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.
The design of school learning environments can foster, or hinder, the teaching and learning of 21st century skills. By the time students complete their compulsory education, they will have spent many thousands of hours within school buildings. The same holds true for their teachers and school leaders who all too often are obliged to adapt to existing layouts in schools, rather than shape them actively.
The OECD School User Survey: Improving Learning Spaces Together gives voice to those who use schools on a daily basis. This unique OECD tool consists of three self-assessment questionnaires designed for students, teachers and school leaders. They can be used to collect and triangulate evidence on the actual use of learning spaces, as well as to solicit user perspectives.
Survey results can be used at the school level to support continuous improvement and the intelligent use or refurbishment of educational facilities. They can provide deeper insights into how physical learning environments shape teaching practices and affect students’ learning outcomes and well-being.
Education is a major aspect in every country. In South Africa, it has been praised, encouraged and respected, and this is due to the fact that many of our parents (Black parents) were never allowed access to a decent education system.
Post 1994, almost every parent wanted to see their children in school. Grade 1 is still joy to many parents. However, for some the joy fades as their children move a grade up, and this is because of the challenges in our education system.
This paper highlights some critical statistics concerning the system, issues in the system and provides recommendations that may be possible solutions to this predicament.
Teachers are the most important resource in today’s schools. In every country, teachers’ salaries and training represent the greatest share of expenditure in education. And this investment in teachers can have significant returns: research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. Teachers, in other words, are not interchangeable workers in some sort of industrial assembly line; individual teachers can change lives – and better teachers are crucial to improving the education that schools provide. Improving the effectiveness, efficiency and equity of schooling depends, in large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality and that high-quality teaching is provided to all students. This report, building on data from the Indicators of Education Systems (INES) programme, the Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA), explores three teacher-policy questions: How do the best-performing countries select, develop, evaluate and compensate teachers? How does teacher sorting across schools affect the equity of education systems? And how can countries attract and retain talented men and women to teaching?
Starting Strong Teaching and Learning International Survey 2018 - Conceptual...EduSkills OECD
The TALIS Starting Strong Survey provides early childhood staff and centre leaders with an opportunity to share insights on their professional development; pedagogical beliefs and practices; and working conditions, as well as various other leadership, management and workplace issues.
The survey seeks to identify strengths of and improvement opportunities for early childhood learning and well-being environments across different countries and jurisdictions, while identifying factors that are open to change. The survey also builds on the OECD‘s study of the teaching profession, the OECD Teaching and Learning International Survey (TALIS).
The TALIS Starting Strong Survey will compare early childhood settings within and across countries, highlighting diversity within systems and identifying points of commonality. Information gained from the data will inform and facilitate policy discussions about staff’s working conditions and training needs, and can help enhance the overall quality of the workforce.
The survey is part of the OECD’s long-term strategy to develop early childhood education and care data, and will serve as the foundation for future analyses of what works for young children.
OECD School Resources Review - 2019 Project UpdateEduSkills OECD
How does the study look at resource use?
Purpose: to explore what policies best ensure that school resources are effectively used to improve student outcomes
An educational perspective on the use of resources:
Acknowledging quality and equity as central educational goals
Accounting for complexity and diversity of governance contexts
Several developments increased attention to school resources:
Global financial crisis
Demographic developments
Evolving educational goals
International Summit on the Teaching Profession - The Future of Teaching and ...EduSkills OECD
This report discusses policies and practices that shape quality and equity in early childhood education and care. It examines how the work environment, including the educational background of staff, and the policies that shape teaching approaches affect the quality of the education provided to our youngest learners. The book concludes with an overview of current thinking about how young children use, and are affected by, information and communication technologies (ICT). Linking the way children interact with ICT inside of school to the way they already use it outside of school could be the key to unlocking technology’s potential for learning.Children learn at a faster rate during the first five years of their life than at any other time, developing cognitive, and social and emotional skills that are fundamental to their future achievements and well-being throughout childhood and as adults. Despite compelling evidence that high quality early childhood education and care programmes can make a crucial difference to children’s progress through school and success in adult life, large differences in access to and the quality of these programmes persist within and across countries.
What can largescale assessments like PISA and TIMSS say about education systems?Christian Bokhove
I gave this public lecture on the 4th of November (9am UK time, 16pm Indonesian time) to a mainly Indonesian audience. The lecture was hosted by Magister Program of Mathematics Education, Universitas Syiah Kuala (Unsyiah) and more than 500 people attended.
This presentation was given by Stéphan Vincent-Lancrin at the Public Conference “Innovation in education : What has changed in the classroom in the past decade?”.
Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how, practices are changing within classrooms and educational organisations and how students use learning resources. We should know much more about how teachers change their professional development practices, how schools change their ways to relate to parents, and, more generally, to what extent change and innovation are linked to better educational outcomes. This would help policy makers to better target interventions and resources, and get quick feedback on whether reforms do change educational practices as expected. This would enable us to better understand the role of innovation in education.
Scotland's Curriculum for Excellence: Into the Future. Report presentationBeatriz Pont
Students in Scotland (UK) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. Schools design their own curriculum based on a common framework which allows for effective curricular practices. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools to understand how school curricula have been designed and implemented in recent years. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries. The OECD analysis and recommendations aim to support Scotland as it further enhances CfE to achieve its potential for the present and future of its learners. Just as Scotland’s Curriculum for Excellence was among the pioneers of 21st century learning, its most recent developments hold valuable lessons for other education systems and their own curriculum policies.
Presentation of Starting Strong IV by Montserrat Gomendio, OECDEduSkills OECD
Presentation of Starting Strong IV, the new report by the OECD on monitoring quality in early childhood education and care, launched on 28 October 2015 at the International Early Childhood Education and Care Event on Monitoring Quality in Dublin
See Jill Wagy's (Technology Management Administrator, Durham County Library.) presentation associated this handout: http://prezi.com/j06m_ae5genz/untitled-prezi/?kw=view-j06m_ae5genz&rc=ref-41989701
The design of school learning environments can foster, or hinder, the teaching and learning of 21st century skills. By the time students complete their compulsory education, they will have spent many thousands of hours within school buildings. The same holds true for their teachers and school leaders who all too often are obliged to adapt to existing layouts in schools, rather than shape them actively.
The OECD School User Survey: Improving Learning Spaces Together gives voice to those who use schools on a daily basis. This unique OECD tool consists of three self-assessment questionnaires designed for students, teachers and school leaders. They can be used to collect and triangulate evidence on the actual use of learning spaces, as well as to solicit user perspectives.
Survey results can be used at the school level to support continuous improvement and the intelligent use or refurbishment of educational facilities. They can provide deeper insights into how physical learning environments shape teaching practices and affect students’ learning outcomes and well-being.
Education is a major aspect in every country. In South Africa, it has been praised, encouraged and respected, and this is due to the fact that many of our parents (Black parents) were never allowed access to a decent education system.
Post 1994, almost every parent wanted to see their children in school. Grade 1 is still joy to many parents. However, for some the joy fades as their children move a grade up, and this is because of the challenges in our education system.
This paper highlights some critical statistics concerning the system, issues in the system and provides recommendations that may be possible solutions to this predicament.
Teachers are the most important resource in today’s schools. In every country, teachers’ salaries and training represent the greatest share of expenditure in education. And this investment in teachers can have significant returns: research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. Teachers, in other words, are not interchangeable workers in some sort of industrial assembly line; individual teachers can change lives – and better teachers are crucial to improving the education that schools provide. Improving the effectiveness, efficiency and equity of schooling depends, in large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality and that high-quality teaching is provided to all students. This report, building on data from the Indicators of Education Systems (INES) programme, the Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA), explores three teacher-policy questions: How do the best-performing countries select, develop, evaluate and compensate teachers? How does teacher sorting across schools affect the equity of education systems? And how can countries attract and retain talented men and women to teaching?
Starting Strong Teaching and Learning International Survey 2018 - Conceptual...EduSkills OECD
The TALIS Starting Strong Survey provides early childhood staff and centre leaders with an opportunity to share insights on their professional development; pedagogical beliefs and practices; and working conditions, as well as various other leadership, management and workplace issues.
The survey seeks to identify strengths of and improvement opportunities for early childhood learning and well-being environments across different countries and jurisdictions, while identifying factors that are open to change. The survey also builds on the OECD‘s study of the teaching profession, the OECD Teaching and Learning International Survey (TALIS).
The TALIS Starting Strong Survey will compare early childhood settings within and across countries, highlighting diversity within systems and identifying points of commonality. Information gained from the data will inform and facilitate policy discussions about staff’s working conditions and training needs, and can help enhance the overall quality of the workforce.
The survey is part of the OECD’s long-term strategy to develop early childhood education and care data, and will serve as the foundation for future analyses of what works for young children.
OECD School Resources Review - 2019 Project UpdateEduSkills OECD
How does the study look at resource use?
Purpose: to explore what policies best ensure that school resources are effectively used to improve student outcomes
An educational perspective on the use of resources:
Acknowledging quality and equity as central educational goals
Accounting for complexity and diversity of governance contexts
Several developments increased attention to school resources:
Global financial crisis
Demographic developments
Evolving educational goals
International Summit on the Teaching Profession - The Future of Teaching and ...EduSkills OECD
This report discusses policies and practices that shape quality and equity in early childhood education and care. It examines how the work environment, including the educational background of staff, and the policies that shape teaching approaches affect the quality of the education provided to our youngest learners. The book concludes with an overview of current thinking about how young children use, and are affected by, information and communication technologies (ICT). Linking the way children interact with ICT inside of school to the way they already use it outside of school could be the key to unlocking technology’s potential for learning.Children learn at a faster rate during the first five years of their life than at any other time, developing cognitive, and social and emotional skills that are fundamental to their future achievements and well-being throughout childhood and as adults. Despite compelling evidence that high quality early childhood education and care programmes can make a crucial difference to children’s progress through school and success in adult life, large differences in access to and the quality of these programmes persist within and across countries.
What can largescale assessments like PISA and TIMSS say about education systems?Christian Bokhove
I gave this public lecture on the 4th of November (9am UK time, 16pm Indonesian time) to a mainly Indonesian audience. The lecture was hosted by Magister Program of Mathematics Education, Universitas Syiah Kuala (Unsyiah) and more than 500 people attended.
This presentation was given by Stéphan Vincent-Lancrin at the Public Conference “Innovation in education : What has changed in the classroom in the past decade?”.
Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how, practices are changing within classrooms and educational organisations and how students use learning resources. We should know much more about how teachers change their professional development practices, how schools change their ways to relate to parents, and, more generally, to what extent change and innovation are linked to better educational outcomes. This would help policy makers to better target interventions and resources, and get quick feedback on whether reforms do change educational practices as expected. This would enable us to better understand the role of innovation in education.
Scotland's Curriculum for Excellence: Into the Future. Report presentationBeatriz Pont
Students in Scotland (UK) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. Schools design their own curriculum based on a common framework which allows for effective curricular practices. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools to understand how school curricula have been designed and implemented in recent years. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries. The OECD analysis and recommendations aim to support Scotland as it further enhances CfE to achieve its potential for the present and future of its learners. Just as Scotland’s Curriculum for Excellence was among the pioneers of 21st century learning, its most recent developments hold valuable lessons for other education systems and their own curriculum policies.
Presentation of Starting Strong IV by Montserrat Gomendio, OECDEduSkills OECD
Presentation of Starting Strong IV, the new report by the OECD on monitoring quality in early childhood education and care, launched on 28 October 2015 at the International Early Childhood Education and Care Event on Monitoring Quality in Dublin
See Jill Wagy's (Technology Management Administrator, Durham County Library.) presentation associated this handout: http://prezi.com/j06m_ae5genz/untitled-prezi/?kw=view-j06m_ae5genz&rc=ref-41989701
Presentation from the Entrepreneurial Librarian Conference, October 17, 2014. Wake Forest University. Amanda Binder, UNC Charlotte and Lareese Hall, MIT libraries.
IIEP-UNESCO Strategic Debate: the impact of inequalities on learning achievementIIEP-UNESCO
Towards progressive universalism: the impact of inequalities on learning achievement.
IIEP Strategic Debate - May 2017
Speaker: Pauline Rose, Director, Research for Equitable Access and Learning (REAL) Centre, University of Cambridge
Moderator: Suzanne Grant Lewis (Director IIEP)
Drawing on analysis of available large-scale datasets, this session will show how inequalities in learning between the rich and poor and, amongst the poor by gender, widen substantially over the primary school cycle. It will also identify that children with disabilities are most likely to be left behind. The evidence further demonstrates that access to higher education for children from poor households is strongly dependent on their learning in the early years. Analysis will be presented showing that, where children from poor backgrounds have the same opportunities as those from rich backgrounds, learning gaps narrow significantly. It will further identify the importance of changing the way in which public resources are allocated, to achieve ‘progressive universalism’. The Debate will conclude by identifying ways in which data collection could be improved in resource-poor environments to enable better monitoring of education SDGs related to learning, with a focus on tracking progress for the most disadvantaged groups.
Effective schools challenges & issues in india singh_july2014Young Lives Oxford
The increased focus on what children learn in school rather than only on enrolment and attendance, places school effectiveness under a new spotlight. This presentation focuses on how much we know about the difference schools are making for children and what that implies for school improvement programmes in India in the light of the Right to Education Act.
Priorities for Equity and Inclusion? Quality in Early Childhood Care and Educ...Young Lives Oxford
Keynote speech by Renu Singh at the British Association of Comparative and International Education conference, 10 Sept 2014.
The importance of early development in shaping children's education outcomes is widely acknowledged. The Dakar Framework for Action reinforced the call for 'expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children'. Building an enabling policy environment which focuses on equity and equality in allocations and interventions is essential if the rights of every young child are to be promoted.
Education in Latvia - Progress, Challenges and RecommendationsEduSkills OECD
How can Latvia improve the quality and equity of its education system and realise long-term efficiency gains? This report covers the whole education system from early childhood education and care to tertiary education and provides an assessment of Latvia’s policies and practices against the best approaches in education and skills across the OECD. This international comparison brings to the fore the many strengths of Latvia’s education system, but also highlights the challenges it faces and provides a number of recommendations in response. This report will be of value to Latvia but also policy makers in other countries looking to raise the quality, equity and efficiency of their education system.
What are the main advantages of using HR recruiter services.pdfHumanResourceDimensi1
HR recruiter services offer top talents to companies according to their specific needs. They handle all recruitment tasks from job posting to onboarding and help companies concentrate on their business growth. With their expertise and years of experience, they streamline the hiring process and save time and resources for the company.
Memorandum Of Association Constitution of Company.pptseri bangash
www.seribangash.com
A Memorandum of Association (MOA) is a legal document that outlines the fundamental principles and objectives upon which a company operates. It serves as the company's charter or constitution and defines the scope of its activities. Here's a detailed note on the MOA:
Contents of Memorandum of Association:
Name Clause: This clause states the name of the company, which should end with words like "Limited" or "Ltd." for a public limited company and "Private Limited" or "Pvt. Ltd." for a private limited company.
https://seribangash.com/article-of-association-is-legal-doc-of-company/
Registered Office Clause: It specifies the location where the company's registered office is situated. This office is where all official communications and notices are sent.
Objective Clause: This clause delineates the main objectives for which the company is formed. It's important to define these objectives clearly, as the company cannot undertake activities beyond those mentioned in this clause.
www.seribangash.com
Liability Clause: It outlines the extent of liability of the company's members. In the case of companies limited by shares, the liability of members is limited to the amount unpaid on their shares. For companies limited by guarantee, members' liability is limited to the amount they undertake to contribute if the company is wound up.
https://seribangash.com/promotors-is-person-conceived-formation-company/
Capital Clause: This clause specifies the authorized capital of the company, i.e., the maximum amount of share capital the company is authorized to issue. It also mentions the division of this capital into shares and their respective nominal value.
Association Clause: It simply states that the subscribers wish to form a company and agree to become members of it, in accordance with the terms of the MOA.
Importance of Memorandum of Association:
Legal Requirement: The MOA is a legal requirement for the formation of a company. It must be filed with the Registrar of Companies during the incorporation process.
Constitutional Document: It serves as the company's constitutional document, defining its scope, powers, and limitations.
Protection of Members: It protects the interests of the company's members by clearly defining the objectives and limiting their liability.
External Communication: It provides clarity to external parties, such as investors, creditors, and regulatory authorities, regarding the company's objectives and powers.
https://seribangash.com/difference-public-and-private-company-law/
Binding Authority: The company and its members are bound by the provisions of the MOA. Any action taken beyond its scope may be considered ultra vires (beyond the powers) of the company and therefore void.
Amendment of MOA:
While the MOA lays down the company's fundamental principles, it is not entirely immutable. It can be amended, but only under specific circumstances and in compliance with legal procedures. Amendments typically require shareholder
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RMD24 | Retail media: hoe zet je dit in als je geen AH of Unilever bent? Heid...BBPMedia1
Grote partijen zijn al een tijdje onderweg met retail media. Ondertussen worden in dit domein ook de kansen zichtbaar voor andere spelers in de markt. Maar met die kansen ontstaan ook vragen: Zelf retail media worden of erop adverteren? In welke fase van de funnel past het en hoe integreer je het in een mediaplan? Wat is nu precies het verschil met marketplaces en Programmatic ads? In dit half uur beslechten we de dilemma's en krijg je antwoorden op wanneer het voor jou tijd is om de volgende stap te zetten.
Taurus Zodiac Sign_ Personality Traits and Sign Dates.pptxmy Pandit
Explore the world of the Taurus zodiac sign. Learn about their stability, determination, and appreciation for beauty. Discover how Taureans' grounded nature and hardworking mindset define their unique personality.
Attending a job Interview for B1 and B2 Englsih learnersErika906060
It is a sample of an interview for a business english class for pre-intermediate and intermediate english students with emphasis on the speking ability.
Enterprise Excellence is Inclusive Excellence.pdfKaiNexus
Enterprise excellence and inclusive excellence are closely linked, and real-world challenges have shown that both are essential to the success of any organization. To achieve enterprise excellence, organizations must focus on improving their operations and processes while creating an inclusive environment that engages everyone. In this interactive session, the facilitator will highlight commonly established business practices and how they limit our ability to engage everyone every day. More importantly, though, participants will likely gain increased awareness of what we can do differently to maximize enterprise excellence through deliberate inclusion.
What is Enterprise Excellence?
Enterprise Excellence is a holistic approach that's aimed at achieving world-class performance across all aspects of the organization.
What might I learn?
A way to engage all in creating Inclusive Excellence. Lessons from the US military and their parallels to the story of Harry Potter. How belt systems and CI teams can destroy inclusive practices. How leadership language invites people to the party. There are three things leaders can do to engage everyone every day: maximizing psychological safety to create environments where folks learn, contribute, and challenge the status quo.
Who might benefit? Anyone and everyone leading folks from the shop floor to top floor.
Dr. William Harvey is a seasoned Operations Leader with extensive experience in chemical processing, manufacturing, and operations management. At Michelman, he currently oversees multiple sites, leading teams in strategic planning and coaching/practicing continuous improvement. William is set to start his eighth year of teaching at the University of Cincinnati where he teaches marketing, finance, and management. William holds various certifications in change management, quality, leadership, operational excellence, team building, and DiSC, among others.
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As a business owner in Delaware, staying on top of your tax obligations is paramount, especially with the annual deadline for Delaware Franchise Tax looming on March 1. One such obligation is the annual Delaware Franchise Tax, which serves as a crucial requirement for maintaining your company’s legal standing within the state. While the prospect of handling tax matters may seem daunting, rest assured that the process can be straightforward with the right guidance. In this comprehensive guide, we’ll walk you through the steps of filing your Delaware Franchise Tax and provide insights to help you navigate the process effectively.
Cracking the Workplace Discipline Code Main.pptxWorkforce Group
Cultivating and maintaining discipline within teams is a critical differentiator for successful organisations.
Forward-thinking leaders and business managers understand the impact that discipline has on organisational success. A disciplined workforce operates with clarity, focus, and a shared understanding of expectations, ultimately driving better results, optimising productivity, and facilitating seamless collaboration.
Although discipline is not a one-size-fits-all approach, it can help create a work environment that encourages personal growth and accountability rather than solely relying on punitive measures.
In this deck, you will learn the significance of workplace discipline for organisational success. You’ll also learn
• Four (4) workplace discipline methods you should consider
• The best and most practical approach to implementing workplace discipline.
• Three (3) key tips to maintain a disciplined workplace.
Affordable Stationery Printing Services in Jaipur | Navpack n PrintNavpack & Print
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Discover the innovative and creative projects that highlight my journey throu...dylandmeas
Discover the innovative and creative projects that highlight my journey through Full Sail University. Below, you’ll find a collection of my work showcasing my skills and expertise in digital marketing, event planning, and media production.
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)
PCR Primary Completion Rate
PTR Pupil-Teacher Ratio
GPI Gender Parity Index (female value/male value)
PISA Programme for International Student Assessment
TIMSS Trends in International Mathematics and Science Study
SACMEQ Southern and Eastern Africa Consortium for Monitoring Educational Quality
PASEC Programme d'Analyse des Systèmes Educatifs de la CONFEMEN
LLECE Latin American Laboratory for Assessment of the Quality of Education
4. Summary of Analysis
Primary Pupil-Teacher Ratios (PTRs) have declined from
26 pupils per teacher in 1999 to 24 in 2011. SSA and SAS
have the highest PTRs (>40).
Repetition rates in primary schools have decreased from
5.3% in 1999 to 4.8% in 2011. LAC and SSA have higher
repetition rates than other regions, and males have higher
repetition rates than females.
Primary Completion Rates (PCRs) are highest in EAP,
LAC and ECA, which all have PCRs above 95%. The
global PCR lags behind at 90.3%. Low income is the
greatest barrier to primary and secondary completion.
Adult and youth literacy rates have been improving over
time, but around 10% of youth and 16% of adults are not
literate. SAS and MNA have both improved literacy levels
greatly over time.
6. Which regions have higher pre-
primary pupil-teacher ratios?
Globally, pre-primary
pupil-teacher ratios
(PTRs) have remained
steady since 1999 at
around 20 pupils per
teacher.
ECA has the fewest
students per teacher:
PTRs ranged from 8 to
10 students over time.
South Asia had the
highest PTRs as of
2007 at 40 students per
teacher. The next
closest region was SSA
at around 27 students
per teacher in 2011.
South Asia and Sub-Saharan Africa have higher
pre-primary pupil-teacher ratios.
5
10
15
20
25
30
35
40
1999 2001 2003 2005 2007 2009 2011
Pupil-teacherratio.Pre-Primary
Source: UNESCO Institute for Statistics in EdStats, March 2013
EAP ECA LAC MNA SAS SSA WLD
7. Which countries have the highest
pre-primary pupil-teacher ratios?
These countries
have between 35
and 57 pre-primary
students per
teacher.
Eight of the 10
countries are in
SSA.
Less than 11% of
children are enrolled
in pre-primary
education in 5 of
these countries.
There are 22
countries with pre-
primary PTRs less
than 10. Most are in
ECA or are high
income countries.
10 Countries with the Highest
Pre-Primary Pupil-Teacher Ratios
(2006-2012)
Pupil-Teacher
Ratio. Pre-Primary
Net Enrolment Rate.
Pre-Primary
1 Tanzania 56.6 33.2
2 Central African Rep. 44.3 5.6
3 Mali 44.0 3.4
4 India 40.3
5 Bolivia 38.8 32.1
6 Rwanda 38.0 10.5
7 Eritrea 37.9 9.1
8 Angola 37.1 65.9
9 Ghana 36.4 47.5
10 Burundi 35.4 6.9
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;
Purple = 2012; Data were not available for 58 of 214 countries.
8. Pupil-Teacher Ratio. Pre-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.
9. 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
10. 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.
11. 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.
12. 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.
13. Which regions have higher
secondary pupil-teacher ratios?
Globally, secondary
pupil-teacher ratios
(PTRs) have decreased
slightly from 18 pupils
per teacher in 1999 to
17 in 2011.
SAS has the highest
PTR in 2011 at 26.4
pupils per teacher. This
is a sharp decrease
from 34 in 1999.
SSA’s PTR is also
consistently higher than
most regions over time.
ECA has the fewest
students per teacher in
2011 (11.7) followed by
EAP at 16 and LAC at
17.
Sub-Saharan Africa and South Asia have the
highest secondary pupil-teacher ratios.
10
12
14
16
18
20
22
24
26
28
30
32
34
1999 2001 2003 2005 2007 2009 2011
Pupil-TeacherRatio.Secondary
Source: UNESCO Institute for Statistics in EdStats, March 2013
EAP ECA LAC MNA SAS SSA WLD
14. Which countries have the highest
secondary pupil-teacher ratios?
These countries
have between 35
and 67 secondary
pupils per teacher.
Eight of the 10
countries are in
SSA.
Despite larger class
sizes, less than 15%
of children are
enrolled in
secondary education
in CAR, Angola, and
Niger.
There are 34
countries with PTRs
less than 10. Most
are high income
countries.
10 Countries with the Highest
Secondary Pupil-Teacher Ratios
(2006-2012)
Pupil-Teacher
Ratio. Secondary
Net Enrolment Rate.
Secondary
1 Central African Rep. 66.8 14.1
2 Malawi 42.1 27.5
3 Nepal 40.9 -
4 Ethiopia 40.3 -
5 Eritrea 39.5 28.6
6 Angola 38.7 11.5
7 Guinea-Bissau 37.3 -
8 Tanzania 35.2 -
9 Philippines 34.8 61.6
10 Niger 34.7 10.2
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;
Green = 2009; Maroon = 2008; Data were not available for 58 countries.
15. Which countries have decreased
secondary pupil-teacher ratios the
most?
These countries have
decreased their
secondary pupil-
teacher ratios by 7 to
18 students/teacher
over time.
After the large
decreases, these
countries have current
PTRs between 14 and
25 pupils per teacher
except Malawi (42)
and Eritrea (40).
5 countries increased
PTRs by more than 10
pupils per teacher
over time: Nepal,
Tanzania, Solomon
Islands, Angola, and
Guinea-Bissau.
10 Countries with the
Most Improvement in
Secondary Pupil-Teacher Ratios
Percentage
Points
Improved
1999-
2002
PTR
Most
current
PTR
%
Improved
1 Malawi 17.7 59.8 42.1 29.6
2 Bhutan 11.9 32.4 20.5 36.6
3 Chile 10.7 32.6 21.9 32.8
4 Eritrea 9.8 49.3 39.5 19.9
5 Macao SAR, China 9.2 24.0 14.8 38.4
6 Vietnam 7.7 26.3 18.6 29.4
7 Belize 7.5 23.8 16.3 31.5
8 Mongolia 7.4 21.9 14.5 33.7
9 Cape Verde 7.3 24.5 17.2 29.7
1
0
India 7.0 32.3 25.3 21.6
Source: UNESCO Institute for Statistics in EdStats, March 2013
Notes: Data were not available for 83 of 214 countries.
16. Pupil-Teacher Ratio. Secondary
(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.
18. 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
19. 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.
20. 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.
21. 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.
22. 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.
23. Which countries have the highest
repetition rates in secondary?
20 to 26% of all
secondary students are
repeaters in these
countries.
9 of 10 countries are in
SSA.
Togo’s repetition rates
has increased by 6
percentage points over
time. Benin, Chad, and
Burkina Faso also had
worsening repetition
rates.
Burundi improved its
repetition rate by over
12 percentage points.
23
10 Countries with the Highest
Secondary Repetition Rates
(2006-2012)
1 Togo 26.1
2 Burkina Faso 25.8
3 Burundi 24.2
4 Congo, Rep. 23.6
5 Benin 23.4
6 Sao Tome and Principe 21.3
7 Iraq 21.3
8 Mali 19.9
9 Chad 19.8
10 Cape Verde 19.7
Source: UNESCO Institute for Statistics in EdStats, March 2013; Notes: Data
displayed is for the most recent available year. Blue data is for 2007; Black =
2011; Green = 2009. Data were not available for 58 of 214 countries.
24. Which countries have decreased
secondary repetition rates the most?
These countries
have decreased their
secondary repetition
rates by 7 to 12
percentage points
over time.
4 countries have
more than halved
their repetition rates.
Despite great
improvement, 6 of
the 10 countries
have current
repetition rates
higher than 10%.
10 Countries with the Largest
Decreases in Secondary Repetition
Rates
Percentage
Points
Decreased
1999-2002
Repetition
Rate
Most
current
Repetition
Rate
%
Decreased
1 Burundi 12.4 36.6 24.2 33.9
2 Eritrea 10.3 20.3 10.1 50.5
3 Guinea 9.2 23.7 14.6 38.6
4 Sri Lanka 8.5 9.2 0.7 92.8
5 Rwanda 8.2 11.8 3.6 69.8
6 Mozambique 7.7 21.5 13.7 36.0
7 Ethiopia 7.7 17.1 9.4 45.0
8 Guinea-Bissau 7.7 20.8 13.1 36.8
9 Bhutan 7.4 10.7 3.4 68.6
1
0
Congo, Rep. 7.2 30.8 23.6 23.4
Source: UNESCO Institute for Statistics in EdStats, March 2013
Note: Data were not available for 93 of 214 countries.
25. Secondary 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.
27. 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
28. 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
29. 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.
29
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.
30. 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.
31. 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.
32. 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).
33. 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).
34. 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.
35. 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
36. 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
37. Are there gender, income or location
disparities in secondary completion rates?
Low income is the
greatest source of
disparity in secondary
completion rates in all
regions. The disparity is
greatest in SAS (60
percentage points), LAC
(44), and SSA (40).
Rural residence is a
source of disparity in
SAS (29 percentage
point disparity), LAC
(25), and SSA (22).
A slightly higher
percentage of females
complete secondary in
ECA and LAC, but the
opposite is true in other
regions.2
Income is the greatest source of disparity in
secondary completion rates in all regions.
-10
-5
0
5
10
15
20
25
30
35
40
45
50
55
60
EAP ECA LAC MNA SAS SSA
PercentagePointDifferenceinSecondaryCompletionRate
(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
38. Lower Secondary Graduation 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.
40. Where are the greatest income
disparities in PISA math scores?
-30
-10
10
30
50
70
90
110
Iceland
Norway
Azerbaijan
Qatar
Montenegro
Macao-China
Slovenia
Finland
Australia
Canada
ChineseTaipei
Sweden
Japan
Switzerland
Denmark
Estonia
Russia
Ireland
UnitedKingdom
Netherlands
Greece
HongKong-China
Spain
Italy
Austria
Kyrgyzstan
Serbia
Liechtenstein
SlovakRepublic
Luxembourg
Latvia
Poland
Germany
CzechRepublic
Korea
NewZealand
Hungary
France
Lithuania
Jordan
Romania
Belgium
Indonesia
Bulgaria
UnitedStates
Tunisia
Thailand
Mexico
Portugal
Turkey
Colombia
Uruguay
Chile
Argentina
Brazil
PointsDifferencebetweenQuintile5and1onPISAMathScale
Source: Porta and Mcdonald based on Programme for International Student Assessment (PISA 2009) data, 2010
Richer students have higher scores in all but 3 countries – Iceland, Norway, and
Azerbaijan. The greatest income disparities are in 5 Latin American countries –
Brazil, Argentina, Chile, Uruguay, and Colombia.
41. 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)
42. 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.
43. 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.
44. 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)
45. 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)
47. Have youth literacy rates improved
over time?
Global youth literacy
rates have improved
from 83.3% (1985-2004)
to 89.6% (2005-2010) or
6.3 percentage points.
Still, around 10% of
youth emerge from
education systems
around the world without
basic literacy skills.
All regions showed
improvement in youth
literacy rates over time.
SAS showed the most
dramatic improvement
from 58% to 79.5% -- a
21 percentage point
improvement.
(continued on next slide)
Youth literacy rates have been increasing in
all regions over time.
50
55
60
65
70
75
80
85
90
95
100
EAP ECA LAC MNA SAS SSA WLD
Youthliteracyrate(%).Total
1985-1994
1995-2004
2005-2010
Source: UNESCO Institute for Statistics in EdStats, March 2013
48. ECA has consistently
had the highest youth
literacy rate ranging
from 98-99%.
Over time, EAP has
almost caught up to
ECA’s high youth
literacy levels and LAC
trails closely behind.
More than 97% of
youth are literate in
these regions.
More 25% of youth are
illiterate in SSA, but
this is a 6 percentage
point improvement
over 1985-1995.
Have youth literacy rates improved
over time? (continued)
Youth literacy rates have been increasing in
all regions over time.
50
55
60
65
70
75
80
85
90
95
100
EAP ECA LAC MNA SAS SSA WLD
Youthliteracyrate(%).Total
1985-1994
1995-2004
2005-2010
Source: UNESCO Institute for Statistics in EdStats, March 2013
49. Which countries have the lowest
youth literacy rates?
Less than half of youth
are literate in Burkina
Faso, Mali and Chad.
All of the countries with
the lowest literacy rates
are in SSA.
Of the 142 countries with
data, 22 countries have
youth literacy rates less
than 75%. All are in SSA
except for
Pakistan, Haiti, and
Papua New Guinea.
89 countries have youth
literacy rates higher than
95%.
10 Countries with the Lowest
Youth Literacy Rates
(2006-2010)
1 Burkina Faso 39.3
2 Mali 44.3
3 Chad 47.0
4 Benin 55.0
5 Ethiopia 55.0
6 Sierra Leone 59.4
7 Guinea 63.4
8 Madagascar 64.9
9 Congo, Dem. Rep. 65.0
10 Senegal 65.0
Source: UNESCO Institute for Statistics in EdStats, March 2013
Note: Data were not available for 72 countries. Most recent data year is
displayed; Black = 2010; Green = 2009; Blue = 2007.
50. Which countries have increased youth
literacy rates the most over time?
These countries have
increased their youth
literacy rates by 10 to
16 percentage points
over time.
8 of 10 countries are
in SSA.
Despite great
improvement, only 4
of 10 countries have
youth literacy rates
higher than 75%.
Four countries’ rates
worsened by more
than 2% over the
same period: Iraq,
Madagascar, Haiti,
and Congo, Dem.
Rep.
10 Countries with the
Most Improvement in
Youth Literacy Rates
Percentage
Points
Improved
1999-
2004
Rate
2006-
2010
Rate
%
Improved
1 Guinea 16.3 47.1 63.4 34.6
2 Senegal 15.9 49.1 65.0 32.4
3 Gambia, The 14.1 52.6 66.7 26.8
4 Bangladesh 13.4 63.6 77.0 21.1
5 Nepal 13.0 70.1 83.1 18.5
6 Guinea-Bissau 12.6 59.5 72.1 21.2
7 Sierra Leone 11.5 47.9 59.4 24.0
8 Eritrea 11.4 77.9 89.3 14.6
9 Ghana 10.1 70.7 80.8 14.3
1
0
Mozambique 9.9 61.9 71.8 16.0
Source: UNESCO Institute for Statistics in EdStats, March 2013
Notes: Data are most current available year within the time period;
Data were not available for 93 of 214 countries.
51. Youth Literacy Rate. Total
(2006-2010)
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.
52. Is there disparity between
genders in youth literacy rates?
Globally, there is still a
gender gap in youth
literacy rates, though the
gap has been shrinking
over time.
There was a 8.6%
difference between male
and female youth literacy
rates during 1985-1994.
The gender gap shrunk
by 41.5% to 5.0% during
2005-2010. 92% of
males were literate
compared to 87% of
females.
Fewer females emerge from education
systems with basic literacy skills than males.
87.6
90.4
92.2
79.0
83.9
87.1
70
75
80
85
90
95
1985-1994 1995-2004 2005-2010
YouthLiteracyRate(%)
Source: UNESCO Institute for Statistics in EdStats, March 2013
Male Female
53. Are gender disparities in youth
literacy rates decreasing?
Gender disparities
between male and
female youth literacy
rates have decreased in
all regions.
EAP, ECA, and LAC
have achieved almost
perfect gender parity
(1.0), while
MNA, SAS, and SSA
lag behind.
SAS and MNA have
improved greatly over
time: They moved 0.17
and 0.14 closer to
gender parity.
Progress in SSA has
been slower with only
0.09 improvement.
Gender disparities in youth literacy rates have
decreased over time in all regions.
0.90
0.93
0.95
0.65
0.70
0.75
0.80
0.85
0.90
0.95
1.00
1.05
1985-1994 1995-2004 2005-2010
GenderParityIndex(GPI)forYouthLiteracyRate
Source: UNESCO Institute for Statistics in EdStats, March 2013
EAP ECA LAC MNA SAS SSA WLD
54. Gender Parity Index for Youth
Literacy Rate
(2006-2010)
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
Male
Bias
Male
Bias
Male
Bias
55. Which countries have the
lowest female literacy rates?
The 20 lowest female
youth literacy rates
were all found in Sub-
Saharan African
countries except for
Pakistan.
Only 1/3 of female
youth are literate in
Burkina Faso and Mali.
Less than half of
female youth are
literate in the top 5
countries.
10 Countries with the Lowest
Female Youth Literacy Rates
(2006-2010)
1 Burkina Faso 33.1
2 Mali 33.9
3 Chad 40.6
4 Benin 44.6
5 Ethiopia 47.0
6 Sierra Leone 50.1
7 Senegal 56.2
8 Guinea 57.0
9 Central African Republic 58.2
10 Pakistan 61.5
Source: UNESCO Institute for Statistics in EdStats, March 2013; Note:
Data points are the most recent year available: Green = 2009; Blue =
2007; Black = 2010; Data were not available for 71 countries.
56. Which countries have increased female
youth literacy rates the most over time?
These countries have
increased their female
youth literacy rates by
14 to 23 percentage
points over time.
8 of 10 countries are
in SSA and 2 are in
SAS.
Despite great
improvement, only 4
of 10 countries have
female youth literacy
rates higher than
75%.
Haiti’s female youth
literacy rate worsened
over the period by 10
percentage points.
10 Countries with the
Most Improvement in
Female Youth Literacy Rates
Percentage
Points
Improved
1999-
2004
Rate
2006-
2010
Rate
%
Improved
1 Guinea 22.9 34.1 57.0 67.2
2 Gambia, The 20.3 41.4 61.7 49.1
3 Guinea-Bissau 19.4 45.9 65.3 42.3
4 Nepal 18.2 60.1 78.4 30.3
5 Bangladesh 18.2 60.3 78.5 30.3
6 Chad 17.3 23.2 40.6 74.6
7 Eritrea 17.2 69.5 86.7 24.7
8 Senegal 15.2 41.0 56.2 37.2
9 Mozambique 15.0 50.0 65.1 30.0
1
0
Ghana 14.4 65.5 79.9 22.0
Source: UNESCO Institute for Statistics in EdStats, March 2013
Notes: Data are most current available year within the time period;
Data were not available for 92 of 213 countries.
57. Youth Literacy Rate. Female
(2006-2010)
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.
59. Have adult literacy rates improved
over time?
Global adult literacy
rates improved from
75.7% to 84.1% -- an 8
percentage point
increase over time.
Still, 16% of adults have
emerged from
education systems
without basic literacy
skills.
All regions showed
improvement in adult
literacy rates, but MNA
improved the most from
56% to 76% -- a 20
percentage point
increase over time.
(continued on next slide)
Adult literacy rates have been increasing over
the years in all regions.
40
45
50
55
60
65
70
75
80
85
90
95
100
EAP ECA LAC MNA SAS SSA WLD
Adultliteracyrate(%).Total
1985-1994
1995-2004
2005-2010
Source: UNESCO Institute for Statistics in EdStats, March 2013
60. Have adult literacy rates improved
over time? (continued)
ECA has consistently
had the highest adult
literacy rates (95%+).
More than 1/3 of adults
are illiterate in SAS
and SSA, but SAS
improved from 46% to
62% – a 16 percentage
point increase.
SSA has improved
more slowly than SAS
at 8.4 percentage
points of improvement
over time.
Adult literacy rates have been increasing over the
years in all regions.
40
45
50
55
60
65
70
75
80
85
90
95
100
EAP ECA LAC MNA SAS SSA WLD
Adultliteracyrate(%).Total
1985-1994
1995-2004
2005-2010
Source: UNESCO Institute for Statistics in EdStats, March 2013
61. Which countries have the lowest
adult literacy rates?
9 of the 10 countries
with the lowest adult
literacy rates are in
SSA. Haiti is the
exception.
Less than one third of
adults are literate in Mali
and Burkina Faso.
Of the 149 countries
with data, 20 countries
have adult literacy rates
less than 60% and 43
countries have adult
literacy rates less than
75%.
75 countries have adult
literacy rates higher than
90%.
10 Countries with the Lowest Adult
Literacy Rates
(2006-2010)
1 Burkina Faso 28.7
2 Mali 31.1
3 Chad 34.5
4 Ethiopia 39.0
5 Guinea 41.0
6 Sierra Leone 42.1
7 Benin 42.4
8 Haiti 48.7
9 Senegal 49.7
10 Gambia, The 50.0
Source: UNESCO Institute for Statistics in EdStats, March 2013
Note: Data were not available for 71 countries. Data are for the most recent
available year. Purple = 2006; Blue = 2007; Green = 2009; Black = 2010.
62. Which countries have increased adult
literacy rates the most over time?
These countries have
increased their adult
literacy rates by 9 to
21 percentage points
over time.
7 of 10 countries are
in SSA.
Despite great
improvement, at least
30% of adults were
illiterate in all these
countries except
Sudan.
Haiti’s adult literacy
rate worsened by 10
percentage points,
and Madagascar’s by
6 percentage points.
10 Countries with the
Most Improvement in
Adult Literacy Rates
Percentage
Points
Improved
1999-
2004
Rate
2006-
2010
Rate
%
Improved
1 Timor-Leste 20.7 37.6 58.3 55.1
2 Eritrea 15.3 52.5 67.8 29.1
3 Gambia, The 13.1 36.8 50.0 35.7
4 Guinea-Bissau 12.8 41.4 54.2 31.0
5 Nepal 11.7 48.6 60.3 24.1
6 Guinea 11.3 29.7 41.0 38.2
7 Senegal 10.4 39.3 49.7 26.5
8 Sudan 9.7 61.3 71.1 15.8
9 Ghana 9.4 57.9 67.3 16.2
1
0
Bangladesh 9.3 47.5 56.8 19.6
Source: UNESCO Institute for Statistics in EdStats, March 2013;
Notes: Data are most current available year within the time period;
Data were not available for 87 of 214 countries.
63. Adult Literacy Rate. Total
(2006-2010)
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.
64. Is there disparity between
genders in adult literacy rates?
Globally, there is still a
gender gap in adult
literacy rates, though the
gap has been shrinking
over time.
There was a 12.6%
difference between male
(82%) and female
(69.4%) adult literacy
rates during 1985-1994.
The gender gap shrunk
by 29% to 8.9% during
2005-2010. 88.6% of
males were literate
compared to 79.7% of
females.
Fewer adult females have basic literacy skills,
but the gender gap has decreased over time.
82.0
86.9
88.6
69.4
76.9
79.7
0
10
20
30
40
50
60
70
80
90
100
1985-1994 1995-2004 2005-2010
AdultLiteracyRate(%)
Source: UNESCO Institute for Statistics in EdStats, Mar. 2013
Male Female
65. Have gender disparities in adult
literacy rates decreased over time?
Gender disparities in
adult literacy rates have
decreased over time in
all regions.
ECA and LAC have
achieved gender parity
with GPIs at 0.98.
MNA, SAS, and EAP
have made the most
progress by moving
0.16, 0.13, and 0.13
closer to 1.0 (gender
parity) respectively.
Progress in SSA has
been slower with only
0.09 improvement.
SAS, SSA, and MNA are
furthest from gender
parity in adult literacy.
All regions are moving closer to gender parity
in adult literacy rates.
0.85 0.88 0.90
0.50
0.55
0.60
0.65
0.70
0.75
0.80
0.85
0.90
0.95
1.00
1.05
1985-1994 1995-2004 2005-2010
GenderParityIndex(GPI)forAdultLiteracyRate
Source: UNESCO Institute for Statistics in EdStats, March 2013
EAP ECA LAC MNA SAS SSA WLD
66. Which countries have the
lowest female literacy rates?
Less than one quarter
of females are literate
in the top 3 countries –
Mali, Burkina
Faso, and Chad. Less
than one third of
females are literate in
the top 7 countries.
All the countries on the
list are in SSA except
Pakistan.
Of the 144 countries
with data, 19 countries
have female adult
literacy rates less than
50% and 70 countries
have rates higher than
90%.
10 Countries with the Lowest
Female Adult Literacy Rates
(2006-2010)
1 Mali 20.3
2 Burkina Faso 21.6
3 Chad 24.2
4 Ethiopia 28.9
5 Guinea 30.0
6 Benin 30.3
7 Sierra Leone 31.4
8 Senegal 38.7
9 Pakistan 40.3
10 Gambia, The 40.4
Source: UNESCO Institute for Statistics in EdStats, March 2013
Note: Data were not available for 71 countries. Data are for the most recent
available year. Blue = 2007; Green = 2009; Black = 2010.
67. Which countries have increased female
adult literacy rates the most over time?
These countries have
increased their female
adult literacy rates by
11 to 23 percentage
points over time.
Six of the countries are
in SSA; 2 are in SAS.
Despite great
improvement, more
than 1/3 of women are
illiterate in all of these
countries except Saudi
Arabia.
Haiti’s rate worsened
by 10.3 percentage
points over time.
10 Countries with the
Most Improvement in
Female Adult Literacy Rates
Percentage
Points
Improved
1999-
2004
Rate
2006-
2010
Rate
%
Improved
1 Timor-Leste 23.0 30.0 53.0 76.5
2 Eritrea 17.3 40.2 57.5 43.1
3 Gambia, The 15.4 25.1 40.4 61.4
4 Nepal 13.5 34.9 48.3 38.6
5 Guinea-Bissau 13.1 27.5 40.6 47.7
6 Saudi Arabia 12.1 69.3 81.3 17.4
7 Guinea 11.8 18.2 30.0 64.7
8 Ghana 11.4 49.8 61.2 22.9
9 Bangladesh 11.4 40.8 52.2 27.9
1
0
Chad 11.4 12.8 24.2 89.0
Source: UNESCO Institute for Statistics in EdStats, March 2013
Notes: Data are most current available year within the time period;
Data were not available for 90 of 213 countries.
68. Adult Literacy Rate. Female
(2006-2010)
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.
69. 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
2011 data for most indicators/countries and 2012 data for 3 countries:
Kazakhstan, Sao Tome and Principe, and Ghana.
Indicators were calculated by UIS according to definitions available in the EdStats
Query.
2) Income/Gender/Location Disparity slides were based on data extracted
from:
Demographic and Health Surveys, Multiple Indicator Cluster Surveys, and Living
Standards Measurement Studies for 1985-2007; Reports were generated through
ADePT Edu by Emilio Porta (2011).
Porta, Emilio, Gustavo Arcia, Kevin Macdonald, Sergiy Radyakin, and Misha
Lokshin. 2011. Assessing Sector Performance and Inequality in Education.
Washington, DC: World Bank.
3) Learning Outcome Data from the EdStats Query:
Programme for International Student Assessment (PISA)
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
70. 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
Gender
Literacy