Bangkok, Plan International Asia Regional Office.
Ple de Dakar and Rpublique du Bnin. 2011. La question enseignante au Bnin: un diagnostic
holistique pour la construction dune politique enseignante consensuelle, soutenable et durable [The
teaching issue in Benin: a holistic diagnostic for the construction of a consensual, sustainable and
lasting teaching policy]. Dakar, Ple de Dakar.
Pratham. 2013. Annual Status of Education Report (Rural) 2012: Provisional. New Delhi, Annual Status of
Education Report Centre.
Primary Education for Disadvantaged Children. 2010. Longitudinal study involving teaching assistants
in Vietnam. Ha Noi, Primary Education for Disadvantaged Children. (Unpublished.)
Pritchett, L. and Beatty, A. 2012. The Negative Consequence of Overambitious Curricula in Developing
Countries. Washington, DC, Center for Global Development. (Working Paper, 293.)
Pritchett, L. and Murgai, R. 2007. Teacher compensation: can decentralization to local bodies
take India from perfect storm through troubled waters to clear sailing? Bery, S., Bosworth, B.
and Panagariya, A. (eds), India Policy Forum 200607. New Delhi, Sage Publications India Pvt.
Ltd., pp.12378.
PROBE Team. 1999. Public Report on Basic Education in India. New Delhi, Oxford University Press.
Project for the Study of Alternative Education in South Africa. 2013. Past Projects. Cape Town, South
Africa, Project for the Study of Alternative Education in South Africa, University of Cape Town.
www.praesa.org.za/about-praesa-2 (Accessed 9 August 2013.)
438
References
Pryor, J., Akyeampong, K., Westbrook, J. and Lussier, K. 2012. Rethinking teacher preparation and
professional development in Africa: an analysis of the curriculum of teacher education in the
teaching of early reading and mathematics. The Curriculum Journal, Vol. 23, No. 4, pp. 409502.
Quan-Baffour, K. P. and Arko-Achemfuor, A. 2013. The effects of lack of career path on job satisfaction
among South African teachers. Anthropologist, Vol. 15, No. 1, pp. 2532.
Queen Rania Teacher Academy. 2011. Queen Rania Teacher Academy Annual Report 2011. Amman,
Queen Rania Teacher Academy.
Ramgaraju, B., Tooley, J. and Dixon, P. 2012. The Private School Revolution in Bihar: Findings
from a Survey in Patna Urban. New Delhi/Newcastle, UK, India Institute/EG West Centre,
Newcastle University.
Rau, T. and Contreras, D. 2011. Tournament incentives for teachers: the case of Chile. Santiago,
Pontificia Universidad Catolica de Chile and Departamento de Economa and Centro de
Microdatos, Universidad de Chile. (Unpublished.)
Ravela, P. 2005. A formative approach to national assessments: the case of Uruguay. Prospects:
Quarterly Review of Comparative Education, Vol. 35, No. 1, pp. 2143.
Ravitch, D. 2010. The Death and Life of the Great American School System: How Testing and Choice are
Undermining Education. New York, Basic Books.
Robinson, B. and Wenwu, Y. 2009. Strengthening basic education: an EU-China joint project in
Gansu Province. European Journal of Education Research, Development and Policy, Vol. 44,
No. 1, pp. 95109.
Rogers, F. H. and Vegas, E. 2009. No More Cutting Class? Reducing Teacher Absence and Providing
Incentives for Performance. Washington, DC, World Bank. (Policy Research Working Paper, 4847.)
Rolla San Francisco, A., Arias, M., Villers, R. and Snow, C. 2006. Evaluating the impact of different
early literacy interventions on low-income Costa Rican kindergarteners. International Journal of
Educational Research, Vol. 45, No. 3, pp. 188201.
Rolleston, C., James, Z. and Aurino, E. 2013. Exploring the effect of educational opportunity and
inequality on learning outcomes in Ethiopia, Peru, India and Vietnam. Background paper for EFA
Global Monitoring Report 2013/4.
Rosen, Y. and Manny-Ikan, E. 2011. The social promise of the Time To Know program. Journal of
Interactive Online Learning, Vol. 10, No. 3, pp. 15061.
Rosenburg, E. 2008. Evaluation of the Eco-Schools South Africa Programme 20072008. Cape Town,
South Africa/Howick, South Africa, World Wildlife Fund South Africa/The Wildlife and Environment
Society of South Africa/Cape Action for People and the Environment.
Rothstein, J. 2010. Teacher quality in educational production: tracking, decay, and student
achievement. Quarterly Journal of Economics, Vol. 125, No. 1, pp. 175214.
RTI International. 2012. GILO: Early Grade Reading Manual for Participants. Research Triangle Park,
NC, Research Triangle International.
Rubagiza, J., Were, E. and Sutherland, R. 2011. Introducing ICT into schools in Rwanda: educational
challenges and opportunities. International Journal of Educational Development, Vol. 31,
No. 1, pp. 3743.
Sahni, U., Gupta, R., Hull, G., Javid, P., Setia, T., Toyama, K. and Wang, R. 2008. Using Digital Video in
Rural Indian Schools: A Study of Teacher Development and Student Achievement. Paper for Annual
Meeting of the American Educational Research Association, Buffalo, NY, March 2008.
Saigal, A. and Joshi, S. 2013. School and teacher education reform program: Rajasthan (India) case
study on teaching and learning for development. (Unpublished.)
Santibez, L., Martnez, J. F., Datar, A., Patrick J. McEwan, Setodji, C. M. and Basurto-Dvila, R.
2007. Breaking Ground: Analysis of the Assessment System and Impact of Mexicos Teacher Incentive
Program Carrera Magisterial. Santa Monica, Calif., RAND Corporation.
Sapire, I. and Sorto, M. A. 2012. Analyzing teaching quality in Botswana and South Africa. Prospects,
Vol. 42, No. 4, pp. 43351.
Savage, R. and Carless, S. 2005. Learning support assistants can deliver effective reading
interventions for at-risk children. Educational Research, Vol. 47, No. 1, pp. 4561.
___. 2008. The impact of early reading interventions delivered by classroom assistants on attainment
at the end of Year 2. British Educational Research Journal, Vol. 34, No. 3, pp. 36385.
439
3 /4
1
Annex
Save the Children. 2013. Literacy Boost. London, Save the Children. www.savethechildren.org/site/
c.8rKLIXMGIpI4E/b.7084483 (Accessed 8 August 2013.)
Schleicher, A. (ed.) 2012. Preparing Teachers and Developing School Leaders for the 21st Century:
Lessons from Around the World. Paris, Organisation for Economic Co-operation and Development.
SchoolScape and Tamil Nadu Government. 2009. Activity Based Learning: Effectiveness of ABL Under
SSA June 2007April 2008. Chennai, India, SchoolScape/Tamil Nadu Government.
Selby, D. and Kagawa, F. 2012. Disaster Risk Reduction in School Curricula: Case Studies from Thirty
Countries. Paris/Geneva, Switzerland, UNESCO/UNICEF.
Senou, B. M. 2008. Contractualisation de la fonction enseignante et comportement des matres au
primaire: cas du Bnin [Contractualization of the teaching function and behaviour of primary
school teachers: the case of Benin]. Yaound, Universit de Yaound II-SOA. (Unpublished.)
Servas, N. 2012. Responsible citizenship: an education programme in returnee areas of Burundi.
Education Above All (ed.), Education for Global Citizenship. Doha, Education Above All, pp. 12940.
Shah, S. F. 2012. Gender inclusion: a neglected aspect of the English textbooks in Pakistan.
International Journal of Social Science and Education, Vol. 3, No. 1, pp. 11827.
Singh, R. and Sarkar, S. 2012. Teaching Quality Counts: How Student Outcomes Relate to Quality of
Teaching in Private and Public Schools in India. Oxford, UK, Young Lives, Department of International
Development, University of Oxford.
South African Institute for Distance Education. 2010. Teacher Education. Johannesburg, South Africa,
South African Institute for Distance Education. www.saide.org.za/Sectors/TeacherEducation/
tabid/1453/Default.aspx (Accessed 20 May 2013.)
Spaull, N. 2011. A Preliminary Analysis of SACMEQ III South Africa. Matieland, South Africa, Stellenbosch
University, Department of Economics. (Stellenbosch Economic Working Papers, 11/11.)
Sprietsma, M. 2007. Computers as Pedagogical Tools in Brazil: a Pseudo-panel Analysis. Mannheim,
Germany, ZEW Centre for European Economic Research. (Discussion Paper, 07-040.)
Sri Lanka Ministry of Education. 2006. Education Sector Development Framework and Programme
20062010. Colombo, Ministry of Education.
Sriprakash, A. 2010. Child-centred education and the promise of democratic learning: pedagogic
messages in rural Indian primary schools. International Journal of Educational Development, Vol.
30, No. 3, pp. 297304.
Steiner-Khamsi, G. and Kunje, D. 2011. The Third Approach to Enhancing Teacher Supply in Malawi:
Volume I The UNICEF ESARO Study on Recruitment, Utilization and Retention of Teachers. Nairobi/
Lilongwe, UNICEF. eastern and Southern Africa/UNICEF Malawi.
Steiner-Khamsi, G. and Simelane, I. 2010. Teachers: Recruitment, Development and Retention in
edSwaziland. Nairobi/Mbabane, UNICEF Eastern and Southern Africa/UNICEF Swaziland.
Stern, J. M. B. and Heyneman, S. P. 2013. Low-fee private schooling: the case of Kenya. Srivastava,
P. (ed.), Low-fee Private Schooling: Aggravating Equity or Mitigating Disadvantage? Oxford, UK,
Symposium Books, pp. 10528.
Suryadarma, D., Suryahadi, A., Sumarto, S. and Rogers, F. H. 2006. Improving Student Performance
in Public Primary Schools in Developing Countries: Evidence from Indonesia. Washington, DC,
World Bank.
Sutton Trust. 2011. Improving the Impact of Teachers on Pupil Achievement in the UK: Interim Findings.
London, The Sutton Trust.
Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Rowley, G., Peck, R., Bankov, K., Rodriguez, M. and
Reckase, M. 2012. Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17
Countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M).
Amsterdam, International Association for the Evaluation of Educational Achievement.
Taylor, S. and Spaull, N. 2013. The Effects of Rapidly Expanding Primary School Access on Effective
Learning: The Case of Southern and Eastern Africa Since 2000. Matieland, South Africa, University of
Stellenbosh. (Stellenbosch Economic Working Papers, 1/13.)
Thomson, S., Hillman, K. and Wernert, N. 2012. Monitoring Australian Year 8 Student Achievement
Internationally: TIMSS 2011. Melbourne, Australia, Australian Council for Educational Research.
Tooley, J., Dixon, P., Shamsan, Y. and Schagen, I. 2010. The relative quality and cost-effectiveness of
private and public schools for low-income families: a case study in a developing country. School
Effectiveness and School Improvement, Vol. 21, No. 2, pp. 11744.
440
References
Twaweza. 2013. Form Four Examination Results: Citizens Report on the Learning Crisis in Tanzania. Dar
es Salaam U.R. Tanzania, Uwazi at Twaweza. (Brief, 2.)
UIS. 2012a. The Global Demand for Primary Teachers: 2012 Update Projections to Reach
Universal Primary Education by 2015. Montreal, Que., UNESCO Institute for Statistics.
(Information Bulletin, 10.)
___. 2012b. School and Teaching Resources in Sub-Saharan Africa: Analysis of the 2011 UIS Regional Data
Collection on Education. Montreal, Que., UNESCO Institute for Statistics. (Information Bulletin, 9.)
___. 2013. A Teacher for Every Child: Projecting Global Teacher Needs from 2015 to 2030. Montreal, Que.,
UNESCO Institute for Statistics. (UIS Fact Sheet, 27.)
UK Department for Education. 2013. New Advice to Help Schools Set Performance-related Pay. London,
UK Department for Education. www.gov.uk/government/news/new-advice-to-help-schools-setperformance-related-pay (Accessed 17 July 2013.)
UK Department for Education and School Teachers Review Body. 2012. School Teachers Review Body:
21st Report 2012. London, UK Department for Education. www.gov.uk/government/publications/
school-teachers-review-body-21st-report-2012# (Accessed 17 July 2013.)
UNESCO. 2010. EFA Global Monitoring Report 2010: Reaching the Marginalized. Paris, UNESCO.
___. 2011. EFA Global Monitoring Report 2011: The Hidden Crisis Armed Conflict and
Education. Paris, UNESCO.
___. 2012a. EFA Global Monitoring Report 2012: Youth and Skills Putting Education to
Work. Paris, UNESCO.
___. 2012b. Telesecundaria, Mexico: Lower Secondary School Learning with Television Support. Paris,
UNESCO. www.unesco.org/education/educprog/lwf/doc/portfolio/abstract8.htm (Accessed
21 March 2013.)
UNESCO and Education International EFAIDS. 2007. Supporting HIV-positive Teachers in East and
Southern Africa: Technical Consultation Report. Nairobi/Paris, UNESCO.
UNICEF. 2011. The Role of Education in Peacebuilding: A Synthesis Report of Findings from Lebanon,
Nepal and Sierra Leone. New York, UNICEF.
United Nations Economic Commission for Latin America and the Caribbean. 2011. Social Panaroma
of Latin America 2011. Santiago, United Nations Economic Commission for Latin America
and the Caribbean.
U.R. Tanzania National Bureau of Statistics. 2010. Tanzania Disability Survey Report 2008. Dar es
Salaam, U.R. Tanzania National Bureau of Statistics.
USAID. 2008. Pakistan Teacher Education and Professional Development Programme: Performance Gap
Analysis and Training Needs. Washington, DC, US Agency for International Development.
___. 2010. Promoting Quality Education in Nicaragua. Washington, DC, US Agency for
International Development.
___. 2012. Improved Reading Performance in Grade 2: GILO-supported Schools vs. Control Schools.
Washington, DC, US Agency for International Development.
USAID and Education Development Center. 2009. Radio Instruction to Strengthen Education (RISE) in
Zanzibar: Learning Gains Assessment More Than Childs Play. Washington, DC/Boston, MA., US
Agency for International Development/Educational Development Center, Inc.
US Department of Education. 2010. A Blueprint for Reform: The Reauthorization of the Elementary and
Secondary Education Act. Washington, DC, Department of Education.
Uwezo Kenya. 2011. Are Our Children Learning? Annual Learning Assessment Report. Nairobi, Uwezo.
Uwezo Uganda. 2011. Are Our Children Learning? Annual Learning Assessment Report. Kampala, Uwezo.
van der Tuin, M. and Verger, A. 2013. Evaluating teachers in Peru: policy shortfalls and political
implications. Verger, A., Altinyelken, H. and de Koning, M. (eds), Global Managerial Education
Reforms and Teachers: Emerging Policies, Controversies and Issues in Developing Contexts. Brussels,
Education International Research Institute, pp. 12740.
Varly, P. 2010. The Monitoring of Learning Outcomes in Mali: Language of Instruction and Teachers
Methods in Mali Grade 2 Curriculum Classrooms. Research Triangle Park, NC, RTI International.
Vavrus, F., Thomas, M. and Bartlett, L. 2011. Ensuring Quality by Attending to Inquiry: Learner-centered
Pedagogy in Sub-Saharan Africa. Addis Ababa, UNESCO International Institute for Capacity
Building in Africa. (Fundamentals of Teacher Education Development, 4.)
441
3 /4
1
Annex
Vegas, E. and Petrow, J. 2007. Raising Student Learning in Latin America: The Challenge for the 21st
Century. Washington, DC, World Bank.
Vithanapathirana, M. 2006. Adapting the primary mathematics curriculum to the multigrade
classroom in rural Sri Lanka. Little, A. W. (ed.), Education for All and Multigrade Teaching:
Challenges and Opportunities. Dordrecht, the Netherlands, Springer, pp. 12753.
Voluntary Service Overseas. 2009. Teaching Matters: A Policy Report on the Motivation and Morale of
Teachers in Cambodia. Kingston upon Thames, UK/Phnom Penh, Voluntary Services Overseas/NGO
Education Partnership.
___. 2011. Teaching Matters: A Policy Report on the Motivation and Morale of Teachers in Cambodia.
Kingston upon Thames, UK, Voluntary Service Overseas. (Paper for the third International Policy
Dialogue Forum 1314 September 2011, Bali, Indonesia.)
Walter, S. L. and Chuo, K. G. 2012. The Kom Experimental Mother Tongue Education Pilot Project: Report
for 2012. Dallas, Tex., SIL International.
Walton, M. and Banerji, R. 2011. What Helps Children to Learn? Evaluation of Prathams Read India
Program in Bihar and Uttarakhand. Cambridge, Mass., Abdul Latif Jameel Poverty Action Lab,
Massachusetts Institute of Technology.
Wang, D. and Gao, M. 2013. Educational equality or social mobility: the value conflict between
preservice teachers and the Free Teacher Education program in China. Teaching and Teacher
Education, Vol. 32, pp. 6674.
Welch, T. 2012. Why Mother Tongue Literacy Isnt Working: Policy, Pedagogy, Parents and Publishing.
Address at the Annual General Meeting of the Witswatersrand Council on Education, Wits School
of Education, Johannesburg, South Africa 9 October 2012.
Were, E., Rubagiza, J. and Sutherland, R. 2009. Bridging the Digital Divide? Educational Challenges and
Opportunities in Rwanda. Kigali/Bristol, UK, EdQual. (EdQual Working Paper, 15.)
West, K. L. and Mykerezi, E. 2011. Teachers unions and compensation: the impact of collective
bargaining on salary schedules and performance pay schemes. Economics of Education Review,
Vol. 30, No. 1, pp. 99108.
Wildlife and Environment Society of South Africa. 2013. Eco-Schools Newsletter 16. Howick, South
Africa/Cape Town, South Africa/Copenhagen, Wildlife and Environment Society of South Africa/
World Wildlife Fund South Africa/Eco-Schools.
Wirak, A. and Lexow, J. 2008. Evaluation of MoE/UNICEFs Basic Education and Gender Equality
Programme for 20062008 Afghanistan. Kabul/Stockholm, Norwegian Embassy Kabul/Swedish
International Development Cooperation Agency.
Woessmann, L. 2011. Cross-country evidence on teacher performance pay. Economics of Education
Review, Vol. 30, No. 3, pp. 404-18.
World Bank. 2005. Improving Educational Quality Through Interactive Radio Instruction: A Toolkit
for Policy Makers and Planners. Washington, DC, World Bank. (Africa Human Development
Working Paper, 52.)
___. 2009. Le systme ducatif bninois: analyse sectorielle pour une politique ducative plus quilibre
et plus efficace [The Benin education system: sectoral analysis for a more balanced and
effective education policy]. Washington, DC, World Bank. (Africa Region Human Development
Working Paper, 165.)
___. 2010a. The Education System in Malawi. Washington, DC, World Bank. (Working Paper, 182.)
___. 2010b. Egypt: Teachers. Washington, DC, World Bank. (SABER Country Report.)
___. 2010c. Teacher Early Retirement and Transfer Schemes: Indonesia. Washington, DC, World Bank.
(Policy Brief.)
___. 2011a. Jordan: Higher Education Development Project. Washington, DC, World Bank. (Project
Performance Assessment Report, 62732.)
___. 2011b. Republic of Chad Public Expenditure Review Update: Using Public Resources for Economic
Growth and Poverty Reduction. Washington, DC, World Bank. (Poverty Reduction and Economic
Management, 3.)
___. 2012a. Education in the Republic of South Sudan: Status and Challenges for a New System.
Washington, DC, World Bank.
442
References
___. 2012b. The Status of the Education Sector in Sudan. Washington, DC, World Bank. (Education
Sector Review, 66608.)
___. 2012c. Uganda: Teachers. Washington, DC, World Bank. (SABER Country Report.)
___. 2013. Spending More or Spending Better: Improving Education Financing in Indonesia. Jakarta,
World Bank.
Xu, Z., Hannaway, J. and Taylor, C. 2009. Making a Difference? The Effects of Teach for America in High
School. Washington, DC, National Center for Analysis of Longitudinal Data in Education Research,
The Urban Institute.
Yoshikawa, H. K., Myers, R., Bub, K. L., Lugo-Gil, J., Ramos, M. and Knaul, F. 2007. Early Childhood
Education in Mexico: Expansion, Quality Improvement and Curricular Reform. Florence, Italy, UNICEF
Innocenti Research Centre. (Working Paper, 2007-03.)
Zimbabwe Ministries of Education, Sport, Arts and Culture and Higher and Tertiary Education. 2010.
Cost and financing of the education sector in Zimbabwe. Harare/Paris/New York, Zimbabwe
Ministries of Education, Sport, Arts and Culture and Higher and Tertiary Education/UNESCO/
UNICEF. (Unpublished.)
443
3 /4
1
Annex
Index
A
abbreviations 4079
accelerated learning programmes 35, 279,
2823, 303
for disadvantaged groups 35, 2823
in formal primary schools 35, 283
access to education
children and young people with
disabilities 3, 55, 56, 21213
expanding access while improving
learning in primary schools 201, 2036
inequality 78, 17, 56, 191203
learning achievement 201, 2035
location-related disadvantage 19, 1968
pre-primary education 2, 48-51
secondary education 21, 2001, 2067
Activity Based Learning model 289, 290
adolescents
gender-responsive curricula 34, 287
lower secondary education completion
62, 63, 65, 65, 1045
out of school 34, 21, 62, 65, 65, 91
adult illiteracy 45, 40, 70, 71, 72, 74
countries with the highest populations 73
adult literacy (EFA goal) 40, 705, 208, 308
countries achieving universal adult
literacy 4, 745
gender disparity 4, 71
key indicators 70
affirmative action 235, 301
Afghanistan
access to primary education 344, 345, 352
aid to basic education 129, 130, 400
background statistics 318
education budget 9, 115, 116
child well being 330
child mortality 46
child survival 46, 330
conflict-affected countries 55, 135
country groups
EFA regions, South and West Asia 315
low income 315
domestic resources for
education 122, 123
female teachers 219, 235, 252
gender parity, primary and secondary
education 77, 78, 81
government education expenditure 115, 116
incentives to female teachers 219
local recruitment of female teachers 252
out-of-school children 3, 54
participation in secondary education 368
policies to improve learning among
disadvantaged 218
pupil/teacher ratio 85
444
teacher reforms 22
teaching staff in pre-primary, primary
and secondary education 376, 377
African Development Bank 130, 136
agriculture, effect of education on earnings
13-14, 147
aid to education 1113, 12736
concessional loans 13, 134, 135
direct aid 1112, 130, 135, 135, 136
donors 8, 9, 10, 1113, 25, 111, 1303,
131, 133
forecasts 1313
GPE 12, 131, 132
humanitarian aid 12, 1334
low income countries 11, 12, 111-136,
111, 127, 129, 131, 132, 136
lower middle income countries 11,12,
111-136, 111, 127, 129, 132, 136
middle income countries 11, 12, 111-138,
112, 114, 136, 138
scholarships and imputed student costs
12, 13, 1346, 136
targeting 12, 1346
Albania
aid to education 139, 399
background statistics 316
country groups
countries in transition 313
developed countries 314
EFA regions, Central and Eastern
Europe 314
upper middle income 315
early childhood care and education 328, 332
disadvantaged learners 201
female teachers 86
fertility rate and maternal education 185
literacy
adult 75, 320
female youth 98, 211
youth 210, 211, 321
national education accounts 137, 138, 139
pre-primary education attendance 49,
50, 51
pre-primary enrolment target
(EFA goals) 50
primary education
access 340, 341
internal efficiency 356
participation 348
universal completion 95
secondary education
participation 364
universal lower secondary completion 96
public spending for education 380
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
Algeria
aid to education 12, 135, 398
background statistics 316
conflict-affected countries, 55
country groups
EFA regions, Arab States 314
index
country groups
EFA region 314
developing countries 314
democratic aspirations 171
early childhood care and education 2, 45,
48, 328, 331, 332, 333, 338
education aid and scholarships 136
EFA achievement 308
education and wage disparity 150
female teachers 86
gender parity 2, 52, 52, 53, 55, 55, 76, 150
learning and poor children 201
literacy
adult 4, 70, 71, 320, 326
youth 191, 193, 327
maternal education and pneumonia 160
minimum education standards and
wealth 20
out-of-school children 2, 55, 55
pre-primary education 2, 48, 48, 338
primary education
access 340, 341, 346, 347
completion 3, 56
internal efficiency 356, 357, 362
participation 348, 349, 354
public spending 111, 380, 383
secondary education participation 62, 65,
364, 365, 370
teacher/pupil ratio 84
teaching staff in pre-primary, primary and
secondary education 372, 373, 378, 379
technical and vocational education 65
tolerance of others 17, 173, 174
trends to measure EFA goals 384, 385, 390
Argentina
aid to education 398
background statistics 317
basic reading skills 192, 193
basic learning and wealth 195
country groups
Latin America 314
Latin America and the Caribbean 314
upper middle income 315
early childhood education and care 329, 344
education levels and
environmental awareness 180
wage gaps 151
work opportunities 149, 150
political participation 17,172, 173
voter turnout 172, 173
learning deficits 194
literacy
adult 75, 322
youth 193, 323
pre-primary enrolment (EFA) target 50
pre-primary school attendance 194
primary school
access 342, 343
internal efficiency 358
participation 350
public spending on education 112, 115, 381
secondary school
gender disparity 77, 81
participation 366
weakest learners 201
social cohesion 175
teaching staff in pre-primary, primary
and secondary education 374, 375
tolerance 173
trends for measuring EFA goals 386
womens work opportunities and pay 14,
148, 150
Armenia
aid to education 398
background statistics 316
country groups
Central Asia 315
lower middle income 315
early childhood care and education 328, 332
funding education from domestic sources
122, 123
literacy
adult 72, 75, 320
female youth 72
youth 321
participation in TIMSS 91 assessments
see learning assessments
pre-primary enrolment target
(EFA goals) 50
primary education
access 340, 341
internal efficiency 356
participation 348
public spending on education 113, 115, 380
secondary education
learning and poverty 200
participation 364
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
Aruba
aid to education, recipients 398-402
background statistics 316
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 320
female youth 98
youth 209, 321
pre-primary enrolment target (EFA
goals) 50
primary education
access 340, 341
primary enrolment target (EFA goal) 59
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
lower secondary net enrolment target 69
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
Australia
aid to education 396
background statistics 316
basic education aid 12, 130, 131, 133
basic reading skills 193
country groups
developed countries 314
East Asia and Pacific (EFA region) 314
445
3 /4
1
Annex
female youth 98
youth 209, 321
pre-primary enrolment target
(EFA goals) 50
primary education
access 340, 341
enrolment target (EFA goals) 59
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
lower secondary net enrolment target 69
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
B
Bahamas
aid to education, recipients 398-402
background statistics 316
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 320
female youth 98
youth 209, 321
primary education
access 340, 341
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
lower secondary education net
enrolment target 69
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
Bahrain
aid to education 398
background statistics 316
early childhood care and education 328, 332
country groups
EFA regions, Arab States 315
high income 315
literacy
adult 75, 320
child 321
primary education
access 340, 341
internal efficiency 356
participation 348
public spending for education 380
secondary education
learning and poverty 200, 201
participation 364
teaching staff in pre-primary, primary
and secondary education 372, 373
446
index
447
3 /4
1
Annex
448
literacy
adult 320
female youth 98
youth 209, 321
pre-primary enrolment target (EFA
goals) 50
primary education
access 340, 341
enrolment target (EFA goal) 59
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
lower secondary net enrolment target 69
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
Burkina Faso
aid to education, recipients 398-402
affordability of hiring additional teachers
228, 229
background statistics 316
bilingual teaching programmes 284
child mortality 46, 159
difficulties of recruiting graduates into
teaching 226
education and adaptation to climate
change 181
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
household share of health spending 137
gender and wealth disparity in lower
secondary completion 105
gender parity, primary education 5, 77, 789
literacy
adult 320
female youth 72, 98, 210
youth 209, 321
multigrade classrooms 26, 240
net enrolment ratio 57
out of school children 54, 54
pre-primary enrolment target (EFA
goals) 50
primary education
access 340, 341
gender parity 81
enrolment target (EFA goal) 59
internal efficiency 356
participation 340
universal completion 95
by gender 105
public spending on education 380
secondary education
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
wealth disparity and chance to learn 1956
Burundi
aid to education 132
aid to education, recipients 398-402
index
universal completion 95
private tutoring by teachers 32, 271
public spending on education 380
public education expenditure and GDP
112, 122, 123
pupil/teacher ratio 85
resources to support learning and quality
objectives 220
secondary education
lower secondary completion rate 63
and gender 105
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
teacher absenteeism 268, 269
teacher deployment to disadvantaged
areas 22, 219
teacher recruitment 22, 23, 25, 218
teacher salaries 29, 32, 219, 256
teacher education scholarships 219
teachers role in policy development 221
teachers second jobs 29, 32, 256
trends to measure EFA goals 384
Cameroon
access to textbooks 87
aid to education, recipients 398-402
background statistics 316
bilingual teaching programme 33, 284, 284
child mortality 46
contract teachers 29, 257
early childhood care and education 328, 332
education and adaptation to climate
change 181
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 320
female youth 72, 98
youth 21, 209, 321
malaria knowledge and education 165
pre-primary enrolment target (EFA
goals) 50
primary education
access 340, 341
gender parity 77, 789, 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
lower secondary completion by wealth
and gender 63
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
teachers, untrained 225
trends to measure EFA goals 384
Canada
aid to education, recipients 398-402
aid to basic education 11, 128, 130
background statistics 316
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
449
3 /4
1
Annex
450
Chile
aid to education, recipients 398-402
background statistics 316
basic mathematics skills 192, 196
basic reading skills 192
contract and community teachers 247
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
household expenditure on education 137
learning achievement and wealth 20, 200
adult 320
and wages 146
female youth 98
low fee private schools 274
performance-related pay 262
pre-primary enrolment target (EFA
goals) 50
public spending on education 380
primary education
access 340, 341
gender parity 81
internal efficiency 356
participation 340
universal completion 95
Teach for All programme 253
teacher education 238
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
China
aid to education 12, 132, 135
recipients 398-402
aid to teacher education 229
background statistics 316
bilateral loans to 135
child mortality 47
distance education for teacher education
2478
early childhood care and education 328, 332
Free Teacher Education programme 252
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 71, 75, 320
female youth 98
farmers and productivity 147
youth 209, 321
out-of-school children 3, 54
primary education
access 340, 341
gender parity 81
internal efficiency 356
participation 340
universal completion 95
teacher education 242
pre-primary enrolment target (EFA
goals) 50
political participation 17, 172, 173
public spending on education 380
scholarships and imputed student
costs 135
stunting 47
Teach for All programme 253
teachers incentives 252
index
secondary education
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
Congo, Democratic Republic of (see
Democratic Republic of)
aid to education, recipients 398-402
background statistics 316
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 320
female youth 98
youth 209, 321
primary education
access 340, 341
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
contract teachers 27, 2930, 225, 242, 2569
absenteeism 268
Cook Islands
aid to education, recipients 398-402
background statistics 316
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 320
female youth 98
youth 209, 321
pre-primary enrolment target (EFA
goals) 50
primary education
access 340, 341
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
lower secondary net enrolment target 69
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
corruption, education lowers tolerance
towards 17, 1767
Costa Rica
aid to education, recipients 398-402
background statistics 316
basic mathematics skills 196
early childhood care and education 328, 332
fertility and maternal education 185
451
3 /4
1
Annex
funding education
from domestic resources 122
literacy
adult 320
female youth 98
youth 209, 321
pre-primary education 49
pre-primary enrolment target (EFA
goals) 50
primary education
access 340, 341
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and and secondary education 372, 373
trends to measure EFA goals 384
tutoring programme using secondary
school volunteers 291
Cte dIvoire
aid to education, recipients 398-402
affordability of hiring additional teachers
228
background statistics 316
child mortality 46
early childhood care and education 328,
332
fertility and maternal education 185
funding education
from domestic resources 122
growth trajectory 151
literacy
adult 320
female youth 98, 72
youth 209, 321
out of school children 54, 54
net enrolment ratio 57
pre-primary education 50
enrolment target (EFA goals) 50
primary education
access 340, 341
gender parity 81
internal efficiency 356
participation 340
teacher recruitment 225
universal completion 95
weak learning and drop out 199
public spending on education 380
secondary education
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
Croatia
aid to education, recipients 398-402
background statistics 316
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 320
452
female youth 98
youth 209, 321
pre-primary enrolment target (EFA
goals) 50
primary education
access 340, 341
enrolment target (EFA goal) 59
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
lower secondary net enrolment target 69
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
UPE target 57
Cuba
aid to education, recipients 398-402
background statistics 316
basic reading skills 192
early childhood care and education 328, 332
enrolment target (EFA goal) 59
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 320
female youth 98
youth 209, 321
pre-primary enrolment target (EFA
goals) 50
primary education
access 340, 341
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
lower secondary net enrolment target 69
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
curricula
assessments aligned with 34, 186
citizenship education in 297
gender-responsive 34, 287
innovative, to improve learning 38,186, 303
instruction via interactive radio and
television 35, 218, 2913
peace-building programmes in 2967
technology use to enrich delivery 35, 38,
248, 2914, 303
that pays attention to the needs of
disabled learners 34, 287, 303
to increase understanding of climate
change and other environmental
concerns 295
to secure strong foundation skills 33, 38,
279, 281, 281
for transferable skills 36, 38, 279, 295, 297
curriculum and assessment strategies to
index
disadvantaged students
accelerated learning programmes 35,
2823
access to education 104
cost of delaying action 61
global learning crisis impact on 1822,
191203
and ICT for curriculum delivery 2934
identifying and supporting 28794
indicators to monitor 107
interactive radio instruction for 35, 218,
2912
less likely to be taught by good teachers 186
never enrolled at school 55
not learning basic literacy and numeracy
skills 186
primary and lower secondary completion
1045
secondary school 2001
social protection programmes to help get
students to school 48, 68, 82, 124, 126
targeted through education expenditure
12, 1247
targets to be set to achieve equality 101
taught by specialist subject teachers 29,
253
teacher educators role in training
teachers to deal with 27, 247
teacher reforms to benefit 21920
teacher unions can help improve policies
aimed at 2212
universal primary completion 94
see also inequality discrimination
against ethnic groups 1920, 1989
against indigenous children 198
gender 312, 196
distance education programmes (curricula
delivery) 248
distance education programmes for
teachers 27, 2479, 302
attrition rates 248 cost benefits 28, 248
donor community commitment to 249
ICT use 278, 247, 248, 249
Djibouti
aid to education, recipients 398-402
background statistics 316
child mortality 46
domestic resources used for education 9,
10, 113, 114, 11627
domestic violence 182
early childhood care and education 328, 332
female teachers 87
fertility and maternal education 185
funding education
from domestic resources 122
gender disparity in enrolment 6, 87
literacy
adult 320
female youth 72, 98
youth 209, 321
net enrolment ratio 57
pre-primary enrolment target (EFA
goals) 50
primary education
access 340, 341
enrolment target (EFA goals) 59
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
Dominica
aid to education, recipients 398-402
background statistics 316
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 320
female youth 98
youth 209, 321
pre-primary enrolment target (EFA
goals) 50
primary education
access 340, 341
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
lower secondary net enrolment target 69
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
Dominican Republic
aid to education, recipients 398-402
background statistics 316
basic reading skills 192
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 320
female youth 98
youth 209, 321
pre-primary enrolment target (EFA
goals) 50
primary education
access 340, 341
enrolment target (EFA goal) 59
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
lower completion by wealth and
gender 63
and disparity 65
lower net enrolment target 69
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
453
3 /4
1
Annex
donors
aid to education 8, 9, 10, 11, 25, 111,
112,12931
for conflict-affected areas 12, 133, 135
forecasts 1312, 133
and tax revenue 1201
bilateral and multilateral donors 1112,
130, 131, 135
commitment to distance education
programmes 249
DAC donors 12, 131
funding of teacher education
programmes 25, 229
not meeting their commitment 9, 112
drop out 55, 56, 58
adolescents 91
amongst weaker learners 199, 199
low and middle income countries 56
E
early births, and education 18, 162, 182, 183
early childhood care and education (EFA
goal) 401, 4551
helps build cognitive and non-cognitive
skills 2, 48, 167
key indicators 45
nutrition role 1, 46, 478
see also pre-primary education
Early Grade Reading Assessments (EGRA)
27, 34, 90, 194, 237-9, 243, 244, 246-7,
2889
East Asia and the Pacific
aid to education 130
broadened tax bases 120
growth trajectory 14, 151, 152
net enrolment ratio 589
population living in poverty 144
economic growth
boosted through education 150, 1513
and equitable education 14-15, 153, 154
linked to educational outcomes 155
vital for quality of education 155
Ecuador
aid to education, recipients 398-402
background statistics 316
cash transfer programme 68
corruption 17, 1767
democracy and good governance 16,
17,1707
early childhood care and education 328, 332
education expenditure 10, 68
education effects on development
outcomes conflict 17, 1756
earnings 13, 14, 1467
economic growth 14, 1505
employment 14, 14850
environment 17, 17781, 2956
fertility and maternal education 185
funding education
from domestic resources 122
gender wage gaps 14950, 151
health 13, 1516, 143, 15569
labour force participation 1489
literacy
adult 320
female youth 98
youth 209, 321
454
index
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
Ethiopia
aid to education, recipients 398-402
background statistics 316
bilingual teaching programmes 284
child marriage 182
child mortality 46, 159
early childhood care and education 328, 332
education and climate change 17, 181
gender and wealth disparities 105
government education budget 9, 60, 114,
115, 117
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 75, 320
female youth 72, 98
youth 22, 209, 211, 212, 321
local language instruction 33, 284
mentoring programme 244
net enrolment ratio 114
out-of-school population 54, 54, 58, 60
poverty and educational level 144
pre-primary enrolment target (EFA
goals) 50
primary education
primary education
access 340, 341
enrolment target (EFA goal) 59
gender parity 81
internal efficiency 356
participation 114, 340
school completion 60
universal completion 94, 95
public spending on education 380
pupil/teacher ratio 5, 85, 86, 227
secondary education
lower secondary completion 105
participation 364
universal lower completion 96
stunting and maternal education 47,167, 169
tax exemptions 11819
tax revenue 117
teaching staff in pre-primary, primary
and secondary education 372, 373
teacher education 24, 229, 2489
teachers
trained 227, 227
untrained 225, 227
trends to measure EFA goals 384
weak learning and drop out 20, 199
ethnic minorities
access to pre-primary education 51, 2801
acquisition of foundation skills 33, 279,
2836
bilingual approach to teaching see
bilingual teaching programmes
discrimination against 1920, 1989
educational materials in education
plans 218
failing to learn, rich countries 20, 2013, 202
indicators of participation in education
plans 8, 106
455
3 /4
1
Annex
456
financing EFA
national education accounts 1369
common financing target 9, 10, 13, 41,
111
DAC donors 12, 1312
domestic resources used for education
9,10, 113, 114, 11627
aid to education 8, 9, 10, 1113, 111,
112,12831
expansion of tax base 910, 111, 11718
financing gap to achieve basic education for
all 8, 112
Global Partnership for Education 12,131,
132
government expenditure on education
910, 13, 24, 111, 111, 112, 11315, 116
household expenditure on education 13,
136, 1378
humanitarian aid used for education
1334, 135
post-2015 explicit financing targets 89, 112
redistributing educational resources to
overcome inequality and disadvantage
1011, 118, 1247
target for GNP allocated to education
9,10, 13, 41, 111, 113
tax system and education funding 910,
111, 116, 11723
teacher salaries 24, 229, 254 trends 11112
Finland
aid to education, recipients 398-402
background statistics 316
early childhood care and education 328, 332
equitable learning 202
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 320
female youth 98
youth 209, 321
pre-primary enrolment target (EFA
goals) 50
primary education
access 340, 341
enrolment target (EFA goal) 59
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
lower secondary net enrolment target 69
participation 364
universal lower completion 96
selection of students for teaching 234
teaching staff in pre-primary, primary
and secondary education 372, 373
teacher education 239
trends to measure EFA goals 384
formal sector, higher wages for educated
workers 14, 146
Former Yugoslav Republic of Macedonia
aid to education, recipients 398-402
background statistics 316
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 320
female youth 98
youth 209, 321
pre-primary education 50, 51
enrolment target (EFA goals) 50
primary education
access 340, 341
enrolment target (EFA goal) 59
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
foundation skills
ethnic and linguistic disparities 33, 279,
2836
second-chance programmes 34, 35, 65,
186, 279, 2823
acquisition through lower secondary
education 3, 63
curricula that fosters inclusion 287, 303
curriculum focus delivered at an
appropriate pace 33, 38, 279, 281, 281, 303
ensuring all children acquire 335, 27987
need for global post-2015 goal 6, 89
pathway to 3, 63
France
aid to education, recipients 398-402
aid to basic education 11, 130, 131
as bilateral donor 135
aid through funding scholarships and
student imputed costs 134
background statistics 316
direct aid to education 136
early childhood care and education 328, 332
environment-friendly behaviour 179
fertility and maternal education 185
funding education
from domestic resources 122
immigrant students 20, 202
literacy
adult 320
female youth 98
youth 209, 321
pre-primary enrolment target (EFA
goals) 50
primary education
access 340, 341
enrolment target (EFA goal) 59
gender parity 81
internal efficiency 356
lower secondary net enrolment target 69
participation 340
universal completion 95
public spending on education 380
secondary education
participation 364
universal lower completion 96
index
457
3 /4
1
Annex
458
Grenada
aid to education, recipients 398-402
background statistics 316
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 320
female youth 98
youth 209, 321
pre-primary enrolment target (EFA
goals) 50
primary education
access 340, 341
enrolment target (EFA goal) 59
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
Guatemala
aid to education, recipients 398-402
background statistics 316
basic reading skills 192
cash transfer programme 68
effect of education on growth 14, 151-2
early childhood care and education 328, 332
expected cohort completion rate 58
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 320
female youth 98
youth 209, 321
maternal education, and education level
of children 145
minority language knowledge and
mathematics skills 199
national education accounts 137
net enrolment ratio 58, 67, 68
pre-primary enrolment target (EFA
goals) 50
primary enrolment target (EFA goal) 59
primary education
access 340, 341
gender parity 81
internal efficiency 356
participation 340
universal completion 95
political participation 17, 172
programme to reduce malnutrition and
stunting 47
public spending on education 380
pupil/teacher ratio 85
secondary education
enrolment 68
lower net enrolment target 69
net attendance rate, by gender and
location 68
participation 364
index
funding education
from domestic resources 122
interactive radio instruction 218
literacy
adult 320
female youth 72, 98
youth 209, 321
pre-primary enrolment target (EFA
goals) 50
primary education
access 340, 341
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
support for students who are falling
behind 23, 218, 220
secondary education
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
H
Haiti
aid to basic education 129, 130
background statistics 316
child mortality 46
early childhood care and education 328, 332
funding education
from domestic resources 122
immunization 160
growth trajectory 152
literacy
adult 75, 320
female youth 72, 98
youth 209, 321
primary education
access 340, 341
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380, 400
secondary education
participation 364
universal lower completion 96
stunting and maternal education 167
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
head teachers absenteeism 31, 268
hiring teachers on contract 267
health targets MDGs 155
post-2015 155
healthier life, improvement through
education 13, 1516, 478, 143, 15569
healthy life expectancy, as post-2015
education goal 155
healthy societies, promotion through
education 13, 1618, 143, 17085
hearing impairment 3, 22, 56, 212
high income countries
gender parity 5, 77
low upper-secondary completion 62
459
3 /4
1
Annex
literacy
adult 320
female youth 98
youth 209, 321
pre-primary enrolment target (EFA
goals) 50
primary education
access 340, 341
enrolment target (EFA goal) 59
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
lower secondary net enrolment target 69
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
I
Iceland
aid to education, recipients 398-402
background statistics 316
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 320
female youth 98
youth 209, 321
pre-primary enrolment target (EFA
goals) 50
primary education
access 340, 341
enrolment target (EFA goal) 59
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
lower secondary net enrolment target 69
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
ICT see information and communication
technology
Illiteracy
adults 45, 40, 70, 71, 72, 73, 74
and education attainment 21, 2089
gender disparity 4, 5, 21, 70, 71, 72
and poor quality education 212, 20813
wealth disparity 21, 209, 210, 211
young women 21, 208, 210, 211, 211, 212
youth 21, 71, 97, 208, 209, 210
see also literacy
IMF, aid to basic education 12, 130
immigrant students, marginalization in
education 20, 2023
immigrants, tolerance towards 17, 173
immunization of children 15, 156, 158, 160
460
index
participation 340
universal completion 61, 95
private expenditure on books 139
public spending on education 380
public subsidies for secondary
education 138
redistribution of education resources
through supplementary local grants 125
secondary education 207
lower secondary completion by wealth
and gender 63
participation 364
universal lower completion 96
teacher absenteeism, impact on learning
31, 267
teacher shortages in specific subjects
28, 2501
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
uneven deployment of teachers 252, 253
wealth disparities 61, 207, 209
infectious diseases, education role in
containing 1516, 1626
informal sector
education increases earnings from 14,1467
as source of tax revenue 120
information and communication technology
(ICT)
to address learning disparities 35, 293-4
use in curriculum delivery 35, 38, 248,
2934
and literacy skills 66
mobile phone use for teaching and
learning 35, 248, 294
to supplement regular teaching 293
use in distance learning for teacher
education 28, 247, 249
infrastructure, poor physical 6, 88
interactive radio instruction 35, 218, 2912
international aid, as catalyst for national
assessment systems 90
international assessments see regional and
international assessments
International Classification for Health
Accounts 137
International Social Survey Programme 179
Iran (see Islamic Republic of Iran)
Iraq
aid to education, recipients 398-402
aid to basic education 130
background statistics 316
basic mathematics skills not being
taught 194
early childhood care and education 328, 332
disability and access to education 3, 56
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 320
female youth 98
youth 72, 209, 321
primary education
access 340, 341
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
improving access to secondary
education for girls 82, 83
lower secondary completion by wealth
and gender 63
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
wealth and gender disparity, lower
secondary completion 65, 105
Ireland
aid to education, recipients 398-402
background statistics 316
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 320
female youth 98
youth 209, 321
primary education
access 340, 341
enrolment target (EFA goal) 59
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
lower secondary net enrolment target 69
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
ischaemic heart disease 166
Islamic Republic of Iran
aid to education, recipients 398-402
background statistics 316
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
language of instruction 198
literacy
adult 74, 320
female youth 98
youth 209, 321
out-of-school children 53
pre-primary education 50
primary education
access 340, 341
enrolment target (EFA goal) 59
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
461
3 /4
1
Annex
462
Kenya
access to textbooks 87, 285
aid to education, recipients 398-402
background statistics 316
allocation of education resources 11, 126
basic reading skills 192
cash transfer programme 124
civic education programmes 171, 173
child mortality 46
contract teachers 259
early childhood care and education 328, 332
early births and education 182
education and adaptation to climate
change 181
fertility and maternal education 185
gender-based violence in schools 270
gender discrimination amongst the
poorest households 196
Healthy Learning programme 245
in-service teacher education 22, 218, 219
inequality in deployment of teachers 250
literacy
adult 74, 320
female youth 98
youth 209, 321
female youth 72
low fee private schools 273
malaria knowledge and education level 165
multigrade teaching 22, 220
performance-related pay 30, 263
out of school children 54, 54
poverty level 144
pre-primary enrolment target (EFA
goals) 50
primary education
primary school completion 2034
programme to improve pupils
understanding of health and
nutrition 245
teachers subject knowledge 237
school fees 204
universal completion 94
private school class sizes 32, 273
progress in learning disadvantaged areas
206
for rich and poor 205
pupil/teacher ratio 85
refugee teachers 27, 243 t
secondary education
lower secondary net enrolment target 69
teacher (s)
absenteeism 31, 266
development programmes for 27, 243, 245
education 238
misconduct penalties 32, 266, 269
recruitment 22, 218
shortages 266
teacher unions support for taking action
against teachers who violate codes of
conduct 32, 270
teaching practice 240
trainee teachers knowledge 26, 237, 238
training to help teachers adopt learnercentred methods 245
wealth disparity and chance to learn 195
Kuwait
aid to education, recipients 398-402
background statistics 316
index
463
3 /4
1
Annex
464
Madagascar
child mortality 46
community teachers 30, 259
government education expenditure 115
literacy
female youth 72
malaria 16, 155, 158, 162
bed net use 165
knowledge, education and literacy 165
mosquito transmission 165
treatment and prevention boosted
through education 1656
pre-primary enrolment target (EFA
goals) 50
Malawi
accelerated learning programmes 282
access to education and learning 21, 204,
205
access to textbooks 878
aid to basic education 128, 130, 132, 139
cash transfer programmes 124
child mortality 46
community teachers 243
completion rates 64, 195
distance education to train teachers 247, 248
female teachers 250
gender-based violence in schools 31,
269, 270
government education expenditure 13, 115
government education spending skewed
towards most privileged 124
HIV/AIDS knowledge 165
household expenditure on education 138
ICT use for teacher distance learning 28, 247
incentives for teachers to work in rural
areas 252
learning 106, 195
lower secondary education 64
national education accounts 137
net enrolment ratio 224
overcrowded classrooms 6, 88
policies tackling gender-based violence 32
pre-service teacher education 241
primary enrolment target (EFA goal) 59
primary teacher recruitment 225
primary teacher requirements 224
public subsidies for secondary education 138
pupil/teacher ratio 85, 86
reading programme 286
reading skills, grade 2 children 194
resource allocation to support learning
and quality objectives 220
Safe Schools project 270
Save the Childrens Literacy Boost
programme 34, 286, 286
school tuition fees 139 tax on businesses
120
teacher absenteeism 31, 2689
teacher education and practice 241
teacher recruitment 24, 225
teacher salary ranges 29, 254, 256 wealth
disparities in access and quality 205
youth literacy 211, 212
Malaysia
inequality and worsening learning
outcomes 21, 207
literacy rate 74
out of school adolescents 21, 207
index
465
3 /4
1
Annex
466
index
467
3 /4
1
Annex
468
participation 340
universal completion 95
public spending on education 380
resources to support learning and quality
objectives 220
secondary education
lower secondary net enrolment target 69
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
Panama
net enrolment ratio 67
pre-primary enrolment target (EFA
goals) 50
primary enrolment target (EFA goal) 59
rural-urban gap in achievement 19, 197
secondary education
lower secondary net enrolment target 69
Papua New Guinea
aid to education 130
child mortality 46
education budget 23, 220
multigrade teaching 220
poverty and young womens literacy 211
teacher absenteeism 266
teacher education scholarships 219
teacher recruitment 22, 220
Paraguay
basic reading skills 192
cash transfer programme 68
children with disabilities, and primary
school completion 56
educational materials in various
languages 218
improving learning of disadvantaged
groups 218
literacy skills and everyday reading
activities 73
lower secondary education 68
out-of-school population 53, 54
pre-primary enrolment target (EFA
goals) 50
political participation 17, 172
secondary education
lower net enrolment target 69
net attendance rate, by gender and
location 68
parents education level and employment
opportunities for children 1456
and more educated children 14, 145
participatory learning 36, 38, 295, 303
PASEC (regional learning assessment) 92, 93
peace-building, education for 36, 2967
people with disabilities, training as
teachers 236
performance-related pay 30, 219, 2604, 302
getting the incentives right 30, 262, 263
personal income tax 120
Peru
bilingual programmes 1989
contract teachers 268
discrimination against ethnic groups 19,
1989
improving learning of disadvantaged
groups 218
inequality in deployment of teachers 250
index
Poland
aid to education, recipients 398-402
background statistics 316
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 320
female youth 98
youth 209, 321
primary education
access 340, 341
gender parity 81
internal efficiency 356
participation 340
universal completion 95
promotion and career progression 264
public spending on education 380
secondary education
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
teacher salaries 256
trends to measure EFA goals 384
political activism to influence policy
change 179
political behaviour, gender biases 17, 175
political knowledge, and education 1617,
1701, 297
political participation alternative forms of
1723 and education 17, 1723
population growth and education 184
Portugal
aid to education, recipients 398-402
background statistics 316
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
government education expenditure 153
healthy life expectancy 155
literacy
adult 320
female youth 98
youth 209, 321
monitoring 78, 1007
primary education
access 340, 341
gender parity 81
internal efficiency 356
participation 340
universal completion 95
performance-related pay 30, 261
post-2015 education goals 1, 41, 143
poverty
eradication of poverty 144
jobs as means of eradicating poverty 148
public spending on education 380
secondary education
participation 364
universal lower education 4, 7, 13, 112
universal lower completion 96
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
469
3 /4
1
Annex
470
index
participation 340
universal completion 95
public spending on education 380
secondary education
lower secondary net enrolment target 69
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
Saint Lucia
aid to education, recipients 398-402
background statistics 316
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 320
female youth 98
youth 209, 321
primary education
access 340, 341
enrolment target (EFA goals) 59
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
lower secondary net enrolment target 69
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
Saint Vincent and Grenadines
aid to education, recipients 398-402
background statistics 316
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 320
female youth 98
youth 209, 321
primary education
access 340, 341
enrolment target (EFA goals) 59
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
lower secondary net enrolment target 69
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
Samoa
aid to education, recipients 398-402
background statistics 316
early childhood care and education 328, 332
fertility and maternal education 185
471
3 /4
1
Annex
funding education
from domestic resources 122
literacy
adult 320
female youth 98
youth 209, 321
primary education
access 340, 341
enrolment target (EFA goals) 59
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
lower secondary net enrolment target 69
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
Sao Tome and Principe
aid to education, recipients 398-402
background statistics 316
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 74, 320
female youth 72, 98
youth 209, 321
primary education
access 340, 341
enrolment target (EFA goals) 59
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
lower secondary net enrolment target 69
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
teacher education 86
trends to measure EFA goals 384
Saudi Arabia
aid to education, recipients 398-402
background statistics 316
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 74, 320
female youth 98
youth 209, 321
primary education
access 340, 341
enrolment target (EFA goals) 59
gender parity 81
internal efficiency 356
participation 340
universal completion 95
poorer children learning less 201
472
literacy
adult 320
and malaria knowledge 165
female youth 98
youth 209, 321
multigrade classrooms 26, 240
net enrolment ratio 57
pre-primary enrolment target (EFA
goals) 50
primary education
access 340, 341
enrolment target (EFA goals) 59
gender parity 81
internal efficiency 356
participation 340
rural young women 21, 210
universal completion 95
public spending on education 380
pupil/teacher ratio 85, 257
secondary education
lower secondary net enrolment target 69
participation 364
universal lower completion 96
teacher education 86, 236, 238
teaching practice 240
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
Serbia
aid to education, recipients 398-402
background statistics 316
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
gross enrolment ratio 50
literacy
adult 320
female youth 98
youth 209, 321
pre-primary enrolment target (EFA
goals) 50
primary education
access 340, 341
enrolment target (EFA goals) 59
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
sexual harassment, strategies to
eliminate 240
sexual offences by teachers 31, 32, 269
secondary education
lower secondary net enrolment target 69
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
untrained teachers 225
wealth disparity in access to education 48
Seychelles
aid to education, recipients 398-402
background statistics 316
early childhood care and education 328, 332
fertility and maternal education 185
index
funding education
from domestic resources 122
literacy
adult 320
female youth 98
youth 209, 321
pre-primary enrolment target (EFA
goals) 50
primary education
access 340, 341
enrolment target (EFA goals) 59
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
lower secondary net enrolment target 69
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
Sierra Leone
accelerated learning programmes 282
aid to education, recipients 398-402
background statistics 316
early childhood care and education 328, 332
child marriage 182
child mortality 46
fertility and maternal education 185
funding education
from domestic resources 122
gender-based violence in schools 269, 270
legal system 177
literacy
adult 320
female youth 72, 98
youth 209, 21, 209, 321
malnutrition 47
out-of-school children 54
pre-primary enrolment target (EFA
goals) 50
primary education
access 340, 341
enrolment target (EFA goals) 59
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
lower secondary net enrolment target 69
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
teacher education 86, 227
trends to measure EFA goals 384
womens reduced tolerance to domestic
violence 182
Singapore
aid to education, recipients 398-402
background statistics 316
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 320
female youth 98
youth 209, 321
pre-primary enrolment target (EFA
goals) 50
primary education
access 340, 341
enrolment target (EFA goals) 59
gender parity 81
internal efficiency 356
participation 340
universal completion 95
private tutoring regulations 272
public spending on education 380
secondary education
lower secondary net enrolment target 69
participation 364
universal lower completion 96
selection of students for teaching 234
teacher education 2378, 242
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
Slovakia
aid to education, recipients 398-402
background statistics 316
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 320
female youth 98
youth 209, 321
pre-primary enrolment target (EFA
goals) 50
primary education
access 340, 341
enrolment target (EFA goals) 59
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
lower secondary net enrolment target 69
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
Slovenia
basic mathematics skills 192
pre-primary enrolment target (EFA
goals) 50
primary enrolment target (EFA goals) 59
secondary education
lower secondary net enrolment target 69
small business profitability, and
education level 14, 1467
smoking 166
social cohesion, education promoting
173, 175
social protection programmes 48, 68, 82,
124, 126
Solomon Islands
pre-primary enrolment target (EFA
goals) 50
Somalia
aid to education, recipients 398-402
background statistics 316
child mortality 46
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 72, 320
female youth 98
youth 209, 321
out-of-school children 3, 54, 54
primary education
access 340, 341
enrolment target (EFA goals) 59
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
lower secondary net enrolment target 69
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
South Africa
access to textbooks 89
classroom-based assessment 34, 289
discussion with parents about their
childrens learning 218
education and adaptation to climate
change 181
education and HIV infection 165
environmental learning 36, 2956
fertility and maternal education 185
geographical disparities in achievement
linked to poverty maps 197
gross enrolment ratio 50
ICT use for teacher distance learning
278, 248, 249
literacy
adult 320
female youth 98
youth 209, 321
mobile learning 248
national education plan, learning
outcome goals 217
open source educational materials 34,
249, 285
out-of-school children 54
performance-related pay 219
pre-primary education 49, 50
pre-primary enrolment target (EFA
goals) 50
primary education
access 340, 341
class lesson plans 238
enrolment target (EFA goals) 59
gender parity 81
internal efficiency 356
participation 340
universal completion 95
473
3 /4
1
Annex
474
index
475
3 /4
1
Annex
476
teacher quality
and management, national reforms to
address 223, 21819
through teacher education programmes
237
teacher recruitment 5, 235, 187, 233-236
additional teachers needed to achieve
UPE 22, 23, 2223, 223, 225-7, 225
affordability of 2289
attracting the best teachers 22, 25, 37,
187, 2336, 239, 301
contract teachers 29, 30, 2569, 258
female teachers 25, 219, 2345, 236, 252,
301
from ethnic minorities 25, 28, 235, 250, 301
from under-represented groups 25, 28,
2345
getting the entry requirements right 234
limited supply of upper secondary
graduates 24, 26, 226
linked with improvements in quality and
learning 22, 219
local recruitment 25, 28, 378, 235, 252, 302
lower secondary education 23, 24, 223,
225, 301
primary education 234, 85, 2223,
2245, 2289
with specific language skills 218, 219
teacher reforms to achieve equitable
learning for all 3014
teacher salaries 2930, 32, 39, 126, 186,
228, 302
and absenteeism 268
average teacher pay comparisons 255, 256
budgets for 24, 229, 254
civil service teachers 257, 258
collective bonuses 30, 262, 263
comparison with GDP per capita 254
comparison with similar professions 260
competitive pay structures 38, 260, 264,
302, 303
contract teachers 29, 30, 2569, 257
influence on education quality 29, 128,
219, 254
linked to formal qualifications 30, 260
paying enough to meet their basic
needs 29, 2546, 255
performance-related pay 30, 219, 2604,
261, 263, 302
poor countries 2546, 302
rich countries 256
teacher shortages 28, 30, 31, 37, 227, 241,
242, 247, 249, 250, 253
and absenteeism 266 addressing 37, 302
in specific subjects 28, 2501 teacher
strikes 222
teacher unions 23, 29, 32, 38, 220, 221, 222,
259, 264, 278, 303
teachers
ability to use technology for curriculum
delivery 35, 38, 248, 291, 303
career paths 22, 30, 38, 187, 219, 2646, 302
codes of conduct 32, 38, 269, 270, 303
community teachers 30, 242, 243, 257
in conflict zones 27, 235, 243
contract teachers 2930, 225, 242, 254,
2569, 257, 258, 2723
index
477
3 /4
1
Annex
secondary education
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
Tunisia
aid to education, recipients 398-402
background statistics 316
democratic aspirations 171, 171
education aid 12, 135
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 320
female youth 98
youth 209, 321
primary education
access 340, 341
enrolment target (EFA goals) 59
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
pupil/teacher ratio 85
secondary education
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
Turkey
aid to education, recipients 398-402
background statistics 316
basic mathematics skills 192, 199
child mortality 47
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
interest in politics, and education 1617, 171
language of instruction and mathematics
skills 199
literacy
adult 320
female youth 98
youth 209, 321
national education accounts 137
net enrolment ratio 67
political knowledge 171
political participation 17, 172, 173
pre-primary enrolment target (EFA
goals) 50
pre-service course on gender equity 26, 240
primary education
access 340, 341
enrolment target (EFA goals) 59
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
access to secondary education for girls
823
478
gender parity 5, 80
lower secondary net enrolment target 69
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
teacher quality and mathematics/science
benchmarks 233
trends to measure EFA goals 384
wealth disparities, secondary education
200
U
Uganda
access to education and quality 21, 204
access to textbooks 89
aid to education 130, 131
aid to education, recipients 398-402
background statistics 316
cash-transfer programme conditional on
pre-school attendance 48
child mortality 46
drop out 58
early childhood care and education 328, 332
education and adaptation to climate
change 181
female youth 72
fertility 184
fertility and maternal education 185
funding education
from domestic resources 122
government education expenditure 88,
115, 116
household enterprise profitability and
education level 14, 146
literacy
adult 320
and education attainment 208, 209
and young people with a disability 22, 212
female youth 98
youth 209, 321
malaria prevention and secondary
education 165-6
poverty and education level 144
primary education
access 340, 341
completion rates 58, 204
gender parity 81
internal efficiency 356
participation 340
universal completion 95
private tutoring 271
public spending on education 380
secondary education
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
teacher absenteeism 31, 266, 267, 268
teacher education 238, 245-6
teacher education, ongoing 2456
teacher recruitment 24
training of non-formal teachers 21819
trends to measure EFA goals 384
wealth disparity in access and learning
195, 205
Ukraine
aid to education, recipients 398-402
background statistics 316
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 320
female youth 72, 98
youth 209, 321
pre-primary enrolment target (EFA
goals) 50
private tuition 271
primary education
access 340, 341
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
teachers, undertrained, upgrading
knowledge and skills 2423
trends to measure EFA goals 384
unemployment, education as protection
against, rich countries 148
UNESCO Institute for Statistics 23, 24, 54,
102, 222
United Arab Emirates
aid to education, recipients 398-402
background statistics 316
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 320
female youth 98
youth 209, 321
primary education
access 340, 341
enrolment target (EFA goal) 59
gender parity 81
internal efficiency 356
participation 340
universal completion 95
poorer children learning less 201
public spending on education 380
secondary education
participation 364
universal lower completion 96
UPE target 57
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
United Kingdom
aid to basic education 12, 13, 130
direct aid to education 136
aid to education, recipients 398-402
background statistics 316
early childhood care and education 328, 332
fertility and maternal education 185
index
funding education
from domestic resources 122
immigrant students 20, 202
literacy
adult 320
female youth 98
youth 209, 321
performance-related pay 261
pre-primary enrolment target (EFA
goals) 50
primary education
access 340, 341
gender parity 81
enrolment target (EFA goal) 59
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
lower net enrolment target 69
participation 364
universal lower completion 96
upper completion and problem-solving
skills 66
support for students at risk of falling
behind 34
Teach for All programme 253
teaching assistants 2901
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
United Republic of Tanzania
abolition of primary school fees 20, 204
access to textbooks 6, 87, 88, 89
affordability of hiring additional teachers
228
aid to education, recipients 398-402
aid to basic education 11, 12, 128, 131
background statistics 316
child mortality 46
demographic transition 184
disparity in public education resources
allocated to urban and rural areas 124
distance education to train teachers 247
early childhood care and education 328, 332
education expenditure 228
education level and escape from working
poverty 13-14, 146
funding education
from domestic resources 122
fertility rate and education 184
gender and wealth disparities 105 as GPE
partner 12, 131
literacy
adult 320
female youth 72, 98
youth 209, 321
rates, people with a disability 213
malaria prevention and education 165
mathematics skills 196, 204
micronutrient rich food use 169
out-of-school children 3, 54
primary education
access 340, 341
gender parity 81
internal efficiency 356
participation 340
school completion 20, 2034
key indicators 52
and net enrolment ratio 58, 94
number of teachers need to be recruited
2223, 223
progress towards 57
teacher numbers to achieve 225
and years students stay in school 7, 208
universal youth literacy
achieving 978
gender disparity 97, 98
untrained teachers 6, 24, 85, 186, 225
need for training 227, 227
upgrading knowledge and skills 2423
upper middle income countries education
aid 12, 114, 116, 127, 135
government education expenditure 113
pupil/teacher ratio 85
scholarship and imputed student cost 135
universal lower secondary completion 96
universal primary completion 56, 94
upper secondary education gender parity 5, 77
high income countries 62
as key to acquiring transferable skills 66
upper secondary school teachers, salaries
compared to other professions 260
urban areas disparity with rural areas in
primary and lower secondary education
7, 8, 83, 106, 2001
gender and wealth disparity in school
completion 104, 105
public education expenditure skewed
towards 124
teacher preference for 28, 250
universal primary completion 94
years young people stay at school 102, 103
Uruguay
aid to education, recipients 398-402
background statistics 316
basic mathematics skills 195, 196
basic reading skills 192
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 320
female youth 98
youth 209, 321
national assessments 288
pre-primary enrolment target (EFA
goals) 50
primary education
access 340, 341
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
Uzbekistan
aid to basic education 132
aid to education, recipients 398-402
background statistics 316
479
3 /4
1
Annex
disability, risk of 56
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
gross enrolment ratio 50
literacy
adult 320
female youth 72, 98
youth 209, 321
pre-primary enrolment target (EFA
goals) 50
primary education
access 340, 341
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
V
vaccination of children 15, 158, 160
Vanuatu
aid to education, recipients 398-402
background statistics 316
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 320
female youth 98
youth 209, 321
pre-primary enrolment target (EFA
goals) 50
primary education
access 340, 341
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
Venezuela
aid to education, recipients 398-402
background statistics 316
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
literacy
adult 320
female youth 98
youth 209, 321
pre-primary enrolment target (EFA
goals) 50
480
primary education
access 340, 341
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
lower secondary net enrolment target 69
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
Viet Nam
aid to education, recipients 398-402
background statistics 316
bilingual teaching assistants 280
curriculum based on foundation skills
33, 281
early childhood care and education 328, 332
education inequality 153
education level and wages 146
education plans for children with
different learning needs 26, 239
educational level and poverty reduction 145
enrolment 85
fertility and maternal education 185
funding education
from domestic resources 122
GDP per capita 154
Gini coefficient and economic
performance 15, 153, 154
household enterprise profitability and
education level 1467
literacy
adult 75, 320
female youth 72, 98
youth 209, 321
out-of-school children 54
pre-school programme for children of
ethnic minorities 280
pre-primary enrolment target (EFA
goals) 50
primary education
access 340, 341
enrolment target (EFA goals) 59
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
pupil/teacher ratio 85
reduced illiteracy rate 74
reduced out-of-school population 2, 53
school completion for disadvantaged
groups 105
secondary education
participation 364
universal lower completion 96
stunting and maternal education 169
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
teacher education 239
teacher educator training 247
weak learning and drop out 20, 199
index
primary education
access 340, 341
gender parity 81
internal efficiency 356
participation 340
universal completion 95
public spending on education 380
secondary education
participation 364
universal lower completion 96
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
Zimbabwe
aid to education, recipients 398-402
background statistics 316
child mortality 46
early childhood care and education 328, 332
fertility and maternal education 185
funding education
from domestic resources 122
HIV/AIDS knowledge 165
literacy
adult 75, 320
female youth 72, 98
youth 209, 321
primary education
access 340, 341
gender parity 81
internal efficiency 356
participation 340
universal completion 94, 95
public spending on education 380
secondary education
participation 364
universal lower completion 96
teacher salaries 256
teaching staff in pre-primary, primary
and secondary education 372, 373
trends to measure EFA goals 384
Virtual and Open Distance Learning
programme 248
481
The 2013/4 Education for All Global Monitoring Report shows that a lack of attention to education
quality and a failure to reach the marginalized have contributed to a learning crisis that needs urgent
attention. Worldwide, 250 million children many of them from disadvantaged backgrounds are not
learning the basics, let alone the further skills they need to get decent work and lead fulfilling lives.
Teaching and learning: Achieving quality for all describes how policy-makers can support and sustain
a quality education system for all children, regardless of background, by providing the best teachers.
The Report also documents the reductions in aid that are holding back progress towards education
goals, and shows how countries can boost education funding by tapping into domestic resources
more effectively.
As the international community prepares to formulate post-2015 development goals, the Report
makes a compelling case for giving education a central place in the global framework. It presents the
latest evidence from around the world of the power of education especially of girls to help improve
health and nutrition, reduce poverty, boost economic growth and protect the environment.
The Education for All Global Monitoring Report was established in order to inform, influence and sustain
genuine commitment to achieving the Education for All goals by 2015. The Report monitors progress
towards the goals across some 200 countries and territories, and acts as an authoritative reference
for education policy-makers, development specialists, researchers and the media.
UNESCO
Publishing
United Nations
Educational, Scientic and
Cultural Organization
www.unesco.org/publishing
www.efareport.unesco.org