EFA Global Monitoring Report 2 0 1 2 YOUTH AND SKILLS Putting education to work Gender Overview Organisation United Nations Cultural Organization
ED-2013/WS/8
Education for All goals Key messages Education for All Global Monitoring report 2 0 1 2
Education for All Global Monitoring report 2 0 1 2 Youth and Skills: Putting education to work
Part one Monitoring progress towards the Education for All goals Education for All Global Monitoring report 2 0 1 2
Education for All Global Monitoring report 2 0 1 2 Introduction
Girls face obstacles entering school Education for All Global Monitoring report 2 0 1 2
Education for All Global Monitoring report 2 0 1 2
Senegal Mauritania Malawi Gambia Uganda Iran, Isl. Rep. India Ghana Burundi Tunisia Egypt Guatemala Cambodia Morocco Algeria Guinea-Bissau Sierra Leone Lao PDR Burkina Faso Comoros Ethiopia Nigeria Mozambique Djibouti Togo Papua N. Guinea Mali Benin D. R. Congo Cameroon Guinea Niger Côte d'ivoire Pakistan Chad C. A. R. 1990 2000 2000 2010 Below 0.90 represents severe gender disparity. Gender parity Education for All Global Monitoring report 2 0 1 2 0.40 0.50 0.60 0.70 0.80 0.90 1.00 1.10 Gender parity index
Education for All Global Monitoring report 2 0 1 2 (%) Female 61 19 20 Low income countries 57 20 23 Male 52 22 26 Female Lower middle income countries Male 55 45 35 39 33 28 18 22 27 Female Upper middle income countries Male 34 29 24 16 16 15 51 55 60 Female High income countries Male 15 13 13 14 17 20 66 70 74 World 47 26 27 Expected never to enrol Enrolled but dropped out Expected to enrol late
Education for All Global Monitoring report 2 0 1 2 100 Grade 1 Grade 6 Male Female Expected cohort intake and survival rate (%) 80 60 40 20 0 Rich Poor Rich Poor Rich Poor Rich Poor Rich Poor Rich Poor Rich Poor Rich Poor Rich Poor Rich Poor Benin D. R. Congo Togo Yemen Nigeria Guinea Côte d Ivoire Mali Niger C. A. R
Education for All Global Monitoring report 2 0 1 2 70 Male Female 60 50 40 30 20 10 0 Poorest Richest Poorest Richest Poorest Richest Poorest Richest Poorest Richest Poorest Richest Poorest Richest Poorest Out-of-school children (%) Richest Bangladesh 2010 Egypt 2005/06 Indonesia 2006 Iraq 2007 Nigeria 2010 South Africa 2009 U. R. Tanzania 2010 Uganda 2005/06
Gender disparities in learning outcomes persist Number of countries/economies Girls perform better No significant difference Boys perform better Number of countries/economies Reading 80 60 40 20 0 Mathematics 80 60 40 20 0 Science 80 SERCE 2005/6 Grade 6 SERCE 2005/6 Grade 3 PIRLS 2006 Grade 4 TIMSS 2007 Grade 4 SACMEQ 2007 Grade 6 SACMEQ 2007 Grade 6 SERCE 2005/6 Grade 6 SERCE 2005/6 Grade 6 PISA 2009 15-year-olds TIMSS 2007 Grade 8 PISA 2009 15-year-olds Education for All Global Monitoring report 2 0 1 2 Number of countries/economies 60 40 20 0 TIMSS 2007 Grade 4 SERCE 2005/6 Grade 6 TIMSS 2007 Grade 8 PISA 2009 15-year-olds
Education for All Global Monitoring report 2 0 1 2 A. Percentage of countries and economies by gender gap, countries and economies with data in both years, PISA 2000 2009 B. Gender gap by subject, countries and economies with data in both years, PISA 2000 2009 100 40 Percentage of countries/economies (%) 80 60 40 20 Mean point score difference between boys and girls 35 30 25 20 15 10 5 0 0 2000 2009 2003 2009 2006 2009 2000 2009 2003 2009 2006 2009 Reading Mathematics Science 38 countries 39 countries 56 countries Reading Mathematics Science Girls perform better No significant difference Boys perform better
Literacy status (%) 100 80 60 40 Literate Semi-literate Illiterate Education for All Global Monitoring report 2 0 1 2 20 0 Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Nigeria Ghana Zambia India Kenya Timor-Leste Cambodia U. R. Tanzania Haiti Nepal
Education for All Global Monitoring report 2 0 1 2 Challenging disadvantage and disengagement among boys Disparities in secondary education are sometimes at the expense of boys
Education for All Global Monitoring report 2 0 1 2
Education for All Global Monitoring report 2 0 1 2 Number of boys enrolled per 100 girls, by grade, 1999 and 2010 Sources: Antoninis and Mia (2011); Asadullah and Chaudhury (2009); World Bank (2008). Number of boys enrolled for every 100 girls 110 100 90 80 In 1999, there were 90 boys enrolled in grade 8 for every 100 girls. By 2010, there were only 82 boys for every 100 girls. 1999 2010 Source: UIS database. 70 6 7 8 9 10 Grade
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Education for All Global Monitoring report 2 0 1 2 Why some boys face disadvantage in secondary school Secondary education attendance rate (%) 100 90 80 70 60 50 40 30 20 10 0 National Richest Poorest Lower secondary National Richest Poorest Upper secondary Score 550 500 450 400 350 300 Shanghai, China Germany Chile Trinidad and Tobago Peru Lowest 25% Tamil Nadu, India Kyrgyzstan Highest 25% Urban Rural Urban Rural Male Female
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Education for All Global Monitoring report 2 0 1 2 15-year-olds below level 2 (%) 60 50 40 30 20 10 0 Poor Rich Slovenia Poor Rich Greece Poor Rich Hungary Poor France Rich Reading Poor Rich Portugal Poor Rich New Zealand Poor Male Female Rich Rep. of Korea
Challenging boys disadvantage and disengagement Education for All Global Monitoring report 2 0 1 2
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Education for All Global Monitoring report 2 0 1 2 Conclusion
World Inequality Database on Education www.education-inequalities.org Education for All Global Monitoring report 2 0 1 2 Niger National average 100% 0% Poorest Richest Female Male Female Male Pakistan Poorest Richest Female Male Female Male Egypt Poorest Richest Female Male Female Male
Education for All Global Monitoring report 2 0 1 2 Part two Youth and Skills: Putting education to work
Poor young women are the least likely to have skills Gender disparities are aggravated by wealth disparities Education for All Global Monitoring report 2 0 1 2
Education for All Global Monitoring report 2 0 1 2 Youth in or having completed lower secondary (%) 100 90 80 70 60 50 40 30 20 10 0 Girls are worse off than boys among the richest. Girls are worse off than boys among the poorest. Boys are worse off than girls among the poorest. Mozambique Burkina Faso Ethiopia Morocco Pakistan India Turkey Philippines Brazil Male richest 20% Female richest 20% Male poorest 20% Female poorest 20% Location affects the acquisition of foundation skills
Nigeria Pakistan Urban male Urban female Rural male Rural female Urban male Urban female Rural male Rural female 0 10 20 30 40 50 60 70 80 90 100 Youth aged 15 to 19 (%) No education Dropped out (primary) In primary Dropped out (lower secondary) In lower secondary Dropped out (upper secondary) In upper secondary or higher Young women need a second chance to acquire basic literacy and numeracy skills Education for All Global Monitoring report 2 0 1 2
Education for All Global Monitoring report 2 0 1 2 A lack of skills will affect the lives of young women and their country s growth forever Gender discrimination in education continues through into the workplace
Youth earning above US$2 per day (%) 90 80 70 60 50 40 30 20 10 0 Rural Urban Rural Urban Rural Urban Rural Urban Rural Urban Mongolia Azerbaijan Nepal Iran, Isl. Rep. Egypt Male secondary complete Male secondary incomplete Female secondary complete Female secondary incomplete Education for All Global Monitoring report 2 0 1 2 Many young women are invisible in the labour force
Education for All Global Monitoring report 2 0 1 2 Not in education or in labour force (%) 100 80 60 40 Female Male 20 0 No education Primary Secondary Higher No education Primary Secondary Higher Jordan Turkey
Education for All Global Monitoring report 2 0 1 2 Many governments neglect skills and the disadvantaged lose out most
Education for All Global Monitoring report 2 0 1 2
Secondary Education: Paving the way to work Removing the barriers to a secondary education Education for All Global Monitoring report 2 0 1 2
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Education for All Global Monitoring report 2 0 1 2 Making secondary education relevant to the world of work: Addressing discrimination in internships and apprenticeships
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Career counselling should aim to help disadvantaged youth secure apprenticeships Conclusion Education for All Global Monitoring report 2 0 1 2
Education for All Global Monitoring report 2 0 1 2 Many urban poor young women lack foundation skills
Discrimination excludes many women from good jobs Education for All Global Monitoring report 2 0 1 2 Expanding skills training opportunities for disadvantaged youth
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Education for All Global Monitoring report 2 0 1 2 Young Women in rural areas need skills the most In rural areas, young women are more disadvantaged than young men
Youth aged 15 to 24 (%) 100 80 60 40 20 0 Niger Burkina Faso Mozambique C. A. R. Senegal Females are at a disadvantage Morocco Guinea Mali Ethiopia Sierra Leone Côte d Ivoire Benin Liberia Cameroon Uganda U. R. Tanzania Togo D. R. Congo Zambia Pakistan Malawi Cambodia Congo Mauritania Turkey Nepal Syrian A. R. Nigeria Ghana Zimbabwe Bolivia P.S. Kenya Egypt Tajikistan Azerbaijan Rural male Rural female Gender parity Rwanda Madagascar Haiti San Tome/Principe Bangladesh Swaziland Timor-Leste Indonesia Albania Kyrgyzstan Armenia Ukraine Kazakhstan Education for All Global Monitoring report 2 0 1 2
Education for All Global Monitoring report 2 0 1 2 Addressing rural training needs
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Education for All Global Monitoring report 1 0 2 2 Recommendations
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