Beruflich Dokumente
Kultur Dokumente
Gender Summary
5
Education for All
EFA Global
Monitoring Report
United Nations
Educational, Scientic and
Cultural Organization
Gender
Summary
United Nations
Educational, Scientic and
Cultural Organization
GENDER SUMMARY
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
The EFA Global Monitoring Report is an independent publication commissioned by UNESCO on behalf of the international
community. It is the product of a collaborative effort involving members of the Report Team and many other people, agencies,
institutions and governments.
The designations employed and the presentation of the material in this publication do not imply the expression of any opinion
whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area, or of its authorities, or
concerning the delimitation of its frontiers or boundaries.
The EFA Global Monitoring Report team is responsible for the choice and the presentation of the facts contained in this
publication and for the opinions expressed therein, which are not necessarily those of UNESCO and do not commit the
Organization. Overall responsibility for the views and opinions expressed in the Report is taken by its Director.
This paper was produced in partnership with the United Nations Girls Education Initiative (UNGEI), a multi-stakeholder
partnership in support of the Millennium Development Goals (MDGs) and EFA goals on girls education and gender equality.
For more information, please contact:
EFA Global Monitoring Report team
c/o UNESCO, 7, place de Fontenoy
75352 Paris 07 SP, France
Email: efareport@unesco.org
Tel.: +33 1 45 68 07 41
www.unesco.org/gemreport
efareport.wordpress.com
Any errors or omissions found subsequent to
printing will be corrected in the online version at
unesco.org/gemreport.
UNESCO, 2015
All rights reserved
First edition
Published in 2015 by the United Nations Educational,
Scientific and Cultural Organization
7, Place de Fontenoy, 75352 Paris 07 SP, France
Library of Congress Cataloging in Publication Data
Data available
ED-2015/WS/24
ii
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
GENDER SUMMARY
Contents
List of boxes and figures ..................................................................................... v
Introduction ........................................................................................................ 1
Key Messages .................................................................................................... 3
Global progress towards gender parity and equality 20002015 ............................ 5
Growing international commitment to gender parity and
equality in education from 2000......................................................................... 5
Trends in education and gender, 20002015 .................................................... 6
Progress towards gender parity in education.................................................... 7
Gender parity has nearly been achieved in pre-primary education......................................................................... 9
Major progress in primary education but much more is needed............................................................................. 9
Progress has been made in countries where girls faced the greatest disadvantage.................................... 10
The poorest girls remain the least likely to enrol in school............................................................................ 12
Given the chance to enrol in school, girls progress alongside boys............................................................... 12
Poverty deepens gender disparities in attainment of primary education...................................................... 14
Gender disparity is wider and more varied in secondary education...................................................................... 14
Poor primary attainment and dropout from secondary education reinforce disparity.................................. 17
More women than men in tertiary education except in two regions...................................................................... 17
Gender parity in learning outcomes yet to be achieved.......................................................................................... 17
Learning assessments highlight gender differences in subject performance.............................................. 20
In poorer settings, girls continue to face disadvantage in achievement.........................................................20
Girls may face disadvantage in national examinations....................................................................................20
Gender parity in literacy is poor................................................................................................................................20
iii
GENDER SUMMARY
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
iv
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
GENDER SUMMARY
Figures
Figure 1: Gender disparities in enrolment are more apparent as education levels increase....................................... 8
Figure 2: All regions but one achieved gender parity in pre-primary education............................................................ 9
Figure 3: Regional gender disparities in primary education have narrowed,
with the greatest progress seen in South and West Asia......................................................................................... 9
Figure 4: Gender disparity in primary enrolment has been reduced, but wide gaps remain in several countries..... 10
Figure 5: Despite progress in reducing severe gender disparity,
girls still face difficulty enrolling in primary school in several countries............................................................... 11
Figure 6: Almost half of out-of-school girls will never enrol in school......................................................................... 13
Figure 7: In most countries with high numbers of children out of school,
the poorest girls continue to be most likely never to have attended...................................................................... 13
Figure 8: While girls are less likely to enrol in school, boys are more likely to leave early.......................................... 14
Figure 9: While progress has been made, gender disparity in attaining
a primary education is widest among the poorest children.................................................................................... 15
Figure 10: While some regions have shown remarkable progress in reducing
gender disparity in secondary education, wide disparities remain......................................................................... 16
Figure 11: Gender gaps in secondary education have improved, but remain wide in some regions........................... 18
Figure 12: Gender disparities are perpetuated and widen throughout lower secondary............................................. 18
Figure 13: Large disparities remain in tertiary education.............................................................................................. 19
Figure 14: Although learning gender gaps are narrowing, boys outperform girls in mathematics,
while girls increasingly outperform boys in reading, by a wider margin................................................................ 21
Figure 15: Girls in Pakistan generally perform worse than boys in mathematics and reading................................... 22
Figure 16: Womens literacy continues to lag behind that of men................................................................................. 23
Figure 17: Only two-thirds of female youth in sub-Saharan Africa will be literate in 2015.......................................... 23
Figure 18: Since 1999, womens share of the primary teaching force has increased, and they
make up a substantial proportion of new entrants in several countries................................................................ 38
GENDER SUMMARY
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
vi
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
GENDER SUMMARY
Introduction
The vision agreed upon at the World Education Forum in Dakar, Senegal, in 2000 was
clear and transformational: long-standing gender bias and discrimination undermine
the achievement of education for all (EFA). Until all girls and women exercise their right
to education and literacy, progress in achieving EFA will be stymied, and a dynamic
source of development and empowerment will be squandered. Fifteen years later,
the road to achieving gender parity and reducing all forms of gender inequalities in
education continues to be long and twisting. This report provides detailed evidence
of how much has been achieved in the past 15 years but also where considerable
some quite intractable challenges remain. It highlights notable progress in gender
parity in primary and secondary education, particularly in South and West Asia, while
underscoring the persistent barriers to achieving gender equality in education. The lack
of progress in literacy among adult women is especially stark: in 2015 an estimated 481
million women, 15 years and over, lack basic literacy skills, 64% of the total number of
those who are illiterate, a percentage virtually unchanged since 2000.
What can be done to eliminate gender-specific obstacles in education and create a
more gender-just world? This report describes an array of country efforts, some quite
effective, to achieve and go beyond gender parity in education. Many of these policies
and programmes focus on the immediate school environment in which girls learn.
Others focus on the informal and formal laws, social norms and practices that deny
girls their right of access to, and completion of, a full cycle of quality basic education.
The analyses and key messages in Gender and EFA 20002015 deserve careful scrutiny
as the world embarks on a universal, integrated and even more ambitious sustainable
development agenda in the years to come.
GENDER SUMMARY
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
GENDER SUMMARY
Key Messages
Progress towards gender parity in primary and secondary education
has been one of the biggest education success stories since 2000.
Between 2000 and 2015, the number of girls for every 100 boys has risen from 92 to 97 in primary
education and from 91 to 97 in secondary education.
There are 84 million fewer out of school children and adolescents since 2000; 52 million of these are girls.
The number of countries that have achieved gender parity in both primary and secondary education from
2000 to 2015 has increased from 36 to 62.
GENDER SUMMARY
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
GENDER SUMMARY
STRATEGIES
GENDER SUMMARY
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
A focus on
parity since
2000 limited
progress
in gender
equality
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
GENDER SUMMARY
Progress
towards
achieving
gender parity
in primary
and secondary
education has
been one of
the success
stories since
Dakar
GENDER SUMMARY
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
Figure 1: Gender disparities in enrolment are more apparent as education levels increase
Percentage of countries by gender parity index (GPI) for gross enrolment ratios, all education levels, 1999, 2005 and 2012
100
80
60
40
1999
2005
Pre-primary
2012
1999
2005
2012
Primary
1999
2005
2012
1999
Lower secondary
2005
2012
Upper secondary
1999
2005
2012
Tertiary
Note: Only countries with data for each of the three years are included.
Source: UIS database.
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
Figure 2: All regions but one achieved gender parity in pre-primary education
Gender parity index, pre-primary education, by region, 19902012
120
Number of girls enrolled for every 100 boys,
pre-primary education
GENDER SUMMARY
110
South/West Asia
Sub-Saharan Africa
Latin America/Caribbean
Centr./East. Europe
Central Asia
N. America/W. Europe
Arab States
World
East Asia/Pacific
100
90
80
70
60
50
40
1990 1992
1994
1996
1998
2010
2012
Figure 3: Regional gender disparities in primary education have narrowed, with the
greatest progress seen in South and West Asia
Gender parity index, primary education, by region, 19902012
120
110
100
South Asia
Centr./East. Europe
N. America/W. Europe
East Asia/Pacific
Central Asia
Latin America/Caribbean
World
Arab States
Sub-Saharan Africa
90
80
70
60
50
40
1990 1992
1994
1996
1998
2010
2012
GENDER SUMMARY
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
Figure 4: Gender disparity in primary enrolment has been reduced, but wide gaps remain in several countries
Gender parity index of the primary gross enrolment ratio, selected countries, 1999 and 2012
1.20
1.10
1.00
Gender
parity
0.90
0.80
0.70
0.60
Yemen
Djibouti
Sudan
Lebanon
Algeria
Morocco
Egypt
Syrian A. R.
Tunisia
Mauritania
Tajikistan
Turkey
Estonia
Papua N. Guinea
Lao PDR
Cambodia
Thailand
Solomon Is
Brunei Daruss.
Togo
Viet Nam
Cook Islands
Nauru
Dominican Rep.
Br. Virgin Is.
El Salvador
Suriname
Paraguay
St Vincent/Grenad.
Colombia
Grenada
Trinidad/Tobago
Saint Lucia
Uruguay
Guatemala
Chile
Panama
Belize
Barbados
Cuba
Mexico
St Kiitts/Nevis
Bahamas
Guyana
0.50
Arab States
C./E.
Europe
and
C. Asia
East Asia/Pacific
Latin America/Caribbean
10
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
GENDER SUMMARY
2012
Afghanistan
Pakistan
Iran, Is. Rep.
Bhutan
India
Nepal
C. A. R.
Chad
Niger
Guinea
Eritrea
Cte dIvoire
Cameroon
D. R. Congo
Mali
Benin
Swaziland
Mozambique
Comoros
Cabo Verde
Liberia
Nigeria
Togo
Guinea-Bissau
Burkina Faso
South Africa
Namibia
Lesotho
S. Tome/Principe
Equat. Guinea
Madagascar
Sierra Leone
Burundi
Zambia
Ghana
Uganda
Rwanda
U. R. Tanzania
Malawi
Gambia
Seychelles
Congo
Senegal
1999
South/West Asia
Sub-Saharan Africa
11
GENDER SUMMARY
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
Figure 5: Despite progress in reducing severe gender disparity, girls still face difficulty
enrolling in primary school in several countries
Gender parity index of the primary gross enrolment ratio, countries with GPIs below 0.90 in
1999, 19901999 and 19992012
19901999
19992012
Nepal
Senegal
Gambia
India
Bhutan
Burundi
Guatemala
Morocco
Burkina Faso
Lao PDR
Guinea-Bissau
Togo
Nigeria
Papua N. Guinea
Comoros
Mozambique
Benin
Mali
Djibouti
Cameroon
Pakistan
Cte dIvoire
Eritrea
Guinea
Niger
Chad
C. A. R.
Afghanistan
Gender
parity
0.4
0.5
0.6
0.7
0.8
0.9
1.0
1.1
48% of outof-school
girls are
likely never
to enrol
in school,
compared
with 37%
of boys
12
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
GENDER SUMMARY
58
26
16
South/West Asia
57
28
15
Male
56
31
14
Female
56
Sub-Saharan Africa
50
Male
42
Female
50
Arab States
43
Male
28
Female
34
Latin America/Caribbean
36
Male
39
11
34
15
36
20
38
20
30
19
38
16
57
20
46
20
44
20
42
Female
62
31
East Asia/Pacific
58
33
Male
11
55
34
Female
36
25
Male
15
Female
48
World
43
Male
37
16
48
15
60
13
72
20
32
23
34
26
37
Figure 7: In most countries with high numbers of children out of school, the poorest girls continue to be most likely never
to have attended
Percentage of boys and girls who never attended school, by wealth, selected countries, circa 2000 and 2010
100
Poor female
Poor male
Rich female
90
Rich male
80
70
60
50
40
30
20
10
0
1998 2012
2000 2010
1998 2010
2001 2012
1999 2012
2005 2010
2006 2012
2000 2011
1998 2011
2000 2010
Niger
Chad
Burkina
Faso
Mali
Guinea
Senegal
Pakistan
Ethiopia
Cte
dIvoire
D. R.
Congo
Note: The countries selected were those with the highest percentages of children who had never attended school.
Source: EFA Global Monitoring Report team calculations (2014) using data from Demographic and Health Surveys and Multiple Indicator Cluster Surveys.
13
GENDER SUMMARY
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
Figure 8: While girls are less likely to enrol in school, boys are more likely to leave early
Gender parity index of the primary gross intake rate and survival rate to grade 5 of primary school, 2011 and 2012
1.25
1.20
Survival
Intake
1.15
1.10
1.05
1.00
Gender
parity
0.95
0.90
0.85
0.75
C. A. R.
Chad
Eritrea
Guinea
Cameroon
Cte dIvoire
Niger
D. R. Congo
Mali
Benin
Burkina Faso
Lesotho
Cabo Verde
Djibouti
Mozambique
Cambodia
Lebanon
Dominican Rep.
Colombia
Burundi
Togo
Saint Lucia
Lao PDR
Sudan
Paraguay
Honduras
Mauritius
Mongolia
Venezuela, B. R.
Rwanda
Timor-Leste
El Salvador
Bhutan
Algeria
Solomon Is
Myanmar
Turkey
Iran, Isl. Rep.
Ecuador
Guatemala
Tunisia
Bolivia, P. S.
Morocco
Sri Lanka
Peru
Bangladesh
Madagascar
Belize
Argentina
Costa Rica
Georgia
Mexico
U. R. Tanzania
Ghana
Namibia
Uganda
Cuba
Fiji
Jordan
Zambia
Dominica
Samoa
Seychelles
Malawi
Nepal
Senegal
Gambia
Guyana
0.80
Notes: The figure excludes high income countries. A GPI below 0.97 denotes disparity at the expense of females while one above 1.03 denotes disparity at the expense of males.
Sources: UIS database.
14
0.00
1.80
0.00
Mozambique
Guinea
C. A. R.
Cameroon
Chad
Cte dIvoire
Pakistan
Burkina Faso
Morocco
Togo
Senegal
Guatemala
Uganda
Benin
D. R. Congo
Lao PDR
Zambia
Ethiopia
U. R. Tanzania
Sierra Leone
Rwanda
Congo
Egypt
Nepal
Madagascar
Serbia
Nigeria
Bolivia, P. S.
Kenya
Viet Nam
Malawi
Tajikistan
Bosnia/Herzeg.
Peru
Mexico
Kyrgyzstan
Albania
Kazakhstan
Indonesia
S. Tome/Principe
Suriname
Chile
Argentina
Guyana
Gabon
Jordan
Brazil
Honduras
Nicaragua
Colombia
Cambodia
Ghana
Zimbabwe
Bangladesh
Swaziland
Mongolia
Dominican Rep.
Philippines
Haiti
Mozambique
Guinea
C. A. R.
Cameroon
Chad
Cte dIvoire
Pakistan
Burkina Faso
Morocco
Togo
Senegal
Guatemala
Uganda
Benin
D. R. Congo
Lao PDR
Zambia
Ethiopia
U. R. Tanzania
Sierra Leone
Rwanda
Congo
Egypt
Nepal
Madagascar
Serbia
Nigeria
Bolivia, P. S.
Kenya
Viet Nam
Malawi
Tajikistan
Bosnia/Herzeg.
Peru
Mexico
Kyrgyzstan
Albania
Kazakhstan
Indonesia
S. Tome/Principe
Suriname
Chile
Argentina
Guyana
Gabon
Jordan
Brazil
Honduras
Nicaragua
Colombia
Cambodia
Ghana
Zimbabwe
Bangladesh
Swaziland
Mongolia
Dominican Rep.
Philippines
Haiti
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
1.20
Poorest children
GENDER SUMMARY
Figure 9: While progress has been made, gender disparity in attaining a primary education is widest among
the poorest children
Gender parity index of the primary attainment rate, by wealth in selected countries, circa 2000 and 2010
2.00
Richest children
1.60
1.40
2010
2000
1.00
0.80
0.60
0.40
0.20
2.00
2010
1.60
2000
1.40
1.20
1.00
0.80
0.60
0.40
0.20
Note: A GPI below 0.97 denotes disparity at the expense of females while one above 1.03 denotes disparity at the expense of males.
Source: EFA Global Monitoring Report team calculations (2014) using data from Demographic and Health Surveys and Multiple Indicator Cluster Surveys.
15
Figure 10: While some regions have shown remarkable progress in reducing gender
disparity in secondary education, wide disparities remain
Gender parity index, by region, 19902012
a. Lower secondary education
120
Number of girls enrolled for every 100 boys,
lower secondary education
There
are more
countries
with
disparity at
the expense
of boys
in upper
secondary
education
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
110
Latin America/Caribbean
East Asia/Pacific
Centr./East. Europe
N. America/W. Europe
South Asia
Central Asia
World
Arab States
Sub-Saharan Africa
100
90
80
70
60
50
40
1990 1992
1996
1998
2010
2012
120
Latin America/Caribbean
East Asia/Pacific
Arab States
N. America/W. Europe
Central Asia
World
Centr./East. Europe
South Asia
Sub-Saharan Africa
110
100
90
80
70
60
50
40
1990 1992
1994
1996
1998
2010
2012
16
1994
GENDER SUMMARY
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
GENDER SUMMARY
Most
disparity
in lower
secondary
attainment
is accounted
for by initial
disparities
at the
primary
level
17
18
Malawi
Cambodia
Attained primary
Tunisia
Source: EFA Global Monitoring Report team calculations (2014) using household survey data.
Viet Nam
Brazil
Attained primary
Attained primary
2000
Arab States
Attained primary
1.0
1.4
1.5
Attained primary
Yemen
Djibouti
Mauritania
Morocco
Sudan
Egypt
Syrian A. R.
Lebanon
Bahrain
Jordan
Algeria
Tunisia
Oman
Palestine
Qatar
Tajikistan
Kazakhstan
Mongolia
Turkey
Lithuania
Bulgaria
Latvia
Ukraine
Estonia
Czech Rep.
Croatia
Lao PDR
Solomon Is
Australia
Tonga
Nauru
Malaysia
Macao, China
Vanuatu
Cook Islands
Brunei Daruss.
New Zealand
Myanmar
Thailand
Fiji
Samoa
Guatemala
St Vincent/Grenad.
Peru
Saint Lucia
Bolivia
Cuba
Br. Virgin Is
Chile
St Kitts/Nevis
Belize
Paraguay
Costa Rica
Bahamas
Panama
Jamaica
Aruba
Dominica
Mexico
Colombia
Venezuela, B. R.
Nicaragua
Argentina
Dominican Rep.
Barbados
Uruguay
Antigua/Barbuda
Guyana
Bermuda
Suriname
GENDER SUMMARY
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
Figure 11: Gender gaps in secondary education have improved, but remain wide in some regions
Gender parity index of the secondary gross enrolment ratio, by region, 1999 and 2012
2012
1999
1.3
1.2
1.1
Gender
parity
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
East Asia/Pacific
Latin America/Caribbean
Figure 12: Gender disparities are perpetuated and widen throughout lower secondary
Gender parity index of the primary attainment, transition to lower secondary and lower
secondary attainment rates, selected countries, circa 2000 and 2010
1.50
1.25
2010
1.00
0.75
0.50
0.25
GENDER SUMMARY
Germany
Austria
Switzerland
Greece
Belgium
Netherlands
Sweden
Portugal
Iceland
Spain
Denmark
Cyprus
Ireland
Luxembourg
Malta
Finland
Chad
C. A. R.
Benin
Angola
Niger
Mali
Eritrea
Burkina Faso
Liberia
Cameroon
Nigeria
Mozambique
Malawi
Ghana
Senegal
Comoros
South Africa
Mauritius
Rwanda
Seychelles
Lesotho
Afghanistan
Iran, Isl. Rep.
India
Nepal
Bhutan
Bangladesh
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
N. America/W. Europe
Sub-Saharan Africa
South/West Asia
120
N. America/W. Europe
Latin America/Caribbean
Centr./East. Europe
Central Asia
Arab States
World
East Asia/Pacific
South/West Asia
Sub-Saharan Africa
110
100
90
80
70
60
50
40
1990 1992
1994
1996
1998
2010
2012
19
GENDER SUMMARY
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
20
Jordan
Qatar
Thailand
Iceland
Latvia
Finland
Sweden
Bulgaria
Russian Fed.
Albania
Montenegro
Lithuania
Norway
Slovenia
Romania
Poland
Indonesia
United States
Estonia
Turkey
Greece
France
Hungary
Serbia
Slovakia
Canada
Netherlands
Belgium
Portugal
Uruguay
Israel
Czech Rep.
Australia
United Kingdom
Switzerland
Germany
Argentina
Denmark
Mexico
New Zealand
Tunisia
Ireland
Spain
Brazil
Japan
Rep. of Korea
Italy
Peru
Austria
Chile
Luxembourg
Colombia
Jordan
Qatar
Bulgaria
Montenegro
Finland
Slovenia
Lithuania
Thailand
Latvia
Sweden
Iceland
Greece
Norway
Serbia
Turkey
Germany
Israel
France
Estonia
Poland
Romania
Russian Fed.
Hungary
Slovakia
Portugal
Italy
Czech Rep.
Argentina
Austria
Switzerland
Uruguay
Canada
Australia
New Zealand
Belgium
Brazil
United States
Denmark
Tunisia
Luxembourg
Spain
Ireland
Indonesia
Netherlands
United Kingdom
Japan
Mexico
Rep. of Korea
Chile
Peru
Colombia
Albania
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
50
2009/2012
50
2009/2012
GENDER SUMMARY
Figure 14: Although learning gender gaps are narrowing, boys outperform girls in mathematics, while girls increasingly
outperform boys in reading, by a wider margin
Gender gap in scores, reading and mathematics, PISA, 2000/2006 and 2009/2012
2000/2006
A. Reading
25
-25
-50
-75
Girls perform better than boys
2000/2006
B. Mathematics
25
-25
-50
-75
Girls perform better than boys
Source: EFA Global Monitoring Report team calculations (2014) using PISA data.
21
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
GENDER SUMMARY
20
15
10
5
0
-5
Mathematics
Punjab
Gilgit-Baltistan
Sindh
Khyber Pakhtunkhwa
Balochistan
FATA
Punjab
Gilgit-Baltistan
Sindh
Khyber Pakhtunkhwa
Balochistan
FATA
Figure 15: Girls in Pakistan generally perform worse than boys in mathematics
and reading
Gender gap in two learning indicators, grade 5 students and children aged 1012 years,
rural Pakistan, 2014
Reading
Notes: The indicator in mathematics is the percentage of children who could do a division; the indicator in reading
is the percentage of children who could read a story in Urdu, Sindhi or Pashto. Both indicators have been calculated
over two groups: (i) all students who were in grade 5 and (ii) all children aged 1012 years.
Source: ASER Pakistan team calculations based on the 2014 ASER survey.
22
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
GENDER SUMMARY
80
60
Male
Female
40
20
Sub-Saharan Africa
South/West Asia
Arab States
World
2015
2010
2000
1990
2015
2010
2000
1990
2015
2010
2000
1990
2015
2010
2000
1990
2015
2010
2000
1990
East Asia/Pacific
Note: Literacy data are not collected annually. Regional and global data therefore refer to census decades. 1990 refers to data from the 19851994 census decade; 2000 to 19952004, and 2010
to data from the period 20052012.
Source: UIS census.
Figure 17: Only two-thirds of female youth in sub-Saharan Africa will be literate in 2015
Youth literacy rate by gender, world and selected regions, 1990, 2000, 2010 and 2015 (projection)
100
80
60
Male
Female
40
20
Sub-Saharan Africa
South/West Asia
Arab States
World
2015
2010
2000
1990
2015
2010
2000
1990
2015
2010
2000
1990
2015
2010
2000
1990
2015
2010
2000
1990
East Asia/Pacific
23
GENDER SUMMARY
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
World Inequality
The EFA Global Monitoring Report Team has continued to develop and update an interactive website that
shows the scale of education inequality within countries. The World Inequality Database on Education (WIDE)
brings together the latest data from Demographic and Health Surveys, Multiple Indicator Cluster Surveys
and other national household surveys as well as school-based learning achievement surveys.
Mozambique, 2011
0%
Ethiopia, 2011
0%
0%
Uganda, 2011
0%
Chad, 2010
0%
Mali, 2012
0%
Togo, 2013
0%
Guinea, 2012
0%
Afghanistan, 2010
0%
0%
Lesotho, 2009
0%
Cambodia, 2010
0%
0%
Liberia, 2013
0%
Morocco, 2009
0%
Gabon, 2012
0%
0%
Suriname, 2010
0%
Honduras, 2011
0%
Nicaragua, 2009
0%
Nepal, 2011
0%
Sudan, 2010
0%
Nigeria, 2013
0%
D. R. Congo, 2013
0%
0%
Brazil, 2011
0%
India, 2008
0%
Philippines, 2013
0%
Colombia, 2010
0%
Egypt, 2014
0%
0%
Tajikistan, 2012
0%
Serbia, 2014
0%
0%
Ukraine, 2012
0%
Female Male
100%
Female Male
100%
Female
Male
100%
Female Male
Female
100%
Male
Female
100%
Male
Female
100%
Male
Female
100%
Male
Female
100%
Male
Female
100%
Male
Male
100%
Female
100%
Female Male
100%
Female Male
Female
100%
Male
100%
Female Male
Female
100%
Male
Female
100%
Male
Male
100%
Female
Male
Female
Male
Female
100%
100%
100%
Female Male
Female
100%
Male
Female
100%
Male
Female
100%
Male
Male
100%
Female
Male
100%
Female
100%
Male Female
Male
100%
Female
100%
Male Female
100%
Male Female
Male
100%
Female
Female Male
Male Female
Male Female
100%
100%
100%
100%
Male Female
100%
The figure shows the percentage of young men and women who have completed lower secondary education in 35 selected low and middle income countries.
It shows that disparities by gender exist in many countriesbut they are not inevitable. By clicking on the dots on the website, the percentages appear. For
example, Chad and Uganda have the same rate of lower secondary school completion (17%). However, while there is no gender disparity in Uganda, the male
completion rate is three times as high as the female completion rate in Chad. Gender disparities can also move in the opposite direction: in Mali there is a 12
percentage point gap at the expense of young women but in Nicaragua the same gap is at the expense of young men.
24
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
GENDER SUMMARY
0%
100%
Wealth
+ Wealthdisparities are further aggravated by gender disparities
Lower secondary 0%
school completion rate, Poor
by region, wealthRich
and gender (%)
Balochistan
Punjab
Pakistan, 2012
Poor
100%
Rich
0%
100%
Balochistan
Region
+ Gender
0%
Balochistan, Poor
+ Wealth
Balochistan, Rich
Balochistan
Punjab, Poor
Punjab
Punjab, Rich
0%
100%
Female
Male
Female
Poor
Female
0%
0%
0%
0%
0%
+ Gender
Male
Female
Punjab, Poor
0%
Punjab, Rich
0%
Rich
100%
Male
Poor
Male
Rich
100%
100%
100%
100%
100%
Female
Male
Balochistan, Poor 0%
Balochistan, Rich 0%
Punjab
Female
Female
100%
Male
100%
Male
Male
100%
Female
100%
Nigeria, 2013
North East
Region
South East
100%
0%
+ Wealth
Poor
North East
0%
Nigeria,
2013
South
East
0%
Rich
100%
Poor
100%
North East
Region
+ Gender
0%
0%
South East
100%
Female
Male
Female
Poor
0%
0%
0%
0%
0%
+ Gender
Rich
Male
Rich
Female
Poor
Female
100%
Male
Female
Rich
Male
100%
100%
100%
100%
100%
Male
0%
100%
0%
100%
On the WIDE site, the user can look in detail at intersecting patterns of disadvantage within countries.
province of Balochistan, only 21% of the
Female In Pakistan, in the
Male
poor
lower 0%
secondary school. However, gender disparities within this group are large: only 10% of poor young women complete lower secondary
100%school
Northcomplete
East, Rich
Female
compared with 31% of poor young men. In Punjab, the gender gap is in the opposite direction Male
among the rich.
In Nigeria, there is very large inequality between the
conflict-ridden
North0%
East region and the prosperous South East region. In the North East, there are wide gender disparities among both the poor and100%
the rich at
South East, Poor
Female
Male
the expense of young women; in the South East, gender disparities are lower but among the poor they are at the expense
of young men.
www.education-inequalities.org
25
GENDER SUMMARY
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
Entrenched
discriminatory
social norms
undermine
the benefits
of girls
and young
womens
improved
access to
education
26
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
GENDER SUMMARY
Box 4: Boys disengagement from schooling has broad repercussions for gender relations
The needs of millions of boys around the world are not adequately
met by formal education systems; this is sometimes overlooked
in light of girls continued overall disproportionate disadvantages.
But while girls remain less likely than boys to enter school in the
first place, in many countries, boys are at higher risk of failing to
progress and complete their secondary education.
It is important to note that an increased risk of boys leaving school
early does not transpose to an advantage for girls education, nor
is it necessarily a result of improved educational opportunities for
girls. Furthermore, it occurs in patriarchal societies where men
continue to overwhelmingly occupy positions of power, including
as head teachers, on school boards and in ministries of education.
Many boys leave school early due to poverty and the obligation
or desire to work. This is often compounded by late entry,
poor performance and a subsequent lack of interest in school
and additional factors such as ethnicity and other forms
of marginalization.
A lack of motivation among boys to do well in school is not
simply a matter of individual choice; boys poor performance and
27
GENDER SUMMARY
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
Pregnancy is
a key driver
of dropout
and exclusion
among female
secondary
school
students in
sub-Saharan
African
countries
28
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
GENDER SUMMARY
School-related
gender-based
violence
seriously
undermines
attempts
to achieve
gender
equality in
education
29
GENDER SUMMARY
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
Children
in conflictaffected
countries are
at particular
risk from
gender-based
violence
30
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
GENDER SUMMARY
31
GENDER SUMMARY
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
Legal
change is
not sufficient
in itself to
tackle gender
parity and
equality in
education
32
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
GENDER SUMMARY
Burundi
waived
parental
contributions
for girls in
the first year
of primary
school to
improve
parity
33
GENDER SUMMARY
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
34
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
GENDER SUMMARY
35
GENDER SUMMARY
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
36
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
GENDER SUMMARY
37
GENDER SUMMARY
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
Figure 18: Since 1999, womens share of the primary teaching force has increased, and they make up a substantial proportion of
new entrants in several countries
Percentage of women teachers in primary education, 1999 and 2012; percentage of female teachers as new entrants 20092012
100
80
60
40
20
38
Ukraine
Slovenia
Brazil
Antigua/Barbuda
Czech Rep.
Saint Lucia
Germany
Dominica
Viet Nam
France
Brunei Daruss.
Colombia
Palestine
Belize
Madagascar
Congo
Morocco
Rwanda
U. R. Tanzania
Burundi
Lao PDR
Cameroon
Nepal
Niger
Mozambique
Bhutan
Eritrea
Malawi
Equat. Guinea
Burkina Faso
Ghana
Senegal
Mauritania
Ethiopia
D. R. Congo
Guinea
Cte dIvoire
Togo
Benin
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
GENDER SUMMARY
39
GENDER SUMMARY
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
40
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
GENDER SUMMARY
41
GENDER SUMMARY
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
42
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
GENDER SUMMARY
43
GENDER SUMMARY
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
44
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
GENDER SUMMARY
45
GENDER SUMMARY
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
46
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
GENDER SUMMARY
47
GENDER SUMMARY
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
Recommendations
48
E D U C AT I O N F O R A L L G LO B A L M O N I T O R I N G R E P O R T 2 0 1 5
GENDER SUMMARY
49
UNESCO
Publishing
United Nations
Educational, Scientic and
Cultural Organization
www.unesco.org/publishing
www.unesco.org/gemreport