This document is the 2012 edition of the Global Education Digest published by the UNESCO Institute for Statistics (UIS). It examines issues related to grade repetition and early school leaving using education statistics from countries around the world. Some key findings include:
- Globally, 32.2 million primary students repeated a grade in 2010 and 31.2 million left primary school without completing it.
- Repetition rates have declined slightly for primary education globally but remain high for many regions and countries. Lower secondary repetition rates have also improved despite enrollment increases.
- Sub-Saharan Africa still struggles with high repetition despite progress. South and West Asia show small signs of improvement. Latin America has implemented policies to reduce repetition with some
This document provides a summary of findings from a survey of ministries of education in 143 countries on their responses to the COVID-19 pandemic. Key findings include:
1) Schools were fully closed for an average of 79 days globally, with the longest closures in lower-middle income countries. Many countries extended the academic year or prioritized curriculum to address learning losses. However, over half made no adjustments.
2) Only a third of countries measured learning levels through standardized assessments, though 58% conducted classroom assessments. Accurately measuring learning loss is important for developing appropriate responses.
3) Examinations were significantly impacted, with many countries rescheduling or cancelling exams, especially at lower levels in low
With the 2015 target date for the Millennium Development Goals and Education For All fast approaching, the
issue of out-of-school children is more important than ever for countries in West and Central Africa. Since
2000, the number of out-of-school children was on a downward trend, however, since 2008 these figures
have not moved; the burden for countries in the region has increased dramatically for they are now home
to more than a third of the world’s out-of-school children. Based on the latest household surveys from 21
countries in the region, this study reports that there are nearly 32 million children of official school age who
are not attending either primary or lower secondary school. A further 17 million school children who are at risk
of dropping out could be added to this figure. These statistics, which show the magnitude of the situation, fail
to take into account the hardships associated with this situation for families and the huge loss for the region
and society as a whole.
This study aims to shed some light on the scale and mechanisms of exclusion in the region, and to bring to
the fore a number of tools and resources that are available to promote the educational inclusion of all children.
To enable all children, even the most marginalized, to have access to basic quality education, we need to
think creatively and make use of all the resources at our disposal. It is imperative that the fight against all
forms of exclusion is coordinated and concerted. Indeed, without mass mobilization of all stakeholders and a
comprehensive strategy, it will not be possible to effectively address all forms of school exclusion. However,
only a truly inclusive education system has the capacity to build a knowledge-based society, which the region
urgently needs for its future. The international community has a decisive role to play in supporting the efforts
of these countries to develop an inclusive education system.
The United Nations Children’s Fund (UNICEF) has a specific responsibility to encourage and help all children
deprived of education. The main priority, in collaboration with all stakeholders, remains the enrolment of all
out-of-school children as quickly as possible. There are just two years left for us to achieve the collective
commitments to which we agreed in 2000; we must therefore have the strength and determination to take
the most appropriate actions that will enable all children to fully exercise their right to a quality education.
R4D's Nicholas Burnett's keynote presentation at the International Step by Step Association's ISSA Conference 2016 in Vilnius, Lithuania. #ISSAVilnius2016
Child Labour & Social Programming | Focus on Educational Strategies
Guest Lecture on Child Labour by Valeria Groppo, King’s College London, 19 February 2021
This document summarizes the 2013/4 UNESCO Education for All Global Monitoring Report. It finds that while countries have made progress toward the six EFA goals since 2000, none of the goals will be achieved globally by the 2015 deadline. In particular, it notes that 57 million children remain out of school, over 250 million children are not learning basic skills, and adult literacy has hardly improved. The report calls on governments to strengthen policies to support teachers and improve education quality in order to address these issues. It argues education must be prioritized in the post-2015 development agenda to ensure all individuals have access to a good quality education.
UNESCO together with UNICEF, the World Bank, UNFPA, UNDP, UN Women and UNHCR organized the World Education Forum 2015 in Incheon, Republic of Korea, from 19 – 22 May 2015, hosted by the Republic of Korea. Over 1,600 participants from 160 countries, including over 120 Ministers, heads and members of delegations, heads of agencies and officials of multilateral and bilateral organizations, and representatives of civil society, the teaching profession, youth and the private sector, adopted the Incheon Declaration for Education 2030, which sets out a new vision for education for the next fifteen years.
Covid 19 Pandemic and Educational Innovations and Development of Nigerian Ter...ijtsrd
Covid 19 is a social problem with both positive and negative implications on the people. A lot of studies were conducted on the negative implications of covid 19 on nation’s educational development, regrettably, there were paucity of scholarsly studies on the posivtive implication of this pandemic on the educational development in Nigeria. Therefore, this study seeks to fill this gap in scholarship by examining the positive implications of Covid 19 pandemic on educational development of tertiary institutions in the 21st century in Nigeria. Thus, the study was guided with three objectives and three corresponding research questions. The social change theory evolutionary perspectives and functionalist theory were used as the theoretical approaches to the study.. The study adopted a quantitative method, whereby, the survey design was adopted. The questionnaire instrument was used for data collection. The instrument was titled Covid 19 Pandemic Questionnaire CPQ and Educational Innovations, Improvement and Development Questionnaire EIIDQ . The four Likert scale SA, A, D and SD were also used. The sample size for the study was 400 derived through convenience sampling technique. The study equally used quota, purposive and accidental sampling techniques. Simple percentage, mean and standard deviation were used for data analysis. The paper reveals that apart from the negative outcome, the outbreak of covid 19 in Rivers State brought about positive outcome in the tertiary institutions, as there were perceived improvement, innovations and development in the system, through the use of online or e learning medium. Therefore, the study recommends that teachers who are the pioneer of teaching or education, should even at this period of time when there is ease of the pandemic, utilize or subject the students with e learning so as to avoid shock in case of future occurrence, and also, that teachers and students should do the needful to ensure they improve on ICT skills in case there is need for e learning. Emeodu, Elijah Nwabueze | Obuzor, Mezewo Emerinwe "Covid-19 Pandemic and Educational Innovations and Development of Nigerian Tertiary Institutions in the 21st Century" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46278.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/other/46278/covid19-pandemic-and-educational-innovations-and-development-of-nigerian-tertiary-institutions-in-the-21st-century/emeodu-elijah-nwabueze
This document provides a summary of findings from a survey of ministries of education in 143 countries on their responses to the COVID-19 pandemic. Key findings include:
1) Schools were fully closed for an average of 79 days globally, with the longest closures in lower-middle income countries. Many countries extended the academic year or prioritized curriculum to address learning losses. However, over half made no adjustments.
2) Only a third of countries measured learning levels through standardized assessments, though 58% conducted classroom assessments. Accurately measuring learning loss is important for developing appropriate responses.
3) Examinations were significantly impacted, with many countries rescheduling or cancelling exams, especially at lower levels in low
With the 2015 target date for the Millennium Development Goals and Education For All fast approaching, the
issue of out-of-school children is more important than ever for countries in West and Central Africa. Since
2000, the number of out-of-school children was on a downward trend, however, since 2008 these figures
have not moved; the burden for countries in the region has increased dramatically for they are now home
to more than a third of the world’s out-of-school children. Based on the latest household surveys from 21
countries in the region, this study reports that there are nearly 32 million children of official school age who
are not attending either primary or lower secondary school. A further 17 million school children who are at risk
of dropping out could be added to this figure. These statistics, which show the magnitude of the situation, fail
to take into account the hardships associated with this situation for families and the huge loss for the region
and society as a whole.
This study aims to shed some light on the scale and mechanisms of exclusion in the region, and to bring to
the fore a number of tools and resources that are available to promote the educational inclusion of all children.
To enable all children, even the most marginalized, to have access to basic quality education, we need to
think creatively and make use of all the resources at our disposal. It is imperative that the fight against all
forms of exclusion is coordinated and concerted. Indeed, without mass mobilization of all stakeholders and a
comprehensive strategy, it will not be possible to effectively address all forms of school exclusion. However,
only a truly inclusive education system has the capacity to build a knowledge-based society, which the region
urgently needs for its future. The international community has a decisive role to play in supporting the efforts
of these countries to develop an inclusive education system.
The United Nations Children’s Fund (UNICEF) has a specific responsibility to encourage and help all children
deprived of education. The main priority, in collaboration with all stakeholders, remains the enrolment of all
out-of-school children as quickly as possible. There are just two years left for us to achieve the collective
commitments to which we agreed in 2000; we must therefore have the strength and determination to take
the most appropriate actions that will enable all children to fully exercise their right to a quality education.
R4D's Nicholas Burnett's keynote presentation at the International Step by Step Association's ISSA Conference 2016 in Vilnius, Lithuania. #ISSAVilnius2016
Child Labour & Social Programming | Focus on Educational Strategies
Guest Lecture on Child Labour by Valeria Groppo, King’s College London, 19 February 2021
This document summarizes the 2013/4 UNESCO Education for All Global Monitoring Report. It finds that while countries have made progress toward the six EFA goals since 2000, none of the goals will be achieved globally by the 2015 deadline. In particular, it notes that 57 million children remain out of school, over 250 million children are not learning basic skills, and adult literacy has hardly improved. The report calls on governments to strengthen policies to support teachers and improve education quality in order to address these issues. It argues education must be prioritized in the post-2015 development agenda to ensure all individuals have access to a good quality education.
UNESCO together with UNICEF, the World Bank, UNFPA, UNDP, UN Women and UNHCR organized the World Education Forum 2015 in Incheon, Republic of Korea, from 19 – 22 May 2015, hosted by the Republic of Korea. Over 1,600 participants from 160 countries, including over 120 Ministers, heads and members of delegations, heads of agencies and officials of multilateral and bilateral organizations, and representatives of civil society, the teaching profession, youth and the private sector, adopted the Incheon Declaration for Education 2030, which sets out a new vision for education for the next fifteen years.
Covid 19 Pandemic and Educational Innovations and Development of Nigerian Ter...ijtsrd
Covid 19 is a social problem with both positive and negative implications on the people. A lot of studies were conducted on the negative implications of covid 19 on nation’s educational development, regrettably, there were paucity of scholarsly studies on the posivtive implication of this pandemic on the educational development in Nigeria. Therefore, this study seeks to fill this gap in scholarship by examining the positive implications of Covid 19 pandemic on educational development of tertiary institutions in the 21st century in Nigeria. Thus, the study was guided with three objectives and three corresponding research questions. The social change theory evolutionary perspectives and functionalist theory were used as the theoretical approaches to the study.. The study adopted a quantitative method, whereby, the survey design was adopted. The questionnaire instrument was used for data collection. The instrument was titled Covid 19 Pandemic Questionnaire CPQ and Educational Innovations, Improvement and Development Questionnaire EIIDQ . The four Likert scale SA, A, D and SD were also used. The sample size for the study was 400 derived through convenience sampling technique. The study equally used quota, purposive and accidental sampling techniques. Simple percentage, mean and standard deviation were used for data analysis. The paper reveals that apart from the negative outcome, the outbreak of covid 19 in Rivers State brought about positive outcome in the tertiary institutions, as there were perceived improvement, innovations and development in the system, through the use of online or e learning medium. Therefore, the study recommends that teachers who are the pioneer of teaching or education, should even at this period of time when there is ease of the pandemic, utilize or subject the students with e learning so as to avoid shock in case of future occurrence, and also, that teachers and students should do the needful to ensure they improve on ICT skills in case there is need for e learning. Emeodu, Elijah Nwabueze | Obuzor, Mezewo Emerinwe "Covid-19 Pandemic and Educational Innovations and Development of Nigerian Tertiary Institutions in the 21st Century" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46278.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/other/46278/covid19-pandemic-and-educational-innovations-and-development-of-nigerian-tertiary-institutions-in-the-21st-century/emeodu-elijah-nwabueze
Did you ever wonder whether education has a role to play in preparing our societies for an age of artificial intelligence? Or what the impact of climate change might be on our schools, families and communities?
Trends Shaping Education ( http://www.oecd.org/edu/trends-shaping-education-22187049.htm) examines major economic, political, social and technological trends affecting education. While the trends are robust, the questions raised in this book are suggestive, and aim to inform strategic thinking and stimulate reflection on the challenges facing education – and on how and whether education can influence these trends.
This book covers a rich array of topics related to globalisation, democracy, security, ageing and modern cultures. The content for this 2019 edition has been updated and also expanded with a wide range of new indicators. Along with the trends and their relationship to education, the book includes a new section on future’s thinking inspired by foresight methodologies.
This book is designed to give policy makers, researchers, educational leaders, administrators and teachers a robust, non specialist source of international comparative trends shaping education, whether in schools, universities or in programmes for older adults. It will also be of interest to students and the wider public, including parents.
Global Initiative on Out-of-school children: Central and Eastern Europe/ CISUNICEF Education
Despite high enrollment rates, many children in the region of Central and Eastern Europe and the Commonwealth of Independent States (CEE/CIS), drop out of school early and many graduate without learning basic literacy and numeracy skills. According to the latest study published by the Out of School Children Initiative, 2.5 million children of basic school age and 1.6 million children of pre-primary school age are out of school in the region. Additionally, many more children from the most marginalized communities are excluded from national data collection procedures and thus are invisible.
Evaluation of community participation in unicef assisted adult and nonGabriel Ken
The study was aimed at evaluating community participation in UNICEF assisted adult and non-formal education literacy programmes in South East zone of Nigeria. Seven research questions and three null hypotheses were formulated. The study was a descriptive survey involving one hundred and sixty seven UNICEF- assisted adult and non-formal education literacy centers
COVID-19 and university learning spaces. González-Zamar, Emilio Abad-Segura y...eraser Juan José Calderón
COVID-19 and university learning spaces. MarianaDaniela González-Zamar, Emilio Abad-Segura y César Bernal-Bravo
La COVID-19 ha irrumpido en la vida de los seres humanos causando efectos devastadores en la salud y en la vida de gran parte de la población mundial, afectando a las esferas sociales, económicas y educativas del planeta. La comunidad científica se encuentra ante uno de sus mayores retos para resolver un problema sanitariode alcance global como es la pandemia del COVID-19. Esta situación ha generado un volumen de publicaciones sin precedentes. El impacto del COVID-19 en la enseñanzaha supuesto que los momentos de contacto social hayan desaparecido a cambio de reuniones, clases, exámenes o encuentros virtuales. En este escenario, las aulas universitarias al volver a abrirse no serán las mismas, tampoco sus campus ni espacios del ámbito educativo, deberán aportan creatividad en el a la hora de organizarse y usarse. El objetivo del estudio fue identificar las publicaciones científicas relacionadas con los efectos del COVID-19 en las aulas universitarias durante el período 2019 hasta la actualidad. Para esto, se realizó un análisis bibliométrico de la literatura científica. Se identificaron 676documentos sobre esta temática. Los resultados del análisis revelaron que la productividad científica se ha incrementado desde enero de 2020 con más de 650 artículos sobre la enfermedad, verificando el profundo interés por el COVID-19 en todas las disciplinas. Las principales tendencias de investigación incluyen el impacto de la vuelta a las aulas con los efectos en los procesos cognitivos, motivaciones y del rendimiento académico de los estudiantes.
The global epidemic of the Corona virus has wreaked havoc on a variety of industries. One of them is the education industry. Due to Covid-19, governments all around the world have begun temporarily closing schools and colleges. School and university closures would not only have a short-term impact on the continuity of learning for India's more than 285 million young learners, but will also have far-reaching economic and societal ramifications as the days pass with no rapid way to stop the breakout of Covid-19.
Education - One Year into the COVID Pandemic, Andreas SchleicherStatsCommunications
1) The COVID-19 pandemic led to widespread school closures in 2020, with some countries closing upper secondary schools for over 180 days.
2) Lost instruction time correlated with poorer performance on reading assessments, indicating learning loss. Countries employed various distance learning strategies like online platforms and take-home packages to continue education.
3) Supporting students' mental health and well-being during school closures will be as important as addressing learning gaps when schools reopen. Maintaining connections between teachers, students, and parents can help mitigate negative impacts.
Education & technology in an age of covid 19 2BilalArshed1
Many educational reformers have long held out hope that computers and other information and computer technologies (ICTs) can play crucial and integral roles in bringing about long-needed changes to education systems. Indeed, many see the introduction of ICTs in schools as a sort of Trojan horse,
This document discusses school choice policies in other countries and compares them to the United States. It finds that contrary to popular belief, many other Western democracies have more robust school choice policies than the U.S. For example, some European nations constitutionally guarantee students the right to attend private schools using public funds. The document also summarizes several studies that have found school choice programs in countries like Sweden, Chile, Colombia, and Israel improved student outcomes including test scores, graduation rates, and reduced dropout rates.
This is the latest instalment of the UNICEF Office of Research Report Card series, aimed at focusing on the well-being of children in industrialized countries. It considers two views of child poverty in member countries of the Organization for Economic Cooperation and Development (OECD): a measure of absolute deprivation, and a measure of relative poverty.
The two measures, though separate in concept, highlight significant disparities in the living conditions of children. Of the countries surveyed, around 15% of children are considered “deprived” and a similar proportion live below their national poverty line.
This report card argues that accurate and timely monitoring of child poverty and deprivation is crucial for gauging what is happening to vulnerable children now. It argues that even during times of economic hardship, with the right evidence-based policies, it is possible to protect vulnerable children.
a study on cause of primary school dropouts by Peer zada Aneespeer zada Anees
This document discusses a study on the causes of primary school dropouts in Karnataka, India. It provides background on efforts to expand primary education access over the past few decades but notes that dropout rates remain high. The study found that the highest dropout rates in Karnataka are in Gulbarga district, followed by Belgaum. Migration is a major reason for children dropping out. Girls have higher dropout rates than boys. The document also reviews national trends, finding that over 40% of students drop out between classes 1-5, with economic factors and lack of interest being top reasons.
The World Bank held consultations in Phase 1 of developing its Education Strategy 2020, meeting with countries representing Africa, South Asia, East Asia and the Pacific, Latin America and the Caribbean, and the Middle East and North Africa. Key themes from consultations in low-income countries and middle-income countries were discussed. The document presented population projections and economic growth projections for 2020 to frame education challenges. It outlined strategic directions for the Bank to increase learning for all by strengthening education systems through diagnostic tools, data, learning assessments, research and results-based financing. The Bank will take a differentiated approach depending on countries' economic development and education system capacity.
Measuring COVID-19’s impact on vocational education and trainingEduSkills OECD
Vocational education faced challenges during the COVID-19 pandemic. Many countries closed vocational education institutions for shorter periods than general education. Distance learning increased but was seen as less suitable than in-person learning. Fewer work-based learning opportunities were available and only 1/3 of vocational students participated in combined school and work programs. Support was provided for remote teaching and assessing learning losses. Looking forward, countries aim to strengthen resilience through flexible training, technology use, and focusing on future-proof jobs.
We welcomed Dr Jeanette Botha (University of South Africa) to the Centre to conduct a presentation and a discussion on issues around the ‘digital divide’ within South Africa (something likely to be an issue in other countries around the world). The main thrust of the talk was: “Who are we teaching?” Dr Botha alluded to the issue of technology driving education vs education driving technology and highlighted numerous concerns of developing world ODL practitioners and students, contextualizing ODEL in South Africa in the current socio-economic framework, with reference to Unisa. The argument was made for the pragmatic consideration of the acquisition and use of appropriate technologies in line with these “real world” considerations.
Reframing education in COVID-19 era - Why education shapes societies’ economi...MuhammadZubair793687
This document discusses the educational crisis caused by the COVID-19 pandemic and school closures. It summarizes that over 1.5 billion students have been affected by school closures worldwide. While distance learning options have provided some alternative, they exacerbate inequalities due to unequal internet access. The pandemic disproportionately impacts vulnerable families, women, and those in developing nations. The long-term impacts of the educational crisis threaten individual well-being, family economics, social inclusion, and development opportunities if not adequately addressed. The document argues that educational systems must work with families and communities through an "educational community" approach rather than relying solely on traditional schooling. WeWorld-GVC is calling for increased funding, support for
Student Finals: Research Presentation
The Coronavirus also known as COVID-19 has made a tremendous difference in everyone’s life. In this research paper we will be discussing the effects the virus pandemic has on education. Education being one. of the top priorities of life is being altered because of the virus. The ACT, in-person classes, school closure, virtual learning, and college and universities are some of the major changes that must occur in order to have a successful education. The COVID-19 pandemic has affected society mentally, physically, and financially. The coronavirus has been challenging for students, staff, and parents; not only in Louisiana but throughout the world. Our society must continue to strive for the best and overcome the challenges we have faced in order to have the best learning possible.
“School’s Out, But Class’s On”, The Largest Online Education in the World Tod...eraser Juan José Calderón
This document discusses China's large-scale "School's Out, But Class's On" online education campaign during the COVID-19 pandemic. It provides background on the campaign, which saw over 270 million students participate in online classes for over 6 weeks after schools closed. The campaign was made possible by China's developed internet infrastructure and investments in educational technology over the past decades. It analyzed how the campaign was organized at the national, provincial, and local levels to provide online learning resources and guidance to students across China during school closures. The large-scale implementation of online education during this time provided valuable insights and experience.
Education can't wait final-- Pagaduan, Vennesa n. finaleVennesaPagaduan
This document discusses strategies for mitigating learning losses due to the COVID-19 pandemic. It recommends developing a structured learning plan with realistic expectations since the full curriculum cannot be covered remotely. It also suggests maximizing the use of multimedia like television, radio and online platforms to reach students, and inspiring teachers to develop digital skills. Supporting parents to be involved is key. The document outlines policies like improving connectivity, providing accessible learning modalities, offering affordable devices and digital literacy training to help achieve learning recovery during and after the pandemic.
This document reviews literature on inequality in education. It finds that educational inequality exists due to various individual, social, and systemic factors. At the individual level, characteristics like socioeconomic status, gender, and ethnicity can influence educational attainment. At the social level, interactions and relationships within society can also impact inequality. Systemic factors like policies, school resources, and decentralization of education funding have been shown to exacerbate inequality between regions. The literature demonstrates that inequality is both a micro-level phenomenon stemming from individual differences, and a macro-level phenomenon influenced by broader social and institutional conditions.
This document summarizes key data from a presentation on higher education in Utah given by David Buhler, Commissioner of Higher Education. It outlines Utah's goal of having 66% of residents with a postsecondary degree or certificate by 2020 and shows enrollment and completion rates increasing and on track to meet the goal. It also discusses the high school pipeline, college readiness levels, costs and funding sources for higher education, affordability, technology usage, and benefits of obtaining a degree.
Educacion y discapacidad infantil un derecho. educacion inclusivaMarta Montoro
The document discusses the emerging recognition of the need for inclusive education for children with disabilities. It recognizes that Education for All has failed to adequately address children with disabilities. Inclusive education is presented as a key strategy to promote their right to education and overcome barriers, by creating schools that respect diversity and value all children. The document advocates for inclusive education as a means to achieve the goals of Education for All and universal access to quality primary education for children with disabilities.
The document discusses reasons why people may want to see Harry Potter Part 2 Destruction, including following the story after seeing previous films, curiosity about how the story ends, exciting visuals that connote hope and conflict, popular actors that will attract audiences, and an intriguing strap line that leaves questions unanswered.
Did you ever wonder whether education has a role to play in preparing our societies for an age of artificial intelligence? Or what the impact of climate change might be on our schools, families and communities?
Trends Shaping Education ( http://www.oecd.org/edu/trends-shaping-education-22187049.htm) examines major economic, political, social and technological trends affecting education. While the trends are robust, the questions raised in this book are suggestive, and aim to inform strategic thinking and stimulate reflection on the challenges facing education – and on how and whether education can influence these trends.
This book covers a rich array of topics related to globalisation, democracy, security, ageing and modern cultures. The content for this 2019 edition has been updated and also expanded with a wide range of new indicators. Along with the trends and their relationship to education, the book includes a new section on future’s thinking inspired by foresight methodologies.
This book is designed to give policy makers, researchers, educational leaders, administrators and teachers a robust, non specialist source of international comparative trends shaping education, whether in schools, universities or in programmes for older adults. It will also be of interest to students and the wider public, including parents.
Global Initiative on Out-of-school children: Central and Eastern Europe/ CISUNICEF Education
Despite high enrollment rates, many children in the region of Central and Eastern Europe and the Commonwealth of Independent States (CEE/CIS), drop out of school early and many graduate without learning basic literacy and numeracy skills. According to the latest study published by the Out of School Children Initiative, 2.5 million children of basic school age and 1.6 million children of pre-primary school age are out of school in the region. Additionally, many more children from the most marginalized communities are excluded from national data collection procedures and thus are invisible.
Evaluation of community participation in unicef assisted adult and nonGabriel Ken
The study was aimed at evaluating community participation in UNICEF assisted adult and non-formal education literacy programmes in South East zone of Nigeria. Seven research questions and three null hypotheses were formulated. The study was a descriptive survey involving one hundred and sixty seven UNICEF- assisted adult and non-formal education literacy centers
COVID-19 and university learning spaces. González-Zamar, Emilio Abad-Segura y...eraser Juan José Calderón
COVID-19 and university learning spaces. MarianaDaniela González-Zamar, Emilio Abad-Segura y César Bernal-Bravo
La COVID-19 ha irrumpido en la vida de los seres humanos causando efectos devastadores en la salud y en la vida de gran parte de la población mundial, afectando a las esferas sociales, económicas y educativas del planeta. La comunidad científica se encuentra ante uno de sus mayores retos para resolver un problema sanitariode alcance global como es la pandemia del COVID-19. Esta situación ha generado un volumen de publicaciones sin precedentes. El impacto del COVID-19 en la enseñanzaha supuesto que los momentos de contacto social hayan desaparecido a cambio de reuniones, clases, exámenes o encuentros virtuales. En este escenario, las aulas universitarias al volver a abrirse no serán las mismas, tampoco sus campus ni espacios del ámbito educativo, deberán aportan creatividad en el a la hora de organizarse y usarse. El objetivo del estudio fue identificar las publicaciones científicas relacionadas con los efectos del COVID-19 en las aulas universitarias durante el período 2019 hasta la actualidad. Para esto, se realizó un análisis bibliométrico de la literatura científica. Se identificaron 676documentos sobre esta temática. Los resultados del análisis revelaron que la productividad científica se ha incrementado desde enero de 2020 con más de 650 artículos sobre la enfermedad, verificando el profundo interés por el COVID-19 en todas las disciplinas. Las principales tendencias de investigación incluyen el impacto de la vuelta a las aulas con los efectos en los procesos cognitivos, motivaciones y del rendimiento académico de los estudiantes.
The global epidemic of the Corona virus has wreaked havoc on a variety of industries. One of them is the education industry. Due to Covid-19, governments all around the world have begun temporarily closing schools and colleges. School and university closures would not only have a short-term impact on the continuity of learning for India's more than 285 million young learners, but will also have far-reaching economic and societal ramifications as the days pass with no rapid way to stop the breakout of Covid-19.
Education - One Year into the COVID Pandemic, Andreas SchleicherStatsCommunications
1) The COVID-19 pandemic led to widespread school closures in 2020, with some countries closing upper secondary schools for over 180 days.
2) Lost instruction time correlated with poorer performance on reading assessments, indicating learning loss. Countries employed various distance learning strategies like online platforms and take-home packages to continue education.
3) Supporting students' mental health and well-being during school closures will be as important as addressing learning gaps when schools reopen. Maintaining connections between teachers, students, and parents can help mitigate negative impacts.
Education & technology in an age of covid 19 2BilalArshed1
Many educational reformers have long held out hope that computers and other information and computer technologies (ICTs) can play crucial and integral roles in bringing about long-needed changes to education systems. Indeed, many see the introduction of ICTs in schools as a sort of Trojan horse,
This document discusses school choice policies in other countries and compares them to the United States. It finds that contrary to popular belief, many other Western democracies have more robust school choice policies than the U.S. For example, some European nations constitutionally guarantee students the right to attend private schools using public funds. The document also summarizes several studies that have found school choice programs in countries like Sweden, Chile, Colombia, and Israel improved student outcomes including test scores, graduation rates, and reduced dropout rates.
This is the latest instalment of the UNICEF Office of Research Report Card series, aimed at focusing on the well-being of children in industrialized countries. It considers two views of child poverty in member countries of the Organization for Economic Cooperation and Development (OECD): a measure of absolute deprivation, and a measure of relative poverty.
The two measures, though separate in concept, highlight significant disparities in the living conditions of children. Of the countries surveyed, around 15% of children are considered “deprived” and a similar proportion live below their national poverty line.
This report card argues that accurate and timely monitoring of child poverty and deprivation is crucial for gauging what is happening to vulnerable children now. It argues that even during times of economic hardship, with the right evidence-based policies, it is possible to protect vulnerable children.
a study on cause of primary school dropouts by Peer zada Aneespeer zada Anees
This document discusses a study on the causes of primary school dropouts in Karnataka, India. It provides background on efforts to expand primary education access over the past few decades but notes that dropout rates remain high. The study found that the highest dropout rates in Karnataka are in Gulbarga district, followed by Belgaum. Migration is a major reason for children dropping out. Girls have higher dropout rates than boys. The document also reviews national trends, finding that over 40% of students drop out between classes 1-5, with economic factors and lack of interest being top reasons.
The World Bank held consultations in Phase 1 of developing its Education Strategy 2020, meeting with countries representing Africa, South Asia, East Asia and the Pacific, Latin America and the Caribbean, and the Middle East and North Africa. Key themes from consultations in low-income countries and middle-income countries were discussed. The document presented population projections and economic growth projections for 2020 to frame education challenges. It outlined strategic directions for the Bank to increase learning for all by strengthening education systems through diagnostic tools, data, learning assessments, research and results-based financing. The Bank will take a differentiated approach depending on countries' economic development and education system capacity.
Measuring COVID-19’s impact on vocational education and trainingEduSkills OECD
Vocational education faced challenges during the COVID-19 pandemic. Many countries closed vocational education institutions for shorter periods than general education. Distance learning increased but was seen as less suitable than in-person learning. Fewer work-based learning opportunities were available and only 1/3 of vocational students participated in combined school and work programs. Support was provided for remote teaching and assessing learning losses. Looking forward, countries aim to strengthen resilience through flexible training, technology use, and focusing on future-proof jobs.
We welcomed Dr Jeanette Botha (University of South Africa) to the Centre to conduct a presentation and a discussion on issues around the ‘digital divide’ within South Africa (something likely to be an issue in other countries around the world). The main thrust of the talk was: “Who are we teaching?” Dr Botha alluded to the issue of technology driving education vs education driving technology and highlighted numerous concerns of developing world ODL practitioners and students, contextualizing ODEL in South Africa in the current socio-economic framework, with reference to Unisa. The argument was made for the pragmatic consideration of the acquisition and use of appropriate technologies in line with these “real world” considerations.
Reframing education in COVID-19 era - Why education shapes societies’ economi...MuhammadZubair793687
This document discusses the educational crisis caused by the COVID-19 pandemic and school closures. It summarizes that over 1.5 billion students have been affected by school closures worldwide. While distance learning options have provided some alternative, they exacerbate inequalities due to unequal internet access. The pandemic disproportionately impacts vulnerable families, women, and those in developing nations. The long-term impacts of the educational crisis threaten individual well-being, family economics, social inclusion, and development opportunities if not adequately addressed. The document argues that educational systems must work with families and communities through an "educational community" approach rather than relying solely on traditional schooling. WeWorld-GVC is calling for increased funding, support for
Student Finals: Research Presentation
The Coronavirus also known as COVID-19 has made a tremendous difference in everyone’s life. In this research paper we will be discussing the effects the virus pandemic has on education. Education being one. of the top priorities of life is being altered because of the virus. The ACT, in-person classes, school closure, virtual learning, and college and universities are some of the major changes that must occur in order to have a successful education. The COVID-19 pandemic has affected society mentally, physically, and financially. The coronavirus has been challenging for students, staff, and parents; not only in Louisiana but throughout the world. Our society must continue to strive for the best and overcome the challenges we have faced in order to have the best learning possible.
“School’s Out, But Class’s On”, The Largest Online Education in the World Tod...eraser Juan José Calderón
This document discusses China's large-scale "School's Out, But Class's On" online education campaign during the COVID-19 pandemic. It provides background on the campaign, which saw over 270 million students participate in online classes for over 6 weeks after schools closed. The campaign was made possible by China's developed internet infrastructure and investments in educational technology over the past decades. It analyzed how the campaign was organized at the national, provincial, and local levels to provide online learning resources and guidance to students across China during school closures. The large-scale implementation of online education during this time provided valuable insights and experience.
Education can't wait final-- Pagaduan, Vennesa n. finaleVennesaPagaduan
This document discusses strategies for mitigating learning losses due to the COVID-19 pandemic. It recommends developing a structured learning plan with realistic expectations since the full curriculum cannot be covered remotely. It also suggests maximizing the use of multimedia like television, radio and online platforms to reach students, and inspiring teachers to develop digital skills. Supporting parents to be involved is key. The document outlines policies like improving connectivity, providing accessible learning modalities, offering affordable devices and digital literacy training to help achieve learning recovery during and after the pandemic.
This document reviews literature on inequality in education. It finds that educational inequality exists due to various individual, social, and systemic factors. At the individual level, characteristics like socioeconomic status, gender, and ethnicity can influence educational attainment. At the social level, interactions and relationships within society can also impact inequality. Systemic factors like policies, school resources, and decentralization of education funding have been shown to exacerbate inequality between regions. The literature demonstrates that inequality is both a micro-level phenomenon stemming from individual differences, and a macro-level phenomenon influenced by broader social and institutional conditions.
This document summarizes key data from a presentation on higher education in Utah given by David Buhler, Commissioner of Higher Education. It outlines Utah's goal of having 66% of residents with a postsecondary degree or certificate by 2020 and shows enrollment and completion rates increasing and on track to meet the goal. It also discusses the high school pipeline, college readiness levels, costs and funding sources for higher education, affordability, technology usage, and benefits of obtaining a degree.
Educacion y discapacidad infantil un derecho. educacion inclusivaMarta Montoro
The document discusses the emerging recognition of the need for inclusive education for children with disabilities. It recognizes that Education for All has failed to adequately address children with disabilities. Inclusive education is presented as a key strategy to promote their right to education and overcome barriers, by creating schools that respect diversity and value all children. The document advocates for inclusive education as a means to achieve the goals of Education for All and universal access to quality primary education for children with disabilities.
The document discusses reasons why people may want to see Harry Potter Part 2 Destruction, including following the story after seeing previous films, curiosity about how the story ends, exciting visuals that connote hope and conflict, popular actors that will attract audiences, and an intriguing strap line that leaves questions unanswered.
This document discusses key accounting concepts and conventions. It explains 12 major accounting concepts including business entity, money measurement, going concern, accounting period, historical cost, dual aspect, revenue recognition, matching, accrual, objectivity, timeliness and cost benefit. It also outlines 4 major accounting conventions: full disclosure, consistency, conservatism and materiality. Finally, it distinguishes between concepts and conventions by noting concepts are established by law and applied uniformly, while conventions are based on customs and allow for some bias and lack of uniform adoption.
This document discusses Vladimir Propp's theory of character roles in narratives and applies it to the Pixar film "The Incredibles." It identifies the main characters - Mr. Incredible as the hero, Syndrome as the villain, Mirage as the heroine and donor, and Frozone and Mr. Incredible's family as helpers. It also discusses Todorov's theory of five stages in narratives - equilibrium, disruption, recognition, attempt to repair, new equilibrium - and shows how it applies to the plot of "The Incredibles."
This document appears to be from a magazine and includes elements like the masthead, cover story details, date, cover lines promoting stories inside, and references to related stories and their page numbers. In a concise manner, it provides key identifying information about the publication issue.
SportsRecruitment.com re-launched its website in May 2011 with a modern design and new functionality for both job seekers and employers. The updated site features improved navigation, a more attractive design, and new services like online job posting and application management tools for employers and the ability to submit CVs and receive job alerts via email for job seekers. Since the re-launch, the site has seen significant growth in traffic, new clients, and a new commercial revenue stream from its online job posting services.
SportsRecruitment.com is the number 1 website for jobs in sports, with over 2 million page views in 2011. Advertising on the site provides exposure to senior level professionals in sports industries globally. Metrics show ads receive high click through rates and visibility across the site and in affiliated networks. The site's audience continues to grow significantly each year.
Sports Recruitment Group is a holding company for a leading executive search and recruitment firm specializing in the global sports industry. They have 12 years of experience in sports talent recruitment with offices worldwide. They have the largest team of sports industry consultants and the most extensive international sports business network. They provide executive search, senior management recruitment, and online recruitment services to help clients grow locally and internationally.
Este documento compara Java y Adobe Air, dos lenguajes de programación y entornos. Describe la creación, desarrollo, aplicaciones y pronósticos de cada uno. Aunque Java se creó en 1991 y tiene más aplicaciones, Adobe Air se enfoca en aplicaciones de escritorio. Ambos seguirán desarrollándose para satisfacer las necesidades de los usuarios.
El documento describe los pasos para crear una base de datos en Access 2010, que incluyen dar click en el icono de Access en la barra lateral de inicio, luego dar click en "Nueva base de datos" para crear la base de datos y poder empezar a crear las tablas necesarias.
El documento habla sobre las nuevas tendencias digitales de microblogging y redes sociales. Explica qué es el microblogging a través de servicios como Twitter que permiten enviar mensajes cortos. También describe sitios de redes sociales como Facebook que permiten a los usuarios construir perfiles e interactuar. Finalmente, discute cómo las bibliotecas pueden usar estas herramientas digitales para comunicarse con los usuarios y ofrecer nuevos servicios.
Presentatie voor het Flevum Netwerk Midden & Oost Nederland over de rol van nieuwe media binnen de traditionele marketingmix en de mogelijkheden hiervan.
El documento habla sobre el valor de una sonrisa a través de varias citas. Las citas describen cómo una sonrisa puede iluminar la cara y calentar el corazón, comunicar alegría a otros, y ser un lenguaje universal de amor que no cuesta nada pero vale mucho.
Este documento presenta la guía para maestros de Formación Cívica y Ética de educación secundaria. Incluye la introducción del programa de estudios, los propósitos de la asignatura, y el enfoque didáctico centrado en el desarrollo de la autonomía de los estudiantes y la adquisición de compromisos ciudadanos basados en valores democráticos y derechos humanos. También presenta la organización de los contenidos y aprendizajes esperados para segundo y tercer grado de secundaria.
Este documento describe el programa México Va por TI, el cual tiene como objetivo dotar a las pequeñas y medianas empresas mexicanas de la infraestructura y herramientas tecnológicas básicas necesarias para operar de manera competitiva. El programa provee capacitación, hardware y software a sectores como salud, turismo y comercio a bajo costo, cubriendo el 50% del costo el gobierno y el 40% restante lo paga la empresa beneficiada.
Este documento describe las funciones de la herramienta Bottlenose, que permite la monitorización de flujos de Twitter. Permite visualizar mensajes ordenados por fecha u popularidad, comprobar tendencias en tiempo real, añadir cadenas para seguir intereses, publicar mensajes, buscar personas y guardar búsquedas como streams. También permite acceder a la cuenta de usuario, ajustar preferencias e intereses, y cambiar entre modo sonar y multicolumna.
Este documento convoca al personal académico del Colegio de Bachilleres a participar en un concurso para obtener plazas de Profesor de Carrera Titular "B" definitivo de medio tiempo, tres cuartos de tiempo o tiempo completo. Describe los requisitos para participar, que incluyen años de experiencia, horas de formación continua y resultados académicos favorables de los estudiantes. También explica el proceso de solicitud, evaluación, notificación de resultados y posibilidad de recurso de inconformidad.
The document analyzes key issues in secondary education globally based on statistics from UNESCO. It finds that while participation in secondary education has increased substantially over the last several decades, equitable access and completion remain major challenges, especially in developing countries. The quality of secondary education systems and their relevance to the labor market are also areas of concern. Ensuring adequate financing for secondary education and teacher quality will be important for achieving universal secondary education.
The document is a report published by the UNESCO Institute for Statistics (UIS) that analyzes global secondary education statistics. It focuses on key issues and indicators related to secondary education, such as increasing access to and equity in secondary education worldwide. The UIS collects education data from countries to compile cross-nationally comparable statistics and works with countries to improve their education data quality and reporting.
This document from UNESCO's Institute for Statistics provides data on adult and youth literacy rates and trends from 1985 to 2015 for 151 countries. Some key findings include:
1) The global adult literacy rate in 2011 was 84%, with regional rates ranging from near universal literacy in Central and Eastern Europe and Central Asia to rates under 70% in sub-Saharan Africa and South and West Asia.
2) While global adult literacy has increased since 1985, the number of illiterate adults has declined only slightly due to population growth. Sub-Saharan Africa is projected to have the largest number of illiterate adults in 2015.
3) Youth literacy rates are generally higher than adult rates but progress has been uneven across
The document is a report by the OECD on school funding policies in different countries. It contains:
1) An introduction explaining the importance of school funding policies and how they can help governments achieve education objectives through efficient and equitable allocation of resources.
2) An analysis of school funding policies in 18 education systems that participated in the OECD project, looking at how funding is raised and spent, how it is distributed to schools, budget planning procedures, and monitoring and evaluation of spending.
3) A discussion of key issues in governing school funding, distributing resources, planning budgets, and evaluating resource use to inform policy development.
This document is the 2012 edition of the EFA Global Monitoring Report. It focuses on youth and skills, examining how education can help provide young people with skills needed for work. While progress has been made towards EFA goals, the world is still not on track to achieve universal primary and lower secondary education by 2015. Around 200 million young people lack basic literacy and numeracy skills needed to learn further skills for employment. Investing in education generates significant economic growth over a person's lifetime, so continued funding is critical to meet youth needs and achieve EFA goals by 2015 and universal lower secondary by 2030.
A world on the move trends in global student mobility october2017Abroadshiksha
As an independent, 501(c)(3) not-for-profit founded in 1919, IIE’s mission is to help people and organizations
leverage the power of international education to thrive in today’s interconnected world. IIE’s work focuses on
advancing scholarship, building economies, and promoting access to opportunity.
Project Atlas® is a collaborative global research initiative that focuses on maximizing the understanding,
measurement, and use of international student mobility data. This unique and growing network of leading
academic mobility research and government entities worldwide aims to disseminate annual standardized and
comparable global academic mobility data, collaborate on research, and conduct assessments and workshops
worldwide to accommodate the needs of countries seeking to strengthen their data collection systems. Project
Atlas® is supported by the Bureau of Educational and Cultural Affairs (ECA) of the U.S. Department of State, IIE,
and country partners
This document provides an introduction to Education Aid Watch 2015, which analyzes donor performance on aid to education from 2002-2013. It finds that while some donors stepped up support, overall aid was inadequate to achieve the Education for All goals and Millennium Development Goals. The report profiles 14 bilateral donors and 3 multilateral organizations, which collectively provide around 80% of annual education aid. It examines trends in overall education aid, as well as support for different education levels and least developed countries. The report considers implications for meeting new Sustainable Development Goal targets on education.
Monitoring indicators for tracking progress towards effective learning outcomes for all: A proposal por UNESCO Institute for Statistics to monitor SDG 4.1
The document summarizes recommendations for improving education data collection and monitoring of SDG4 on education. It recommends establishing clear governance for international monitoring, creating an Education Statistics Trust Fund to support national capacity building, making vulnerable groups like refugees visible in data, harmonizing household surveys, enhancing learning assessments, improving education finance data using National Education Accounts, and leveraging private sector IT resources to modernize education data systems. The recommendations aim to address challenges like inadequate funding, capacity and coordination to achieve the ambitious goals of ensuring inclusive and equitable quality education for all.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research activities on child wellbeing in high-income countries.
The document discusses the role of the Technical Advisory Group (TAG) and its extended version in monitoring SDG 4 on education. It provides background on the establishment of TAG in 2014 to develop education indicators for the SDGs. The extended TAG will include more countries and civil society to refine the indicator proposal. Key areas of discussion are proposed indicators for access, participation, learning outcomes, equity, and monitoring of education quality. Concerns around data availability and balancing policy relevance with measurement are also addressed. The next steps outlined are ongoing regional consultation and two in-person TAG meetings to finalize the indicator framework.
This document discusses challenges in financing early childhood care and education (ECCE) in Asia and the Pacific region based on a regional study. It finds that government expenditure on ECCE is insufficient in many countries, falling below international benchmarks for percentage of total government expenditure and GDP. It also notes a lack of sustainable financing from sources like donors and external funding. Finally, it describes governance challenges like a lack of coordination between stakeholders responsible for ECCE. The regional study aims to provide policy options to help countries overcome these financing and governance challenges to ECCE.
A comparative-statistical-analysis-on-the-educational-system-in-european-coun...Ijcem Journal
The document provides a comparative statistical analysis of the educational systems in European countries from an economic perspective. It includes graphs showing government expenditure on education as a percentage of GDP for various countries in 2010, as well as data on the number of out-of-school children and adolescents in certain countries from 2010-2012. The analysis aims to compare educational systems in developed versus emerging European economies and emphasize how a strong education system can contribute to economic growth, gender equality, and poverty reduction.
The document discusses the role of the Technical Advisory Group (TAG) and its extended version in monitoring progress on Sustainable Development Goal 4 on education. It provides background on the establishment of the TAG in 2014 to develop indicators for education goals, and the recommendation to expand it to include more member states and civil society. It outlines some of the key areas and issues under discussion by the extended TAG related to developing a balanced set of indicators that are relevant, clearly defined, and have available data sources, including how to measure learning outcomes, equity, access, participation, and education quality.
Strong Foundations recommended four areas to better achieve ECCE: 1) move ECCE up agendas, 2) increase public funding and target interventions, 3) upgrade the ECCE workforce, and 4) improve monitoring. However, progress has been insufficient. Six challenges remain: 1) ECCE is neglected in frameworks, 2) policy frameworks are weak, 3) financing is insufficient, 4) benefits do not reach those most in need, 5) quality is variable, and 6) monitoring is inadequate. To make progress, advocacy must be improved to increase political commitment and financing issues must be resolved by examining innovative techniques to increase domestic and international funding for ECCE.
Addressing Global Citizenship Education In Adult Learning And Education Ress...Don Dooley
This document provides an overview of conceptual considerations regarding global citizenship education (GCED) and its role in adult learning and education (ALE). It defines GCED as developing the knowledge, skills, values and attitudes to enable individuals to act collaboratively and responsibly to address global challenges. While GCED has focused on schools, this report argues it also has an important role in ALE to support sustainable development goals. The report examines how GCED relates to concepts like citizenship education and outlines UNESCO's framework, which emphasizes a lifelong learning approach to GCED beginning in childhood and continuing into adulthood.
Monitoring the implications of the global financial crisis on primary schools...UN Global Pulse
Executive summary of the United Nations Educational, Scientific and Cultural Organization (UNESCO) research: “Monitoring the Implications of the Global Financial Crisis on Primary Schools, Teachers and Parents in 12 Countries,” conducted as part of UN Global Pulse’s Rapid Impact and Vulnerability Assessment Fund (RIVAF). For more information: http://www.unglobalpulse.org/projects/rapid-impact-and-vulnerability-analysis-fund-rivaf
‘If you do not know where you are going, any road will take you there. [Educational planning] is about choosing a direction and destination first, deciding on the route and intermediary stops required to get there, checking progress against a map and making course adjustments as required in order to realise the desired objectives.’ (UNESCO 2011: 1)
Slide-stack: https://www.slideshare.net/icdeslides/digital-learning-in-a-borderless-world
This is the presentation text for the slide-stack.
Keynote 4 May 2017 at the International Congress on Education for the 21st Century (ICE2017), hosted by the Ministry of Education, Thailand and the Southeast Asian Ministers of Education Organization (SEAMEO).
Through this brief presentation, I will provide a helicopter view on the World and South East Asia, SEA, when digitalisation is penetrating education. And raise the question: Could ambitious benchmarks be established for the 11 SEA countries and the cooperation among them?
Similar to Global education-digest-opportunities-lost-impact-grade-repetition-early-school-leaving-2012-en (20)
El documento habla sobre la neurodiversidad y las diferentes formas de aprender y procesar información. Explica que a pesar de las dificultades como la incomprensión y el esfuerzo, todas las personas tienen capacidades y merecen apoyo de familias, asociaciones, profesionales y colegios. Finalmente, la autora agradece a la audiencia por escuchar y ofrece sus contactos para cualquier pregunta.
El documento repite la información de que Sergio Palao es el autor de los pictogramas usados, que provienen de ARASAAC y tienen la licencia CC BY-NC-SA. Marina Gotelli es la autora del contenido, el cual describe la rutina de un niño al ir al colegio, interactuar con compañeros y maestros, y regresar a casa con su mamá.
This document provides an overview and analysis of early childhood assessment tools. It describes research conducted on numerous assessments to identify 13 instruments that met specific criteria for reviewing by an Assessment Task Force. The criteria included having a Spanish version, strong psychometric properties, Spanish-speaking norms, user-friendly reporting, a publication date after 1990, and administration time under 30 minutes. The selected instruments will help the Task Force evaluate assessments appropriate for the diverse Miami-Dade County early childhood population.
Este documento presenta la introducción y los autores de la "Guía oficial de práctica clínica en epilepsia" publicada por la Sociedad Española de Neurología en 2012. La introducción agradece a los autores y al comité editor por su trabajo en la actualización de la guía, así como a las compañías farmacéuticas y editorial que patrocinaron su publicación. Se espera que la guía mejore los conocimientos sobre el diagnóstico y tratamiento de la epilepsia.
Este documento presenta una guía de estándares de competencia para el pensamiento crítico dirigida a educadores. La guía describe 27 estándares de competencia que cubren elementos del razonamiento, habilidades de pensamiento, rasgos intelectuales y más. El objetivo es ayudar a los maestros a evaluar y promover el pensamiento crítico de los estudiantes en cualquier materia o nivel educativo. La guía también incluye una rúbrica maestra para evaluar el pensamiento crítico.
This document provides an overview of a framework called the Generative Language Matrix for developing natural language and social skills in children with autism through intensive early intervention. It describes analyzing a child's language and social behaviors, identifying clinical behavior problems, and using applied behavior analysis techniques to directly teach skills and weaken stereotyped behaviors to promote typical language development and social functioning. The goal is for children to gain independence using skills across natural environments without specialized support.
Este documento describe varias aplicaciones móviles desarrolladas por Accegal para mejorar la comunicación y accesibilidad de personas con discapacidad. Las aplicaciones incluyen VirtualTEC, MessageTTS, PictoDroid Lite y PictoDroid, las cuales usan teclados virtuales, pictogramas y síntesis de voz. El documento también menciona proyectos futuros como controlar aplicaciones mediante movimientos faciales o BCI y generar juegos de estimulación cognitiva.
Este documento presenta orientaciones pedagógicas para la atención de estudiantes con autismo en Colombia. Proporciona conceptos sobre el autismo, características de los estudiantes autistas, y orientaciones generales asociadas a sus características cognitivas, de comunicación y sociales. También describe el proceso de humanización y oferta educativa formal y no formal para estudiantes con autismo. El objetivo es apoyar a maestros, instituciones educativas y otros actores en la comprensión y atención de las necesidades de los estudiantes con
Este documento describe diferentes sistemas alternativos y aumentativos de comunicación para personas con deficiencias que les impiden comunicarse mediante el lenguaje verbal u otros métodos habituales. Explica que estos sistemas permiten romper el aislamiento y mejorar la calidad de vida de estas personas, facilitando su integración social. Describe varios tipos de sistemas como los de signos manuales, signos tangibles, signos gráficos, tableros de comunicación y comunicadores electrónicos.
La Unión Europea ha propuesto un nuevo paquete de sanciones contra Rusia que incluye un embargo al petróleo ruso. El embargo se aplicaría gradualmente durante seis meses para el petróleo crudo y ocho meses para los productos refinados. Este paquete de sanciones requiere la aprobación unánime de los 27 estados miembros de la UE.
Este documento presenta una revisión de los modelos de intervención utilizados para tratar a niños y adolescentes con trastornos del espectro autista (TEA). Describe tres tipos de modelos: psicodinámicos, biomédicos y psicoeducativos. Señala que los modelos psicoeducativos, los cuales se centran en la comunicación, el desarrollo de estrategias y la educación utilizando principios conductuales, son los que han demostrado mayor eficacia. La intervención precoz en centros de atención
Personas con tea y la comprensión de emociones a traves de las ticMarta Montoro
Este documento describe una investigación sobre el uso de tecnologías de la información y la comunicación (TIC) para enseñar competencias emocionales a nueve estudiantes con trastornos del espectro autista (TEA). Los estudiantes participaron en un proceso de intervención educativa de dos años utilizando un software educativo diseñado para enseñar habilidades emocionales. Los resultados mostraron que los estudiantes con TEA mejoraron ciertas habilidades de la competencia emocional después del proceso de intervención.
Este documento presenta programas de desarrollo social y afectivo para alumnos con problemas de conducta. En el capítulo 1, introduce el concepto de problemas de conducta desde una perspectiva del desarrollo psicológico y explica el papel del psicólogo en la escuela. En el capítulo 2, describe la organización y componentes de los programas, incluyendo habilidades a desarrollar y estructura de actividades. El capítulo 3 presenta 60 sesiones de juegos divididos en 3 programas para diferentes edades. El capítulo 4 ofrece guías
Este documento discute el desarrollo emocional y las particularidades que se manifiestan en niños con trastornos del espectro autista. Explica que el desarrollo emocional implica componentes experienciales, de expresión y fisiológicos. También describe hitos en el desarrollo emocional entre los 0 y 12 años según distintas teorías. Finalmente, analiza las teorías de la intersubjetividad y la mente para explicar las dificultades emocionales en el autismo, destacando la interrelación entre
Este documento presenta un programa para desarrollar la competencia social en estudiantes de primer ciclo de ESO. El programa aborda tres áreas: habilidades cognitivas, crecimiento moral y habilidades sociales. En la primera parte, se enseñan habilidades como la toma de decisiones, el razonamiento causal y la perspectiva de otros. La segunda parte cubre el desarrollo moral según Kohlberg. La tercera parte trata habilidades sociales como la escucha activa, los elogios y la resolución de conflictos. El objetivo
Este documento presenta la importancia de la evaluación y diagnóstico psicopedagógico para identificar las necesidades educativas de los estudiantes. Describe tres tipos de necesidades: comunes, individuales y especiales. Las necesidades comunes son aprendizajes esenciales para todos los estudiantes. Las individuales varían según las experiencias y capacidades de cada estudiante. Y las especiales requieren apoyos adicionales para ser atendidas. Explica que la evaluación psicopedagógica analiza los antecedentes, desempeño y
Este documento presenta una guía de activación física para la educación preescolar con el objetivo de promover la salud y el desarrollo de los niños a través del juego y la actividad física. La guía incluye juegos, rutinas de ejercicio y recomendaciones para los maestros, así como consejos para los padres sobre cómo apoyar la actividad física de los niños. El documento enfatiza la importancia de mantener un estilo de vida activo desde una edad temprana.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
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Global education-digest-opportunities-lost-impact-grade-repetition-early-school-leaving-2012-en
1. Global education diGest 2012
I N ST I T U T E f o r STAT I ST IC S
Opportunities lost: The impact of grade
repetition and early school leaving
UNESCO
2. PREVIOUS EDITIONS OF THE GLOBAL EDUCATION DIGEST
„„ GLOBAL EDUCATION DIGEST 2011
Focus on Secondary Education: The Next Great Challenge
„„ GLOBAL EDUCATION DIGEST 2010
Education and Gender: Between Promise and Progress
„„ GLOBAL EDUCATION DIGEST 2009
Global Trends in Tertiary Education
„„ GLOBAL EDUCATION DIGEST 2008
Inside the UIS: Collecting, Processing and Reporting International Education Data
„„ GLOBAL EDUCATION DIGEST 2007
Costs and Commitments in Financing Education for All
„„ GLOBAL EDUCATION DIGEST 2006
Tertiary Education: Extending the Frontiers of Knowledge
„„ GLOBAL EDUCATION DIGEST 2005
Making the Transition to Secondary Education
„„ GLOBAL EDUCATION DIGEST 2004
Beyond Universal Primary Education
„„ GLOBAL EDUCATION DIGEST 2003
The State of Global Education Statistics: Measuring Progress Towards Universal Primary Education
The UNESCO Institute for Statistics (UIS) is the leading source for international education statistics,
which are also featured in major reports and databases, such as the:
•• EFA Global Monitoring Report (UNESCO)
•• World Development Indicators (World Bank)
•• Human Development Report (UNDP)
•• State of the World’s Children (UNICEF)
•• Millennium Development Goals (UN)
While the GED publishes a selection of commonly used indicators, a wider range of data can be found in
the UIS Data Centre: http://stats.uis.unesco.org
3. GLOBAL EDUCATION DIGEST 2012
Opportunities lost: The impact of grade
repetition and early school leaving
5. FOREWORD
Each year the UNESCO Institute for Statistics (UIS) publishes its Global Education Digest (GED) presenting the latest
education statistics worldwide. These data are also featured in key reports produced by partner organizations, such as
the EFA Global Monitoring Report, State of the World’s Children, World Development Indicators, World Development
Report, Human Development Report and many others.
The Digest offers particular value by presenting a wide range of education statistics – from early childhood learning
programmes to adult literacy – and by highlighting a special theme, which is analysed based on indicators drawn
from the statistical tables of the report. This current edition of the Digest examines key issues and indicators related
to children’s progression through schooling, such as grade repetition, early school leaving and levels of learning
achievement in primary and lower secondary education. As access to primary and secondary education continues to
increase globally, there is growing interest in developing benchmarks and instituting comparisons that can improve the
functioning and efficiency of education systems everywhere.
In the run-up to 2015, policymakers at both national and international levels are looking to assess the extent to which
education and development targets have been achieved, especially since 2000. One conclusion will be that access
to schooling has widened considerably, that is, a much greater proportion of children were brought into schools. But
another conclusion will likely be that many countries are encountering difficulties in translating this access into actual
learning opportunities that are sustainable for all pupils over time. High rates of grade repetition, early school leaving and
low levels of learning attainment have constrained the progress that could have been achieved and persist as important
challenges for the future.
The report finds that globally 32.2 million pupils repeated a grade in primary education and 31.2 million left school before
achieving the last grade of this education level in 2010. Pupils who are over-age for their grade – due to late entry and/
or repetition – are at greater risk of leaving school early. Girls are less likely than boys to enter primary school, but boys
face greater risks of repeating grades and leaving school early. Children with the least opportunities – arising from poverty
and compounding disadvantages – are most likely to repeat grades and leave school early. These shortcomings have
meant lost opportunities for children, especially the poorest, as well as unfulfilled investments made by families and
governments. The costs are both indirect – in terms of children’s developmental opportunities and life chances and, at
the broader community level, in terms of poverty, slow economic growth and poorer public health status – and direct,
with education systems spending much time, energy and resources on children who repeat grades or leave school
without successful learning.
In addition to cross-nationally comparable data compiled by the UIS, this edition of the Digest presents a rich set of
information from household surveys and introduces two new indicators developed by the Institute: school life expectancy
net of repetition, which assesses the number of years spent in school without repeating grades; and the survival rate to
the last grade of lower secondary, which shows how many children complete (or not) basic education.
The UIS undertakes a wide range of activities in different countries in order to improve the timeliness, comparability,
completeness and reliability of education data. With the support of its staff in the field, the Institute works closely with
Member States to improve data quality through networks of statisticians and policymakers. These exchanges help
improve the scope and comparability of data through the use of international standards.
Hendrik van der Pol
Director
UNESCO Institute for Statistics
3
6. ACKNOWLEDGEMENTS
This 10th issue of the Global Education Digest is the result of a collaborative effort which benefits from the work
and commitment of a number of actors, whom we would like to thank.
Statisticians from each country and territory reported the data that form the basis of the information presented
in the Global Education Digest. They took the time to respond carefully to the UIS, UOE or WEI questionnaires,
as well as requests for clarification.
International organizations, in particular the United Nations Statistics and Population Divisions, the World
Bank, the Organisation for Economic Co-operation and Development (OECD), Eurostat and other specialized
institutions, supplied additional information and statistics to complement the data gathered directly by the UIS.
Albert Motivans heads the Education Indicators and Data Analysis section of the UIS and provided guidance
throughout the process.
Olivier Labé coordinated the production of the chapter. Authors contributing to the text were: Sheena Bell,
César Guadalupe, Friedrich Huebler, Olivier Labé, Albert Motivans, Nhung Truong and Alcyone Vasconcelos.
Alison Clayson and Amy Otchet edited the analytical chapter. Alison Kennedy and Said Ould Voffal provided
quality assurance to the report.
Hanna Taleb led the preparation of data tables with contributions from Chiao-Ling Chien, Amélie Gagnon,
Hiromichi Katayama, Xiaobao Lin, Weixin Lu, Simon Normandeau, Miguel Ibañez Salinas, Ioulia Sementchouk,
Hélène Tran and Nhung Truong. The figures were prepared by Wendy Xiaodan Weng with contributions from
Patrick Montjourides.
Contributions to data quality were provided by: Wilfried Amoussou-Guénou, Redouane Assad, Andrew Barton,
Maria Helena Capelli Miguel, Hugo Castellano Tolmos, Ghania Djafri, Daniel Ejov, Rosario García Calderón,
Mohamad Elmasri, Tin Nam Ho, Talal El-Hourani, Adolfo Gustavo Imhof, Elise Legault, Marietta Nkweta,
John Pacifico, Pascale Ratovondrahona, Markus Schwabe, Anuja Singh, Konstantin Soushko-Borstov and
UIS field staff.
Katja Frostell coordinated the content and overall production of the Digest. Adriano Miele managed the
production of the CD-ROM. Other staff of the UIS also made contributions to the Digest.
4
7. CONTENTS
Foreword 3
Acknowledgements 4
OPPORTUNITIES LOST / THE IMPACT OF GRADE REPETITION AND EARLY SCHOOL LEAVING
Section 1 / Policy design and implementation of compulsory education systems 9
1.1 Most out-of-school children have had some exposure to primary schooling 9
1.2 When are children meant to enter school? How long are they supposed to stay in school? 11
1.3 Do countries reach children of the intended age for compulsory education? 12
1.4 Do education systems reach children of the intended ages? 14
1.5 What are the major barriers or bottlenecks that hinder progression through the education system? 16
Section 2 / Learning achievement: Differing policies and practices regarding grade repetition 17
2.1 How is repetition defined, measured and evaluated? 17
School life expectancy and repetition 19
2.2 Global trends in pupils repeating grades in primary and lower secondary education 19
Repetition trends in primary education show slight improvement depending on the region 19
Repetition trends in lower secondary education show signs of improvement despite big enrolment
increases 20
2.3 Regional trends in pupils repeating grades in primary and lower secondary education 21
Sub-Saharan Africa: Steady progress 21
South and West Asia: Small signs of progress, especially in Nepal and Bhutan 24
Latin America and the Caribbean: Repetition rates still high but some policy interventions
show promise 24
In other selected regions 25
2.4 Which grades do children repeat the most? Country clusters show three patterns of repetition 27
2.5 Which children are most likely to repeat? Usually children from poor families and rural locations
are most at risk 28
2.6 Inequity tends to decline as children make the transition to secondary education 30
Section 3 / Early school leaving: Lost opportunities, lower potential 32
3.1 Reached but then lost by the education system 32
3.2 Global numbers and trends in early school leaving: Rates stagnating or dropping everywhere
except sub-Saharan Africa 33
3.3 Early school leaving by region 34
Early leavers from primary education on the rise in sub-Saharan Africa, partly due to
population increases 35
Dropout rates stay high in South and West Asia despite demographic dividend 36
5
8. CONTENTS
Fewer children leaving school in Latin America and the Caribbean 36
Other regions reflect wide variation in dropout rates 37
3.4 When do children leave school? 37
Over-age children are more likely to leave school early 39
3.5 The profile of early school leavers 40
Which children are more likely to leave school early? 40
Six case studies of early school leavers: How do countries compare? 40
How far do young people progress in their studies before leaving school? 43
Section 4 / Monitoring education quality: Putting the spotlight on low levels of learning 45
4.1 Low reading performance in early grades of primary education 45
4.2 Assessing low levels of reading skills at the end of primary education 47
4.3 Learning outcomes and repetition 49
Section 5 / The costs of school failure 52
5.1 Links between repetition, early school leaving and inadequate learning outcomes 52
5.2 Grade repetition and early school leaving are costly, but to what extent? 54
5.3 Policy options for reducing repetition and early school leaving 55
References 60
Annex A / Definitions 62
Annex B / International Standard Classification of Education (ISCED97) 72
Annex C / Regions 74
Annex D / Electronic resources 76
Annex E / Reader’s guide 77
Annex F / Statistical tables 82
6
9. OPPORTUNITIES LOST: THE IMPACT OF GR ADE REPETITION AND E ARLY SCHOOL LE AVING
List of figures
Figure 1. How many primary school-age children are out of school? 10
Figure 2. At what age are children meant to begin compulsory education? 12
Figure 3. How many years are children required to stay in compulsory education? 13
Figure 4. To what extent are children enrolled in compulsory lower secondary education? 14
Figure 5. How prevalent are over-age children in primary education? 15
Figure 6. How many years can a child entering school expect to stay in school? 20
Figure 7. How do trends in grade repetition and enrolment in primary education compare
across regions? 21
Figure 8. How do trends in grade repetition and enrolment in lower secondary education
compare across regions? 22
Figure 9. High but declining repetition rates in sub-Saharan Africa 23
Figure 10. How has grade repetition changed in South and West Asia? 25
Figure 11. How has grade repetition changed in Latin America and the Caribbean? 26
Figure 12. Which grades do children repeat most often? 28
Figure 13. Pupils from poor and rural households are much more likely to repeat 29
Figure 14. Disparities in repetition rates are highest at the primary education level 31
Figure 15. How has early school leaving changed in sub-Saharan Africa? 36
Figure 16. How has early school leaving changed in South and West Asia? 37
Figure 17. How has early school leaving changed in Latin America and the Caribbean? 38
Figure 18. At which grade do children leave school? 39
Figure 19. How old are children who leave primary school early? 41
Figure 20. What share of youth completed primary and secondary education and what share
left school early? 42
Figure 21. How do household poverty and gender relate to the number of years of education students
complete before leaving school? 43
Figure 22. How do pupils perform in reading? 48
Figure 23. Are rates of grade repetition and early school leaving related? 53
Figure 24. How many years are spent repeating grades in primary and lower secondary education? 56
Figure 25. How large are primary school classes in sub-Saharan Africa? 59
List of tables
Table 1. How many children leave primary school before reaching the last grade? 34
Table 2. Are 2nd to 4th grade pupils learning to read? 46
Table 3. How many countries take part in cross-national studies of learning achievement? 47
List of boxes
Box 1. Two key indicators to better examine grade repetition 18
Box 2. What is the survival rate and how is it used to generate the dropout rate at the end of
primary education? 33
Box 3. Early school leaving in the European Union 35
Box 4. What universal reading skills should all children acquire by the end of primary education? 50
Box 5. New OECD estimates for the costs of grade repetition 55
7
10.
11. POLICY DESIGN AND IMPLEMENTATION OF
1
S E C T ION
COMPULSORY EDUCATION SYSTEMS
This section begins by looking at the number of
WHAT’S IN THIS SECTION?
children who are out of school, some of whom have
The discussions focus on how children progress
through the education system – from entry to attended school at some point. It then presents the
completion. The data show that compulsory structure of national systems of compulsory education
education, even where government mandated, is
in order to identify the trajectories by which pupils
a goal which is far from being met and that many
children, especially the most disadvantaged, are progress – or not – through the education system.
still excluded from schooling. In addition, high When are children meant to enter school and what
rates of over-age entry into early grades leads to
are the ages that are supposed to be covered by
children of widely ranging and inappropriate ages
spread across primary school grades. the system? How effective is the policy concerning
compulsory education? Does it cover all children? Do
KEY FACTS they start on time? The section ends with a description
•• Progress in reducing the number of out-of-
school children of primary school age has
of the main patterns of school progression found
slowed down since 2005 and stagnated since across the world.
2008 at around 61 million.
•• The estimated number of out-of-school 1.1 MOST OUT-OF-SCHOOL CHILDREN HAVE
children has risen in sub-Saharan Africa from
HAD SOME EXPOSURE TO PRIMARY
29 million in 2008 to 31 million in 2010.
SCHOOLING
•• Globally, 47% of all out-of-school children of
primary school age will probably never enter
school. Before looking at children and how they progress
•• In 2010, lower secondary education was part within the education system, it is important to note that
of compulsory education in three out of four
among the estimated 61 million primary school-age
countries reporting data.
girls and boys out of school, the majority have had
•• In 2010, the longest average duration of
compulsory education was found in North or are likely to have some exposure to schooling (see
America and Western Europe (10.6 years) Figure 1).
and in Latin America and the Caribbean (10.3
years). The shortest average duration was
observed in South and West Asia (5.7 years). Despite overall positive trends in the past decade,
•• About one-third of the world’s children live in the decline in out-of-school figures has slowed down
countries where lower secondary education since 2005 and the number of out-of-school children
is formally considered compulsory but where has stood at about 61 million over the last three years.
gross enrolment ratios fall below 90%.
Much of this global stagnation is due to trends in sub-
•• Boys are more likely to be over-age in primary
school than girls in almost every country with
Saharan Africa, where the number of children out of
a high percentage of over-age children (over school has risen from 29 million in 2008 to 31 million
15%). in 2010. Although enrolment has continued to expand
in the region, it has not kept pace with the steady
increases in the school-age population.
Sub-Saharan Africa accounts for one-half of all out-
of-school children worldwide and has the highest
9
12. S E C T I O N 1 / Policy design and implementation of compulsory education systems
out-of-school rate of all regions. In contrast, South In 2010, an estimated 71 million lower secondary
and West Asia has made strong gains over the past school-age children were out of school worldwide.
decade. The reported number of out-of-school This figure has remained relatively high over the past
children fell by two-thirds, from 40 million to 13 several years, despite a reduction in the previous
million between 1999 and 2010. This decrease was decade. In 1999, there were 101 million lower
primarily due to progress made in India. Currently the secondary school-age children not attending school.
out-of-school rate in South and West Asia is 7%. The regions with the highest shares of the global
out-of-school figure for this age group in 2010 were
Slightly more than one-quarter of the global out-of- South and West Asia (31 million), sub-Saharan Africa
school population live in the remaining six regions: (22 million) and East Asia and the Pacific (10 million).
East Asia and the Pacific, the Arab States, Latin
America and the Caribbean, North America and While in total approximately 131 million children
Western Europe, Central and Eastern Europe and of primary and lower secondary school age are
Central Asia. Together, these regions account for currently out of school, this does not mean that they
16.8 million primary school-age children who are not have never entered school. In fact, many out-of-
attending school. school children have had some exposure to formal
FIGURE 1 How many primary school-age children are out of school?
Distribution of out-of-school children by type and region and absolute number of children out of
school, 2010
Left school Likely to enter school in the future Unlikely to ever enter school Children out of school
(in millions)
Sub-Saharan Africa 20 25 55 30.6
South and
45 7 49 13.3
West Asia
East Asia and
47 38 15 6.6
the Pacific
Arab States 11 41 49 5.0
Latin America and
7 56 38 2.7
the Caribbean
North America and
19 79 2 1.3
Western Europe
Central and
9 55 36 0.9
Eastern Europe
Central Asia 8 41 51 0.3
WORLD 26 27 47 60.7
0 20 40 60 80 100
Distribution of primary school-age children out of school (%)
Source: UNESCO Institute for Statistics database.
10
13. OPPORTUNITIES LOST: THE IMPACT OF GR ADE REPETITION AND E ARLY SCHOOL LE AVING
schooling. The UIS disaggregates these children and grades during which children and young people
according to their exposure to education: those who are legally obliged to attend school. These legal
have left school, those who are expected to enter measures aim to assure that children and young
school in the future and those who are expected to people in a given country receive a minimum amount
never attend school. of education (even if they repeat grades) and do not
leave school early.
Globally, 47% of all out-of-school children of primary
school age will probably never enter school. A further Many governments acknowledge the right to
26% have attended school but dropped out, and education in their national constitutions and through
the remaining 27% are expected to enter school the signing of international treaties. Often, laws are
in the future. Data show large variations in regional enacted that obligate citizens in a certain age span to
patterns. In the Arab States, Central Asia, South and attend school. Furthermore, countries may guarantee
West Asia and sub-Saharan Africa, about one-half these rights by offering tuition-free public education
of all out-of-school children will probably never enter to their citizens, especially for certain grades or levels
school. In Central and Eastern Europe, Latin America of education.
and the Caribbean and North America and Western
Europe, most out-of-school children will start school The intended age for school entry varies by region
late. East Asia and the Pacific and South and West (see Figure 2). Primary education is nearly always
Asia have large shares of early school leavers. compulsory. It typically begins between the ages of
5 and 7 years, with 6 years as the most common
These data on different categories of out-of-school entry age. Yet in some countries, especially in Latin
children highlight two central points relevant to America and the Caribbean, compulsory education
this analysis. First, roughly 28 million children will may even begin before primary education, starting
not benefit from access to schooling, despite the as early as age 3. The regions with the latest starting
improvements made over the past decade. It is ages for compulsory education in 2010 were Central
therefore imperative – albeit difficult – to identify who Asia and Central and Eastern Europe (over 45% of
these disadvantaged children are in order to design countries begin primary education at age 7). In sub-
programmes that will be more effective in reaching Saharan Africa, more than two-thirds of countries
them. Second, most children who are currently out of begin compulsory education at age 6 or earlier, and
school will either start late (by exceeding the intended the rest begin at age 7.
school entry age) or have left school early. So, in
order to reduce the risk of early school leaving and In line with various international declarations and
the number of children out of school, it is essential to conventions on the right to education1, compulsory
focus more attention on what is actually happening education typically begins with primary education.
in schools and how this affects children’s chances of In 2010, lower secondary education was part of
staying in school and progressing through the system. compulsory education in three out of four countries
reporting data, and laws on compulsory education
1.2 WHEN ARE CHILDREN MEANT TO now include all or part of upper secondary education
ENTER SCHOOL? HOW LONG ARE THEY in just over one in four countries worldwide. Lower
SUPPOSED TO STAY IN SCHOOL? secondary education is part of basic education
(according to ISCED 1997). Increasingly it is seen
How long are children meant to be in school? What as part of compulsory education. The UNESCO-
are the legal regulations for compulsory schooling
and how are education systems designed in terms
of intended age coverage? The UIS collects data on 1 For example, the Universal Declaration of Human Rights, Article 26:
www.un.org/en/documents/udhr/ and the UN Convention on the Rights of
compulsory education according to the age span the Child, Article 28: www2.ohchr.org/english/law/crc.htm
11
14. S E C T I O N 1 / Policy design and implementation of compulsory education systems
FIGURE 2 At what age are children meant to begin compulsory education?
Percentage of countries by age at the start of compulsory education, 2010
Starting age of compulsory education
3 years 4 years 5 years 6 years 7 years
Arab States (19/20) 100
Latin America and the 2 7 52 33 5
Caribbean (42/42)
East Asia and the
Pacific (29/34) 24 69 7
South and West Asia (7/9) 29 57 14
North America and
19 65 15
Western Europe (26/29)
Sub-Saharan Africa (41/45) 2 2 63 32
Central and Eastern
55 45
Europe (20/21)
Central Asia (9/9) 44 56
WORLD (193/209) 2 19 60 19
1
0 20 40 60 80 100
Percentage of countries
Notes: The figures in parentheses refer to the number of countries in the region reporting data out of the total number of countries in the region. Countries where
compulsory education is reported as not applicable are not included.
Sources: UNESCO Institute for Statistics database and UNESCO International Bureau of Education database.
supported Basic Education in Africa Programme2 in North America and Western Europe (10.6 years)
(BEAP) is an example of this expanded notion of a and in Latin America and the Caribbean (10.3 years).
minimum standard of education. Education laws The shortest average duration was observed in South
have also expanded the definition of compulsory and West Asia and in sub-Saharan Africa, 5.7 and
education to include years of pre-primary education, 7.7 years, respectively.
as in the case of some Latin American and
Caribbean countries. 1.3 DO COUNTRIES REACH CHILDREN OF
THE INTENDED AGE FOR COMPULSORY
Globally, the number of years of compulsory EDUCATION?
education has been generally on the increase since
2000 (see Figure 3). The global average duration of To what extent are countries meeting the goal of
compulsory education was 8.9 years in 2010, a slight compulsory education? Data on out-of-school
increase from 8.5 years in 2000. In 2010, the longest children show that major gaps still persist (see
average duration of compulsory education was noted Figure 1). Also, while a clear majority of countries
recognise lower secondary education as being
2 For more information, see: http://www.unesco.org/new/en/dakar/
education/basic-education-in-africa-programme/ compulsory, this is not fully realised in terms of
12
15. OPPORTUNITIES LOST: THE IMPACT OF GR ADE REPETITION AND E ARLY SCHOOL LE AVING
FIGURE 3 How many years are children required to stay in compulsory education?
Average duration of compulsory education by region, 2000 and 2010
Average 2000 Shortest country duration 2000 Longest country duration 2000
Average 2010 Shortest country duration 2010 Longest country duration 2010
5.0
South and West Asia (9/9)
5.7
7.0
Sub-Saharan Africa (43/45)
7.7
East Asia and the 8.0
Pacific (32/34) 8.3
7.5
Arab States (20/20)
8.5
Central and Eastern 8.8
Europe (20/21) 9.2
9.4
Central Asia (9/9)
9.9
Latin America and the 9.9
Caribbean (42/42) 10.3
North America and 10.5
Western Europe (26/29)
10.6
8.5
WORLD (201/209)
8.9
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Years
Notes: Regional averages are unweighted. The figures in parentheses refer to the number of countries in the region reporting data out of the total number of
countries in the region. Countries where compulsory education is reported as not applicable are included.
Sources: UNESCO Institute for Statistics database and International Bureau of Education database.
accessibility and availability. In monitoring the in place, participation at this level of schooling is not
implementation of compulsory education worldwide, universal. About one-third of the world’s children live in
it is clear that many countries are far from meeting countries where lower secondary education is formally
these commitments. considered compulsory but where gross enrolment
ratios fall below 90%.
Figure 4 shows that, while most lower secondary
school-age children (80%) live in countries where lower In four regions (Central and Eastern Europe, Central
secondary schooling is considered part of compulsory Asia, Latin America and the Caribbean, and North
schooling, four in ten of these children live in countries America and Western Europe), at least 97% of
that are far from providing universal lower secondary children live in countries where participation in lower
education. Despite legal frameworks that are often secondary education is considered compulsory. Yet,
13
16. S E C T I O N 1 / Policy design and implementation of compulsory education systems
some of these countries have relatively low rates of In sub-Saharan Africa, 12 out of 17 countries with
participation in lower secondary education, even compulsory lower secondary education have low
though it is compulsory. In Guatemala for example, levels of participation. For example, in Burkina Faso,
the gross enrolment ratio (GER) for lower secondary Chad, Eritrea, Guinea, Malawi, Nigeria and Rwanda,
was 65% in 2010. The ratios are also below 90% in the gross enrolment ratios for lower secondary
Bulgaria, the Republic of Moldova and the Russian education are between 25% and 50%.
Federation.
1.4 DO EDUCATION SYSTEMS REACH
Compulsory lower secondary education is less CHILDREN OF THE INTENDED AGES?
common in the Arab States, South and West Asia,
and sub-Saharan Africa. In South and West Asia, Children enrolled in primary education tend to have
although lower secondary education is compulsory a wide range of ages, extending beyond the scope
for a majority of children, only 4% live in countries the curriculum is designed for (see Figure 5). This is
with gross enrolment ratios above 90%. In particular, particularly true in less developed countries. Thirty-
Afghanistan and India have lower secondary four out of 156 countries worldwide reported that
enrolment ratios below 81%. more than 15% of children in primary education were
FIGURE 4 To what extent are children enrolled in compulsory lower secondary education?
Percentage of lower secondary school-age children by coverage of national compulsory
education systems, 2010
Compulsory lower secondary Compulsory lower secondary Lower secondary education
education and GER ≥ 90% education and GER < 90% not compulsory
South and West Asia 4 73 23
Sub-Saharan Africa 7 35 58
Arab States 52 31 17
Central and
57 43
Eastern Europe
East Asia and
the Pacific 82 6 13
Latin America and
85 12 3
the Caribbean
Central Asia 97 3
North America and
100
Western Europe
WORLD 48 32 20
0 20 40 60 80 100
Percentage of lower secondary school-age children
Notes: Based on 185 countries and territories representing 98% of the world population.
Sources: UNESCO Institute for Statistics database and International Bureau of Education database.
14
17. OPPORTUNITIES LOST: THE IMPACT OF GR ADE REPETITION AND E ARLY SCHOOL LE AVING
older than the intended age group in 2010. More years older than the entry age of 7 years. In both
than one-half of these countries were in sub-Saharan countries, boys were slightly more likely to be over-
Africa; for example, more than one in three children age than girls.
were over-age in Guinea-Bissau and two in seven in
Angola. Even more striking are the different patterns of school
progression resulting from the household wealth of
There is a gender dimension to being over-age in the pupils. In Ghana, 43% of new entrants from the
primary education. Boys are more likely to be over- poorest quintile were over-age compared to 14%
age than girls in every country with a high percentage from the richest quintile. In Zambia, the difference
of over-age children (more than 15%), except in was also large between children from the poorest
Mauritania and Nepal. (35%) and the richest (5%) quintiles. Inequalities
begin very early, with the children at greatest
For the most part, over-age enrolment is caused disadvantage falling behind at the very start of their
by children entering school at an age later than schooling experience.
intended. This is clearly seen in the analysis of
household surveys conducted in Ghana (2008) A wide range in the age of pupils can present
and Zambia (2007). In Ghana, 34% of children who difficulties within the instructional setting. Teachers
entered primary school were two or more years older may need to make adjustments in the approved
than the intended entry age of 6 years. In Zambia, educational programme (e.g. curriculum, instruction
22% of primary school entrants were two or more and/or the learning environment) in order to
FIGURE 5 How prevalent are over-age children in primary education?
Percentage of children enrolled in primary education who are above the intended primary
school age, 2010 or most recent year available
Both sexes Female Male
40
35
Percentage of over-age pupils
30
25
20
15
10
5
0
Guinea-Bissau
Nepal
Equatorial Guinea
Angola
Lesotho
Mauritania
Kenya
Malawi
Laos
Uganda
Cambodia
Sao Tome/Principe
C. African Rep.
Ghana
Swaziland
Colombia
Nicaragua
Brazil
Burkina Faso
Timor-Leste
Botswana
Rwanda
Ethiopia
Mozambique
Bhutan
Côte d'Ivoire
Mongolia
Suriname
Djibouti
Slovakia
El Salvador
Philippines
Eritrea
Honduras
Note: The figure includes only countries where more than 15% of pupils in primary education are over-age.
Source: UNESCO Institute for Statistics database.
15
18. S E C T I O N 1 / Policy design and implementation of compulsory education systems
accommodate the diverse learning needs of their The second main pattern includes countries that
students. As will be shown in subsequent sections, have high gross participation rates in the initial grades
the age of school entry is also an important factor for of primary education (though not as high as countries
both grade repetition and early school leaving. in the first pattern), which is followed by a more
moderate decline in participation rates. High rates of
1.5 WHAT ARE THE MAJOR BARRIERS grade repetition are not uncommon, and early school
OR BOTTLENECKS THAT HINDER leaving is a concern, especially at the secondary
PROGRESSION THROUGH THE education level. This pattern is prevalent among
EDUCATION SYSTEM? middle-income countries, especially in Latin America
and the Caribbean.
By looking at major patterns in pupil progression
through primary and secondary education, it is In the third main pattern, countries have relatively
possible to identify barriers to successful learning. consistent participation rates across grades, with
These key points usually include entry, grade little grade repetition and fairly good retention through
progression, completion of a programme and lower secondary education. This is the largest group
transition to the next level of education. and includes countries from all over the world – from
the highest performing systems in sub-Saharan
Three main patterns emerge from analysis of a Africa to most countries in North America and
range of data. The first pattern is reflected by Western Europe, Latin America and the Caribbean,
countries with extremely high participation rates Central and Eastern Europe, Central Asia, and the
in the initial grades, which then drop sharply after Arab States.
Grade 1 and with each successive grade. These
education systems are characterised by high Overall, this section has shown that the schooling
numbers of late entrants (children who are older trajectory is not always smooth, nor does it deliver
than the typical or intended primary school entry desired results for many children in developing
age of 6-7 years) and high rates of early school countries, especially for those coming from
leaving, especially in early grades. As early grades disadvantaged backgrounds. The next sections
provide the foundation for further learning, this assess the magnitude of these barriers to learning,
means children often leave school with very little in while highlighting the compounding effects of socio-
terms of skills. At the same time, these countries economic disadvantages on progression patterns
often have high rates of grade repetition. The stock of students. Poor children tend to enter school late,
of pupils rapidly declines over the course of primary repeat grades and are more likely to leave school
education, so that fewer make the transition to early or without requisite skills. Notably, the odds are
secondary education. This is often seen in low- stacked against them from the beginning – meaning
income countries, especially in sub-Saharan Africa, that without early identification and intervention, it
but also in Asia and the Pacific, as well as Latin becomes more difficult and costly to influence their
America and the Caribbean. trajectory for the better.
16
19. LEARNING ACHIEVEMENT: DIFFERING POLICIES
2
S E C T ION
AND PRACTICES REGARDING GRADE REPETITION
2.1 HOW IS REPETITION DEFINED,
WHAT’S IN THIS SECTION? MEASURED AND EVALUATED?
This section examines how repeaters are defined and
how repetition is measured and evaluated. It looks
at global trends in the number of students repeating A repeater is defined as a pupil who is not
grades, in addition to presenting regional and country-
promoted to the next grade or does not complete
level patterns of grade repetition. How many students
repeat a grade every year? What is the share by region? an educational programme and who remains
Which countries show the highest rates of repetition? in the same grade the following school year.
The section also examines the impact and cumulative
Repetition can result from academic failure,
disadvantage of poverty and rural location on children’s
progress through school, painting a profile of repeaters unsatisfactory progress, insufficient examination
based on household surveys. marks to advance to the next level of instruction,
age, poor attendance or, simply, from lack of local
KEY FACTS
•• In Latin America and the Caribbean, a child entering
educational opportunities. It may be obligatory or,
school today can expect to receive about 9.5 years in the case of some more developed countries, it
of primary and lower secondary education. However, may require the agreement of the student and/or
almost one year of this time would be spent repeating
a grade. A similar situation is found in sub-Saharan
parents (UNESCO/IIEP, 1997). In practice, there are
Africa and the Arab States. countries where repetition is applied at any grade
•• In 2010, 32.2 million pupils repeated a grade in primary and others where it is only used at the last grade
education globally compared to 34.7 million in 2000. So of each sub-cycle3 (usually in primary education).
the good news is that over the past decade the number Some countries practice automatic promotion
of repeaters decreased by 7%, even though enrolment
in primary education increased by 6%.
where all children are systematically promoted to
the next grade except in exceptional circumstances
•• Sub-Saharan Africa still has the highest share –
35% – of the global population of primary education (e.g. extended absenteeism due to illness).
repeaters, but the region has been making steady
progress over the last decade. Globally, policies concerning grade repetition
•• In sub-Saharan Africa, 14% of primary school are often linked to historical traditions in the
pupils from the poorest households repeat a
development of education systems and their
grade, compared to 10% of those from the richest
households, according to household survey data. colonial legacy. The four general types of European
•• In South and West Asia, the percentage of repeaters education systems (Vaniscotte, 1996) reflect
across the region remained the same between 2000 different practices: repetition is not common in
and 2010 at about 5%, even though the number Scandinavian and Anglo-Saxon systems, while it
of primary education pupils increased with rising
is practiced in Latin and Mediterranean countries
enrolment.
and to a lesser extent in Germanic education
•• The situation has been improving in the Latin America
and Caribbean region, which accounts for 17% of systems. As a result of colonial history, these four
the world’s primary education repeaters. The regional European approaches have often been used as
percentage of repeaters fell from 12% to 8% between models for education systems in Africa, Asia, Latin
2000 and 2010.
•• In the Arab States, the number of repeaters fell by 3 Sub-cycle repetition is applied in the majority of French-speaking
sub-Saharan African countries (PASEC, 2010) where primary education
14%, while enrolment increased by 18% between comprises six grades sequenced into three sub-cycles of two grades:
2000 and 2010. Grades 1 and 2 for ‘cours préparatoires’, Grades 3 and 4 for ‘cours
élémentaires’ and Grades 5 and 6 for ‘cours moyens’.
17
20. S E C T I O N 2 / Learning achievement: Differing policies and practices regarding grade repetition
America and the Caribbean, and the Pacific. Former may also be a ‘culture of repetition’ whereby teachers
French colonies in Africa, for example, tend to follow tend to fail each year a given proportion of less
the French tradition whereby repetition is applied performing students irrespective of their learning level
to students who fail to make the grade. In North (Crahay, 2007; Labé, 2010).
America, education systems also use repetition
(Labé, 2010). Learning achievement is not the only criteria for
repetition. A student can also be held back due to
Repetition is often considered to be a good solution insufficient social or physical maturity in the early
if learning objectives for that grade level are not grades of schooling. Moreover, in some cases
achieved. Usually, repeaters are identified at the students are not promoted simply because the
classroom level. The decision to repeat can be taken schools that they attend do not have upper grades or
unilaterally by the classroom teacher – as in the case lack sufficient places to accommodate them.
of many developing countries – or after consultation
with the student’s parents, in countries such as While accurate data on repetition are essential for
Belgium, France, Switzerland and the United States. effective educational planning and policy design,
In some West African countries, school principals or official statistics often under-report the actual
inspectors may also influence the decision. prevalence of repetition due to several factors.
However, the lack of national norms and regulations First, the lack of clearly defined concepts of repetition
has led many experts to argue that these decisions and sound regulatory mechanisms lead to different
are based on vague and theoretical learning interpretations and standards used at the school
standards (UNESCO/IIEP, 1997; Crahay, 2007). In and classroom levels. Students who left or changed
many cases the decision is based on the teacher’s schools during an academic year and enrol in the
evaluation of the student and not necessarily on the same grade the following year are often not counted
student’s performance on a national or standardised as repeaters (Schiefelbein and Wolff, 1992). This
examination. So the same student may be promoted situation is common in developing countries where
by one teacher but held back to repeat a grade by the education system is not always equipped to track
another teacher. In some countries or schools there these students.
BOX 1. wo key indicators to better examine grade repetition
T
The two most commonly used indicators for measuring repetition are the repetition rate and the
percentage of repeaters.
The repetition rate represents the proportion of students from a cohort enrolled in a given grade for the
reference academic year who will be in the same grade in the following academic year. It is calculated
at the end of the academic year and is usually based on administrative data. This indicator can be
used to evaluate the internal efficiency of education systems and to project student flows from grade
to grade within the education cycle.
The percentage of repeaters measures the extent and pattern of repetition by grade. It is defined as
the share of repeaters among the total number of students enrolled in a given grade for a reference
academic year. For academic year Y+1, total enrolment in grade X+1 is comprised of new entrants to
that grade (students promoted from grade X at the end of academic year Y) and repeaters that exist in
grade X+1 (i.e. students enrolled in grade X+1 for a second year or more). The percentage of repeaters
is usually calculated at the beginning of the academic year.
For analytical purposes, it is important to note that the repetition rate at grade X refers to academic
year Y, whereas the percentage of repeaters refers to the following academic year (Y+1).
18
21. OPPORTUNITIES LOST: THE IMPACT OF GR ADE REPETITION AND E ARLY SCHOOL LE AVING
Under-reporting of repetition also commonly occurs years that a child is likely to spend in school, including
in multi-grade classrooms and in the year preceding the repetition of grades. So, SLE reflects the average
the last grade of primary education, when parents duration of schooling but not grades attained.
may decide to hold their children back to provide
them with greater instruction prior to the last grade in For example, the Latin America and Caribbean region
case examination is required for transition into lower has the highest regional SLE of 9.5 years of primary
secondary education. In addition, under-reporting and lower secondary education. However, a child
of repetition can occur when pupils transfer to a entering school in that region today can expect to
private school or are enrolled in schools with rules spend almost one year of this time repeating a grade.
restricting the number of years a pupil can repeat a A similar situation is found in sub-Saharan Africa and
grade, especially if school sanctions are applied by the Arab States, where repetition accounts for 0.7
district officials (UNESCO/IIEP, 1997). Moreover, in year of their respective SLEs of 7.9 and 8.4 years. As
some countries, automatic promotion policies are not shown in Figure 6, boys are more likely than girls to
fully respected, and repetition is still applied to some repeat grades in all regions, except in East Asia and
extent but not always reported in official statistics. the Pacific.
For example, Mauritius,4 Seychelles and Zimbabwe
have an automatic promotion policy for primary 2.2 GLOBAL TRENDS IN PUPILS
education, but data from the Southern and Eastern REPEATING GRADES IN PRIMARY AND
Africa Consortium for Monitoring Educational Quality LOWER SECONDARY EDUCATION
(SACMEQ) II and III showed that grade repetition is
reported by pupils (Hungi, 2011). In Mauritius and Repetition trends in primary education show
Zimbabwe, for example, more than 20% of pupils slight improvement depending on the region
surveyed reported that they had repeated a grade at
least once. In 2010, 32.2 million pupils repeated a grade in
primary education globally compared to 34.7 million
School life expectancy and repetition in 2000 (see Figure 7). So the good news is that
over the past decade, the number of repeaters
Over the last decade, school enrolment has increased decreased by 7%, even though enrolment in primary
considerably in many countries. However, high education increased by 6% (from 654.8 to 691.3
repetition rates inflate school participation indicators million). This global finding is the result of different
and misinform about school access, thus revealing patterns of progress at the regional level, which will
issues of internal efficiency in the education system. be briefly described below. More detailed analysis
The sizeable resources invested during the course is provided in a series of profiles for regions with the
of an academic year are not fully transformed into greatest numbers of repeating pupils.
expected outputs and levels of learning achievement
required for students to enter the next grade. Sub-Saharan Africa has the highest share of primary
education repeaters, numbering 11.4 million in 2010.
To evaluate the extent of this inefficiency, it is useful The absolute number of repeaters has grown by 16%
to consider school life expectancy (SLE), which is over the past decade, largely because of a steep rise
a cumulative measure of school participation rates in primary enrolment, which increased by 53% over
(see Figure 6). SLE is defined as the total number the same period.
of years of schooling that a child of a certain age
can expect to receive in the future based on current The second highest share of primary repeaters is
enrolment trends. It indicates the average number of found in South and West Asia. The absolute number
of these pupils has risen by 18%, from 7.7 million to
4 Automatic promotion is applied in Grades 1 to 5, but not in Grade 6 of
primary education. 9.1 million between 2000 and 2010. Throughout this
19