This document summarizes data on primary education from a global report. It includes information on enrollment rates, out of school children, gender and income disparities, pupil-teacher ratios, repetition rates, completion rates, learning outcomes, and education expenditures for primary education. The key findings are that primary enrollment has increased globally but progress has stalled since 2008, sub-Saharan Africa has the lowest enrollment rates and largest number of out of school children, and the biggest disparities in attendance rates exist across income levels in South Asia and sub-Saharan Africa.
The document provides data on access to education globally and by region. Key points include:
- Global primary enrollment reached 90.7% in 2010 but has stagnated since 2008. Sub-Saharan Africa lags other regions at 76.2%.
- 60.7 million primary-age children remained out of school in 2010, over half in sub-Saharan Africa and over 1/5 in South Asia.
- Pre-primary enrollment increased globally to 48.3% but sub-Saharan Africa and Middle East/North Africa lag at under 25%.
- Gender parity has been achieved in primary education globally but secondary enrollment shows a small male bias while tertiary favors females.
This document summarizes key statistics about pre-primary education globally and by region from 1999-2010. It finds that pre-primary enrollment increased from 112 million to 164 million children over this period. South Asia and East Asia & Pacific accounted for most enrollments. Gross enrollment rates increased in all regions but remained lowest in Sub-Saharan Africa and Middle East & North Africa. Countries with the lowest incomes generally had the lowest pre-primary enrollment rates. Gender parity in enrollment was achieved globally by 2010.
This document provides a summary of data on secondary education globally and by region. Some key findings include:
- Over 543 million students are enrolled worldwide in secondary education, up from 510 million in 2005. Nearly half of enrollments are in East Asia/Pacific and South Asia.
- The global net enrollment rate has risen from 53% in 2000 to 62.5% in 2010, though over one-third of secondary age children remain out of school. Enrollment rates vary greatly by region, with Sub-Saharan Africa having the lowest rates.
- While progress has been made in improving gender parity in secondary enrollment, large disparities still exist in some regions like Sub-Saharan Africa and South Asia. Income and
The document analyzes gender, income, and location disparities in education indicators like enrollment rates, attendance rates, literacy rates, and more across various regions. Some key findings include:
- Gender parity in pre-primary enrollment has been achieved globally and in most regions except the Middle East and North Africa region.
- In primary education, more females than males were out of school globally until 2010. The majority of out of school girls live in Sub-Saharan Africa and South Asia.
- Most regions have achieved gender parity in primary enrollments, except for the Middle East and North Africa and Sub-Saharan Africa regions. Income disparities have a larger impact on education indicators than gender or location disparities
This document discusses the "Science of Delivery in Education" method known as deliverology. It summarizes key points made about deliverology's reported results in improving education in Pakistan. While initial reports showed large gains, upon further analysis the data does not provide clear or consistent evidence that deliverology alone caused such improvements. Enrollment data does not clearly show breaks from prior trends and learning data lacks comparable measures over time. More independent and rigorous data is still needed to fully evaluate deliverology's effectiveness.
The document analyzes gender disparities in education indicators like enrollment rates, attendance rates, literacy rates, and completion rates across different regions and income levels. Some key findings are:
- Globally, gender parity has been achieved in pre-primary and primary enrollments, but disparities still exist in some regions like the Middle East and North Africa and Sub-Saharan Africa.
- Low income is the greatest source of disparity in out-of-school rates across regions. Sub-Saharan Africa and South Asia have made progress but still have the most females out of school.
- Most countries and regions have closed the gender gap in primary enrollments, but Afghanistan, Central African Republic, and Chad
This document summarizes data on primary education from a global report. It includes information on enrollment rates, out of school children, gender and income disparities, pupil-teacher ratios, repetition rates, completion rates, learning outcomes, and education expenditures for primary education. The key findings are that primary enrollment has increased globally but progress has stalled since 2008, sub-Saharan Africa has the lowest enrollment rates and highest rates of out of school children, and gender parity has improved substantially but disparities still exist in some countries and regions based on income and location.
The document summarizes literacy rates for youth and adults globally and by region over time. Some key findings include:
- Global youth literacy rates increased from 83% to 90% from 1985-2010, though 10% of youth still lack basic literacy. All regions saw improvements, especially South Asia which increased 21 percentage points.
- Adult literacy rates also increased globally and in all regions over time, though 16% of adults still lack basic literacy skills. The Middle East and North Africa saw the largest increase of 20 percentage points.
- Sub-Saharan Africa consistently has the lowest literacy rates for both youth and adults and most countries with the lowest rates. However, literacy rates are improving in most countries.
The document provides data on access to education globally and by region. Key points include:
- Global primary enrollment reached 90.7% in 2010 but has stagnated since 2008. Sub-Saharan Africa lags other regions at 76.2%.
- 60.7 million primary-age children remained out of school in 2010, over half in sub-Saharan Africa and over 1/5 in South Asia.
- Pre-primary enrollment increased globally to 48.3% but sub-Saharan Africa and Middle East/North Africa lag at under 25%.
- Gender parity has been achieved in primary education globally but secondary enrollment shows a small male bias while tertiary favors females.
This document summarizes key statistics about pre-primary education globally and by region from 1999-2010. It finds that pre-primary enrollment increased from 112 million to 164 million children over this period. South Asia and East Asia & Pacific accounted for most enrollments. Gross enrollment rates increased in all regions but remained lowest in Sub-Saharan Africa and Middle East & North Africa. Countries with the lowest incomes generally had the lowest pre-primary enrollment rates. Gender parity in enrollment was achieved globally by 2010.
This document provides a summary of data on secondary education globally and by region. Some key findings include:
- Over 543 million students are enrolled worldwide in secondary education, up from 510 million in 2005. Nearly half of enrollments are in East Asia/Pacific and South Asia.
- The global net enrollment rate has risen from 53% in 2000 to 62.5% in 2010, though over one-third of secondary age children remain out of school. Enrollment rates vary greatly by region, with Sub-Saharan Africa having the lowest rates.
- While progress has been made in improving gender parity in secondary enrollment, large disparities still exist in some regions like Sub-Saharan Africa and South Asia. Income and
The document analyzes gender, income, and location disparities in education indicators like enrollment rates, attendance rates, literacy rates, and more across various regions. Some key findings include:
- Gender parity in pre-primary enrollment has been achieved globally and in most regions except the Middle East and North Africa region.
- In primary education, more females than males were out of school globally until 2010. The majority of out of school girls live in Sub-Saharan Africa and South Asia.
- Most regions have achieved gender parity in primary enrollments, except for the Middle East and North Africa and Sub-Saharan Africa regions. Income disparities have a larger impact on education indicators than gender or location disparities
This document discusses the "Science of Delivery in Education" method known as deliverology. It summarizes key points made about deliverology's reported results in improving education in Pakistan. While initial reports showed large gains, upon further analysis the data does not provide clear or consistent evidence that deliverology alone caused such improvements. Enrollment data does not clearly show breaks from prior trends and learning data lacks comparable measures over time. More independent and rigorous data is still needed to fully evaluate deliverology's effectiveness.
The document analyzes gender disparities in education indicators like enrollment rates, attendance rates, literacy rates, and completion rates across different regions and income levels. Some key findings are:
- Globally, gender parity has been achieved in pre-primary and primary enrollments, but disparities still exist in some regions like the Middle East and North Africa and Sub-Saharan Africa.
- Low income is the greatest source of disparity in out-of-school rates across regions. Sub-Saharan Africa and South Asia have made progress but still have the most females out of school.
- Most countries and regions have closed the gender gap in primary enrollments, but Afghanistan, Central African Republic, and Chad
This document summarizes data on primary education from a global report. It includes information on enrollment rates, out of school children, gender and income disparities, pupil-teacher ratios, repetition rates, completion rates, learning outcomes, and education expenditures for primary education. The key findings are that primary enrollment has increased globally but progress has stalled since 2008, sub-Saharan Africa has the lowest enrollment rates and highest rates of out of school children, and gender parity has improved substantially but disparities still exist in some countries and regions based on income and location.
The document summarizes literacy rates for youth and adults globally and by region over time. Some key findings include:
- Global youth literacy rates increased from 83% to 90% from 1985-2010, though 10% of youth still lack basic literacy. All regions saw improvements, especially South Asia which increased 21 percentage points.
- Adult literacy rates also increased globally and in all regions over time, though 16% of adults still lack basic literacy skills. The Middle East and North Africa saw the largest increase of 20 percentage points.
- Sub-Saharan Africa consistently has the lowest literacy rates for both youth and adults and most countries with the lowest rates. However, literacy rates are improving in most countries.
This document provides a summary of global tertiary education indicators including:
- Gross enrollment rates have increased globally to around 30% but vary widely between regions from over 50% in Europe and Central Asia to under 10% in many sub-Saharan African countries.
- Income is strongly correlated with tertiary enrollment rates - countries with GNI per capita over $20,000 generally have rates over 50% while those under $1000 are usually under 11%.
- Most countries have achieved gender parity or higher female enrollment in tertiary education but South Asia and Sub-Saharan Africa still show a strong male bias.
- Expenditure on tertiary students ranges widely from less than 5% of GNI per capita in
Sub-Saharan Africa and South Asia generally have higher pupil-teacher ratios and repetition rates compared to other regions. While pupil-teacher ratios have declined globally over time, Sub-Saharan Africa still has the highest ratios at the primary and secondary levels, with some countries having over 50 pupils per teacher. Repetition rates have also decreased worldwide but remain highest in Latin America and the Caribbean as well as Sub-Saharan Africa, with some countries in the latter region having repetition rates of over 30%. The document analyzes education indicators such as these by region and country to evaluate quality and access issues around the world.
Eradicate extreme poverty and hunger Large gender gaps in employment persist and may have been exacerbated by the global financial crisis in some regions Employment-to-population ratio, women and men, 2000-2012 (Percentage) Employment-to-population ratio, women and men, 2000-2012.
Sub-Saharan Africa the Caribbean Caucasus and Central Asia South-eastern Asia Northern Africa Southern Asia Oceania Developed regions Developing regions Gender gap Men Women 74.7 46.6 The lack of data on women’s experiences of poverty and hunger limits the analysis of MDG 1 to women’s employment outcomes. Between 2000 and 2012, women’s employment-to-population ratio declined globally from 48.5 per cent to 47.1 per cent compared to 73.9 and 72.2 per cent for men. In 2012, female employment ratio was still 25.1 percentage points lower than male’s.
North Africa, Southern Asia and Western Asia stand out as regions where women are particularly disadvantaged with gender gaps in employment of 50.0, 48.9 and 48.3 percentage points, respectively. The global financial crisis has contributed significantly to the decline in employment ratio in some regions and has had a significant impact on women. Globally, whereas before the crisis (2000-2007) female employment ratio declined only modestly by 0.1 percentage points (compared to a 0.8 decline for men), between 2007 and 2012, they declined by 1.3 percent-age points compared to 0.9 percentage points decline for men. Proportion of own-account and contributing family workers in total employment, women and men, 2000-2012 (Percentage)
While the share of people in vulnerable employment is decreasing, large gender gaps persist in most regions Proportion of own-account and contributing family workers in total employment, women and men, 2000-2012. Globally the proportion of women in vulnerable employment declined from 55.3 per cent in 2000 to 49.3 in 2012, compared to 50.5 and 47.1 per cent for men. Both the scale of vulnerable employment and the gap be-tween women and men differ widely across regions.
Sub-Saharan Africa, Southern Asia and Oceania have the highest shares of people in vulnerable employment with values of over 80 per cent for women and around 70 per cent for men. The widest gender gaps can be found in Northern Africa and sub-Saharan Africa with 20.6 and 15.6 percentage points, respectively. Due to pervasive occupational segregation, women are overrepresented in low paid jobs, have less access to social protection, and are paid on average less than men for work of equal value. Women’s employment opportunities are further limited by the disproportionate amounts of unpaid care work that they perform.
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.
This document analyzes global education expenditures from 2006-2012 using data from UNESCO. It examines education spending as a share of GDP and total government expenditures. Key findings include:
- Countries spending the least on education devote less than 2.5% of GDP and 10% of total expenditures.
- Countries spending the most devote over 8% of GDP and 24% of expenditures, with some spending over 10% of GDP.
- While high spending does not guarantee high enrollment or completion rates, some countries achieve high rates with relatively low expenditures.
- Several countries more than doubled their education spending as a share of GDP or total expenditures over the period analyzed.
Demographic Dividend in Africa: Does it Apply to Malawi?IFPRIMaSSP
Special Seminar by Prof. David Canning: Demographic dividend in Africa: Does it apply to Malawi?
On Friday 5 August 2016, IFPRI-Malawi held a special seminar by Professor David Canning (Professor of Population Science and Professor of Economics & Public Health at Harvard University’s Chan School of Public Health) entitled “Demographic dividend in Africa: Does it apply to Malawi?”. Professor Canning presented on the components of population growth, the Asian economic miracle, the new view on importance of population, health and wealth of nations, the demographic dividend and Africa’s demographic transition.
24%: that is the proportion of women holding the most senior roles in businesses across the globe. We have been tracking this figure over the past decade and are sorry to report there has been no significant movement. In fact, this figure is exactly the same as 2007, 2009 and 2013, suggesting that women’s ascent up the corporate ladder has returned to its ‘natural level’ following the financial crisis, during which women were disproportionately hit.
How the world views migration - by IOM Global Migration Data Analysis CentreICMPD
"How the World Views Migration" is also about the potential role of diasporas in shaping public opinion on migration. There is a strong influence of public opinion on migration policymaking. Public attitudes towards migration affect migrants (in origin/destination countries) - Migration management includes managing perceptions of migration.
MJB Facts and Figures on the Arab Population in Israel 2015-12mjbinstitute
An up-to-date summary of key social and demographic statistics about Israel's Arab population, provided by the Myers-JDC-Brookdale Institute, Israel's leading center for applied research on social policy and social services.
For more information on this or other critical social policy issues, visit MJB at brookdale.jdc.org.il and www.facebook.com/MJBInstitute.
Making Gender Targets Count: Time for G20 Leaders to DeliverGabriela Ramos
The document discusses gender targets set by the G20 to reduce the gender gap in labor force participation rates by 25% by 2025. It provides background on analysis by the OECD showing the economic benefits of addressing gender gaps. Considerable progress has already been made in many G20 countries towards meeting the target ahead of schedule. The OECD will continue monitoring progress on the target and promoting gender equality policies through its work.
Current state of migration in the Mediterranean - Nov 2016 by OECDICMPD
The OECD presents seven migration challenges and opportunities:
1. Continuing emigration from MENA to OECD countries
2. Existence of large diasporas in the OECD
3. Return migration to MENA countries
4. International students
5. Remittances
6. Transit migration in MENA countries
7. Emerging permanent immigration to MENA countries
This document analyzes key education quality indicators such as pupil-teacher ratios, repetition rates, and literacy rates globally and by region from 1999-2011. It finds that Sub-Saharan Africa and South Asia generally have higher pupil-teacher ratios at the primary, secondary, and pre-primary levels compared to other regions. Sub-Saharan Africa and Latin America also tend to have higher primary repetition rates. Many countries in these regions have made progress in reducing these ratios and rates over time.
The document summarizes literacy rates for youth and adults globally and by region over time. Some key findings:
- Global youth literacy has risen from 83% to 90% from 1985-2010, though 10% of youth still lack basic literacy. All regions have seen improvements, especially South Asia which rose 21 percentage points.
- Adult literacy has risen globally from 76% to 84% over this period. The Middle East/North Africa saw the largest rise at 20 percentage points.
- Sub-Saharan Africa has the lowest rates for both youth and adult literacy and largest gender disparities, though all regions have reduced these gaps over time.
This document provides a summary of data on secondary education globally and by region. Some key findings include:
- Over 543 million students are enrolled worldwide in secondary education, up from 510 million in 2005. Nearly half of enrollments are in East Asia/Pacific and South Asia.
- The global net enrollment rate has risen from 53% in 2000 to 62.5% in 2010, though over one-third of secondary age children remain out of school. Enrollment rates vary greatly between regions.
- Gender parity has improved in most regions but disparities remain, especially in South Asia and Sub-Saharan Africa where male enrollment rates are significantly higher.
- The largest disparities in secondary attendance rates are associated with income
This document provides data and analysis on indicators of tertiary education around the world, including:
- Global tertiary enrollment rates have increased to around 30% but still over 70% of tertiary age youth are not enrolled. Eastern Europe has the highest enrollment rates while sub-Saharan Africa has the lowest.
- Countries with higher GDP per capita generally have higher tertiary enrollment rates. Most countries with GDP per capita over $20,000 have enrollment rates over 50%.
- Gender disparities in enrollment vary by region with the Middle East/North Africa closest to parity while South/Central Asia favor males and Latin America/Europe favor females. Most countries now have higher female than male enrollment rates.
- Income
This document summarizes key statistics about pre-primary education globally and by region from 1999-2010. It finds that pre-primary enrollment increased from 112 million to 164 million children over this period. South Asia and East Asia & Pacific accounted for most enrollments. Gross enrollment rates increased in all regions but remained lowest in Sub-Saharan Africa and Middle East & North Africa. Countries with lower national incomes generally had lower pre-primary enrollment rates. Gender parity in enrollment was achieved globally by 2010.
The document analyzes gender disparities in education indicators like enrollment rates, attendance rates, literacy rates, and learning outcomes at the pre-primary, primary, secondary, and tertiary levels globally and across different regions. Some key findings presented include:
- Gender parity in pre-primary enrollments has been achieved globally and in most regions except the Middle East and North Africa region.
- More females than males are out of primary school globally, with over half of out-of-school females living in Sub-Saharan Africa and South Asia.
- Most regions have achieved gender parity or are close to gender parity in primary enrollment rates, except for the Middle East/North Africa and Sub-Saharan Africa
The document analyzes gender, income, and location disparities in education indicators like enrollment rates, attendance rates, literacy rates, and completion rates across different world regions. Some key findings are:
- Gender parity has been achieved globally and in most regions for pre-primary and primary enrollments, though Middle East/North Africa and Sub-Saharan Africa still lag behind.
- Low income is the greatest source of disparity for out-of-school children across regions. Rural students in Sub-Saharan Africa also have much lower attendance and completion rates than urban students.
- The majority of out-of-school primary school age girls live in Sub-Saharan Africa and South Asia, with Nigeria
Gep june 2013 regional outlook east asia & pacificWB_Research
The document discusses economic growth and outlook in East Asia and the Pacific region. It finds that loose monetary policies contributed to rising debt levels in some countries. While growth was strong in 2013, price pressures emerged in some countries and risks remain for 2014-2015, including high debt levels and potential spillovers from other regions. The document recommends policies to strengthen fiscal balances and control inflation.
This document analyzes education expenditures globally by examining the share of GDP and total government expenditures spent on education in different countries. It finds that countries spending the least on education as a share of GDP or total expenditures still achieve high primary enrollment rates. Conversely, high levels of spending do not necessarily lead to high enrollment or completion rates. Some countries achieve high enrollment with relatively low spending levels. The document provides data on education spending and outcomes for various countries to illustrate these points.
This document provides a summary of global tertiary education indicators including:
- Gross enrollment rates have increased globally to around 30% but vary widely between regions from over 50% in Europe and Central Asia to under 10% in many sub-Saharan African countries.
- Income is strongly correlated with tertiary enrollment rates - countries with GNI per capita over $20,000 generally have rates over 50% while those under $1000 are usually under 11%.
- Most countries have achieved gender parity or higher female enrollment in tertiary education but South Asia and Sub-Saharan Africa still show a strong male bias.
- Expenditure on tertiary students ranges widely from less than 5% of GNI per capita in
Sub-Saharan Africa and South Asia generally have higher pupil-teacher ratios and repetition rates compared to other regions. While pupil-teacher ratios have declined globally over time, Sub-Saharan Africa still has the highest ratios at the primary and secondary levels, with some countries having over 50 pupils per teacher. Repetition rates have also decreased worldwide but remain highest in Latin America and the Caribbean as well as Sub-Saharan Africa, with some countries in the latter region having repetition rates of over 30%. The document analyzes education indicators such as these by region and country to evaluate quality and access issues around the world.
Eradicate extreme poverty and hunger Large gender gaps in employment persist and may have been exacerbated by the global financial crisis in some regions Employment-to-population ratio, women and men, 2000-2012 (Percentage) Employment-to-population ratio, women and men, 2000-2012.
Sub-Saharan Africa the Caribbean Caucasus and Central Asia South-eastern Asia Northern Africa Southern Asia Oceania Developed regions Developing regions Gender gap Men Women 74.7 46.6 The lack of data on women’s experiences of poverty and hunger limits the analysis of MDG 1 to women’s employment outcomes. Between 2000 and 2012, women’s employment-to-population ratio declined globally from 48.5 per cent to 47.1 per cent compared to 73.9 and 72.2 per cent for men. In 2012, female employment ratio was still 25.1 percentage points lower than male’s.
North Africa, Southern Asia and Western Asia stand out as regions where women are particularly disadvantaged with gender gaps in employment of 50.0, 48.9 and 48.3 percentage points, respectively. The global financial crisis has contributed significantly to the decline in employment ratio in some regions and has had a significant impact on women. Globally, whereas before the crisis (2000-2007) female employment ratio declined only modestly by 0.1 percentage points (compared to a 0.8 decline for men), between 2007 and 2012, they declined by 1.3 percent-age points compared to 0.9 percentage points decline for men. Proportion of own-account and contributing family workers in total employment, women and men, 2000-2012 (Percentage)
While the share of people in vulnerable employment is decreasing, large gender gaps persist in most regions Proportion of own-account and contributing family workers in total employment, women and men, 2000-2012. Globally the proportion of women in vulnerable employment declined from 55.3 per cent in 2000 to 49.3 in 2012, compared to 50.5 and 47.1 per cent for men. Both the scale of vulnerable employment and the gap be-tween women and men differ widely across regions.
Sub-Saharan Africa, Southern Asia and Oceania have the highest shares of people in vulnerable employment with values of over 80 per cent for women and around 70 per cent for men. The widest gender gaps can be found in Northern Africa and sub-Saharan Africa with 20.6 and 15.6 percentage points, respectively. Due to pervasive occupational segregation, women are overrepresented in low paid jobs, have less access to social protection, and are paid on average less than men for work of equal value. Women’s employment opportunities are further limited by the disproportionate amounts of unpaid care work that they perform.
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.
This document analyzes global education expenditures from 2006-2012 using data from UNESCO. It examines education spending as a share of GDP and total government expenditures. Key findings include:
- Countries spending the least on education devote less than 2.5% of GDP and 10% of total expenditures.
- Countries spending the most devote over 8% of GDP and 24% of expenditures, with some spending over 10% of GDP.
- While high spending does not guarantee high enrollment or completion rates, some countries achieve high rates with relatively low expenditures.
- Several countries more than doubled their education spending as a share of GDP or total expenditures over the period analyzed.
Demographic Dividend in Africa: Does it Apply to Malawi?IFPRIMaSSP
Special Seminar by Prof. David Canning: Demographic dividend in Africa: Does it apply to Malawi?
On Friday 5 August 2016, IFPRI-Malawi held a special seminar by Professor David Canning (Professor of Population Science and Professor of Economics & Public Health at Harvard University’s Chan School of Public Health) entitled “Demographic dividend in Africa: Does it apply to Malawi?”. Professor Canning presented on the components of population growth, the Asian economic miracle, the new view on importance of population, health and wealth of nations, the demographic dividend and Africa’s demographic transition.
24%: that is the proportion of women holding the most senior roles in businesses across the globe. We have been tracking this figure over the past decade and are sorry to report there has been no significant movement. In fact, this figure is exactly the same as 2007, 2009 and 2013, suggesting that women’s ascent up the corporate ladder has returned to its ‘natural level’ following the financial crisis, during which women were disproportionately hit.
How the world views migration - by IOM Global Migration Data Analysis CentreICMPD
"How the World Views Migration" is also about the potential role of diasporas in shaping public opinion on migration. There is a strong influence of public opinion on migration policymaking. Public attitudes towards migration affect migrants (in origin/destination countries) - Migration management includes managing perceptions of migration.
MJB Facts and Figures on the Arab Population in Israel 2015-12mjbinstitute
An up-to-date summary of key social and demographic statistics about Israel's Arab population, provided by the Myers-JDC-Brookdale Institute, Israel's leading center for applied research on social policy and social services.
For more information on this or other critical social policy issues, visit MJB at brookdale.jdc.org.il and www.facebook.com/MJBInstitute.
Making Gender Targets Count: Time for G20 Leaders to DeliverGabriela Ramos
The document discusses gender targets set by the G20 to reduce the gender gap in labor force participation rates by 25% by 2025. It provides background on analysis by the OECD showing the economic benefits of addressing gender gaps. Considerable progress has already been made in many G20 countries towards meeting the target ahead of schedule. The OECD will continue monitoring progress on the target and promoting gender equality policies through its work.
Current state of migration in the Mediterranean - Nov 2016 by OECDICMPD
The OECD presents seven migration challenges and opportunities:
1. Continuing emigration from MENA to OECD countries
2. Existence of large diasporas in the OECD
3. Return migration to MENA countries
4. International students
5. Remittances
6. Transit migration in MENA countries
7. Emerging permanent immigration to MENA countries
This document analyzes key education quality indicators such as pupil-teacher ratios, repetition rates, and literacy rates globally and by region from 1999-2011. It finds that Sub-Saharan Africa and South Asia generally have higher pupil-teacher ratios at the primary, secondary, and pre-primary levels compared to other regions. Sub-Saharan Africa and Latin America also tend to have higher primary repetition rates. Many countries in these regions have made progress in reducing these ratios and rates over time.
The document summarizes literacy rates for youth and adults globally and by region over time. Some key findings:
- Global youth literacy has risen from 83% to 90% from 1985-2010, though 10% of youth still lack basic literacy. All regions have seen improvements, especially South Asia which rose 21 percentage points.
- Adult literacy has risen globally from 76% to 84% over this period. The Middle East/North Africa saw the largest rise at 20 percentage points.
- Sub-Saharan Africa has the lowest rates for both youth and adult literacy and largest gender disparities, though all regions have reduced these gaps over time.
This document provides a summary of data on secondary education globally and by region. Some key findings include:
- Over 543 million students are enrolled worldwide in secondary education, up from 510 million in 2005. Nearly half of enrollments are in East Asia/Pacific and South Asia.
- The global net enrollment rate has risen from 53% in 2000 to 62.5% in 2010, though over one-third of secondary age children remain out of school. Enrollment rates vary greatly between regions.
- Gender parity has improved in most regions but disparities remain, especially in South Asia and Sub-Saharan Africa where male enrollment rates are significantly higher.
- The largest disparities in secondary attendance rates are associated with income
This document provides data and analysis on indicators of tertiary education around the world, including:
- Global tertiary enrollment rates have increased to around 30% but still over 70% of tertiary age youth are not enrolled. Eastern Europe has the highest enrollment rates while sub-Saharan Africa has the lowest.
- Countries with higher GDP per capita generally have higher tertiary enrollment rates. Most countries with GDP per capita over $20,000 have enrollment rates over 50%.
- Gender disparities in enrollment vary by region with the Middle East/North Africa closest to parity while South/Central Asia favor males and Latin America/Europe favor females. Most countries now have higher female than male enrollment rates.
- Income
This document summarizes key statistics about pre-primary education globally and by region from 1999-2010. It finds that pre-primary enrollment increased from 112 million to 164 million children over this period. South Asia and East Asia & Pacific accounted for most enrollments. Gross enrollment rates increased in all regions but remained lowest in Sub-Saharan Africa and Middle East & North Africa. Countries with lower national incomes generally had lower pre-primary enrollment rates. Gender parity in enrollment was achieved globally by 2010.
The document analyzes gender disparities in education indicators like enrollment rates, attendance rates, literacy rates, and learning outcomes at the pre-primary, primary, secondary, and tertiary levels globally and across different regions. Some key findings presented include:
- Gender parity in pre-primary enrollments has been achieved globally and in most regions except the Middle East and North Africa region.
- More females than males are out of primary school globally, with over half of out-of-school females living in Sub-Saharan Africa and South Asia.
- Most regions have achieved gender parity or are close to gender parity in primary enrollment rates, except for the Middle East/North Africa and Sub-Saharan Africa
The document analyzes gender, income, and location disparities in education indicators like enrollment rates, attendance rates, literacy rates, and completion rates across different world regions. Some key findings are:
- Gender parity has been achieved globally and in most regions for pre-primary and primary enrollments, though Middle East/North Africa and Sub-Saharan Africa still lag behind.
- Low income is the greatest source of disparity for out-of-school children across regions. Rural students in Sub-Saharan Africa also have much lower attendance and completion rates than urban students.
- The majority of out-of-school primary school age girls live in Sub-Saharan Africa and South Asia, with Nigeria
Gep june 2013 regional outlook east asia & pacificWB_Research
The document discusses economic growth and outlook in East Asia and the Pacific region. It finds that loose monetary policies contributed to rising debt levels in some countries. While growth was strong in 2013, price pressures emerged in some countries and risks remain for 2014-2015, including high debt levels and potential spillovers from other regions. The document recommends policies to strengthen fiscal balances and control inflation.
This document analyzes education expenditures globally by examining the share of GDP and total government expenditures spent on education in different countries. It finds that countries spending the least on education as a share of GDP or total expenditures still achieve high primary enrollment rates. Conversely, high levels of spending do not necessarily lead to high enrollment or completion rates. Some countries achieve high enrollment with relatively low spending levels. The document provides data on education spending and outcomes for various countries to illustrate these points.
The document is from the World Bank's June 2013 Global Economic Prospects report. It finds that while global growth is picking up, it remains 1-2 percentage points slower than pre-crisis rates and is less volatile. Confidence indicators continue to send mixed signals. Also, while developing country growth is solid, private sector debt may prove destabilizing if interest rates or risk appetite changes. The outlook calls for muted but solid growth in developing countries.
This document summarizes a study on estimating habitat threats for four tiger subspecies: Bengal, Indochinese, Malayan, and Sumatran tigers. The study used high-resolution forest clearing data from 74 tiger habitat areas across 10 countries to investigate the determinants of forest clearing, including expected revenue from cleared land, distance to markets, infrastructure, and environmental factors. The analysis found that forest clearing is significantly related to past clearing and increases land opportunity costs and accessibility, and is sensitive to expected commodity prices and exchange rates. However, the responsiveness varies across countries, with Bengal tiger habitats less sensitive than Sumatran and Malayan habitats. The findings provide guidance on challenges to offset incentives for forest clearing to conserve tiger
Latin America & Caribbean Regional Outlook June 2013WB_Research
http://www.worldbank.org/globaloutlook
After a sharp recovery from the global economic crisis in 2010, when regional output expanded by 6 percent, growth in the Latin America and the Caribbean decelerated markedly, to an estimated 3 percent by 2012. Supply side constraints have become apparent in some of the larger economies, where output was near or above potential during the recovery phase, and which contributed to relatively high inflation and deterioration of current account balances. Despite a sharp deceleration in growth, regional output is only now in line with potential GDP.
http://www.worldbank.org/globaloutlook
South Asia’s regional GDP growth slipped to 4.8 percent in 2012, following a robust recovery in the years after the 2008 global financial crisis. A weakening global economy, coupled with domestic difficulties (including policy uncertainties, structural capacity constraints, and a poor harvest) contributed to weaker regional growth in 2012.
Middle East & North Africa Regional Outlook June 2013WB_Research
http://www.worldbank.org/globaloutlook
More than two years after the Arab Spring began, economic activity remains weighed down by elevated political tensions and continued civil strife in the region. Regional growth accelerated to 3.5 percent in 2012 from minus 2.2 percent in 2011 reflecting mainly a rebound in Libya’s crude oil production to pre-war levels that doubled real GDP and a weak growth recovery in Egypt (to 2.2 percent in FY2012 from 1.8 percent in FY2011).
The document is from the World Bank's Global Economic Prospects report from January 2013. It summarizes recent trends in the global economy including declining default risk in the Euro area, rebounds in capital flows to developing countries, but continued weakness in industrial production and business confidence. It also discusses downgraded growth projections for 2012-2013, risks from external shocks, the benefits of fiscal space, and the long term gains from improvements in growth.
Global Development Horizons 2013: Capital For the FutureWB_Research
By 2030, half the global stock of capital will reside in developing countries, compared to less than one-third today, says report. For more visit: http://www.worldbank.org/CapitalForTheFuture
The document is a quiz about health, fitness, and the "Get Up, Get Moving" campaign. It contains 9 multiple choice questions about topics like fast food consumption, exercise recommendations, Olympic athletes, and ways for children and adults to increase their activity levels. Users can navigate between questions and get feedback after answering or skipping questions. The quiz encourages learning about healthy habits and finding fun ways to become more active.
The 10 Twitter Accounts Millennial Women Should Be Followingsusiedoozie
Millennial women should follow 10 influential Twitter accounts that provide inspiration, advice and insights on topics like career, relationships, health and wellness. These accounts are run by successful women entrepreneurs, authors and thought leaders who offer valuable perspectives on issues relevant to young women today. Their tweets offer motivation and guidance on navigating life as a millennial woman.
Europe & Central Asia Outlook, Jan 2014WB_Research
The document summarizes economic growth and prospects in the Europe and Central Asia region. It notes that growth strengthened in 2013 to 3.4%, up from 2% in 2012, supported by increases in external demand. However, growth varied among countries, with energy and commodity exporters maintaining strong growth while others saw mixed performance. The outlook predicts sustained gradual acceleration of regional growth to 3.8% by 2016, although this depends significantly on the strength of recoveries in Europe and Russia.
This document is the 2012 Education for All Global Monitoring Report which focuses on youth and skills. Some key points from the document include:
- There were 108 million out-of-school children globally in 2010, with the majority living in sub-Saharan Africa, South and West Asia.
- Gender disparities in education still exist in many countries, with girls facing barriers to education access. Adult illiteracy rates are also projected to remain above target levels in many countries by 2015.
- Poverty continues to impact education access and quality, with children from the poorest households having lower attendance and achievement rates compared to their wealthier peers.
Tertiary Education: A Global Report (Sept 2011)Kolds
This document provides data and analysis on global trends in tertiary education enrollment rates. Some key findings include:
- The global tertiary enrollment rate increased from 18% in 1999 to 27% in 2009. Eastern Europe had the highest rates over 50%. Sub-Saharan Africa had the lowest rates around 4%.
- Countries with the lowest enrollment rates were mostly in Sub-Saharan Africa, with rates under 5%. The highest rates over 80% were in select European countries.
- Countries that improved enrollment rates the most from 2000-2009, increasing over 100 percentage points, were Cuba, Venezuela, Romania, and Macao.
- Countries with higher GDP per capita generally had higher tertiary enrollment rates over 50%,
This document provides data and analysis on progress towards achieving the Millennium Development Goals. It shows that while significant progress has been made in some areas like increasing girls' education enrollment, large gaps still persist for women such as lower employment rates and higher rates of poverty. Women also continue to face barriers to decision-making power and high levels of violence. Reducing child mortality has progressed globally but sub-Saharan Africa and Southern Asia still account for most child deaths.
PowerPoint by Ms. Gabriela Ramos, OECD Chief of Staff, G20 Sherpa, and Special Counsellor to the Secretary-General, Skills Summit 2018, Porto.
SSESSION 1: UNDERSTAND – Risks and opportunities in a digital world: the changing landscape of skills needs
Objective: Build a common understanding of how the digital revolution transforms economies and societies, how the skills that people need in everyday life and in the workplace are changing, and which groups of the population are most at risk of being left behind
Vigilante: State of development in Moldova and in the worldUNDP Moldova
The document summarizes key human development indicators for Moldova from the UN's Human Development Report. It finds that Moldova ranks 112th in the world in human development, with an HDI of 0.700, which is higher than some countries with higher GDP per capita. Moldova performs close to European and Central Asian averages on many indicators like life expectancy, education, and gender inequality, but lags in areas like employment and perceived safety. The document calls for Moldova to focus on reducing inequalities, promoting economic growth and employment, and strengthening institutions to achieve the UN's Sustainable Development Goals.
South Africa has a population of around 50 million people and has 9 provinces. While national policies are set, provinces have autonomy in implementation. South Africa has experienced economic growth in recent decades but there are still high levels of inequality. Nearly half the population lives in poverty and unemployment remains high at over 40%. South Africa also has the largest HIV/AIDS epidemic in the world and high crime rates.
Philippines HDI Value and Ranking and Highlights of the 5th MDG Progress Reportkukaii
The document discusses the Philippines' progress on human development and achieving the Millennium Development Goals based on two reports. It finds that:
1) The Philippines' Human Development Index increased 16.5% from 1980 to 2013, ranking 117 out of 187 countries, though inequality lowers the index by 18.1%.
2) The Philippines has made high progress on reducing food poverty, boosting education rates, empowering women, and improving access to water and sanitation, but medium progress on reducing income poverty and nutrition levels.
3) Several Millennium Development Goals on reducing poverty, hunger, disease, and improving education, gender equality and environmental sustainability are on track to be met by 2015
Globally HE statistic_unesco1015_brochure_web_en.pdfSamJun4
The document provides statistics and trends related to higher education from 2000-2020. It shows that the number of students pursuing tertiary education more than doubled globally during this period. Participation, measured by Gross Enrollment Ratio, increased from 19% to 40%. The largest growth occurred in South and West Asia and East Asia and the Pacific, increasing over 200% and 280%, respectively. Central and Eastern Europe surpassed North America and Western Europe in terms of participation ratios.
The document summarizes the Out of School Children Initiative (OOSCI) which aims to substantially reduce the number of children out of school. It finds that as of 2015, 58 million primary school-aged children remained out of school globally, with high concentrations in sub-Saharan Africa and South Asia. Barriers to education include poverty, gender bias, lack of accessible schools, conflicts, and disabilities. The document advocates for policies like fee abolition, infrastructure expansion, promotion of early childhood education to promote educational equity.
The document provides an overview of global poverty and economic development. It discusses that nearly half the world lives in poverty, though some countries have transitioned from poor to rich. Africa continues to lag behind in development. Mobile technology is enabling growth in poor countries. There is debate around how to reduce extreme poverty.
Presentation: Human Development Challenges in Southern Africa – What is the B...HFG Project
USAID’s Health Finance and Governance (HFG) project and Abt Associates hosted a briefing on Wednesday, April 26th, featuring the World Bank’s Paolo Belli, Program Leader for Human Development in the Southern Africa Country Management Unit. Dr. Belli presented on the main challenges in human development in the Southern Africa subregion, specifically: poverty, inequality, youth unemployment, and education and health service delivery challenges. He also presented on the World Bank’s strategic directions in the subregion and some of the Bank’s landmark engagements in the human development sectors (health, education, social protection, and unemployment).
Human Development Challenges in Southern Africa – What is the Bank doing?HFG Project
USAID’s Health Finance and Governance (HFG) project and Abt Associates webinar hosted featuring the World Bank’s Paolo Belli, Program Leader for Human Development in the Southern Africa Country Management Unit.
Dr. Belli presents on the main challenges in human development in the Southern Africa subregion, specifically: poverty, inequality, youth unemployment, and education and health service delivery challenges. He also presents on the World Bank’s strategic directions in the subregion and some of the Bank’s landmark engagements in the human development sectors (health, education, social protection, and unemployment).
The document provides an overview of the education system in Ecuador. It discusses the country's demographics, economy, and socio-cultural factors. It then examines the structure of Ecuador's education system, including coverage rates, teacher deployment, expenditures, and reforms. Some of the key challenges it outlines are improving access to education in rural areas and increasing tertiary education graduation rates.
The document discusses the exploitation of natural resources in Southern Africa and its potential to promote inclusive growth in the region. It provides an overview of the main natural resource sectors, including minerals, oil and gas, and forests. While resource extraction has fueled economic growth, this growth has not addressed socioeconomic challenges like poverty, inequality and unemployment. The document analyzes how natural resource revenues can be better utilized to create jobs, economic opportunities, and reduce poverty and inequality through developing value chains, infrastructure, fiscal policy reforms, and diversifying economies. It provides recommendations for governments and partners to strengthen the contribution of natural resources to inclusive and sustainable development.
The document provides an overview of demographic, economic, and quality of life trends in the Gauteng City-Region (GCR) based on census and survey data. Some key points:
1. The population of Gauteng province has grown rapidly, increasing by over 2.9 million between 2001-2011 to a total of 12.3 million people, which represents 23.7% of South Africa's total population.
2. Gauteng contributes disproportionately to South Africa's economy, representing 36% of national GDP while only comprising 2% of the country's total land area. However, unemployment in Gauteng remains the highest among OECD metro-regions.
3. Access to basic
This document discusses infrastructure challenges in Sub-Saharan Africa. It notes that infrastructure coverage is generally low compared to other regions, with only 15-35% of the population having access to electricity, safe water, or improved sanitation. Transportation costs are also high. Closing the infrastructure gap would require an additional $31 billion per year in spending as well as improvements in efficiency. Rural electrification in particular can positively impact household welfare by increasing hours worked, returns to labor, and access to services while reducing indoor pollution and coping costs.
Putting Children First: Session 2.1.A Adrian Gauci & Kalkidan Assefa - Nutrit...The Impact Initiative
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.
Even It Up - Time to End Extreme Inequality: Comments by Dean JolliffeWB_Research
Comments prepared for launch event of “Even it Up: Time to End Extreme Poverty”
IMF, October 31, 2014.
The views represented in these comments are those of the author and do not necessarily reflect the views of the World Bank.
The document summarizes key points from a World Bank policy research report on the twin goals of ending extreme poverty by 2030 and boosting shared prosperity. It finds that business as usual will not achieve ending poverty, and growth alone must be inclusive to benefit the poorest 40% in each country. It also notes challenges like climate change that could hamper progress, and limitations in measurement due to data availability and quality.
Lessons for Inclusive Growth from the US & the World - by Jason FurmanWB_Research
Jason Furman, chairman of the Council of Economic Advisers, and World Bank Chief Economist Kaushik Basu discussed growth strategy on July 21, 2014 at World Bank HQ.
Emerging internet trends that will shape the global economyWB_Research
The document summarizes statistics about internet usage globally as of 2014, including the number of mobile devices, smartphones, internet hosts, and users. It then outlines some of the technical evolutions of the internet over time, such as the increasing usage of IPv6 and internationalized domain names. It discusses implications of the internet in 2014, including the rise of mobile access, image and data sharing, augmented reality, location tracking, and social networking, as well as challenges around privacy, political issues, cybersecurity and more. Finally, it raises examples of internet policy challenges and the potential role of organizations like the World Bank in supporting internet infrastructure development and policy.
G20 Growth Agenda: Framework for Strong, Sustainable, and Balanced GrowthWB_Research
The document discusses the G20 agenda to promote strong, sustainable, and balanced global economic growth. It provides context on the G20 process and framework. It then outlines several challenges, including restoring strong growth and job creation in advanced economies, fostering sustainable growth in emerging economies to avoid middle-income traps, promoting balanced growth and reducing global imbalances, and ensuring growth is inclusive. It discusses how G20 countries are developing national growth strategies focused on investment, competition, trade, and employment to contribute to lifting collective G20 GDP growth above current policy trajectories.
This document summarizes Cambodia's progress in reducing poverty between 2004 and 2012 based on official estimates. It finds that poverty rates declined significantly from 53.2% in 2004 to 20.5% in 2011 due to rising rice prices and production, pro-poor economic growth, and investments in rural infrastructure by the government. However, challenges remain as the poor remain concentrated in rural areas and are vulnerable to economic shocks. The document recommends policies to further enhance agriculture, diversify the economy, improve access to education, health, and social services, and strengthen accountability to reduce poverty and vulnerability.
This document summarizes comments on an Oxfam report about public services and inequality. It discusses several key points:
1) There is now greater discussion of inequality in policy, and the World Bank focuses on both eliminating poverty and shared prosperity. Oxfam deserves credit for consistently arguing this.
2) While the report makes a persuasive case for progressive taxation, user fees and taxes do not cover all revenue options in poor countries, which could better target resources to reduce poverty and inequality.
3) Access to some public services like healthcare and education still show steep income gradients in some countries, while other services like water show less inequality. A broader range of potential interventions should be considered.
4) Both
Latina America & Caribbean Outlook, Jan 2014WB_Research
Subdued global trade and lower commodity prices slowed economic growth in Latin America and the Caribbean to 2.5% in 2013. Exports growth fell from 7.6% in 2012 to 1.7% while the current account balance declined from -1.7% to -2.6%. However, economic growth is projected to gradually increase to 3.5% by 2016, driven by a pickup in exports and private investment as commodity prices and global trade strengthen. Net capital flows to the region are also expected to rise again after declining in 2013.
Growth in the East Asia and Pacific region moderated to 7.2% in 2013 from 7.4% in 2012, with growth in China unchanged at 7.7%. Growth slowed in Indonesia, Malaysia, and Thailand due to policy tightening aimed at reducing imbalances from loose policies in 2007-2012. The region's growth is expected to remain flat at around 7.2% in 2014-2016, though risks include a sudden tightening of global financing conditions or a rapid decline in China's investment rates. Major downside risks have decreased but not been eliminated and include a protracted Eurozone recovery and US fiscal policy uncertainty. Regional tensions could also undermine growth prospects.
Middle East and North Africa Outlook, Jan 2014WB_Research
The document is a report from the World Bank on the economic prospects of the Middle East and North Africa region. It finds that political instability has weakened economic activity in oil-importing countries like Egypt, Jordan and Tunisia. While exports are beginning to stabilize, tourism arrivals remain depressed by over 50%. Oil production has also declined in some exporters due to security issues. The region faces worsening external imbalances and fiscal deficits. Growth is projected to improve slightly but remain below potential and subject to downside risks.
The document discusses economic growth and prospects in Sub-Saharan Africa according to a World Bank report. It notes that real GDP growth picked up to 4.7% in 2013, driven by strong domestic demand. However, fiscal deficits deteriorated and inflation declined due to lower food prices. The report forecasts continued robust growth in the region of 5.3-5.5% through 2016, but cites risks such as a decline in commodity prices, tighter monetary conditions, fiscal deficits, political unrest, and adverse weather.
South Asia's regional GDP growth slowed to a decade low of 4.6% in 2013 due to both external and domestic challenges. Growth in India fell below 5% and Pakistan's growth averaged 3.5% since 2010. However, regional growth is projected to strengthen to 5.7% in 2014 and rise further to 6.7% by 2016, led by increases in domestic investment and external demand. Risks to the outlook include the ability of countries to sustain fiscal reforms and reduce inflation, as well as potential global economic issues.
Global Economic Prospects, January 2014WB_Research
The document is a report from the World Bank that provides projections for the global economy. It forecasts that global GDP growth will increase from 2.4% in 2013 to 3.2% in 2014, and then stabilize at 3.4-3.5% in 2015-2016. Growth is expected to be led by high-income countries as their recoveries continue. Developing country growth will also increase but at a slower pace than previously expected, reaching 5.3% in 2014, 5.5% in 2015, and 5.7% in 2016. Acceleration will be limited in regions that have already fully recovered. Capital flows to developing countries are projected to decline only marginally from 4.6% to 4.
Global Financial Development Report 2014 - Financial InclusionWB_Research
As mobile banking and other technological innovations fuel the expansion of financial services in many developing countries, a new World Bank Group report urges policy makers to focus on products that benefit the poor, women and other vulnerable groups the most.
The document discusses how pursuing opportunity requires confronting many risks, including job loss, crime, disease, natural disasters, and financial crises. Facing these risks alone can be burdensome, but sharing risks with others through collective action, institutions, families, communities, enterprises, banks, government, and the international community can help overcome obstacles. Effective risk management, including knowledge, protection, insurance, and coping strategies, is a process that can be a powerful tool for development.
Sub-Saharan Africa Regional Outlook June 2013WB_Research
http://www.worldbank.org/globaloutlook
Strong domestic demand allowed Sub Saharan African economies to continue their robust growth trajectory in 2012, despite subdued global demand conditions. On aggregate the region grew at 4.4 per cent in 2012 (this includes South Sudan whose GDP recorded a double digit contraction).
Europe and Central Asia Regional OutlookWB_Research
http://www.worldbank.org/globaloutlook
The Europe and Central Asia region suffered a significant economic slowdown in 2012 as the region faced significant headwinds, including weak external demand, deleveraging by European banks, poor harvest and inflationary pressures. As a result, growth fell to 2.7 percent in 2012, compared with 5.6 percent in 2011 with a sharp slowdown in developing Europe and less severe adjustments among Commonwealth of Independent States.
http://www.worldbank.org/globaloutlook
Growth in the East Asia & the Pacific region slowed to 7.5 percent in 2012, which nevertheless represented 40 percent of global growth. The slowdown was due to slower growth in China, which has started to shift away its economy from excessive reliance on investment and net exports.
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.)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
2. Summary
This presentation includes data on:
Enrollments
Out of School Children (OOS) of primary
school age
Income/Gender/Location Disparities
Pupil/Teacher Ratios
Repetition
Primary Completion
Learning Outcomes
Education Expenditures on Primary Education
3. Acronym Guide
Acronym Name
EAP East Asia and Pacific
ECA Europe and Central Asia
LAC Latin American and the Caribbean
MNA Middle East and North Africa
SAS South Asia
SSA Sub-Saharan Africa
WLD World (Global Aggregate)
NER Net Enrollment Rate
ANER Adjusted Net Enrollment Rate
OOS Out of School
GDP p.c. Gross Domestic Product per capita
GNI Gross National Income
NAR Net Attendance Rate
PTR Pupil-Teacher Ratio
PCR Primary Completion Rate
GPI Gender Parity Index (female value/male value)
5. How many children are enrolled in
primary schools?
Around 691 million
children were enrolled in
primary school in 2010.
This is up from 685
million in 2005 and 655
million in 2000.
Over half of enrolled
students were in either
SAS or EAP (182 and
172 million respectively).
21% of total primary
enrollments were in India
and 15% were in China.
330 million (47.7%) were
girls.
EAP
24.9%
ECA
3.0%
LAC
9.6%
MNA
5.5%
SSA
20.0%
SAS
26.4%
HIC
10.6%
Share of Total Primary Enrollments
by Region (%)
2010
Source: UNESCO Institute for Statistics in EdStats, November 2012
Notes: Regional aggregates are World Bank regions;
HIC = high income countries in all geographic regions.
6. In 2010, 90.7% of
primary school age
children around the
world were enrolled in
primary or secondary
education.
This figure rose each
year between 1999
(83.7%) and 2008, but
the figure remained
unchanged between
2008 and 2010.
All regions have
increased ANERs since
2000, but SSA and SAS
improved the most – 16
percentage points in
SSA and 14 percentage
points in SAS.
Continued…
Have primary enrolments improved?
Primary – Adjusted Net Enrollment Rates (ANER)
Primary Enrolment Rates have increased since
2000, but little progress has been made since 2008.
84.5
85.5
88.7 89.1
90.7 90.7
60
65
70
75
80
85
90
95
100
2000 2002 2004 2006 2008 2010
AdjustedNetEnrolmentRate.Primary.Total(%)
Source: UNESCO Institute for Statistics in EdStats, November 2012
EAP ECA LAC MNA SAS SSA WLD
7. Since 2008, SSA has
only improved by 0.1%
and SAS by 0.4%.
SAS's improvement
moved it closer to other
regions by 2010
(92.3%), but SSA still
lags far behind with a
ANER of 76.2% in
2010.
ECA’s ANER peaked in
2002 at 96.6% and has
been lower since.
EAP and LAC are the
only 2 regions with
ANERs higher than
95% in 2010.
Have primary enrolments improved?
Primary – Adjusted Net Enrollment Rates (ANER)
84.5
85.5
88.7 89.1
90.7 90.7
60
65
70
75
80
85
90
95
100
2000 2002 2004 2006 2008 2010
AdjustedNetEnrolmentRate.Primary.Total(%)
Source: UNESCO Institute for Statistics in EdStats, November 2012
EAP ECA LAC MNA SAS SSA WLD
Primary Enrolment Rates have increased since
2000, but little progress has been made since 2008.
8. Which countries have the lowest
primary enrollment rates?
In the top 2 countries
(Eritrea and
Djibouti), less than half
of primary school age
children are enrolled in
primary school.
All of the countries with
the lowest adjusted net
enrollment rates (ANER)
are in SSA except
Djibouti.
Of the 20 countries with
the lowest primary
ANERs,15 are in SSA.
There is a large range
among the listed
countries: #10 Gambia’s
ANER almost doubles
#1 Eritrea’s.
10 Countries with the Lowest
Primary Enrollment Rates
(2009-2011)
1 Eritrea 34.9
2 Djibouti 44.6
3 Equatorial Guinea 56.3
4 Nigeria 57.6
5 Cote d'Ivoire 61.5
6 Niger 62.5
7 Burkina Faso 63.2
8 Mali 67.2
9 Central African Republic 68.9
10 Gambia, The 69.3
Source: UNESCO Institute for Statistics in EdStats, Nov 2012
Notes: Data is Adjusted Net Enrolment Rate. Primary (ANER);
Purple figures are for 2011; Black = 2010; Blue = 2009.
Data were not available for 67 of 214 countries.
9. Which countries have increased
primary enrollment rates the most?
These countries have
increased their
primary ANERs by 22
to 42 percentage
points between
1999/2000 and
2010/2011.
Ethiopia and Niger
more than doubled
their ANERs, but more
than 1/3 of children
are still not enrolled in
Niger.
Only Zambia has
increased its ANER to
over 90%. All the
countries need to
continue improving to
reach universal
primary enrolment.
10 Countries with the Most
Improvement in Primary
Enrollment Rates
Percentage
Points
Improved
1999/
2000
ANER
2010/
2011
ANER
% Improved
1 Ethiopia 41.8 40.4 82.2 103.4
2 Niger 35.4 27.1 62.5 130.5
3 Mozambique 33.9 56.0 89.8 60.5
4 Bhutan 30.8 58.5 89.3 52.7
5 Guinea 30.1 46.9 77.0 64.1
6 Burkina Faso 28.7 34.5 63.2 83.0
7 Mali 25.0 42.2 67.2 59.1
8 Guinea-Bissau 23.8 51.2 75.0 46.5
9 Zambia 21.7 71.0 92.7 30.6
10 Yemen, Rep. 21.5 56.7 78.2 37.8
Source: UNESCO Institute for Statistics in EdStats, Nov. 2012;
Notes: Purple is 2011/1999 data; Black is 2010/2000;
Data were not available for 104 of 214 countries.
10. Adjusted Net Enrollment Rate. Primary (%)
The maps displayed were produced by EdStats. The boundaries, colors, denominations and any
other information shown on this map do not imply, on the part of the World Bank Group, any
judgment on the legal status of any territory, or any endorsement or acceptance of such boundaries.
The maps are for reference only.
Source: UNESCO Institute for Statistics in EdStats, 2012
Note: Data displayed is for the latest available year (2008-2011)
11. Do countries with low national income
per capita have low primary enrollments?
Low income does not
necessarily indicate
lower primary enrolment
rates: Countries with the
lowest gross national
income (GNI) per capita
(<$500) have ANERs
ranging from 35%
(Eritrea) to 97.5%
(Malawi).
Countries with the
lowest primary ANERs
(less than 75%) have
GNI p.c. less than
$1270. Equatorial
Guinea is the only
exception with 56.3%
primary ANER and
$14,540 GNI pc.
There is no clear association between low national
income p.c. and low primary enrollment rates.
R² = 0.098
30
40
50
60
70
80
90
100
0 5 10 15 20 25 30 35 40 45 50 55
AdjustedNetEnrollmentRate.Primary.Total
GNI per capita, Atlas method (current US$)
Source: UNESCO Institute for Statistics in EdStats, Nov. 2012
Note: ANER data are for the most recent year between 2009 and 2011.
Equitorial Guinea
Eritrea
Macao, China SAR
Djibouti
Nigeria
12. Which regions have reached gender
parity in primary enrollments?
Gender parity indices
(GPIs) are calculated by
dividing the female value
for an indicator by the
male value, so perfect
gender parity equals 1.
A value below 1 indicates
a bias toward males. A
value above 1 indicates a
bias toward females.
Globally, the GPI has
been increasing from .93
in 1999 to .98 in 2010.
Most regions are very
close to gender parity (+/-
0.03). Only MNA and
SSA lag behind.
EAP, ECA, and LAC have
achieved gender parity in
primary (+/- 0.02).
All regions except MNA and SSA are within 0.03 of
gender parity in primary enrollments.
0.93
0.93
0.94 0.94
0.96
0.97
0.97
0.97 0.97
0.98
0.98
0.80
0.82
0.84
0.86
0.88
0.90
0.92
0.94
0.96
0.98
1.00
1.02
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
GenderParityIndex(GPI)forAdjustedNetEnrolmentRate.
Primary
Source: UNESCO Institute for Statistics in EdStats, November 2012
WLD EAP ECA LAC MNA SAS SSA
Female Bias
Male Bias
13. 0.65
0.70
0.75
0.80
0.85
0.90
0.95
1.00
1.05
1.10
1.15
GenderParityIndex(GPI)forGrossEnrolmentRatio.
Primary
Source: UNESCO Institute for Statistics in EdStats, September, 2012
Note: Data points are the most recent year with data available (2008-
2011)
Have most countries reached gender
parity in primary enrollments?
Half of countries with
data have already
achieved gender parity
(+/- .02).
78% of countries with
data are within 0.05 of
gender parity.
Many more countries
have a bias toward
males in primary
enrolments (GPI<1).
Afghanistan has the
largest male bias at .69
followed by Central
African Rep. and Chad
at .73.
San Marino has the
highest female bias at
1.134.
78% of countries are within 0.05 of gender parity in
primary enrollments.
Female
Bias
Male Bias
14. Which countries have the largest gender
disparities in primary enrolment rates?
The male primary
gross enrolment rate
in these countries is
much higher than the
female gross
enrolment rate.
7 of 10 countries are
in SSA. 2 are in
South Asia and 1 is
in MNA.
Of the 20 countries
with the lowest GPIs
(GPI<0.9),14 are in
SSA, 2 are in SAS, 2
are in EAP (Togo and
PNG), and 1 is in
LAC (Dominican
Republic).
10 Countries with the Largest Gender
Disparities in Primary Enrollment Rates
(2008-2011)
1 Afghanistan 0.694
2 Central African Republic 0.725
3 Chad 0.729
4 Angola 0.813
5 Yemen, Rep. 0.817
6 Pakistan 0.818
7 Cote d'Ivoire 0.833
8 Niger 0.837
9 Guinea 0.838
10 Eritrea 0.838
Source: UNESCO Institute for Statistics in EdStats, September 2012;
Notes: Data is GPI for Primary Gross Enrolment Rate; Black figures are 2011 data;
Blue=2010; Data were not available for 71 of 214 countries.
15. Which countries have decreased
gender disparity in primary the most?
These countries have
moved from 0.14 to
0.25 percentage
points closer to
gender parity (1)
between 2000/2001
and the most recent
data year.
6 of the 10 countries
are in SSA; 2 are in
MNA and 2 in South
Asia.
Senegal now has
higher female
enrollment rates than
male enrollment rates
(1.06).
Burundi and India
have reached gender
parity.
10 Countries with the Most Improvement
Toward Gender Parity in Primary
Enrollments
Percentage
Points
Improved
2000 or
2001
GPI
Most
current
GPI
%
Improved
1 Sierra Leone 0.25 0.67 0.93 37.53
2 Ethiopia 0.22 0.69 0.91 32.73
3 Burkina Faso 0.20 0.73 0.93 27.50
4 Benin 0.20 0.67 0.87 29.66
5 Yemen, Rep. 0.19 0.63 0.82 30.55
6 Burundi 0.19 0.80 0.99 23.64
7 Senegal 0.17 0.89 1.06 19.31
8 India 0.15 0.85 1.00 17.61
9 Pakistan 0.15 0.67 0.82 21.79
10 Djibouti 0.14 0.76 0.90 18.84
Source: UNESCO Institute for Statistics in EdStats, Sept. 2012;
Notes: Most current GPI is the most recent data point for 2008-2011;
Data were not available for 54 of 213 countries.
16. Do gender, income, or location disparities
exist in primary attendance rates?
EAP, ECA, LAC, and
MNA do not have large
disparities in primary net
attendance rates (NAR)
between
genders, rural/urban
locations, or top/bottom
income quintiles.
The largest disparities in
most regions are
associated with income.
In SSA and SAS, there
is a 20 percentage point
difference between the
top/bottom income
quintiles.
Rural students in SSA
also have NARs that are
12 percentage points
lower than urban
students.2
Gender, income and location disparities are small
in all regions except except SAS and SSA.
-2
0
2
4
6
8
10
12
14
16
18
20
EAP ECA LAC MNA SAS SSA
PercentagePointDifferenceinNetAttendanceRate.Primary
(Male-Female,Urban-Rural,andQuintile1-Quintile5)
Gender disparity
Location disparity
Income disparity
Source: Estimated by Porta (2011) using data from Demographic and Health
Surveys, Multiple Indicator Cluster Surveys, and Living Standards
Measurement Studies for 1985-2007
18. In 1999, 16% of
primary school age
children were OOS.
42% of children in SSA
and almost a quarter of
children in SAS were
OOS.
By 2010, 9.3% of
children were OOS
globally, but SSA’s rate
was still much higher at
23.8%.
Most of the progress in
reducing the rate of
children OOS occurred
between 1999 and
2008. Since
2008, global and
regional rates have
basically remained the
same.
Which regions have the highest
percentage of children out-of-school?
Rates of Children Out-of-School have decreased
since 1999, but progress has slowed since 2008.
16.3
15.5
15.1
14.5
13.1
11.3
11.1 10.9
10.1
9.3 9.3
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
45.0
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
Out-of-schoolrateforchildrenofprimaryschoolage(%).Total
Source: UNESCO Institute for Statistics in Edstats, November 2012
WLD EAP ECA LAC MNA SAS SSA
19. Which countries have highest rates of
children out-of-school?
More than half of
primary-school age
children are out of
school in Eritrea and
Djibouti.
More than a quarter of
primary school aged
children are out-of-
school in 14 countries.
47 countries have more
than 10% of children
out-of-school.
Nine of ten countries are
in SSA.
10 Countries with the Highest Rates
of Children Out-of School
(2009-2011)
1 Eritrea 65.1
2 Djibouti 55.4
3 Equatorial Guinea 43.7
4 Nigeria 42.4
5 Cote d'Ivoire 38.5
6 Niger 37.5
7 Burkina Faso 36.8
8 Mali 32.8
9 Central African Republic 31.1
10 Gambia, The 30.7
Source: UNESCO Institute for Statistics in EdStats, Nov 2012
Notes: Data displayed is the most current year available; Purple is 2011; Black is
2010; Blue is 2009; Green is 2008; Data was not available for 61 of 214 countries.
20. Out-of-school rate for children of
primary school age (%)
The maps displayed were produced by EdStats. The boundaries, colors, denominations and any
other information shown on this map do not imply, on the part of the World Bank Group, any
judgment on the legal status of any territory, or any endorsement or acceptance of such boundaries.
The maps are for reference only.
Source: UNESCO Institute for Statistics in EdStats, Nov. 2012
Note: Data displayed is for the latest available year (2008-2011)
21. Which region has the most out of
school (OOS) children?
In 2010, ¾ of the world’s
out-of-school (OOS)
children lived in two
regions: SSA and SAS.
Over half (55%) of the
world's out of school
children lived in SSA.
ECA had the smallest
percentage of the
world’s OOS children at
1.8% followed by MNA
(3.9%) and LAC (4.4%).
Out-of-School Children of Primary
School Age by Region (2010)
EAP
10.6%
6 Million
ECA
1.8%
LAC
4.4%
MNA
3.9%
SAS
21.8%
13 Million
SSA
54.4%
33 Million
HIC
3.1%
Source: UNESCO Institute for Statistics in EdStats, November 2012
Notes: Regional aggregates are World Bank regions;
HIC = high income countries in all geographic regions.
22. How many primary school age
children are out of school (OOS)?
In 1999, 107.7 million
children were out of
primary school.
The total decreased
to 72.6 million in
2005 and 60.7
million in 2010.
There were 47 million
fewer children OOS
in 2010 than in 1999.
Since 2008, the
global number of
out-of-school
children has grown
from 60.66 million to
60.69 million (2009)
and 60.73 million in
2010.
The total number of out-of-school children has
decreased by 47 million since 1999.
0
10
20
30
40
50
60
70
80
90
100
110
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
Out-of-SchoolChildren.Primary.Total(inmillions)
Source: UNESCO Institute for Statistics in EdStats, November 2012
Note: HIC = High Income Countries in all regions
HIC ECA LAC MNA EAP SAS SSA
23. How much have regions decreased
the total number of OOS children?
SAS and MNA more
than halved the total
number of OOS
children between 1999
and 2010. In SAS, the
total number of OOS
children decreased by
25.6 million or 66%.
SSA decreased the
total number by 12.3
million, which was a
27% decrease between
1999 and 2010, but the
total number increased
by 1.5 million between
2008 and 2010.
All regions have decreased their total number of
out-of-school children since 1999.
0
5
10
15
20
25
30
35
40
45
50
SSA SAS EAP MNA LAC ECA
Out-of-SchoolChildren.Total(inmillions)
Source: UNESCO Institute for Statistics in EdStats, Nov 2012
1999 2008 2010
24. Which countries have the most out-
of-school children?
45.8% of the world’s out-
of-school children live in
the 10 countries listed
here.
Five of the countries are
in SSA and 3 are in SAS.
Nigeria almost has as
many OOS children as
the regional totals for
LAC, ECA, and MNA
combined (10.9 million).
The US is #8 in the
ranking because of the
large size of the school
age population and also
possibly because of a
lack of consistent data
collection on home-
schooled children.
10 Countries with the Most Out-of
School Children
(2008-2011)
1 Nigeria 10,542,105
2 Pakistan 5,125,373
3 Ethiopia 2,389,945
4 India 2,278,322
5 Bangladesh 1,835,269
6 Philippines 1,460,431
7 Cote d'Ivoire 1,160,732
8 United States 1,023,231
9 Burkina Faso 1,022,362
10 Niger 1,012,228
Source: UNESCO Institute for Statistics in EdStats, Nov 2012
Notes: Data displayed is the most current year available; Purple is 2011; Black
is 2010; Blue is 2009; Green is 2008; Data was not available for 61 of 214
countries.
25. Are more females out-of-
school than males?
In 1999, there were
almost 62 million
females out-of-school
compared to 45.5
million males. 58% of
the world’s out-of-
school children were
female.
In 2010, around 32
million girls were out of
school compared to
28.6 million boys.
52.5% of out-of-school
children were female.
The gap between male
and female totals
decreased from 16.5
million to 3.6 million
between 1999 and
2010.
More Females are Out of Primary School than Males
0
20
40
60
80
100
120
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
Out-of-SchoolChildren.Primary(inmillions)
Source: UNESCO Institute for Statistics in EdStats, September 2012
Males Out-of-School Females Out-of-School
26. Where are more females out-of-
school?
Over half of the
world’s out of school
girls are in SSA, and
just under 1/4 are in
South Asia.
South Asia has
decreased its total
number of females
out-of-school by 17.7
million since 1999.
The region’s total
dropped from 25
million to 7 million.
SSA has also
decreased its total
from 24.3 million in
1999 to 17.5 million in
2010.
3 out of every 4 Out-of-School Girls are
in either Sub-Saharan Africa or South Asia
0
5
10
15
20
25
30
35
40
45
50
55
60
65
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
Out-of-SchoolChildren.Primary.Female(inmillions)
Source: UNESCO Institute for Statistics in EdStats, October 2012
LAC ECA MNA EAP SAS SSA
27. Which countries have the most
females OOS?
Around half of the world’s
out-of-school females live
in these 10 countries.
36% of the world’s out-of-
school females live in the
Top 4 countries.
Nigeria, Pakistan, and
India all have more our-
of-school females that the
sum of all females out-of-
school in LAC and ECA.
Half of the countries are
in SSA and three are in
South Asia.
10 Countries with the Most Female
Out-of School Children
(2008-2011)
1 Nigeria 5,487,901
2 Pakistan 3,241,203
3 India 1,407,495
4 Ethiopia 1,367,141
5 Cote d'Ivoire 663,809
6 Philippines 661,551
7 Bangladesh 591,325
8 Niger 568,884
9 Yemen, Rep. 567,702
10 Burkina Faso 530,731
Source: UNESCO Institute for Statistics in EdStats, October, 2012;
Notes: Data displayed is the most current year available; Orange is
2008;Blue is 2009; Blue is 2010; Black is 2011; Data were not available for
61 of 213 countries.
28. Are there gender, income, or location
disparities in the % of children OOS?
In all regions, more low
income students are
OOS than high income
students. SAS has the
largest income disparity
at 29 percentage points
difference between the
top and bottom quintiles.
SSA follows closely
behind with 24 points.
A higher % of boys are
OOS in EAP, ECA, and
LAC, but a higher % of
girls are OOS in SAS
and SSA.
In all regions except for
ECA, a higher % of rural
students are OOS. This
disparity is highest in
SSA at 15 percentage
points.2
Low income is the greatest source of disparity in
percentages of OOS children across regions.
-30
-28
-26
-24
-22
-20
-18
-16
-14
-12
-10
-8
-6
-4
-2
0
2
EAP ECA LAC MNA SAS SSA
PercentagePointDifferenceinthe%ofChildrenOut-of-School
(Male-Female,Urban-Rural,andQuintile1-Quintile5)
Gender disparity
Location disparity
Income disparity
Source: Estimated by Porta (2011) using data from Demographic and Health
Surveys, Multiple Indicator Cluster Surveys, and Living Standards
Measurement Studies for 1985-2007
29. Do rural/urban disparities in educational
access exist in SSA?
Source: Demographic and Health Surveys and Multiple Indicator Cluster Surveys In World Inequality Database on Education (WIDE), Nov. 2012
Percentage of the population in the official age range of
lower secondary education not in school
Percentage of 7 to16 year olds who has never been to school.
30. Do income disparities exist in educational
access in SAS and EAP?
South Asia (SAS)
East Asia and the Pacific (EAP)
Source: Demographic and Health Surveys and Multiple Indicator Cluster Surveys In World Inequality Database on Education (WIDE), Nov. 2012
Percentage of 7 to16 year olds who has never been to school.
32. Which regions have higher
primary pupil-teacher ratios?
Globally, primary pupil-
teacher ratios (PTRs)
have declined from 26
pupils per teacher in
1999 to 24 in 2011.
SSA has the highest
PTR in 2011 at 43
pupils per teacher. SAS
also has a high PTR in
2009 at 40.
All other regions have
PTRs less than 23 with
declining PTRs over
time.
EAP has the fewest
students per teacher in
2011 (18) followed by
ECA at 19.
Sub-Saharan Africa and South Asia have the
highest primary pupil-teacher ratios.
16
18
20
22
24
26
28
30
32
34
36
38
40
42
44
46
1999 2001 2003 2005 2007 2009 2011
Pupil-teacherratio.Primary
Source: UNESCO Institute for Statistics in EdStats, March 2013
EAP ECA LAC MNA SAS SSA WLD
33. Which countries have the highest
primary pupil-teacher ratios?
These countries
have between 51
and 81 primary
students per
teacher.
26 countries have
more than 40
primary pupils per
teacher. All of these
countries are in SSA
except Cambodia.
There are 10
countries with
primary PTRs less
than 10 and 46
countries with PTRs
less than 15. Most
are high income
countries.
10 Countries with the Highest
Primary Pupil-Teacher Ratios
(2006-2012)
Pupil-Teacher
Ratio. Primary
Adjusted Net Enrolment
Rate. Primary
1 Central African Rep. 81.3 68.9
2 Malawi 76.1 97.5
3 Chad 62.6 -
4 Rwanda 58.1 98.7
5 Zambia 58.0 92.7
6 Mozambique 55.4 89.8
7 Ethiopia 55.1 82.2
8 Burkina Faso 52.7 63.2
9 Guinea-Bissau 51.9 75.0
10 Tanzania 50.8 -
Source: UNESCO Institute for Statistics in EdStats, March 2013
Note: Data is for the most recent available year; Black data are for 2011; Blue = 2010;
Data were not available for 35 of 214 countries.
34. Which countries have decreased
primary pupil-teacher ratios the most?
These countries
have decreased their
primary pupil-
teacher ratios by 12
to 18 pupils per
teacher over time.
The most current
PTR for all of these
countries except
Cameroon and
Ethiopia is less than
35 students per
teacher.
Despite great
improvement,
Ethiopia still has
around 55 pupils per
teacher.
10 Countries with the
Most Improvement in Primary
Pupil-Teacher Ratios
Percentage
Points
Improved
1999-
2002
PTR
Most
current
PTR
%
Improved
1 Gabon 18.1 42.6 24.5 42.5
2 Timor-Leste 17.0 47.2 30.2 36.0
3 Senegal 16.0 48.9 32.9 32.6
4 Equatorial Guinea 15.4 43.4 27.9 35.6
5 Cameroon 15.4 60.8 45.4 25.3
6 Lesotho 13.2 47.0 33.8 28.1
7 Jamaica 13.2 33.8 20.6 39.0
8 Macao SAR, China 12.6 27.5 14.8 45.9
9 Bhutan 12.5 37.9 25.4 33.0
1
0
Ethiopia 12.3 67.3 55.1 18.2
Source: UNESCO Institute for Statistics in EdStats, March 2013;
Notes: Black data in “Most Current” column is 2011 data; Blue is 2010 data;
Data were not available for 50 of 214 countries.
35. Pupil-Teacher Ratio. Primary
(2006-2012)
Source: UNESCO Institute for Statistics in EdStats, 2013
Note: Data displayed is for the most recent available year
The maps displayed were produced by EdStats. The boundaries, colors, denominations and any
other information shown on this map do not imply, on the part of the World Bank Group, any
judgment on the legal status of any territory, or any endorsement or acceptance of such boundaries.
The maps are for reference only.
37. Which regions have the highest
primary repetition rates?
Globally, the percent of
repeaters in primary
schools has decreased
from 5.3% in 1999 to
4.8% in 2011.
Repetition rates have
consistently been lowest
in ECA and EAP (less
than 2.3% over time).
SSA and LAC have had
the highest levels of
repetition over time, but
both regions improved
from around 12% to
around 8% over time.
SAS is the only region
with a higher current
repetition rate (4.9% in
2009) than in 1999
(4.7%).
Levels of primary repetition are higher in LAC
and SSA and lower in ECA and EAP.
0
1
2
3
4
5
6
7
8
9
10
11
12
13
1999 2001 2003 2005 2007 2009 2011
Percentageofrepeatersinprimary.Allgrades.Total
Source: UNESCO Institute for Statistics in EdStats, March 2013
EAP ECA LAC MNA SAS SSA WLD
38. Which countries have the highest
repetition rates in primary?
One third of students
repeat in Burundi and
almost ¼ repeat in
Comoros.
All countries on the list
are in SSA. 17 out of the
top 20 are also in SSA.
Timor-Leste, Iraq, and
Suriname are the
exceptions.
Six countries in the list
have decreased repetition
over time:
Madagascar, Congo, Les
otho, Togo, Chad, and
Comoros.
Burundi’s repetition rate
has increased by almost
10 percentage points over
time from 26.3% in 2002
to 36.2% in 2011.
10 Countries with the Highest
Primary Repetition Rates
(2006-2012)
1 Burundi 36.2
2 Comoros 24.4
3 Central African Republic 22.6
4 Chad 21.6
5 Togo 21.5
6 Lesotho 20.0
7 Malawi 19.6
8 Madagascar 19.4
9 Equatorial Guinea 19.3
10 Congo, Rep. 18.4
Source: UNESCO Institute for Statistics in EdStats, March 2013
Note: Data were for the most recent available year; Black data is from 2011;
Blue = 2010; Data were not available for 56 of 214 countries.
39. Which countries have decreased
primary repetition rates the most?
These countries
have decreased their
primary repetition
rates by 8 to 22
percentage points
over time.
9 of 10 countries are
in SSA.
6 countries have
more than halved
their repetition rates.
Despite great
improvement, 7 of
the countries have
current repetition
rates higher than
10%.
10 Countries with the Largest Decreases
in Primary Repetition Rates
Percentage
Points
Decreased
1999-
2002
Repetition
Rate
Most
current
Repetition
Rate
%
Decreased
1 Rwanda 22.3 36.1 13.8 61.8
2 Mozambique 15.4 23.0 7.7 66.7
3
Sao Tome and
Principe
14.4 25.8 11.4 55.9
4 Cameroon 12.7 25.2 12.5 50.3
5 Madagascar 11.0 30.5 19.4 36.2
6 Benin 10.8 21.6 10.8 49.8
7 Senegal 10.7 13.6 3.0 78.1
8 Mauritania 10.6 14.1 3.5 75.5
9 Nepal 9.6 21.6 12.0 44.6
1
0
Guinea 8.2 20.8 12.7 39.2
Source: UNESCO Institute for Statistics in EdStats, March 2013
Notes: Data were not available for 82 of 214 countries.
40. Primary Repetition Rate (%)
(2006-2012)
Source: UNESCO Institute for Statistics in EdStats, 2013
Note: Data displayed is for the most recent available year
The maps displayed were produced by EdStats. The boundaries, colors, denominations and any
other information shown on this map do not imply, on the part of the World Bank Group, any
judgment on the legal status of any territory, or any endorsement or acceptance of such boundaries.
The maps are for reference only.
41. Do females repeat more than
males in primary schools?
Globally, there is less
than half a percentage
point difference
between male/female
repetition rates. Males
repeat slightly more
than females.
Males also repeat
more than females in
all regions except for
ECA.
The greatest gender
disparity is in MNA at
2.5 percentage points.
In SSA, there is almost
no difference in
repetition rates
between males and
females.
Males repeat more than females in all regions
except ECA.
0
1
2
3
4
5
6
7
8
9
10
EAP ECA LAC MNA SAS SSA WLD
Percentageofrepeatersinprimary.Allgrades
Male Female
Source: UNESCO Institute for Statistics in EdStats, March 2013
Notes: SAS data is 2009; All other data is for 2011.
43. Which regions have higher
primary completion rates?
90.3% of primary school
age students completed
primary school in 2011.
This is a 9.3 percentage
point increase since
1999.
All regions have
improved their primary
completion rates (PCR)
over time.
SAS had the largest
increase at 23.3
percentage points, but
still lags behind other
regions with 88% of
students completing
primary in 2011.
(continued on next slide)
Primary Completion Rates have been increasing
in all regions since 1999.
50
55
60
65
70
75
80
85
90
95
100
105
1999 2001 2003 2005 2007 2009 2011
Primarycompletionrate.Total
Source: UNESCO Institute for Statistics in EdStats, March 2013
EAP ECA LAC MNA SAS SSA WLD
44. Which regions have higher
primary completion rates? (continued)
SSA also improved
greatly over time (17.8
percentage points) but
lagged far behind other
regions in 2011 with a
70% PCR.
In 2011, LAC had the
highest share of primary
school age students
completing primary
school at 101.6%. PCRs
over 100% are typically
due to over/under age
students entering the last
grade of primary or
repetition.
Primary Completion Rates have been increasing
in all regions since 1999.
50
55
60
65
70
75
80
85
90
95
100
105
1999 2001 2003 2005 2007 2009 2011
Primarycompletionrate.Total
Source: UNESCO Institute for Statistics in EdStats, March 2013
EAP ECA LAC MNA SAS SSA WLD
45. Which countries have the lowest
primary completion rates?
Less than half of
primary school age
children complete
primary school in the
top 7 countries.
9 of 10 countries are in
SSA.
All the countries on the
list have increased their
PCRs over time except
Uganda and Equatorial
Guinea.
Niger and Mali have
increased their PCRs
the most over time – 25
and 21 percentage
points respectively.
45
10 Countries with the Lowest
Primary Completion Rates
(2006-2012)
1 Eritrea 38.0
2 Chad 38.2
3 Central African Republic 43.0
4 Burkina Faso 45.1
5 Djibouti 45.8
6 Niger 46.2
7 Angola 46.6
8 Equatorial Guinea 51.7
9 Uganda 54.9
10 Mali 55.4
Source: UNESCO Institute for Statistics in EdStats, March 2013
Notes: Data are for the most recent available data year; Black data are for
2011; Blue are for 2010; Data were not available for 45 countries.
46. Which countries have increased
primary completion rates the most?
These countries
have increased their
primary completion
rates by 31 to 43
percentage points
over time.
5 countries have
more than doubled
their primary
completion rates.
Despite great
improvement, 7 of
the 10 countries
have current primary
completion rates
less than 75%.
10 Countries with the
Most Improvement in
Primary Completion Rates
Percentage
Points
Improved
1999-2002
PCR
Most
current
PCR
%
Improved
1 Bhutan 42.9 52.2 95.1 82.1
2 Zambia 40.8 62.5 103.3 65.3
3 Rwanda 40.0 29.6 69.6 135.0
4 Guinea-Bissau 37.9 29.7 67.6 127.4
5 Sao Tome and
Principe
37.6 61.6 99.1 61.0
6 Madagascar 36.1 36.8 72.9 98.4
7 Burundi 34.9 27.3 62.1 127.8
8 Mozambique 33.9 22.3 56.2 151.7
9 Ethiopia 32.4 31.7 64.0 102.3
1
0
Mauritania 31.3 43.5 74.8 71.8
Source: UNESCO Institute for Statistics in EdStats, March 2013
Note: Data were not available for 68 of 214 countries.
47. Primary Completion Rate (2006-
2012)
Source: UNESCO Institute for Statistics in EdStats, 2013
Note: Data displayed is for the most recent available year
The maps displayed were produced by EdStats. The boundaries, colors, denominations and any
other information shown on this map do not imply, on the part of the World Bank Group, any
judgment on the legal status of any territory, or any endorsement or acceptance of such boundaries.
The maps are for reference only.
48. Are more boys completing primary
school than girls?
Globally, more males
are completing primary
school than females.
The difference between
male/female PCRs has
shrunk from 6
percentage points in
1999 to 1.8 in 2011.
In most regions, more
males complete primary
than females, but in
LAC and EAP, the
reverse is true.
EAP's female PCR was
2.4 percentage points
higher than the male
PCR. LAC’s was 0.7
percentage points
higher for females.
(continued on next slide)
Globally and in most regions, more males
complete primary school than females.
60
65
70
75
80
85
90
95
100
105
EAP ECA LAC MNA SAS SSA WLD
Primarycompletionrate.FemaleorMale
Male Female
Source: UNESCO Institute for Statistics in EdStats, March 2013
Note: All data are for 2011 except EAP and SAS (2010).
49. Are more boys completing primary
school than girls? (continued)
SSA has the largest
gender disparity in
PCRs with 74% of boys
completing vs. 67% of
girls in 2011.
MNA also has a large
gender disparity at 6
percentage points
difference between the
genders.
SAS had a large gender
disparity in 1999 (15
percentage points) but
decreased the
difference to 2.7
percentage points in
2010.
Globally and in most regions, more males
complete primary school than females.
60
65
70
75
80
85
90
95
100
105
EAP ECA LAC MNA SAS SSA WLD
Primarycompletionrate.FemaleorMale
Male Female
Source: UNESCO Institute for Statistics in EdStats, March 2013
Note: All data are for 2011 except EAP and SAS (2010).
50. Primary Completion Rate. Female
(2006-2012)
Source: UNESCO Institute for Statistics in EdStats, 2013
Note: Data displayed is for the most recent available year
The maps displayed were produced by EdStats. The boundaries, colors, denominations and any
other information shown on this map do not imply, on the part of the World Bank Group, any
judgment on the legal status of any territory, or any endorsement or acceptance of such boundaries.
The maps are for reference only.
51. Gender Parity Index for Primary
Completion Rate
(2006-2012)
Source: UNESCO Institute for Statistics in EdStats, 2013
Note: Data displayed is for the most recent available year
The maps displayed were produced by EdStats. The boundaries, colors, denominations and any
other information shown on this map do not imply, on the part of the World Bank Group, any
judgment on the legal status of any territory, or any endorsement or acceptance of such boundaries.
The maps are for reference only.
Gender
Parity
Female
Bias
Male
Bias
52. Are there gender, income or location
disparities in primary completion rates?
Gender disparities exist
in all regions in
PCRs, but they are
surpassed by income
disparities in all regions
except for ECA.
The greatest disparities
exist in SSA, where
there is a 55 percentage
point difference between
the PCRs of top and
bottom quintile students.
This compares to a 33
point difference between
urban and rural, and 9
point between genders.
In EAP and ECA, more
rural students complete
primary school than
urban students.2
Low income is the greatest source of disparity in
primary completion rates in all regions except ECA.
-5
0
5
10
15
20
25
30
35
40
45
50
55
60
EAP ECA LAC MNA SAS SSA
PercentagePointDifferenceinPrimaryCompletionRate
(Male-Female,Urban-Rural,andQuintile1-Quintile5)
Gender disparity
Location disparity
Income disparity
Source: Estimated by Porta (2011) using data from Demographic and Health
Surveys, Multiple Indicator Cluster Surveys, and Living Standards
Measurement Studies for 1985-2007
54. 5th graders in
Gabon (61.4) and
Cameroon (53.4)
scored the highest
on the French
language
assessment.
Gabon’s mean
score almost
doubled Benin and
Chad’s scores (31.6
and 31.7
respectively).
Only three countries
scored higher than
40 on a 100 point
scale.
Mean Reading Scores vary greatly across
Francophone African countries.
How do reading levels vary between
African countries?
Source: Programme d'Analyse des Systèmes Educatifs de la CONFEMEN in
EdStats, August 2011.
30
35
40
45
50
55
60
65
MeanperformanceontheFrenchlanguagescale
(100possiblepoints)for5thgradestudents(2004-2009)
55. Tanzania, Seychelles, a
nd Mauritius had the
highest reading scores in
2007.
Mauritius and Tanzania
both improved their
scores, but Seychelles’
score was lower than in
2000.
Some countries have
large disparities between
genders, but in these
cases, females have
higher scores than
males
(Seychelles, Mauritius
and Botswana).
Malawi and Zambia have
had the lowest scores
over time.
Mean reading scores of 6th grade students vary
greatly between Anglophone African countries.
How do reading levels vary between
African countries?
420
440
460
480
500
520
540
560
580
600
620
Meanperformanceonthereadingscale(2000&2007)
2000 Total Male 2007 Female 2007 Total 2007
Source: Southern and Eastern Africa Consortium for Monitoring Educational Quality
(SACMEQ) in EdStats, August 2011; Note: Zimbabwe 2000 is 1995 figure.
56. How do reading scores vary between
income groups in African countries?
In all SACMEQ
countries, students
from the lowest income
quintile have lower
reading scores than
students in the highest
income quintile, but the
scale of income
disparity varies greatly.
South Africa has the
largest disparity
between richest and
poorest followed by
Namibia.
Lesotho, Mozambique,
and Malawi seem to
have the less of a
disparity between
income groups in
reading scores.
400
425
450
475
500
525
550
575
600
625
MeanScoreonReadingAssessment
Source: Filmer using Southern and Eastern Africa Consortium for
Monitoring Educational Quality (SACMEQ) 2000 database
Richest quintile of students Poorest quintile of students
Average score
Poorer students have lower mean reading scores in
all Anglophone African countries.
57. El
Salvador, Nicaragua, C
osta
Rica, Peru, Guatemala,
and Colombia are
within 5 percentage
points of gender parity.
Female scores are
higher than male scores
in these countries.
Uruguay has the largest
difference between
male/female reading
scores with a 19.6
percentage point male
bias.
Panama (15.9), Brazil
(15.7), Cuba (15.2), and
the Dominican Rep.
(15.1) also have large Source: Latin American Laboratory for Assessment of the Quality of
Education (LLECE SERCE) in StatPlanet, August 2011
Have LAC countries reached gender
parity in reading levels?
Difference between Male/Female Mean Scores on
the 6th Grade Reading Assessment (2006)
58. In all countries, mean
scores for rural students
are lower than for urban
students.
The greatest location
disparity is in Peru (79)
followed by Mexico (58).
Cuba has the smallest
disparity between
rural/urban areas (13)
followed by Nicaragua
(21).
The scale of disparity
between urban/rural
scores is much higher
than the disparity
between male/female
scores.
Source: Latin American Laboratory for Assessment of the Quality of
Education (LLECE SERCE) in StatPlanet, August 2011
Does rural/urban residence impact
6th grade reading levels in LAC?
Difference between Urban/Rural Mean Scores on
the 6th Grade Reading Assessment (2006)
60. Which countries spend the least per
student on primary education?
The average spending
per primary school
student is 16.7% of
per capita GDP. These
countries spend
between 3.5 and 7
percent of GDP per
capita on each primary
school student.
Five of the 10 lowest
spending countries are
in SSA. Two are
classified as high
income countries.
5 countries have net
enrollment rates higher
than 90%.
DRC is the only country
with low primary
spending and very high
private enrollment share
(82.5%).
10 Countries with the Lowest Share of
p.c. GDP per Primary Student
(2006-2012)
Share of pc
GDP (%) per
student
Primary Net
Enrolment
Rate (%)
Private
Enrollment
Share (%)
1 Monaco 3.5 21.8
2 Central African Rep. 4.4 68.5 13.8
3 Brunei Darussalam 5.1 91.6 36.6
4 Congo, Dem. Rep. 5.2 82.5
5 Liberia 5.4 40.8 32.6
6 Madagascar 6.4 17.8
7 Cameroon 6.6 93.8 20.9
8 Cambodia 6.8 98.2 1.5
9 Panama 6.8 96.9 12.0
10 Rwanda 6.9 98.7 2.2
Source: UNESCO Institute for Statistics in EdStats, Feb. 2013
Note: Figures are for the most recent year with data available between 2006 and
2012: Blue figures are for 2010; Green for 2009; Black for 2011; Maroon for 2007;
Data were not available for 82 countries.
61. Which countries spend the most per
student on primary education?
Serbia spends over
half of per capita
GDP on each primary
student, and all other
countries in the list
spend more than a
quarter.
Eight of the listed
countries have
primary net enrolment
rates (NER) higher
than 90%.
These countries have
low private enrolment
shares ranging from
0.1 to 14%.
10 Countries with the Highest Share of
p.c. GDP per Primary Student
(2006-2012)
Share of pc
GDP (%) per
student
Primary Net
Enrolment Rate
(%)
Private
Enrollment
Share (%)
1 Serbia 55.6 93.2 0.1
2 Cuba 49.3 98.2
3 Moldova 41.4 87.8 0.9
4 Cyprus 31.5 98.7 7.6
5 Latvia 31.4 95.1 1.1
6 Comoros 29.5 77.8 14.1
7 Denmark 28.9 95.4 13.7
8 Sweden 28.3 99.4 9.5
9 Estonia 27.8 95.0 4.1
10 Iceland 27.2 99.0 2.0
Source: UNESCO Institute for Statistics in EdStats, Feb. 2013
Notes: Figures are for the most recent year with data available between 2006 and
2012: Blue figures are for 2010; Green for 2009;
Maroon for 2008; Data were not available for 82 countries.
62. Public Expenditure per Pupil as a
% of GDP per capita. Primary
(2006-2012)
Source: UNESCO Institute for Statistics in EdStats, 2013
Note: Data displayed is for the latest available year
The maps displayed were produced by EdStats. The boundaries, colors, denominations and any
other information shown on this map do not imply, on the part of the World Bank Group, any
judgment on the legal status of any territory, or any endorsement or acceptance of such boundaries.
The maps are for reference only.
63. This presentation utilizes the following data sources:
1) UNESCO Institute for Statistics data in the EdStats Query
The presentation was created with the most recent UIS data release that
included 2010 data for most indicators/countries.
Indicators were calculated by UIS according to definitions available in the
EdStats Query.
2) Demographic and Health Surveys, Multiple Indicator Cluster
Surveys, and Living Standards Measurement Studies for 1985-2007;
Reports were generated through ADePT Edu (2011)
3) Demographic and Health Surveys and Multiple Indicator Cluster
Surveys in the World Inequality Database on Education (WIDE)
4) Learning Outcome Data from the EdStats Query:
Southern and Eastern Africa Consortium for Monitoring Educational Quality
(SACMEQ)
Latin American Laboratory for Assessment of the Quality of Education (LLECE
SERCE)
Programme d'Analyse des Systèmes Educatifs de la CONFEMEN (PASEC)
Data Sources
64. The State of Education Series
The following State of Education presentations
are available on the EdStats website:
Educational Levels:
Pre-Primary Education
Primary Education
Secondary Education
Tertiary Education
Topics:
Access
Quality
Expenditures
Literacy
Equity
Gender