tag:blogger.com,1999:blog-111484012024-03-13T06:28:47.258-04:00International Education StatisticsAnalysis by Friedrich HueblerFriedrich Hueblerhttp://www.blogger.com/profile/05828554903715231947noreply@blogger.comBlogger174125tag:blogger.com,1999:blog-11148401.post-23270167327231587092017-07-31T08:13:00.000-04:002017-07-31T13:50:49.178-04:00More children are out of school in poor countries<p>
The rate and number of out-of-school children are strongly correlated with national income: in poorer countries, more children are out of school than in wealthier countries.
</p>
<p>
The <a href="http://www.worldbank.org/">World Bank</a> classifies all countries according to their gross national income (GNI) per capita (<a href="https://datahelpdesk.worldbank.org/knowledgebase/articles/378834-how-does-the-world-bank-classify-countries">World Bank, 2017</a>). The map in Figure 1 shows the distribution of countries by income level according to the July 2016 classification. Low-income countries with the lowest per-capita income are concentrated in sub-Saharan Africa.
</p>
<p>
<span style="font-weight: bold;">Figure 1</span>
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<a href="https://4.bp.blogspot.com/-o1SjwHTH6QU/WX56G2ZF3RI/AAAAAAAAB0E/te8RPNJYF3k2On9_DG1-eOFkFoEa-ivQQCKgBGAs/s1600/20170731-oos-1.png" imageanchor="1" ><img border="0" src="https://4.bp.blogspot.com/-o1SjwHTH6QU/WX56G2ZF3RI/AAAAAAAAB0E/te8RPNJYF3k2On9_DG1-eOFkFoEa-ivQQCKgBGAs/s640/20170731-oos-1.png" width="640" height="279" data-original-width="1600" data-original-height="698" /></a>
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Data source: <a href="http://uis.unesco.org/">UNESCO Institute for Statistics</a>
</p>
<p>
Figure 2 shows that the out-of-school rate decreases with increasing national income. Low-income countries have, on average, the highest out-of-school rates, according to estimates by the <a href="http://uis.unesco.org/">UNESCO Institute for Statistics</a>. 19% of all children of primary school age (about 6 to 11 years) are out of school in low-income countries, compared to only 3% in high-income countries. Among adolescents of lower secondary school age (about 12 to 14 years), more than one third (38%) are out of school in low-income countries. The average out-of-school rate is highest for youth of upper secondary school age (about 15 to 17 years) living in low-income countries: nearly two thirds (62%) are not in school.
</p>
<p>
<span style="font-weight: bold;">Figure 2</span>
<br>
<a href="https://4.bp.blogspot.com/-ns6BB6JDPwA/WX56Kj19yVI/AAAAAAAAB0I/mn8sHkw8zaMknWz0Fv-Jf4FNEpzIVf6VQCKgBGAs/s1600/20170731-oos-2.png" imageanchor="1" ><img border="0" src="https://4.bp.blogspot.com/-ns6BB6JDPwA/WX56Kj19yVI/AAAAAAAAB0I/mn8sHkw8zaMknWz0Fv-Jf4FNEpzIVf6VQCKgBGAs/s640/20170731-oos-2.png" width="640" height="466" data-original-width="1600" data-original-height="1164" /></a>
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Data source: <a href="http://uis.unesco.org/">UNESCO Institute for Statistics</a>
</p>
<p>
The correlation between national income and exclusion from education can also be demonstrated with national data. Figure 3 plots GNI per capita against the primary out-of-school rate. The highest out-of-school rates are observed among countries with the lowest per-capita income. South Sudan, one of the poorest countries, has the world's highest primary out-of-school rate, with 69%. The absolute number of out-of-school children, indicated by the size of the markers in Figure 3, also tends to be higher in countries with lower national income. The three countries with the largest number of out-of-school children – India, Nigeria and Pakistan – are in the lower-middle-income group of countries. The United States of America stands out as a high-income country with a relatively high rate and number of out-of-school children, but analysis by the <a href="https://nces.ed.gov/">National Center for Education Statistics</a> shows that the majority of these children are being homeschooled (<a href="https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016096rev">Redford et al., 2017</a>).
</p>
<p>
<span style="font-weight: bold;">Figure 3</span>
<br>
<a href="https://1.bp.blogspot.com/-u-LGkSzVxVU/WX56Pis4-OI/AAAAAAAAB0M/1c_DcmIpV3UrJmMA-6g3X30YbELdaq9fACKgBGAs/s1600/20170731-oos-3.png" imageanchor="1" ><img border="0" src="https://1.bp.blogspot.com/-u-LGkSzVxVU/WX56Pis4-OI/AAAAAAAAB0M/1c_DcmIpV3UrJmMA-6g3X30YbELdaq9fACKgBGAs/s640/20170731-oos-3.png" width="640" height="466" data-original-width="1600" data-original-height="1164" /></a>
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Data source: <a href="http://uis.unesco.org/">UNESCO Institute for Statistics</a>
</p>
<p>
A recent policy paper by the UNESCO Institute for Statistics and the <a href="http://en.unesco.org/gem-report/">Global Education Monitoring Report</a> (<a href="http://unesdoc.unesco.org/images/0025/002503/250392e.pdf">UIS and GEMR, 2017</a>) examines the link between education and poverty. The paper concludes that reaching the <a href="https://sustainabledevelopment.un.org/sdgs">Sustainable Development Goal</a> of universal primary and secondary education could reduce the global poverty headcount (measured by the number of persons living on less than $1.90 per day) by more than 420 million, or more than half of the current number.
</p>
<p>
<b>References</b>
</p>
<p>
<ul>
<li>Redford, Jeremy, Danielle Battle, and Stacey Bielick. 2017. <i>Homeschooling in the United States: 2012</i>. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. <a href="https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016096rev">https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016096rev</a>.</li>
<li>UNESCO Institute for Statistics (UIS), and Global Education Monitoring Report (GEMR). 2017. "Reducing Global Poverty through Universal Primary and Secondary Education." Policy paper 32/Fact sheet 44. Montreal and Paris: UIS and GEMR. <a href="http://unesdoc.unesco.org/images/0025/002503/250392e.pdf">http://unesdoc.unesco.org/images/0025/002503/250392e.pdf</a>.</li>
<li>World Bank. 2017. "How Does the World Bank Classify Countries?" World Bank Data Help Desk. Accessed 25 May. <a href="https://datahelpdesk.worldbank.org/knowledgebase/articles/378834-how-does-the-world-bank-classify-countries">https://datahelpdesk.worldbank.org/knowledgebase/articles/378834-how-does-the-world-bank-classify-countries</a>.</li>
</ul>
</p>
<p>
<b>External links</b>
</p>
<p>
<ul>
<li><a href="https://sustainabledevelopment.un.org/sdgs">Sustainable Development Goals (SDGs)</a></li>
<li><a href="http://uis.unesco.org/">UNESCO Institute for Statistics (UIS)</a></li>
<li><a href="http://data.uis.unesco.org/index.aspx?queryid=123">UIS out-of-school data (UIS Data Centre)</a></li>
<li><a href="http://en.unesco.org/gem-report/">Global Education Monitoring Report</a></li>
<li><a href="http://www.worldbank.org/">World Bank</a></li>
<li><a href="https://nces.ed.gov/">National Center for Education Statistics</a></li>
</ul>
</p>
<p>
<b>Related articles</b>
</p>
<p>
<ul>
<li><a href="https://huebler.blogspot.ca/2016/02/oos.html">Regional distribution of children in and out of school</a></li>
<li><a href="https://huebler.blogspot.ca/2015/07/oos.html">124 million out-of-school children in 2013</a></li>
<li><a href="https://huebler.blogspot.co.at/2015/01/oosc.html">Global report on out-of-school children</a></li>
<li><a href="https://huebler.blogspot.ca/2014/06/oos.html">Out-of-school children and adolescents, 2000-2012</a></li>
<li><a href="https://huebler.blogspot.ca/2006/09/trends-in-primary-school-enrollment.html">Trends in primary school enrollment, 1970-2004</a></li>
<li><a href="https://huebler.blogspot.ca/2008/01/universal-primary-education-by-2015.html">Universal primary education by 2015: A goal out of reach?</a></li>
<li><a href="https://huebler.blogspot.ca/2008/03/global-population-of-primary-school-age.html">Global population of primary school age, 2000-2015</a></li>
<li><a href="https://huebler.blogspot.ca/2009/02/coos.html">Population structure and children out of school</a></li>
<li><a href="https://huebler.blogspot.ca/2005/09/national-wealth-and-school-enrollment.html">National wealth and school enrollment</a></li>
</ul>
</p>
<p>
<span style="font-style: italic;">Friedrich Huebler, 31 July 2017, <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons License</a>
<br />
Permanent URL: <a href="http://huebler.blogspot.com/2017/07/oos.html">http://huebler.blogspot.com/2017/07/oos.html</a></span>
</p>Friedrich Hueblerhttp://www.blogger.com/profile/05828554903715231947noreply@blogger.com0tag:blogger.com,1999:blog-11148401.post-27086753128017880982017-06-28T23:57:00.000-04:002017-06-29T00:11:22.668-04:00Updated programs and guide to integrating Stata and external text editors<p>
The <a href="http://huebler.blogspot.ca/2008/04/stata.html">rundo and rundolines programs</a> for integrating <a href="http://www.stata.com/">Stata</a> with an external text editor were updated to version 5.1. The programs are compatible with Stata 15, released in June 2017, and Stata 14, released in April 2015. Users of older versions of Stata can install rundo and rundolines version 4.1. The <a href="http://huebler.blogspot.ca/2008/04/stata.html">user guide</a> for the rundo and rundolines programs was also revised.
</p>
<p>
<span style="font-weight: bold;">Stata/SE 15.0 program window</span>
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<img alt="Stata/SE 14.0 program window" src="https://lh3.googleusercontent.com/MXNpqFvwofqeXehrVrX_LfYQBkM3GAqua34CHsG8kfWEuZAA7O6idMwTDAQyUTjje_pAoK60ytIn0nUjIu-cTYpsqVdCzbnW5AMe8Lr9nOYX7R6gFWyWCNPyOyCzMpejh7nMI30oIVhCS71G_hvGSWA6exbEsSBib6UyYQP8vDGAll8upmeuLVE6_2522qdSfOdG58DqbbDh51hFqFtLDE19J1doJ2bBTtzYGovyfdRU8km_IsxgNFJ4E_oCKRGul7L8Q8YuLvg26tXSGXSFz-Sy-qc3hMBmTWqW7svdb28wyvNUbEAdpQ1FvXYRufYGvOk_cPZfH8nLTGOmz56D3XOSgfhXyyI921eGQ2FMU6yup-cM9Lu-hKINHYN61j3oVCwRJY3lLlmq5yU4T-nrwVoIypPKA5fCmdBMg61ZJW9nc-zbuPniaDGYhZtZjNKuAt1-0hVYc4b82NeUfPkFpeWWOZN-xgru5oqg60sLtRw5NvOTGtYynxFjsQnhxq9qf4tyAeBhsoTie9OPu2BR9yy2v4pUeGk1G_WwudPUupP6UEDyKogSYfP4O4SZ3LjcWMEyCHEIlYS1rxw7TTSmM-7uFYWYMIdmUr6eiJpkSwt6hqOzrAP3_ygNcXQcU1Kb8bDW6h3_wtx3mSY28VxzE52foJNQLk796dqVSYRZAQ=w510-h277-no" title="Stata/SE 15.0 program window" />
</p>
<p>
<b>External links</b>
</p>
<ul>
<li><a href="http://www.stata.com/">Stata</a> (official site)</li>
</ul>
<p>
<b>Related articles</b>
</p>
<ul>
<li><a href="http://huebler.blogspot.com/2008/04/stata.html">Guide to integrating Stata and external text editors</a></li>
<li><a href="http://huebler.blogspot.ca/2012/08/stata-maps.html">Guide to creating maps with Stata</a></li>
</ul>
<p>
<span style="font-style: italic;">Friedrich Huebler, 28 June 2017, <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons License</a>
<br />
Permanent URL: <a href="http://huebler.blogspot.com/2017/06/stata.html">http://huebler.blogspot.com/2017/06/stata.html</a></span>
</p>Friedrich Hueblerhttp://www.blogger.com/profile/05828554903715231947noreply@blogger.com0tag:blogger.com,1999:blog-11148401.post-28849958956743312412016-03-06T21:43:00.000-05:002016-03-06T21:55:39.223-05:00New UIS data on educational attainment and mean years of schooling<p>
How do the world's countries compare in terms of the population's educational attainment? This question can be answered with new data by the <a href="http://www.uis.unesco.org/">UNESCO Institute for Statistics</a> (UIS), <a href="http://www.uis.unesco.org/Education/Pages/education-attainment-data-release-2016.aspx">released in February 2016</a>. The <a href="http://www.uis.unesco.org/datacentre/pages/default.aspx">UIS Data Centre</a> lists data for three indicators:
</p>
<p>
<ul>
<li>Highest completed level of education of the population 25 years and older (<a href="http://www.uis.unesco.org/DataCentre/Excel/LITEA/Educational%20attainment%20by%20ISCED%20level%20-%20Niveau%20de%20scolarisation%20par%20niveau%20de%20la%20CITE.xlsx">table in UIS Data Centre</a>)</li>
<li>Minimum completed level of education of the population 25 years and older (<a href="http://data.uis.unesco.org/Index.aspx?queryid=168">table in UIS Data Centre</a>)</li>
<li>Mean years of education of the population 25 years and older (<a href="http://data.uis.unesco.org/Index.aspx?queryid=242">table in UIS Data Centre</a>)</li>
</ul>
</p>
<p>
All three indicators are available for the total, male and female population. The first two indicators are presented for the levels of education defined in the <a href="http://www.uis.unesco.org/Education/Pages/international-standard-classification-of-education.aspx">International Standard Classification of Education</a> (ISCED):
</p>
<p>
<ul>
<li>Primary education (ISCED 1)</li>
<li>Lower secondary education (ISCED 2)</li>
<li>Upper secondary education (ISCED 3)</li>
<li>Post-secondary non-tertiary education (ISCED 4)</li>
<li>Short-cycle tertiary education (ISCED 5)</li>
<li>Bachelor's degree or equivalent (ISCED 6)</li>
<li>Master's degree or equivalent (ISCED 7)</li>
<li>Doctoral degree or equivalent (ISCED 8)</li>
</ul>
</p>
<p>
The table on the highest completed level of education in the UIS Data Centre also presents the percentage of the population that has no formal schooling and that has incomplete primary education.
</p>
<p>
For the first time, the UIS is offering time series with data on educational attainment, covering the years 1995 to 2015. Previously, data on the highest and minimum completed level of education were only available for the most recent year. In total, educational attainment data are available for 147 countries and territories. The number of countries with data for a given year is shown in Figure 1. For example, 74 countries have data for 2010 and one country (Mali) has data for 2015. Portugal has data for 17 years, South Africa has data for 11 years, other countries have data for fewer years. 35 countries have data for only 1 year.
</p>
<p>
<b>Figure 1: Number of countries with data on educational attainment in UIS Data Centre per year</b>
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<a href="https://1.bp.blogspot.com/-Fuc5dTNzpvM/VtzBKJ4c9uI/AAAAAAAABf4/GqSztSUd2C0/s1600/20160306-ea.png" imageanchor="1" ><img border="0" src="https://1.bp.blogspot.com/-Fuc5dTNzpvM/VtzBKJ4c9uI/AAAAAAAABf4/GqSztSUd2C0/s640/20160306-ea.png" /></a>
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Data source: <a href="http://www.uis.unesco.org">UNESCO Institute for Statistics</a>
</p>
<p>
Estimates of mean years of schooling, i.e. the average number of completed years of education, are derived from data on educational attainment and were <a href="http://huebler.blogspot.ca/2013/12/mys.html">first released by the UIS in December 2013</a>. The estimates were updated in March 2015 and then again with the most recent release, in February 2016. The UIS Data Centre now presents mean years of schooling for 149 countries and territories for the period 1970 to 2014. Figure 2 shows the number of countries with data on mean years of schooling per year. 53 countries have data for 2010, more than any other year. The countries with the best coverage are South Africa with data on mean years of schooling for 16 years, Spain with data for 13 years, and Mexico with data for 11 years. 45 countries have data for only 1 year.
</p>
<p>
<b>Figure 2: Number of countries with data on mean years of schooling in UIS Data Centre per year</b>
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<a href="https://2.bp.blogspot.com/-9gGCc5yh80M/Vtzm1qZ_qZI/AAAAAAAABgg/DyYbKAmBCLc/s1600/20160306-mys.png" imageanchor="1" ><img border="0" src="https://2.bp.blogspot.com/-9gGCc5yh80M/Vtzm1qZ_qZI/AAAAAAAABgg/DyYbKAmBCLc/s640/20160306-mys.png" /></a>
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Data source: <a href="http://www.uis.unesco.org">UNESCO Institute for Statistics</a>
</p>
<p>
<b>External links</b>
</p>
<p>
<ul>
<li><a href="http://www.uis.unesco.org/">UNESCO Institute for Statistics (UIS)</a></li>
<li><a href="http://www.uis.unesco.org/Education/Pages/education-attainment-data-release-2016.aspx">UIS announcement of attainment data release</a></li>
<li><a href="http://www.uis.unesco.org/datacentre/pages/default.aspx">UIS Data Centre</a></li>
<li><a href="http://www.uis.unesco.org/DataCentre/Excel/LITEA/Educational%20attainment%20by%20ISCED%20level%20-%20Niveau%20de%20scolarisation%20par%20niveau%20de%20la%20CITE.xlsx">UIS Data Centre table on highest completed level of education</a></li>
<li><a href="http://data.uis.unesco.org/Index.aspx?queryid=168">UIS Data Centre table on minimum completed level of education</a></li>
<li><a href="http://data.uis.unesco.org/Index.aspx?queryid=242">UIS Data Centre table on mean years of schooling</a></li>
<li><a href="http://www.uis.unesco.org/Education/Pages/international-standard-classification-of-education.aspx">International Standard Classification of Education (ISCED)</a></li>
</li>
</ul>
</p>
<p>
<b>Related articles</b>
</p>
<p>
<ul>
<li><a href="http://huebler.blogspot.com/2012/02/ssa.html">Educational attainment in sub-Saharan Africa</a></li>
<li><a href="http://huebler.blogspot.com/2009/01/brazil.html">Educational attainment in Brazil since 1920</a></li>
<li><a href="http://huebler.blogspot.com/2005/10/educational-attainment-in-india-1950.html">Educational attainment in India, 1950-2000</a></li>
<li><a href="http://huebler.blogspot.com/2011/01/usa.html">Educational attainment in the United States, 1940-2009</a></li>
<li><a href="http://huebler.blogspot.com/2005/09/poverty-and-educational-attainment-in.html">Poverty and educational attainment in the United States</a></li>
<li><a href="http://huebler.blogspot.com/2005/09/poverty-and-educational-attainment-in_12.html">Poverty and educational attainment in the United States, part 2</a></li>
<li><a href="http://huebler.blogspot.ca/2013/12/mys.html">Mean years of schooling</a></li>
<li><a href="http://huebler.blogspot.ca/2014/01/mys.html">Mean years of schooling in Burkina Faso</a></li>
<li><a href="http://huebler.blogspot.ca/2015/05/nepal.html">Mean years of schooling in Nepal</a></li>
</ul>
</p>
<p>
<span style="font-style: italic;">Friedrich Huebler, 6 March 2016, <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons License</a><br />
Permanent URL: <a href="http://huebler.blogspot.com/2016/03/ea.html">http://huebler.blogspot.com/2016/03/ea.html</a></span>
</p>Friedrich Hueblerhttp://www.blogger.com/profile/05828554903715231947noreply@blogger.com0tag:blogger.com,1999:blog-11148401.post-55919032014133582612016-02-28T18:48:00.000-05:002016-02-28T18:50:34.014-05:00Regional distribution of children in and out of school<p>
In September 2015, the United Nations General Assembly adopted a set of 17 <a href="https://sustainabledevelopment.un.org/sdgs">Sustainable Development Goals</a>. <a href="https://sustainabledevelopment.un.org/sdg4">Goal 4</a> calls for "inclusive and equitable quality education and lifelong learning opportunities for all". The first of the 10 targets within SDG 4 is: "By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes". The SDGs are the successor to the <a href="http://www.un.org/millenniumgoals/">Millennium Development Goals</a> that were adopted by the United Nations in 2000 and called, among other things, for universal primary education by 2015.
</p>
<p>
Data by the <a href="http://www.uis.unesco.org/">UNESCO Institute for Statistics</a> (UIS) show that the education MDG has not been met. 124 million children of primary and lower secondary school age were still <a href="http://huebler.blogspot.ca/2015/07/oos.html">out of school in 2013</a>, the latest year for which reliable estimates are available. Among children of primary school age, the global out-of-school rate was 9%. Among adolescents of lower secondary school age, the global out-of-school rate was 17%. School ages vary from country to country but on average the official primary school age is 6 to 11 years and the lower secondary school age 12 to 15 years.
</p>
<p>
The global numbers hide large regional disparities. Figures 1, 2 and 3 show the distribution of the global school-age population in 2013 according to the regional classification used by UNESCO. UNESCO regions are virtually identical to the <a href="http://huebler.blogspot.ca/2011/03/efa.html">regions used for monitoring of the Education for All goals</a>.
</p>
<p>
Figure 1 shows the number of children of primary school age by region. The number of children is plotted against the horizontal axis. For example, 176 million primary-age children lived in South and West Asia in 2013, 158 million in East Asia and the Pacific, and 147 million in sub-Saharan Africa. The global number of children of primary school age was 660 million in 2013. The proportion of children within each region who were in school or out of school is plotted against the vertical axis and the regions are arranged in order of the out-of-school rate. The numbers on the blue and red areas indicate the regional number of children in and out of school. For example, of the 147 million children in sub-Saharan Africa, 20% or 30 million were out of school, a higher percentage than in any other region; 80% or 117 million were in school. The Arab States were the region with the second highest out-of-school rate (12%). The region with the lowest out-of-school rate was Central and Eastern Europe, where 4% or 0.7 million of the 18.6 million children of primary school age were out of school in 2013.
</p>
<p>
<b>Figure 1: Children of primary school age in and out of school, by region, 2013</b>
<br>
<a href="https://3.bp.blogspot.com/-lgCMKHTlH9E/VtNnofW7Z9I/AAAAAAAABfQ/nXz9ZE0m9T8/s1600/20160228-oosc-1.png" imageanchor="1" ><img border="0" src="https://3.bp.blogspot.com/-lgCMKHTlH9E/VtNnofW7Z9I/AAAAAAAABfQ/nXz9ZE0m9T8/s640/20160228-oosc-1.png" /></a>
<br>
Abbreviations: CA Central Asia, CEE Central and Eastern Europe, LAC Latin America and the Caribbean, NAWE North America and Western Europe.
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Data source: <a href="http://www.uis.unesco.org">UNESCO Institute for Statistics</a>
</p>
<p>
Figure 2 shows the regional distribution of adolescents of lower secondary school age in 2013. Of the 374 million lower-secondary-age adolescents globally, 102.3 million lived in South and West Asia, 91 million in East Asia and the Pacific, and 66 million in sub-Saharan Africa. The global population of lower secondary school age is smaller than the population of primary school age but lower secondary out-of-school rates were much higher in 2013 than primary out-of-school rates. Sub-Saharan Africa was the region with the highest lower secondary out-of-school rate (34%), followed by South and West Asia (26%) and the Arab States (17%). Whereas sub-Saharan Africa had the highest number of primary-age children out of school, South and West Asia was the region with the largest number of out-of-school adolescents of lower secondary age (26 million), followed by sub-Saharan Africa (23 million).
</p>
<p>
<b>Figure 2: Children of lower secondary school age in and out of school, by region, 2013</b>
<br>
<a href="https://3.bp.blogspot.com/-AkbHl7EqRCA/VtNnokFc80I/AAAAAAAABfU/nBEFWL6NFZE/s1600/20160228-oosc-2.png" imageanchor="1" ><img border="0" src="https://3.bp.blogspot.com/-AkbHl7EqRCA/VtNnokFc80I/AAAAAAAABfU/nBEFWL6NFZE/s640/20160228-oosc-2.png" /></a>
<br>
Abbreviations: CA Central Asia, CEE Central and Eastern Europe, LAC Latin America and the Caribbean, NAWE North America and Western Europe.
<br>
Data source: <a href="http://www.uis.unesco.org">UNESCO Institute for Statistics</a>
</p>
<p>
Lastly, Figure 3 shows the regional distribution of the population of primary and lower secondary school age combined. The global school-age population was greater than 1 billion in 2013. Of that number, 241 million lived in South and West Asia, 235 million in East Asia and the Pacific, and 160 million in sub-Saharan Africa. The combined out-of-school rate for children and adolescents of primary and lower secondary school age was 12% at the global level. The regions with the highest out-of-school rates were sub-Saharan Africa (25%), the Arab States (14%), and South and West Asia (13%). The lowest out-of-school rates (4%) were observed in North America and Western Europe, and in Central and Eastern Europe. In absolute terms, the regions with the largest out-of-school populations in 2013 were sub-Saharan Africa (53 million), South and West Asia (37 million), and East Asia and the Pacific (14 million).
</p>
<p>
<b>Figure 3: Children of primary and lower secondary school age in and out of school, by region, 2013</b>
<br>
<a href="https://3.bp.blogspot.com/-EvwhdSPl1_A/VtNnoig9O6I/AAAAAAAABfY/M-jQYNx0Y9w/s1600/20160228-oosc-3.png" imageanchor="1" ><img border="0" src="https://3.bp.blogspot.com/-EvwhdSPl1_A/VtNnoig9O6I/AAAAAAAABfY/M-jQYNx0Y9w/s640/20160228-oosc-3.png" /></a>
<br>
Abbreviations: CA Central Asia, CEE Central and Eastern Europe, LAC Latin America and the Caribbean, NAWE North America and Western Europe.
<br>
Data source: <a href="http://www.uis.unesco.org">UNESCO Institute for Statistics</a>
</p>
<p>
<b>External links</b>
</p>
<ul>
<li><a href="https://sustainabledevelopment.un.org/sdgs">Sustainable Development Goals</a> (SDGs)</li>
<li><a href="https://sustainabledevelopment.un.org/sdg4">SDG 4: Quality education for all</a></il>
<li><a href="http://www.un.org/millenniumgoals/">Millennium Development Goals</a> (MDGs)</li>
<li><a href="http://www.uis.unesco.org/">UNESCO Institute for Statistics</a> (UIS)</li>
<li><a href="http://www.uis.unesco.org/datacentre/pages/default.aspx">UIS Data Centre</a></li>
<li><a href="http://www.uis.unesco.org/Education/Pages/oosc-data-release-2015.aspx">Announcement of out-of-school estimates for 2013 by the UIS</a></li>
<li><a href="http://www.uis.unesco.org/Education/Documents/fs-31-out-of-school-children-en.pdf">Fact sheet "A growing number of children and adolescents are out of school as aid fails to meet the mark"</a> (PDF, 424 KB)</li>
</ul>
<p>
<b>Related articles</b>
</p>
<ul>
<li><a href="http://huebler.blogspot.ca/2015/07/oos.html">124 million out-of-school children in 2013</a></li>
<li><a href="http://huebler.blogspot.co.at/2015/01/oosc.html">Global report on out-of-school children</a></li>
<li><a href="http://huebler.blogspot.ca/2014/06/oos.html">Out-of-school children and adolescents, 2000-2012</a></li>
<li><a href="http://huebler.blogspot.ca/2012/07/oos.html">61 million out-of-school children in 2010</a></li>
<li><a href="http://huebler.blogspot.com/2010/03/coos.html">Children of primary and secondary school age out of school</a></li>
<li><a href="http://huebler.blogspot.com/2010/11/oos.html">Children out of school: Global trend 1999-2008</a></li>
<li><a href="http://huebler.blogspot.ca/2006/09/trends-in-primary-school-enrollment.html">Trends in primary school enrollment, 1970-2004</a></li>
<li><a href="http://huebler.blogspot.ca/2008/01/universal-primary-education-by-2015.html">Universal primary education by 2015: A goal out of reach?</a></li>
<li><a href="http://huebler.blogspot.ca/2008/03/global-population-of-primary-school-age.html">Global population of primary school age, 2000-2015</a></li>
<li><a href="http://huebler.blogspot.ca/2009/02/coos.html">Population structure and children out of school</a></li>
<li><a href="http://huebler.blogspot.ca/2005/09/national-wealth-and-school-enrollment.html">National wealth and school enrollment</a></li>
<li><a href="http://huebler.blogspot.com/2008/02/survival-rate-to-last-grade-of-primary.html">Survival rate to the last grade of primary school</a></li>
<li><a href="http://huebler.blogspot.com/2005/07/transition-from-primary-to-secondary.html">Transition from primary to secondary education</a></li>
<li><a href="http://huebler.blogspot.com/2009/10/sle.html">Regional disparities in school life expectancy</a></li>
<li><a href="http://huebler.blogspot.ca/2011/03/efa.html">Education for All regions</a></li>
</ul>
<span style="font-style: italic;">Friedrich Huebler, 28 February 2016, <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons License</a><br />
Permanent URL: <a href="http://huebler.blogspot.com/2016/02/oos.html">http://huebler.blogspot.com/2016/02/oos.html</a></span>Friedrich Hueblerhttp://www.blogger.com/profile/05828554903715231947noreply@blogger.com0tag:blogger.com,1999:blog-11148401.post-3157562754320572872015-07-20T12:15:00.000-04:002015-07-20T12:20:00.259-04:00124 million out-of-school children in 2013<p>
<a href="http://www.uis.unesco.org/Education/Pages/oosc-data-release-2015.aspx">New estimates</a> by the <a href="http://www.uis.unesco.org/">UNESCO Institute for Statistics</a> (UIS) show that approximately 124 million children and adolescents were out of school in 2013. Of this number, 59 million were of primary school age and 65 million were of lower secondary school age. The entrance ages and durations of primary and lower secondary education vary between countries, but primary school age is typically 6-11 years and lower secondary school age is typically 12-15 years.
</p>
<p>
The estimate for 2013 represents a decrease by 72 million from 2000, when about 196 million children and adolescents were out of school (see Figure 1). Most of this decrease occurred between 2000 and 2007 but since 2007 there has been hardly any progress in reducing the global out-of-school population. In the most recent period there was even a slight increase in the number of out-of-school children and adolescents.
</p>
<p>
<b>Figure 1: Global number of out-of-school children, 2000-2013</b>
<br>
<a href="http://4.bp.blogspot.com/-9hOQ-8RzmJo/Va0ZZXj85VI/AAAAAAAABb4/SGf9ATTfpHw/s1600/20150720-oos-1.png" imageanchor="1" ><img border="0" src="http://4.bp.blogspot.com/-9hOQ-8RzmJo/Va0ZZXj85VI/AAAAAAAABb4/SGf9ATTfpHw/s640/20150720-oos-1.png" /></a>
<br>
Data source: <a href="http://www.uis.unesco.org">UNESCO Institute for Statistics</a>
</p>
<p>
The primary and lower secondary out-of-school rates in 2013 - the percentage of children in these age groups who were not enrolled in primary or secondary education - were 9% and 17%, respectively (see Figure 2). Adolescents of lower secondary school age were thus nearly twice as likely to be out of school as children of primary school age. For the combined population of primary and lower secondary age the out-of-school rate was 12% in 2013.
</p>
<p>
The trend in the out-of-school rate mirrors the evolution of the number of out-of-school children and adolescents. In 2000, the primary out-of-school rate was 15% and the lower secondary out-of-school rate was 25%. Like the number of out-of-school children, the out-of-school rate fell steadily until 2007 and has remained at nearly the same level since then.
</p>
<p>
In spite of the lack of progress towards lower out-of-school rates and numbers in recent years, the gap between boys and girls has continued to decrease. At the global level, girls are still more likely to be out of school than boys but the difference between the female and male out-of-school rates fell between 2000 and 2013 from 6 percentage points to 2 percentage points for primary-age children and from 5 percentage points to 1 percentage point for lower-secondary-age adolescents.
</p>
<p>
<b>Figure 2: Global rate of out-of-school children, 2000-2013</b>
<br>
<a href="http://1.bp.blogspot.com/-MaTRkgM-JcU/Va0ZjKSVnAI/AAAAAAAABcI/6ZasXbkuYIw/s1600/20150720-oos-2.png" imageanchor="1" ><img border="0" src="http://1.bp.blogspot.com/-MaTRkgM-JcU/Va0ZjKSVnAI/AAAAAAAABcI/6ZasXbkuYIw/s640/20150720-oos-2.png" /></a>
<br>
Data source: <a href="http://www.uis.unesco.org">UNESCO Institute for Statistics</a>
</p>
<p>
Because of the lag between the collection of national enrollment figures and the release of global out-of-school estimates by the UIS the number of out-of-school children and adolescents in 2015 is not yet known. Nevertheless, it is already clear that the <a href="http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/efa-goals/">Education for All goal</a> and <a href="http://www.un.org/millenniumgoals/">Millennium Development Goal</a> of universal primary education by 2015 cannot be reached.
</p>
<p>
A joint <a href="http://www.uis.unesco.org/Education/Documents/fs-31-out-of-school-children-en.pdf">fact sheet</a> by the UIS and the <a href="http://en.unesco.org/gem-report/">Education for All Global Monitoring Report</a> contains more detailed analysis of the most recent out-of-school data and explains that current international aid for primary and secondary education is insufficient, especially for the world's poorest countries.
</p>
<p>
<b>External links</b>
</p>
<ul>
<li><a href="http://www.uis.unesco.org/Education/Pages/oosc-data-release-2015.aspx">Announcement of out-of-school estimates for 2013 by the UIS</a></li>
<li><a href="http://www.uis.unesco.org/Education/Documents/fs-31-out-of-school-children-en.pdf">Fact sheet "A growing number of children and adolescents are out of school as aid fails to meet the mark"</a> (PDF, 424 KB)</li>
<li><a href="http://www.uis.unesco.org">UNESCO Institute for Statistics (UIS)</a></li>
<li><a href="http://www.uis.unesco.org/datacentre/pages/default.aspx">UIS Data Centre</a></li>
<li><a href="http://en.unesco.org/gem-report/">Education for All Global Monitoring Report (EFA GMR)</a></li>
<li><a href="http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/efa-goals/">Education for All goals</a></li>
<li><a href="http://www.un.org/millenniumgoals/">Millennium Development Goals</a></li>
</ul>
<p>
<b>Related articles</b>
</p>
<ul>
<li><a href="http://huebler.blogspot.co.at/2015/01/oosc.html">Global report on out-of-school children</a></li>
<li><a href="http://huebler.blogspot.ca/2014/06/oos.html">Out-of-school children and adolescents, 2000-2012</a></li>
<li><a href="http://huebler.blogspot.ca/2012/07/oos.html">61 million out-of-school children in 2010</a></li>
<li><a href="http://huebler.blogspot.com/2010/03/coos.html">Children of primary and secondary school age out of school</a></li>
<li><a href="http://huebler.blogspot.com/2010/11/oos.html">Children out of school: Global trend 1999-2008</a></li>
<li><a href="http://huebler.blogspot.ca/2006/09/trends-in-primary-school-enrollment.html">Trends in primary school enrollment, 1970-2004</a></li>
<li><a href="http://huebler.blogspot.ca/2008/01/universal-primary-education-by-2015.html">Universal primary education by 2015: A goal out of reach?</a></li>
<li><a href="http://huebler.blogspot.ca/2008/03/global-population-of-primary-school-age.html">Global population of primary school age, 2000-2015</a></li>
<li><a href="http://huebler.blogspot.ca/2009/02/coos.html">Population structure and children out of school</a></li>
<li><a href="http://huebler.blogspot.ca/2005/09/national-wealth-and-school-enrollment.html">National wealth and school enrollment</a></li>
<li><a href="http://huebler.blogspot.com/2008/02/survival-rate-to-last-grade-of-primary.html">Survival rate to the last grade of primary school</a></li>
<li><a href="http://huebler.blogspot.com/2005/07/transition-from-primary-to-secondary.html">Transition from primary to secondary education</a></li>
<li><a href="http://huebler.blogspot.com/2009/10/sle.html">Regional disparities in school life expectancy</a></li>
</ul>
<span style="font-style: italic;">Friedrich Huebler, 20 July 2015, <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons License</a><br />
Permanent URL: <a href="http://huebler.blogspot.com/2015/07/oos.html">http://huebler.blogspot.com/2015/07/oos.html</a></span>Friedrich Hueblerhttp://www.blogger.com/profile/05828554903715231947noreply@blogger.com0tag:blogger.com,1999:blog-11148401.post-47916658096540610712015-06-28T16:49:00.000-04:002015-06-28T16:51:00.268-04:00Unicode version of programs to integrate Stata and external text editors<p>
I am pleased to announce a new version of the <a href="http://huebler.blogspot.com/2008/04/stata.html">rundo and rundolines programs</a> for integrating Stata with an external text editor. Version 5.0 of rundo and rundolines supports <a href="https://en.wikipedia.org/wiki/Unicode">Unicode</a> and is fully compatible with <a href="http://www.stata.com/stata14/">Stata 14</a>, released in April 2015. <a href="http://www.stata.com/stata14/unicode/">Support for Unicode</a> was one of the new features of Stata 14. The <a href="http://huebler.blogspot.com/2008/04/stata.html">user guide</a> for the rundo and rundolines programs has also been revised.
</p>
<p>
With this announcement I am withdrawing version 4.2 of rundo and rundolines, which I had released in April 2015. Version 4.2 could be used with Stata 14 but did not support Unicode. Users of Stata 14 should install rundo or rundolines version 5.0. Users of Stata 13.1 and older versions of Stata should install rundo or rundolines version 4.1 from December 2013. All versions are available on the page dedicated to <a href="http://huebler.blogspot.com/2008/04/stata.html">rundo and rundolines</a>.
</p>
<p>
<span style="font-weight: bold;">Stata/SE 14.0 program window</span>
<br>
<img alt="Stata/SE 14.0 program window" src="https://lh3.googleusercontent.com/-jF1gtYgsETg/VTK8mrdIxDI/AAAAAAAABZQ/pvX5xvDEt7I/s800/20150418-stata.png" title="Stata/SE 14.0 program window" />
</p>
<p>
<b>External links</b>
</p>
<ul>
<li><a href="http://www.stata.com/">Stata</a> (official site)</li>
<li><a href="https://en.wikipedia.org/wiki/Unicode">Unicode</a> (Wikipedia)</li>
<li><a href="http://www.stata.com/stata14/unicode/">Unicode support in Stata 14</a></li>
</ul>
<p>
<b>Related articles</b>
</p>
<ul>
<li><a href="http://huebler.blogspot.com/2008/04/stata.html">Guide to integrating Stata and external text editors</a></li>
<li><a href="http://huebler.blogspot.com/2012/08/stata-maps.html">Guide to creating maps with Stata</a></li>
</ul>
<p>
<span style="font-style: italic;">Friedrich Huebler, 28 June 2015, <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons License</a>
<br />
Permanent URL: <a href="http://huebler.blogspot.com/2015/06/stata.html">http://huebler.blogspot.com/2015/06/stata.html</a></span>
</p>Friedrich Hueblerhttp://www.blogger.com/profile/05828554903715231947noreply@blogger.com0tag:blogger.com,1999:blog-11148401.post-20009397363889265492015-05-31T22:53:00.000-04:002015-05-31T22:53:37.730-04:00Mean years of schooling in Nepal<p>
On 25 April 2015, <a href="http://en.wikipedia.org/wiki/Nepal">Nepal</a> was struck by a <a href="http://en.wikipedia.org/wiki/April_2015_Nepal_earthquake">severe earthquake</a> that killed more than 8,800 people. Nepal is one of the world's poorest countries, with a <a href="http://data.worldbank.org/indicator/NY.GNP.PCAP.CD">gross national income (GNI) per capita</a> of US$730 in 2013, similar to Afghanistan and Burkina Faso. Of 187 countries on the <a href="https://data.undp.org/dataset/myer-egms">Human Development Index (HDI)</a> 2014, Nepal was at position 145.
</p>
<p>
The rank of Nepal on the HDI is partly determined by the low level of education of its population. According to the <a href="http://hdr.undp.org/en/content/human-development-report-2014">Human Development Report 2014</a>, the population 25 years and older of Nepal had on average 3.2 years of schooling in 2012.
</p>
<p>
This article takes a closer look at the level of education of the population of Nepal, based on an analysis of data from a <a href="http://www.dhsprogram.com/what-we-do/survey/survey-display-356.cfm">2011 Demographic and Health Survey</a> (DHS). The DHS collected information on the highest grade of school completed for all household members 3 years and older, which can be used to calculate the years of schooling of individuals and the average years of schooling of the entire population or specific sub-groups. According to the DHS data, the population 25 years and older in Nepal has on average 3.3 years of schooling (Figure 1). The <a href="http://data.uis.unesco.org/Index.aspx?queryid=219">duration of primary education</a> in Nepal is 5 years, which means that the average adult 25 years and older has less than completed primary education.
</p>
<p>
Urban residents have nearly twice as many years of schooling as rural residents, with 5.7 and 2.9 years respectively. There is a strong correlation between mean years of schooling and household wealth. Persons 25 years and older from the poorest household quintile have only 1.1 years of schooling on average, compared to 6.6 years in the richest quintile.
</p>
<p>
<b>Figure 1: Mean years of schooling, population 25 years and older, Nepal 2011</b>
<br>
<a href="http://3.bp.blogspot.com/-s3v6IsMpDDI/VWtsq4w2wgI/AAAAAAAABZs/YsM1GByUKp8/s1600/20150531-nepal-1.png" imageanchor="1" ><img border="0" src="http://3.bp.blogspot.com/-s3v6IsMpDDI/VWtsq4w2wgI/AAAAAAAABZs/YsM1GByUKp8/s640/20150531-nepal-1.png" /></a>
<br>
Data source: <a href="http://www.dhsprogram.com/what-we-do/survey/survey-display-356.cfm">Nepal Demographic and Health Survey, 2011</a>.
</p>
<p>
Figure 1 also presents data for the development regions and ecological zones of Nepal. The country is administratively divided into five <a href="http://en.wikipedia.org/wiki/Development_Regions_of_Nepal">development regions</a> (Far-Western, Mid-Western, Western, Central, and Eastern), 14 administrative zones, and 75 districts. The country is also divided into three <a href="http://en.wikipedia.org/wiki/Geography_of_Nepal">ecological zones</a>: Mountain, Hills and Terai. The development regions and ecological zones are shown in Figure 2. The epicenter of the April 2015 earthquake was in the Lamjung district in the Western development region. The capital Kathmandu, which was also severely affected by the earthquake, is in the Central development region.
</p>
<p>
The population in the Far-Western and Western development regions has 2.6 mean years of schooling, below the national average of 3.3 years. The population of the Western, Central and Eastern development regions is at or slightly above the national average. Residents of the Mountain zone have on average 2.2 years of schooling, while those in the Hill and Terai zone have 3.5 and 3.3 years, respectively.
</p>
<p>
Gender disparity in educational attainment affects all regions and sub-groups of the population in Figure 1. At the national level, women 25 years and older have only 2.2 years of schooling on average, compared to 4.6 years among men. There is a large gap between the mean years of schooling of men and women in both rural and urban areas of Nepal. Women from the poorest household quintile have only 0.5 mean years of schooling, less than any other group in Figure 1; men in the poorest quintile have 1.9 years of schooling. In the richest quintile, women have on average 6.2 years of schooling, compared to 8.1 years for men. Gender disparity is also present in all development regions and ecological zones.
</p>
<p>
<b>Figure 2: Development regions, districts, and ecological zones of Nepal</b>
<br>
<a href="http://3.bp.blogspot.com/-Y9FyNfHu-s4/VWtsr9EoiXI/AAAAAAAABZ0/-G_UHRV9ymc/s1600/20150531-nepal-2.jpg" imageanchor="1" ><img border="0" src="http://3.bp.blogspot.com/-Y9FyNfHu-s4/VWtsr9EoiXI/AAAAAAAABZ0/-G_UHRV9ymc/s640/20150531-nepal-2.jpg" /></a>
<br>
Source: <a href="http://un.org.np/node/10274">United Nations Nepal Information Platform</a>, retrieved May 2015.
</p>
<p>
A comparison of different age groups reveals that in spite of the low average years of schooling Nepal has made impressive progress over the past decades. Younger cohorts have without exception more years of schooling than older cohorts (Figure 3). 20- to 24-year-olds have on average 6.9 years of schooling, compared to less than 1 year of schooling among those 65 years and older. In rural areas those 20-24 years old have on average 6.5 years of schooling and those in urban areas 8.5 years. The poorest residents of Nepal are still very much behind those from wealthier segments of the population but even here there has been an improvement among younger generations. 20- to 24-year-olds from the poorest quintile have on average 3.6 years of schooling. In the richest quintile, those aged 20-24 years have 9.6 years of schooling on average, more than any other group in Figure 3.
</p>
<p>
<b>Figure 3: Mean years of schooling by age group, Nepal 2011</b>
<br>
<a href="http://2.bp.blogspot.com/-Ps6oMlyktYE/VWtsrQ9-vdI/AAAAAAAABZ4/Gi-NtTXlY1w/s1600/20150531-nepal-3.png" imageanchor="1" ><img border="0" src="http://2.bp.blogspot.com/-Ps6oMlyktYE/VWtsrQ9-vdI/AAAAAAAABZ4/Gi-NtTXlY1w/s640/20150531-nepal-3.png" /></a>
<br>
Data source: <a href="http://www.dhsprogram.com/what-we-do/survey/survey-display-356.cfm">Nepal Demographic and Health Survey, 2011</a>.
</p>
<p>
The disparity between women and men in younger cohorts is also far smaller than among older cohorts. Figure 4 shows two indicators of gender disparity. The difference between the mean years of schooling of men and women is plotted against the left vertical axis. Nationwide, 20- to 24-year-old women have on average 1.9 fewer years of schooling than men in the same age group.The biggest absolute gap is observed in the poorest household quintile; here, women 20-24 years have on average 2.8 fewer years of schooling than men. The smallest difference between male and female years of schooling, 0.7 years, is observed among 20- to 24-year-olds in the richest quintile.
</p>
<p>
A second indicator of gender disparity, female mean years of schooling as a percentage of male mean years of schooling, is plotted against the right vertical axis of Figure 4. At gender parity, this value is around 100%. In all groups in Figure 4, younger women are approaching the average years of schooling of men in the same age group. In Nepal as a whole, 20- to 24-year-old women have on average 76% of the years of schooling of their male peers. In the richest quintile, the youngest women have reached 93% of the years of schooling of men in the same age group. By contrast, young women from the poorest household quintile have only half the years of schooling of young men.
</p>
<p>
Over time, the increasing educational attainment among younger age groups will be reflected in the mean years of schooling of the entire population 25 years and older. Similarly, the gap between men and women will shrink. However, those in poor households and residents of certain regions - especially the Far-Western and Mid-Western region and the mountain zone - are lagging behind other parts of Nepal.
</p>
<p>
<b>Figure 4: Gender disparity in mean years of schooling by age group, Nepal 2011</b>
<br>
<a href="http://3.bp.blogspot.com/-YFnO26avfVM/VWuu2xbJ4eI/AAAAAAAABaQ/p2HOa4glvW0/s1600/20150531-nepal-4.png" imageanchor="1" ><img border="0" src="http://3.bp.blogspot.com/-YFnO26avfVM/VWuu2xbJ4eI/AAAAAAAABaQ/p2HOa4glvW0/s640/20150531-nepal-4.png" /></a>
<br>
Data source: <a href="http://www.dhsprogram.com/what-we-do/survey/survey-display-356.cfm">Nepal Demographic and Health Survey, 2011</a>.
</p>
<p>
<b>External links</b>
</p>
<ul>
<li><a href="http://en.wikipedia.org/wiki/Nepal">Nepal</a> (Wikipedia)</li>
<li><a href="http://en.wikipedia.org/wiki/April_2015_Nepal_earthquake">Nepal earthquake, April 2015</a> (Wikipedia)</li>
<li><a href="http://en.wikipedia.org/wiki/Development_Regions_of_Nepal">Development regions of Nepal</a> (Wikipedia)</li>
<li><a href="http://en.wikipedia.org/wiki/Geography_of_Nepal">Geography of Nepal</a> (Wikipedia)</li>
<li><a href="http://un.org.np/node/10274">Ecological zone map of Nepal</a> (UN Nepal Information Platform)</li>
<li><a href="http://www.dhsprogram.com/what-we-do/survey/survey-display-356.cfm">Nepal Demographic and Health Survey (DHS), 2011</a></li>
<li><a href="http://hdr.undp.org/en/content/human-development-report-2014">Human Development Report 2014</a> (UN Development Programme)</li>
<li><a href="https://data.undp.org/dataset/myer-egms">Human Development Index and its components</a> (UN Development Programme)</li>
<li><a href="http://data.worldbank.org/indicator/NY.GNP.PCAP.CD">GNI per capita, Atlas method (current US$)</a> (World Bank)</li>
<li><a href="http://data.uis.unesco.org/Index.aspx?queryid=219">Duration by level of education</a> (UNESCO Institute for Statistics)</li>
</ul>
<p>
<b>Related articles</b>
</p>
<ul>
<li><a href="http://huebler.blogspot.ca/2007/05/caste-ethnicity-and-school-attendance.html">Caste, ethnicity, and school attendance in Nepal</a></li>
<li><a href="http://huebler.blogspot.ca/2007/03/nepal-trends-in-primary-school.html">Nepal: trends in primary education, 1980-2004</a></li>
<li><a href="http://huebler.blogspot.ca/2007/04/primary-and-secondary-school-attendance.html">Primary and secondary school attendance in Nepal</a></li>
<li><a href="http://huebler.blogspot.ca/2007/08/primary-school-attendance-in-nepal-1996.html">Primary school attendance in Nepal, 1996-2006</a></li>
<li><a href="http://huebler.blogspot.ca/2007/09/secondary-school-attendance-in-nepal.html">Secondary school attendance in Nepal, 1996-2006</a></li>
<li><a href="http://huebler.blogspot.ca/2013/12/mys.html">Mean years of schooling</a></li>
<li><a href="http://huebler.blogspot.ca/2014/01/mys.html">Mean years of schooling in Burkina Faso</a></li>
<li><a href="http://huebler.blogspot.ca/2005/10/educational-attainment-in-india-1950.html">Educational attainment in India, 1950-2000</a></li>
<li><a href="http://huebler.blogspot.ca/2012/02/ssa.html">Educational attainment in sub-Saharan Africa</a></li>
<li><a href="http://huebler.blogspot.ca/2009/01/brazil.html">Educational attainment in Brazil since 1920</a></li>
<li><a href="http://huebler.blogspot.ca/2011/01/usa.html">Educational attainment in the United States, 1940-2009</a></li>
<li><a href="http://huebler.blogspot.ca/2005/09/poverty-and-educational-attainment-in.html">Poverty and educational attainment in the United States</a></li>
<li><a href="http://huebler.blogspot.ca/2005/09/poverty-and-educational-attainment-in_12.html">Poverty and educational attainment in the United States, part 2</a></li>
</ul>
<p>
<span style="font-style: italic;">Friedrich Huebler, 31 May 2015, <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons License</a>
<br />
Permanent URL: <a href="http://huebler.blogspot.com/2015/05/nepal.html">http://huebler.blogspot.com/2015/05/nepal.html</a></span>
</p>Friedrich Hueblerhttp://www.blogger.com/profile/05828554903715231947noreply@blogger.com0tag:blogger.com,1999:blog-11148401.post-37602419225667448532015-04-25T17:46:00.000-04:002015-06-28T19:03:53.762-04:00EFA Global Monitoring Report 2015<p>
<div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-jtvfGCjsXvo/VZB2xKJBdDI/AAAAAAAABa0/lwQcHaMCPXw/s1600/20150425-gmr2015.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://1.bp.blogspot.com/-jtvfGCjsXvo/VZB2xKJBdDI/AAAAAAAABa0/lwQcHaMCPXw/s320/20150425-gmr2015.jpg" /></a></div>
</p>
<p>
The <a href="http://en.unesco.org/gem-report/report/2015/education-all-2000-2015-achievements-and-challenges"><i>Education for All Global Monitoring Report 2015</i></a> was published by <a href="http://www.unesco.org">UNESCO</a> on 9 April 2015. The title of this year's edition of the EFA GMR is <i>Education for All 2000-2015: Achievements and Challenges”</i>.
</p>
<p>
2015 is the target year for the six <a href="http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/efa-goals/">Education for All goals</a>, as well as the eight <a href="http://www.un.org/millenniumgoals/">Millennium Development Goals</a>. The GMR takes stock of progress since 2000 and points out that in spite of substantial improvement in all areas of education many countries are likely to miss one or more of the EFA goals. The reference year for the report is 2012, the most recent year with data for most countries and regions at the time the report was prepared, but the GMR also makes some use of projections.
</p>
<p>
<ul>
<li>Goal 1: Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children: 47% of countries reached the goal but 20% of countries are very far from the goal.</li>
<li>Goal 2: Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to, and complete, free and compulsory primary education of good quality: 52% of countries achieved this goal, 38% of countries are far from the goal.</li>
<li>Goal 3: Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programmes: 47% of countries have reached universal lower secondary enrolment.</li>
<li>Goal 4: Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults: Only 25% of countries reached this goal, 32% of countries are very far from the goal.</li>
<li>Goal 5: Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality: The GMR estimates that 69% of countries will achieve gender parity in primary education by 2015, and 48% of countries will reach the goal in secondary education.</li>
<li>Goal 6: Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills: The pupil-teacher ratio fell in 121 of 146 countries between 1990 and 2012 but there are still not enough teachers for all children in and out of school.</li>
</ul>
</p>
<p>
The GMR also presents important lessons for international goals in the area of education for the post-2015 period.
</p>
<p>
<b>Reference</b>
</p>
<ul>
<li>United Nations Educational, Scientific and Cultural Organization (UNESCO). 2015. <i>Education for All 2000-2015: Achievements and Challenges - EFA Global Monitoring Report 2015</i>. Paris: UNESCO. <a href="http://unesdoc.unesco.org/images/0023/002322/232205e.pdf">Download in PDF format</a> (6.8 MB).
</li>
</ul>
<p>
<b>External links</b>
</p>
<ul>
<li><a href="http://en.unesco.org/gem-report/report/2015/education-all-2000-2015-achievements-and-challenges">EFA Global Monitoring Report 2015</a> (official site)</li>
<li><a href="http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/">EFA Global Monitoring Reports</a> (archive with all reports published since 2002)</li>
<li><a href="http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/efa-goals/">Education for All goals</a></li>
<li><a href="http://www.unesco.org">UNESCO</a></li>
<li><a href="http://www.un.org/millenniumgoals/">Millennium Development Goals (MDGs)</a></li>
</ul>
<p>
<b>Related articles</b>
</p>
<ul>
<li><a href="http://huebler.blogspot.ca/2014/02/gmr.html">EFA Global Monitoring Report 2013/4</a></li>
<li><a href="http://huebler.blogspot.com/2012/10/gmr.html">EFA Global Monitoring Report 2012</a></li>
<li><a href="http://huebler.blogspot.com/2011/03/gmr.html">EFA Global Monitoring Report 2011</a></li>
<li><a href="http://huebler.blogspot.com/2010/01/gmr.html">EFA Global Monitoring Report 2010</a></li>
<li><a href="http://huebler.blogspot.com/2008/12/efa.html">EFA Global Monitoring Report 2009</a></li>
<li><a href="http://huebler.blogspot.com/2007/12/efa-global-monitoring-report-2008.html">EFA Global Monitoring Report 2008</a></li>
</ul>
<span style="font-style: italic;">Friedrich Huebler, 25 April 2015, <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons License</a><br />
Permanent URL: <a href="http://huebler.blogspot.com/2015/04/gmr.html">http://huebler.blogspot.com/2015/04/gmr.html</a></span>Friedrich Hueblerhttp://www.blogger.com/profile/05828554903715231947noreply@blogger.com0tag:blogger.com,1999:blog-11148401.post-91886401295228656862015-04-18T16:22:00.002-04:002015-04-18T16:39:44.345-04:00Updated programs and guide to integrating Stata and external text editors<p>
The <a href="http://huebler.blogspot.ca/2008/04/stata.html">rundo and rundolines programs</a> for integrating <a href="http://www.stata.com/">Stata</a> with an external text editor were updated to version 4.2. The programs are now compatible with <a href="http://www.stata.com/stata14/">Stata 14</a>, released in April 2015. The <a href="http://huebler.blogspot.ca/2008/04/stata.html">user guide</a> for the rundo and rundolines programs was also revised.
</p>
<p>
<span style="font-weight: bold;">Stata/SE 14.0 program window</span>
<br>
<img alt="Stata/SE 14.0 program window" src="https://lh3.googleusercontent.com/-jF1gtYgsETg/VTK8mrdIxDI/AAAAAAAABZQ/pvX5xvDEt7I/s800/20150418-stata.png" title="Stata/SE 14.0 program window" />
</p>
<p>
<b>External links</b>
</p>
<ul>
<li><a href="http://www.stata.com/">Stata</a> (official site)</li>
</ul>
<p>
<b>Related articles</b>
</p>
<ul>
<li><a href="http://huebler.blogspot.com/2008/04/stata.html">Guide to integrating Stata and external text editors</a></li>
<li><a href="http://huebler.blogspot.ca/2012/08/stata-maps.html">Guide to creating maps with Stata</a></li>
</ul>
<p>
<span style="font-style: italic;">Friedrich Huebler, 18 April 2015, <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons License</a>
<br />
Permanent URL: <a href="http://huebler.blogspot.com/2015/04/stata.html">http://huebler.blogspot.com/2015/04/stata.html</a></span>
</p>Friedrich Hueblerhttp://www.blogger.com/profile/05828554903715231947noreply@blogger.com0tag:blogger.com,1999:blog-11148401.post-70893241678271508682015-01-31T16:44:00.000-05:002015-06-28T19:49:46.806-04:00Global report on out-of-school children<p>
<div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-rhauKgveuus/VZB5lCIwfiI/AAAAAAAABa8/bxgxY1mHfAE/s1600/20150131-oosc.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://2.bp.blogspot.com/-rhauKgveuus/VZB5lCIwfiI/AAAAAAAABa8/bxgxY1mHfAE/s320/20150131-oosc.jpg" /></a></div>
</p>
<p>
The <a href="http://www.uis.unesco.org/">UNESCO Institute for Statistics (UIS)</a> and <a href="http://www.unicef.org/">UNICEF</a> have jointly published a new report, <a href="http://www.uis.unesco.org/Education/Pages/oosci-global-report.aspx"><i>Fixing the Broken Promise of Education for All: Findings from the Global Initiative on Out-of-School Children</i></a>. The report, launched at the <a href="http://www.theewf.org">Education World Forum</a> in London on 19 January 2015, presents the latest global statistics on out-of-school children, examines the barriers faced by marginalized groups and proposes policy solutions, and estimates the cost of universal basic education.
</p>
<p>
The report draws attention to the fact that the world will miss the <a href="http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/efa-goals/">Education for All</a> goal and <a href="http://www.un.org/millenniumgoals/">Millennium Development Goal</a> of universal primary education by 2015. 58 million children of primary school age (typically 6 to 11 years) and 63 million adolescents of lower secondary school age (typically 12 to 15 years) are still out of school and many of them will never set foot in a classroom. Although the numbers of out-of-school children and adolescents are similar, in relative terms lower-secondary-age adolescents are twice as likely to be out of school as primary-age children, with out-of-school rates of 17% and 9% respectively.
</p>
<p>
The report draws on findings from the joint UIS-UNICEF <a href="http://allinschool.org/">Global Initiative on Out-of-School Children (OOSCI)</a>. This initiative began in 2010 and has led to the publication of a series of <a href="http://allinschool.org/resources/reports/">national and regional studies</a> on out-of-school children. OOSCI, which is also supported by the <a href="http://www.globalpartnership.org/">Global Partnership for Education</a> and <a href="http://www.ucw-project.org/">Understanding Children's Work</a>, has three overarching goals:
</p>
<p>
<ol>
<li>Develop comprehensive profiles of excluded children using consistent and innovative statistical methods.</li>
<li>Link these profiles to the barriers that lead to exclusion.</li>
<li>Identify, promote and implement sound policies that address exclusion.</li>
</ol>
</p>
<p>
To accompany the publication of the global report, the UIS released an <a href="http://www.uis.unesco.org/_LAYOUTS/UNESCO/oosci-data-tool/index-en.html#en/intro">interactive data visualization</a> that illustrates the multiple and overlapping causes of exclusion from education with household survey data from more than 20 countries.
</p>
<p>
<b>Screenshot of UIS data visualization on out-of-school children</b>
<br>
<a href="http://4.bp.blogspot.com/-_ixMapRdhhk/VZB6_UeFNdI/AAAAAAAABbE/AC_ZngfSdkA/s1600/20150131-oosviz.jpg" imageanchor="1" ><img border="0" src="http://4.bp.blogspot.com/-_ixMapRdhhk/VZB6_UeFNdI/AAAAAAAABbE/AC_ZngfSdkA/s640/20150131-oosviz.jpg" /></a>
<br>
Source: <a href="http://www.uis.unesco.org/_LAYOUTS/UNESCO/oosci-data-tool/index-en.html#en/intro">UNESCO Institute for Statistics</a>
</p>
<p>
<b>Reference</b>
</p>
<ul>
<li>UNESCO Institute for Statistics (UIS), and United Nations Children’s Fund (UNICEF). 2015. <i>Fixing the Broken Promise of Education for All: Findings from the Global Initiative on Out-of-School Children</i>. Montreal: UIS. <a href="http://unesdoc.unesco.org/images/0023/002315/231511e.pdf">Download in PDF format</a> (6.4 MB).</li>
</ul>
<p>
<b>External links</b>
</p>
<ul>
<li><a href="http://www.uis.unesco.org/Education/Pages/oosci-global-report.aspx">Announcement of report on UIS website</a></li>
<li><a href="http://allinschool.org/">Global Initiative on Out-of-School Children (OOSCI)</a></li>
<li><a href="http://allinschool.org/resources/reports/">National and regional OOSCI reports</a></li>
<li>UIS data visualization on out-of-school children: <a href="http://www.uis.unesco.org/_LAYOUTS/UNESCO/oosci-data-tool/index-en.html#en/intro">English</a>, <a href="http://www.uis.unesco.org/_LAYOUTS/UNESCO/oosci-data-tool/index-en.html#fr/intro">French</a>, <a href="http://www.uis.unesco.org/_LAYOUTS/UNESCO/oosci-data-tool/index-en.html#es/intro">Spanish</a></li>
<li><a href="http://www.uis.unesco.org/">UNESCO Institute for Statistics (UIS)</a></li>
<li><a href="http://www.unicef.org/">UNICEF</a></li>
<li><a href="http://www.globalpartnership.org/">Global Partnership for Education</a></li>
<li><a href="http://www.ucw-project.org/">Understanding Children's Work</a></li>
<li><a href="http://www.theewf.org">Education World Forum</a></li>
<li><a href="http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/efa-goals/">Education for All goals</a></li>
<li><a href="http://www.un.org/millenniumgoals/">Millennium Development Goals</a></li>
</ul>
<p>
<b>Related articles</b>
</p>
<ul>
<li><a href="http://huebler.blogspot.ca/2014/06/oos.html">Out-of-school children and adolescents, 2000-2012</a></li>
<li><a href="http://huebler.blogspot.ca/2012/07/oos.html">61 million out-of-school children in 2010</a></li>
<li><a href="http://huebler.blogspot.com/2010/03/coos.html">Children of primary and secondary school age out of school</a></li>
<li><a href="http://huebler.blogspot.com/2010/11/oos.html">Children out of school: Global trend 1999-2008</a></li>
<li><a href="http://huebler.blogspot.ca/2006/09/trends-in-primary-school-enrollment.html">Trends in primary school enrollment, 1970-2004</a></li>
<li><a href="http://huebler.blogspot.ca/2008/01/universal-primary-education-by-2015.html">Universal primary education by 2015: A goal out of reach?</a></li>
<li><a href="http://huebler.blogspot.ca/2008/03/global-population-of-primary-school-age.html">Global population of primary school age, 2000-2015</a></li>
<li><a href="http://huebler.blogspot.ca/2009/02/coos.html">Population structure and children out of school</a></li>
<li><a href="http://huebler.blogspot.ca/2005/09/national-wealth-and-school-enrollment.html">National wealth and school enrollment</a></li>
<li><a href="http://huebler.blogspot.com/2008/02/survival-rate-to-last-grade-of-primary.html">Survival rate to the last grade of primary school</a></li>
<li><a href="http://huebler.blogspot.com/2005/07/transition-from-primary-to-secondary.html">Transition from primary to secondary education</a></li>
<li><a href="http://huebler.blogspot.com/2009/10/sle.html">Regional disparities in school life expectancy</a></li>
<li><a href="http://huebler.blogspot.ca/2012/04/liberia.html">School attendance among 5- to 24-year-olds in Liberia</a></li>
</ul>
<span style="font-style: italic;">Friedrich Huebler, 31 January 2015, <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons License</a><br />
Permanent URL: <a href="http://huebler.blogspot.com/2015/01/oosc.html">http://huebler.blogspot.com/2015/01/oosc.html</a></span>Friedrich Hueblerhttp://www.blogger.com/profile/05828554903715231947noreply@blogger.com0tag:blogger.com,1999:blog-11148401.post-16510601867219887392014-06-30T23:31:00.001-04:002014-07-02T20:14:40.016-04:00Out-of-school children and adolescents, 2000-2012<p>
The <a href="http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/efa-goals/">Education for All goal</a> and <a href="http://www.un.org/millenniumgoals/">Millennium Development Goal</a> of universal primary education by 2015 is the most prominent international goal in the field of education. Over the past years it has become increasingly apparent that the world will not reach this goal by the target year. New statistics, released by the <a href="http://www.uis.unesco.org/Education/Pages/oosc-2014-progress-stalled-on-reaching-upe.aspx">UNESCO Institute for Statistics</a> on 26 June, confirm that the number of out-of-school children has remained at nearly the same level since 2007.
</p>
<p>
In 2012, the latest year with data, an estimated 58 million children of primary school age (typically between 6 and 11 years) were out of school, representing 9% of the global population in this age group. Between 2000 and 2007, the global number of out-of-school children fell from 100 million to 60 million in 2007, but since then there has been virtually no progress towards universal primary education (see Figure 1).
</p>
<p>
30 million out-of-school children, more than half of the global total in 2012, lived in sub-Saharan Africa. A further 10 million lived in South and West Asia, a reduction by more than two thirds from the 34 million out-of-school children in this region in 2000. 18 million children of primary school age were out of school in the remaining regions in 2012.
</p>
<p>
Girls account for the majority (53%) of the global out-of-school population, mainly due to gender disparities in sub-Saharan Africa, where 13 million boys and nearly 17 million girls were not in school in 2012.
</p>
<p>
<b>Figure 1: Out-of-school children of primary school age, 2000-2012</b><br />
<a href="http://3.bp.blogspot.com/-OqMFbHOoU5g/U7IqN1A1DzI/AAAAAAAABV4/KVCxlxQP-bY/s1600/20140630-oosc-1.png" imageanchor="1" ><img border="0" src="http://3.bp.blogspot.com/-OqMFbHOoU5g/U7IqN1A1DzI/AAAAAAAABV4/KVCxlxQP-bY/s640/20140630-oosc-1.png" /></a>
<br />
Data source: UNESCO Institute for Statistics, June 2014.
</p>
<p>
In addition to the 58 million out-of-school children of primary school age, 63 million adolescents of lower secondary school age were not in school in 2012. This number is equivalent to 17% of the global population of lower secondary school age, typically between 12 and 15 years. In 2000, the global number of out-of-school adolescents was 97 million. Similar to the number of out-of-school children of primary school age, the number of out-of-school adolescents of lower secondary school age decreased steadily between 2000 and 2007, but since then progress has been much slower (see Figure 2).
</p>
<p>
South and West Asia had the largest number of out-of-school adolescents in 2012, 26 million, followed by sub-Saharan Africa with 21 million and the rest of the world with 15 million. In contrast to the gender disparity observed among the out-of-school population of primary school age, the global population of out-of-school adolescents in 2012 was 50% male and 50% female.
</p>
<p>
<b>Figure 2: Out-of-school adolescents of lower secondary school age, 2000-2012</b><br />
<a href="http://4.bp.blogspot.com/-cQX4kbh0ktg/U7IqSPoM2zI/AAAAAAAABWA/ZsM9defAGcM/s1600/20140630-oosc-2.png" imageanchor="1" ><img border="0" src="http://4.bp.blogspot.com/-cQX4kbh0ktg/U7IqSPoM2zI/AAAAAAAABWA/ZsM9defAGcM/s640/20140630-oosc-2.png" /></a>
<br />
Data source: UNESCO Institute for Statistics, June 2014.
</p>
<p>
For additional information on out-of-school children and adolescents, read the policy paper <i><a href="http://unesdoc.unesco.org/images/0022/002281/228184E.pdf">Progress in getting all children to school stalls but some countries show the way forward</a></i>, published jointly by the <a href="http://www.uis.unesco.org">UNESCO Institute for Statistics</a> and the <a href="http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/">Education for All Global Monitoring Report</a> in June 2014.
</p>
<p>
<b>External links</b>
</p>
<ul>
<li><a href="http://www.uis.unesco.org">UNESCO Institute for Statistics (UIS)</a></li>
<li><a href="http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/">Education for All Global Monitoring Report (EFA GMR)</a></li>
<li><a href="http://www.uis.unesco.org/Education/Pages/oosc-2014-progress-stalled-on-reaching-upe.aspx">Announcement of new out-of-school figures on UIS website</a></li>
<li><a href="http://efareport.wordpress.com/2014/06/26/no-progress-in-reducing-out-of-school-numbers-with-some-exceptions/">Announcement of new out-of-school figures on World Education Blog by EFA GMR</a></li>
<li>UIS/EFA GMR policy paper <i>Progress in getting all children to school stalls but some countries show the way forward</i> (PDF): <a href="http://unesdoc.unesco.org/images/0022/002281/228184E.pdf">English</a>, <a href="http://unesdoc.unesco.org/images/0022/002281/228184F.pdf">French</a>, <a href="http://unesdoc.unesco.org/images/0022/002281/228184S.pdf">Spanish</a></li>
<li><a href="http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/efa-goals/">Education for All (EFA) goals</a> (UNESCO)</li>
<li><a href="http://www.un.org/millenniumgoals/">Millennium Development Goals</a> (United Nations)</li>
</ul>
<p>
<b>Related articles</b>
</p>
<ul>
<li><a href="http://huebler.blogspot.ca/2012/07/oos.html">61 million out-of-school children in 2010</a></li>
<li><a href="http://huebler.blogspot.com/2010/03/coos.html">Children of primary and secondary school age out of school</a></li>
<li><a href="http://huebler.blogspot.com/2010/11/oos.html">Children out of school: Global trend 1999-2008</a></li>
<li><a href="http://huebler.blogspot.ca/2006/09/trends-in-primary-school-enrollment.html">Trends in primary school enrollment, 1970-2004</a></li>
<li><a href="http://huebler.blogspot.ca/2008/01/universal-primary-education-by-2015.html">Universal primary education by 2015: A goal out of reach?</a></li>
<li><a href="http://huebler.blogspot.ca/2008/03/global-population-of-primary-school-age.html">Global population of primary school age, 2000-2015</a></li>
<li><a href="http://huebler.blogspot.ca/2009/02/coos.html">Population structure and children out of school</a></li>
<li><a href="http://huebler.blogspot.ca/2005/09/national-wealth-and-school-enrollment.html">National wealth and school enrollment</a></li>
<li><a href="http://huebler.blogspot.com/2008/02/survival-rate-to-last-grade-of-primary.html">Survival rate to the last grade of primary school</a></li>
<li><a href="http://huebler.blogspot.com/2005/07/transition-from-primary-to-secondary.html">Transition from primary to secondary education</a></li>
<li><a href="http://huebler.blogspot.com/2009/10/sle.html">Regional disparities in school life expectancy</a></li>
<li><a href="http://huebler.blogspot.ca/2012/04/liberia.html">School attendance among 5- to 24-year-olds in Liberia</a></li>
</ul>
<p>
<span style="font-style: italic;">Friedrich Huebler, 30 June 2014, <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons License</a>
<br />
Permanent URL: <a href="http://huebler.blogspot.com/2014/06/oos.html">http://huebler.blogspot.com/2014/06/oos.html</a></span>
</p>Friedrich Hueblerhttp://www.blogger.com/profile/05828554903715231947noreply@blogger.com0tag:blogger.com,1999:blog-11148401.post-36019397075265106152014-02-23T18:03:00.000-05:002014-03-09T19:18:54.275-04:00EFA Global Monitoring Report 2013/4<p>
<div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-dJBCwDBCkqw/UxzXXjlJkiI/AAAAAAAABSg/fVVG5X4MvIU/s1600/20140223-gmr.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://2.bp.blogspot.com/-dJBCwDBCkqw/UxzXXjlJkiI/AAAAAAAABSg/fVVG5X4MvIU/s1600/20140223-gmr.png" /></a></div>
</p>
<p>
The <a href="http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2013/"><i>Education for All Global Monitoring Report 2013/4</i></a> was published by <a href="http://www.unesco.org">UNESCO</a> on 29 January 2014. The title of this latest edition of the EFA GMR is <i>Teaching and learning: Achieving quality for all</i>.</p>
<p>
The report calls attention to the fact that none of the six <a href="http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/efa-goals/">Education for All goals</a> will be achieved at the global level by the 2015 target year, including the goal of universal primary education (goal 2).
</p>
<p>
<ul>
<li>Goal 1: Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.</li>
<li>Goal 2: Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to, and complete, free and compulsory primary education of good quality.</li>
<li>Goal 3: Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programmes.</li>
<li>Goal 4: Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults.</li>
<li>Goal 5: Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality.</li>
<li>Goal 6: Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.</li>
</ul>
</p>
<p>
In addition to the tens of millions of children who remain excluded from education, millions more who attend school suffer from a poor quality of education. The EFA GMR 2013/4 emphasizes that teachers are the key to improving education quality and proposes several strategies to achieve good quality education for all.
</p>
<p>
<b>Reference</b>
</p>
<ul>
<li>UNESCO. 2014. <i>EFA Global Monitoring Report 2013/4 - Teaching and learning: Achieving quality for all</i>. Paris: UNESCO. (<a href="http://unesdoc.unesco.org/images/0022/002256/225660e.pdf">Download in PDF format</a>, 13.8 MB)</li>
</ul>
<p>
<b>External links</b>
</p>
<ul>
<li><a href="http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2013/">EFA Global Monitoring Report 2013/4</a> (official site)
<li><a href="http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/">EFA Global Monitoring Reports</a> (archive with all reports published since 2002)</li>
<li><a href="http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/efa-goals/">Education for All goals</a></li>
<li><a href="http://www.unesco.org">UNESCO</a></li>
</ul>
<p>
<b>Related articles</b>
</p>
<ul>
<li><a href="http://huebler.blogspot.com/2012/10/gmr.html">EFA Global Monitoring Report 2012</a></li>
<li><a href="http://huebler.blogspot.com/2011/03/gmr.html">EFA Global Monitoring Report 2011</a></li>
<li><a href="http://huebler.blogspot.com/2010/01/gmr.html">EFA Global Monitoring Report 2010</a></li>
<li><a href="http://huebler.blogspot.com/2008/12/efa.html">EFA Global Monitoring Report 2009</a></li>
<li><a href="http://huebler.blogspot.com/2007/12/efa-global-monitoring-report-2008.html">EFA Global Monitoring Report 2008</a></li>
<li><a href="http://huebler.blogspot.com/2012/07/oos.html">61 million out-of-school children in 2010</a></li>
<li><a href="http://huebler.blogspot.com/2013/10/literacy.html">National, regional and global literacy trends, 1985-2015</a></li>
<li><a href="http://huebler.blogspot.com/2008/10/ptr.html">Pupil/teacher ratio in primary school</a></li>
<li><a href="http://huebler.blogspot.com/2008/11/ptr.html">Pupil/teacher ratio in secondary school</a></li>
<li><a href="http://huebler.blogspot.com/2008/07/primary-schools.html">A view inside primary schools</a></li>
</ul>
<span style="font-style: italic;">Friedrich Huebler, 23 February 2014 (edited 9 March 2014), <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons License</a><br />
Permanent URL: <a href="http://huebler.blogspot.com/2014/02/gmr.html">http://huebler.blogspot.com/2014/02/gmr.html</a></span>Friedrich Hueblerhttp://www.blogger.com/profile/05828554903715231947noreply@blogger.com0tag:blogger.com,1999:blog-11148401.post-58824556460452342992014-01-31T19:36:00.000-05:002014-02-04T13:11:34.535-05:00Mean years of schooling in Burkina Faso<p>
In Burkina Faso, the population aged 25 years and older had on average 0.9 years of education in 2007, less than any other country for which the <a href="http://www.uis.unesco.org/">UNESCO Institute for Statistics (UIS)</a> released estimates of <a href="http://huebler.blogspot.com/2013/12/mys.html">mean years of schooling</a> in December 2013.
</p>
<p>
The educational attainment of different age cohorts in Burkina Faso can also be examined with data from a <a href="http://www.measuredhs.com/what-we-do/survey/survey-display-329.cfm">Demographic and Health Survey (DHS)</a> conducted in 2010. On average, persons aged 25 years and older in the DHS sample attended school for 1.4 years, slightly more than in the UIS data from 2007. The DHS data show a significant gender gap, with men having on average nearly twice as many years of schooling as women (1.9 years versus 1 year).
</p>
<p>
However, the disparity between men and women in Burkina Faso is not nearly as large as the disparity between the urban and rural population. In urban areas, the average number of years of education is 4.1 years, compared to 0.5 years in rural areas. Urban women have 11 times as many years of schooling as rural women (3.3 years versus 0.3 years). For men, mean years of schooling is 5.0 in urban areas and 0.7 in rural areas.
</p>
<b>Mean years of schooling of the population 25 years and older, Burkina Faso, 2010</b><br>
<table border="1" cellpadding="1" cellspacing="0" frame="box" rules="groups" style="text-align: left; width: 300px;">
<colgroup span="1"> <col align="left" valign="top" width="25%"></col></colgroup>
<colgroup span="3"> <col width="25%"></col> <col width="25%"></col> <col width="25%"></col> </colgroup>
<thead>
<tr>
<td colspan="1" rowspan="1" style="background-color: #bbccdd; text-align: left; vertical-align: top;"></td>
<td colspan="1" rowspan="1" style="background-color: #bbccdd; text-align: center; vertical-align: top;">Total</td>
<td colspan="1" rowspan="1" style="background-color: #bbccdd; text-align: center; vertical-align: top;">Male</td>
<td colspan="1" rowspan="1" style="background-color: #bbccdd; text-align: center; vertical-align: top;">Female</td>
</tr>
</thead>
<tbody>
<tr>
<td style="text-align: left;">Total</td>
<td style="text-align: center;">1.4</td>
<td style="text-align: center;">1.9</td>
<td style="text-align: center;">1.0</td>
</tr>
<tr>
<td style="text-align: left;">Urban</td>
<td style="text-align: center;">4.1</td>
<td style="text-align: center;">5.0</td>
<td style="text-align: center;">3.3</td>
</tr>
<tr>
<td style="text-align: left;">Rural</td>
<td style="text-align: center;">0.5</td>
<td style="text-align: center;">0.7</td>
<td style="text-align: center;">0.3</td>
</tr>
</tbody>
</table>
Source: Burkina Faso Demographic and Health Survey 2010.
<p>
The DHS data can also be used to compare the educational attainment of different age groups. The figure below visualizes mean years of schooling by five-year age group, from persons aged 20-24 years to those aged 70-74 years and 75 years and older. The graph is divided into nine segments with data for the total, male and female population of Burkina Faso, as well as the total, male and female population of urban and rural areas of the country. The blue line in each segment indicates the mean years of schooling by age group for the respective population group. In addition, each segment of the graph shows the lines for the other eight segments in light gray to make it easier to compare the data for the different groups.
</p>
<p>
One common feature across all population groups is that younger generations have more formal schooling than older generations, reflecting an expansion of access to education over time. In the total population, mean years of schooling increased from 0.1 years among those 75 years and older to 2.9 years among 20- to 24-year-olds. The biggest growth is observed among urban men: for this group, mean years of schooling is 0.8 years in the oldest cohort and 7.2 years among those aged 20-24 years. Rural women have traditionally been least likely to attend school but even here there is an upward trend: rural women 75 years and older have on average 0 years of schooling whereas rural women aged 20-24 years have on average 0.9 years of schooling.
</p>
<p>
In conclusion, although the average level of education in Burkina Faso is very low, the situation is improving over time because children are more likely to attend school today than in previous decades. At the same time, the population of rural areas continues to be at a distinct disadvantage and lack of access to education is especially widespread among rural women.
</p>
<p>
<b>Mean years of schooling by five-year age group, Burkina Faso, 2010</b> (click image to enlarge)<br />
<a href="http://1.bp.blogspot.com/-U5EVCFhjgjc/Uu2F5lCfzJI/AAAAAAAABRg/NCEiuyVph4g/s1600/20140131-mys.png" imageanchor="1" ><img border="0" src="http://1.bp.blogspot.com/-U5EVCFhjgjc/Uu2F5lCfzJI/AAAAAAAABRg/NCEiuyVph4g/s640/20140131-mys.png" /></a>
<br />
Source: Burkina Faso Demographic and Health Survey 2010.
</p>
<p>
<b>External links</b>
</p>
<ul>
<li><a href="http://www.measuredhs.com/what-we-do/survey/survey-display-329.cfm">Burkina Faso Demographic and Health Survey 2010</a></li>
<li><a href="http://www.uis.unesco.org/Education/Pages/mean-years-of-schooling.aspx">UNESCO Institute for Statistics (UIS) data on mean years of schooling</a></li>
</ul>
<p>
<b>Related articles</b>
</p>
<ul>
<li><a href="http://huebler.blogspot.com/2013/12/mys.html">Mean years of schooling</a></li>
<li><a href="http://huebler.blogspot.com/2012/02/ssa.html">Educational attainment in sub-Saharan Africa</a></li>
<li><a href="http://huebler.blogspot.com/2009/01/brazil.html">Educational attainment in Brazil since 1920</a></li>
<li><a href="http://huebler.blogspot.com/2005/10/educational-attainment-in-india-1950.html">Educational attainment in India, 1950-2000</a></li>
<li><a href="http://huebler.blogspot.com/2011/01/usa.html">Educational attainment in the United States, 1940-2009</a></li>
<li><a href="http://huebler.blogspot.com/2005/09/poverty-and-educational-attainment-in.html">Poverty and educational attainment in the United States</a></li>
<li><a href="http://huebler.blogspot.com/2005/09/poverty-and-educational-attainment-in_12.html">Poverty and educational attainment in the United States, part 2</a></li>
</ul>
<p>
<span style="font-style: italic;">Friedrich Huebler, 31 January 2014 (edited 4 February 2014), <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons License</a>
<br />
Permanent URL: <a href="http://huebler.blogspot.com/2014/01/mys.html">http://huebler.blogspot.com/2014/01/mys.html</a></span>
</p>Friedrich Hueblerhttp://www.blogger.com/profile/05828554903715231947noreply@blogger.com2tag:blogger.com,1999:blog-11148401.post-67031438401917823342013-12-28T18:10:00.000-05:002013-12-28T18:13:17.379-05:00Mean years of schooling<p>
Mean years of schooling (MYS), the average number of completed years of education of a population, is a widely used measure of a country's stock of human capital. Since 2010, MYS is used as one of two education indicators (the second education indicator is the school life expectancy) in the calculation of the <a href="http://hdr.undp.org/en/statistics/hdi">Human Development Index (HDI)</a> (UNDP, 2010).
</p>
<p>
A well-known data set with estimates of MYS was developed by Robert Barro and Jong-Wha Lee, two pioneers in this field of work. In 1993, Barro and Lee published an article describing their data set, which was partly derived from data on educational attainment by the Division of Statistics of UNESCO. Barro and Lee continue to update their data set, which is available at <a href="http://www.barrolee.com/">their website</a>.
</p>
<p>
In December 2013, the UNESCO Institute for Statistics (UIS), the successor of the Division of Statistics of UNESCO, published its <a href="http://www.uis.unesco.org/Education/Pages/mean-years-of-schooling.aspx">first estimates of MYS</a> of the population aged 25 years and older. This indicator, used in the calculation of the HDI, had previously not been available in the database of the UIS. The <a href="http://www.uis.unesco.org/Education/Documents/mean-years-schooling-indicator-methodology-en.pdf">UIS methodology</a> is based on the approach by Barro and Lee. There are still important gaps in the UIS database but the UIS will attempt to fill them in the coming years.
</p>
<p>
The figure below summarizes the MYS estimates released by the UIS in December 2013. The UIS provides data for 103 countries and territories from the period 1996 to 2013. In the figure, only the latest available data are shown for each country. All countries are grouped by geographic region and sorted by MYS of the total population. As noted above, there are large gaps in the UIS database. For example, MYS estimates are only available for 13 of the 45 countries in sub-Saharan Africa. For two thirds of all countries, the MYS estimates are from 2007 or a later year but for the remaining countries, the most recent estimates are more than 6 years old.
In spite of these gaps, some interesting patterns can be observed in the data.
</p>
<p>
MYS is highest (generally 8 years or more) in North America and Western Europe, Central Asia, and Central and Eastern Europe. Among the countries with data, the highest MYS was calculated for the United Kingdom in 2011: 13.8 years. By contrast, MYS values are lowest in sub-Saharan Africa and South Asia. In Burkina Faso, men and women 25 years and older completed on average less than one year of schooling.
</p>
<p>
Gender disparities, indicated by the difference between male and female MYS, are smallest in North America and Western Europe and in Central Asia, and largest in sub-Saharan Africa and in South and West Asia. In Pakistan, adult men had on average completed 3 more years of schooling than adult women in 2011 (6.2 years for men versus 3.1 years for women). In East Asia and the Pacific and in sub-Saharan Africa, the spread between the countries with the lowest and highest MYS is more than 10 years. In the Arab States, Central and Eastern Europe, Central Asia, and North America and Western Europe, the difference between the countries with the lowest and highest MYS is 6 years or less.
</p>
<p>
<span style="font-weight: bold;">Mean years of schooling of the population 25 years and older, latest year available</span> (click image to enlarge)
<br>
<a href="http://3.bp.blogspot.com/-lJ1hsOSY4dw/Ur8VwWEvn5I/AAAAAAAABRI/TZVAdwvNwzc/s1600/20131228-mys.png" imageanchor="1" ><img border="0" src="http://3.bp.blogspot.com/-lJ1hsOSY4dw/Ur8VwWEvn5I/AAAAAAAABRI/TZVAdwvNwzc/s640/20131228-mys.png" /></a>
<br clear=all>
<i>Note:</i> Countries in each region sorted by MYS of total population.
<br>
<i>Source:</i> UIS Data Centre, December 2013, <a href="http://stats.uis.unesco.org">http://stats.uis.unesco.org</a>.
</p>
<p>
The full data set with UIS estimates of MYS is available in the <a href="http://stats.uis.unesco.org">UIS Data Centre</a>. The data set lists MYS values for the total, male and female population 25 years and older of 103 countries and territories, as well as the educational attainment data on which the MYS estimates are based.
</p>
<ul>
<li>Go to the UIS Data Centre at <a href="http://stats.uis.unesco.org">http://stats.uis.unesco.org</a>.</li>
<li>Click on "Predefined Tables".</li>
<li>Click on "Literacy and Educational Attainment".</li>
<li>Click on "Mean years of schooling of population aged 25 years and older" to download an Excel file with all data.
</ul>
<p>
<b>References</b>
</p>
<ul>
<li>Barro, Robert J. and Jong-Wha Lee. 1993. "International Comparisons of Educational Attainment." <i>Journal of Monetary Economics</i> 32 (3) (December): 363–394. <a href="http://dx.doi.org/10.1016/0304-3932(93)90023-9">http://dx.doi.org/10.1016/0304-3932(93)90023-9</a>. </li>
<li>UNESCO Institute for Statistics (UIS). 2013. <i>UIS Methodology for Estimation of Mean Years of Schooling</i>. Montreal: UIS. <a href="http://www.uis.unesco.org/Education/Documents/mean-years-schooling-indicator-methodology-en.pdf">http://www.uis.unesco.org/Education/Documents/mean-years-schooling-indicator-methodology-en.pdf</a>.</li>
<li>United Nations Development Programme (UNDP). 2010. <i>Human Development Report 2010 – The Real Wealth of Nations: Pathways to Human Development</i>. New York: UNDP. <a href="http://hdr.undp.org/en/content/human-development-report-2010">http://hdr.undp.org/en/content/human-development-report-2010</a>.</li>
</ul>
<p>
<b>External links</b>
</p>
<ul>
<li><a href="http://www.uis.unesco.org/Education/Pages/mean-years-of-schooling.aspx">Mean years of schooling: New indicator sheds light on the average education level of national populations</a> (UIS announcement of MYS release)</li>
<li><a href="http://hdr.undp.org/en/statistics/hdi">Human Development Index (HDI)</a></li>
<li><a href="http://www.barrolee.com/">Barro-Lee educational attainment data set</a></li>
</ul>
<p>
<b>Related articles</b>
</p>
<ul>
<li><a href="http://huebler.blogspot.com/2012/02/ssa.html">Educational attainment in sub-Saharan Africa</a></li>
<li><a href="http://huebler.blogspot.com/2009/01/brazil.html">Educational attainment in Brazil since 1920</a></li>
<li><a href="http://huebler.blogspot.com/2005/10/educational-attainment-in-india-1950.html">Educational attainment in India, 1950-2000</a></li>
<li><a href="http://huebler.blogspot.com/2011/01/usa.html">Educational attainment in the United States, 1940-2009</a></li>
<li><a href="http://huebler.blogspot.com/2005/09/poverty-and-educational-attainment-in.html">Poverty and educational attainment in the United States</a></li>
<li><a href="http://huebler.blogspot.com/2005/09/poverty-and-educational-attainment-in_12.html">Poverty and educational attainment in the United States, part 2</a></li>
</ul>
<p>
<span style="font-style: italic;">Friedrich Huebler, 28 December 2013, <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons License</a>
<br />
Permanent URL: <a href="http://huebler.blogspot.com/2013/12/mys.html">http://huebler.blogspot.com/2013/12/mys.html</a></span>
</p>Friedrich Hueblerhttp://www.blogger.com/profile/05828554903715231947noreply@blogger.com0tag:blogger.com,1999:blog-11148401.post-25318830867772074902013-12-22T20:40:00.001-05:002013-12-22T20:50:21.999-05:00Updated programs and guide to integrating Stata and external text editors<p>
The <a href="http://huebler.blogspot.ca/2008/04/stata.html">rundo and rundolines programs</a> for integrating <a href="http://www.stata.com/">Stata</a> with an external text editor were updated to version 4.1 to be compatible with Stata 13. The <a href="http://huebler.blogspot.ca/2008/04/stata.html">user guide</a> for the rundo and rundolines programs was also revised. Changes include:
</p>
<ul>
<li>All Stata references in the guide were updated to version 13.1, the most recent version as of December 2013.</li>
<li>The troubleshooting section was expanded.</li>
<li>All broken links in the user guide were repaired.</li>
<li>The formatting of the guide was modified so that it is retained when the <a href="http://huebler.blogspot.ca/2012/09/translation.html">blog translation</a> tool is used to read the guide in a different language.</li>
</ul>
<p>
<span style="font-weight: bold;">Stata/SE 13.1 program window</span>
<br>
<img alt="Stata/SE 13.1 program window" src="https://lh4.googleusercontent.com/-AZNL0wAtWPw/Urd8A1jNE6I/AAAAAAAABQM/e2aXDv83NAs/s800/20131222-stata1.png" title="Stata/SE 13.1 program window" />
</p>
<p>
<b>External links</b>
</p>
<ul>
<li><a href="http://www.stata.com/">Stata</a> (official site)</li>
</ul>
<p>
<b>Related articles</b>
</p>
<ul>
<li><a href="http://huebler.blogspot.com/2008/04/stata.html">Guide to integrating Stata and external text editors</a></li>
<li><a href="http://huebler.blogspot.ca/2012/08/stata-maps.html">Guide to creating maps with Stata</a></li>
<li><a href="http://huebler.blogspot.ca/2012/09/translation.html">Blog translation</a></li>
</ul>
<p>
<span style="font-style: italic;">Friedrich Huebler, 22 December 2013, <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons License</a>
<br />
Permanent URL: <a href="http://huebler.blogspot.com/2013/12/stata.html">http://huebler.blogspot.com/2013/12/stata.html</a></span>
</p>Friedrich Hueblerhttp://www.blogger.com/profile/05828554903715231947noreply@blogger.com0tag:blogger.com,1999:blog-11148401.post-70684704219125932422013-11-30T10:57:00.000-05:002013-12-22T15:04:07.780-05:00National literacy trends, 1985-2015<p>
The report <i><a href="http://www.uis.unesco.org/Education/Documents/literacy-statistics-trends-1985-2015.pdf">Adult and Youth Literacy: National, Regional and Global Trends, 1985-2015</a></i> by the <a href="http://www.uis.unesco.org/">UNESCO Institute for Statistics (UIS)</a> provides literacy data for 151 countries for the years since 1985. In addition to historical data, the UIS report contains projections for 2015, the target year of <a href="http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/">Education for All</a> and the <a href="http://www.undp.org/content/undp/en/home/mdgoverview/">Millennium Development Goals</a>. Regional trends in adult literacy were <a href="http://huebler.blogspot.ca/2013/10/literacy.html">discussed previously</a> on this site. This article takes a closer look at national trends in adult and youth literacy.
</p>
<p>
Figures 1 and 2 present all national literacy data from the UIS database for the period 1985 to 2015 by region. Each line represents the data for one country. Single markers mean that only data for one year was available for a country. The first eight segments of each figure contain data for the countries within each region: Arab States, Central and Eastern Europe, Central Asia, East Asia and the Pacific, Latin America and the Caribbean, North America and Western Europe, South and West Asia, and sub-Saharan Africa. The "World" segment combines the data from all regions. In both figures, national trendlines are color coded according to the level of the earliest available literacy rate to facilitate distinguishing between individual countries and identifying the difference between the earliest and latest value for each country.
</p>
<p>
A comparison of adult literacy rates (for the population aged 15 years and older) in Figure 1 and youth literacy rates (for the population aged 15 to 24 years) in Figure 2 shows that youth literacy rates are generally higher than adult literacy rates. This is a reflection of the fact that younger generations are typically more likely to be able to read and write than older generations, except as countries reach universal literacy, as in Central and Eastern Europe, Central Asia, and North America and Western Europe. The spread between the countries with the lowest and highest literacy rates is also smaller for youths than for adults. In South and West Asia, for example, the adult literacy rate is expected to range from 60% in Pakistan to 99% in the Maldives in 2015. By comparison, the youth literacy rate is expected to range from 77% in Pakistan to nearly 100% in the Maldives in the same year. This increase in literacy rates over time can be observed in nearly all countries with data.
</p>
<p>
Please consult the report published by the UIS for further analysis of adult and youth literacy. The statistical annex of the report contains all national adult and youth literacy rates shown in Figures 1 and 2.
</p>
<p>
<b>Figure 1: Adult literacy rate (population 15 years and older) by region and country, 1985-2015</b><br />
<a href="http://4.bp.blogspot.com/-In0yXCxJ5G8/UrcJFuzLp0I/AAAAAAAABOY/skAOSQTTOzk/s1600/20131130-lit-1.png" imageanchor="1" ><img border="0" src="http://4.bp.blogspot.com/-In0yXCxJ5G8/UrcJFuzLp0I/AAAAAAAABOY/skAOSQTTOzk/s640/20131130-lit-1.png" /></a>
<br />
<i>Note:</i> National trendlines are color coded according to the earliest value for each country.
<br />
<i>Source:</i> UNESCO Institute for Statistics (UIS). 2013. "Adult and Youth Literacy: National, Regional and Global Trends, 1985-2015". UIS information paper. Montreal: UIS. <a href="http://www.uis.unesco.org/Education/Documents/literacy-statistics-trends-1985-2015.pdf">http://www.uis.unesco.org/Education/Documents/literacy-statistics-trends-1985-2015.pdf</a>.
</p>
<p>
<b>Figure 2: Youth literacy rate (population 15-24 years) by region and country, 1985-2015</b><br />
<a href="http://1.bp.blogspot.com/-OZ0vs4avBv4/UrcJRu4raII/AAAAAAAABOw/bVODR8unJ-k/s1600/20131130-lit-2.png" imageanchor="1" ><img border="0" src="http://1.bp.blogspot.com/-OZ0vs4avBv4/UrcJRu4raII/AAAAAAAABOw/bVODR8unJ-k/s640/20131130-lit-2.png" /></a>
<br />
<i>Note:</i> National trendlines are color coded according to the earliest value for each country.
<br />
<i>Source:</i> UNESCO Institute for Statistics (UIS). 2013. "Adult and Youth Literacy: National, Regional and Global Trends, 1985-2015". UIS information paper. Montreal: UIS. <a href="http://www.uis.unesco.org/Education/Documents/literacy-statistics-trends-1985-2015.pdf">http://www.uis.unesco.org/Education/Documents/literacy-statistics-trends-1985-2015.pdf</a>.
</p>
<p>
<b>References</b>
</p>
<ul>
<li>UNESCO Institute for Statistics (UIS). 2013. "Adult and Youth Literacy: National, Regional and Global Trends, 1985-2015". UIS information paper. Montreal: UIS. <a href="http://www.uis.unesco.org/Education/Documents/literacy-statistics-trends-1985-2015.pdf">http://www.uis.unesco.org/Education/Documents/literacy-statistics-trends-1985-2015.pdf</a> (940 KB).</li>
</ul>
<p>
<b>Related articles</b>
</p>
<ul>
<li><a href="http://huebler.blogspot.ca/2013/10/literacy.html">National, regional and global literacy trends, 1985-2015</a></li>
<li><a href="http://huebler.blogspot.ca/2013/09/literacy.html">Adult and youth literacy in 2011</a></li>
<li><a href="http://huebler.blogspot.ca/2010/09/lit.html">Trends in adult literacy, 1990-2008</a></li>
<li><a href="http://huebler.blogspot.ca/2007/08/disparity-between-male-and-female.html">Disparity between male and female literacy rates</a> </li>
<li><a href="http://huebler.blogspot.ca/2007/07/disparity-between-adult-and-youth.html">Disparity between adult and youth literacy</a></li>
<li><a href="http://huebler.blogspot.ca/2006/11/years-of-schooling-and-literacy-can.html">Years of schooling and literacy: Can everyone with primary education read and write?</a> </li>
<li><a href="http://huebler.blogspot.ca/2006/12/years-of-schooling-and-literacy-part-2.html">Years of schooling and literacy, part 2</a></li>
<li><a href="http://huebler.blogspot.ca/2008/05/literacy.html">Adult literacy in sub-Saharan Africa</a></li>
</ul>
<p>
<b>External links</b>
</p>
<ul>
<li><a href="http://www.uis.unesco.org/">UNESCO Institute for Statistics (UIS)</a></li>
<li><a href="http://stats.uis.unesco.org/">UIS Data Centre</a></li>
<li><a href="http://www.uis.unesco.org/literacy/pages/data-release-map-2013.aspx">UIS page for International Literacy Day 2013</a>, with interactive world map with adult and youth literacy rates</li>
<li><a href="http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/">Education for All (EFA)</a> (UNESCO)</li>
<li><a href="http://www.undp.org/content/undp/en/home/mdgoverview/">Millennium Development Goals (MDGs)</a> (UN Development Programme)</li>
</ul>
<span style="font-style: italic;">Friedrich Huebler, 30 November 2013, <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons License</a>
<br />
Permanent URL: <a href="http://huebler.blogspot.com/2013/11/literacy.html">http://huebler.blogspot.com/2013/11/literacy.html</a></span>Friedrich Hueblerhttp://www.blogger.com/profile/05828554903715231947noreply@blogger.com0tag:blogger.com,1999:blog-11148401.post-7922574248919794292013-10-27T20:38:00.000-04:002013-10-27T20:41:27.017-04:00National, regional and global literacy trends, 1985-2015<div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-Zbx7jyU8ook/Um2Ag6xCBUI/AAAAAAAABMM/FYTx1yvP3xI/s1600/20131027-lit-1.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://2.bp.blogspot.com/-Zbx7jyU8ook/Um2Ag6xCBUI/AAAAAAAABMM/FYTx1yvP3xI/s320/20131027-lit-1.png" /></a></div>
<p>
The <a href="http://www.uis.unesco.org/">UNESCO Institute for Statistics (UIS)</a> has released a new report on literacy (UIS 2013). The report, <i><a href="http://www.uis.unesco.org/Education/Documents/literacy-statistics-trends-1985-2015.pdf">Adult and Youth Literacy: National, Regional and Global Trends, 1985-2015</a></i>, contains a comprehensive overview of literacy data for 151 countries and territories from seven regions: Arab States, Central and Eastern Europe, Central Asia, East Asia and the Pacific, Latin America and the Caribbean, North America and Western Europe, South and West Asia, and sub-Saharan Africa. A summary of the most recent literacy rates and estimates of the illiterate population is accompanied by historical data for the period since 1985 and projections to 2015, the target year of <a href="http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/">Education for All</a> and the <a href="http://www.undp.org/content/undp/en/home/mdgoverview/">Millennium Development Goals</a>.
</p>
<p>
The table and figure below present adult literacy rates, for the population 25 years and older, at the regional and global level between 1990 and 2015. In spite of persistent illiteracy in some parts of the world - see the article "<a href="http://huebler.blogspot.ca/2013/09/literacy.html">Adult and youth literacy in 2011</a>" - the adult literacy rate has increased in all regions since 1990. The global adult literacy rate grew from 76% in 1990 to 82% in 2000 and 84% in 2011, the most recent year with data. (In the report, 1990 data refer to the period 1985-1994, 2000 data to the period 1995-2004, and 2011 data to the period 2005-2011.)
</p>
<p>
Progress at the regional level has varied. In three regions - Arab States, South and West Asia, and sub-Saharan Africa - approximately half of all adults were illiterate in 1990. In the Arab States, the adult literacy rate increased by 22% between 1990 and 2011. In South and West Asia, the adult literacy rate increased by 16% over the same period. In sub-Saharan Africa, progress was much more modest, with an increase in the adult literacy rate of only 6%. East Asia and the Pacific is approaching universal adult literacy, and Central and Eastern Europe and Central Asia were already near universal literacy in 1990. No regionally representative data are available for North America and Western Europe.
</p>
<b>Adult literacy rate (population 25 years and older) by region, 1990-2015</b><br>
<table border="1" cellpadding="1" cellspacing="0" frame="box" rules="groups" style="text-align: left; width: 640px;">
<colgroup span="1"> <col align="left" valign="top" width="40%"></col></colgroup>
<colgroup span="5"> <col width="12%"></col> <col width="12%"></col> <col width="12%"></col> <col width="12%"></col><col width="12%"></col></colgroup>
<thead>
<tr>
<td colspan="1" rowspan="2" style="background-color: #bbccdd; text-align: left; vertical-align: top;">Region</td>
<td colspan="5" rowspan="1" style="background-color: #bbccdd; text-align: center; vertical-align: top;">Adult literacy rate (%)</td>
</tr>
<tr>
<td style="background-color: #bbccdd; text-align: center; vertical-align: top;">1990</td>
<td style="background-color: #bbccdd; text-align: center; vertical-align: top;">2000</td>
<td style="background-color: #bbccdd; text-align: center; vertical-align: top;">2011</td>
<td style="background-color: #bbccdd; text-align: center; vertical-align: top;">2015 projection</td>
<td style="background-color: #bbccdd; text-align: center; vertical-align: top;">2015 target</td>
</tr>
</thead>
<tbody>
<tr>
<td style="text-align: left;">Arab States</td>
<td style="text-align: center;">55.2</td>
<td style="text-align: center;">67.5</td>
<td style="text-align: center;">76.9</td>
<td style="text-align: center;">79.2</td>
<td style="text-align: center;">83.8</td>
</tr>
<tr>
<td style="text-align: left;">Central and Eastern Europe</td>
<td style="text-align: center;">96.0</td>
<td style="text-align: center;">97.4</td>
<td style="text-align: center;">98.5</td>
<td style="text-align: center;">98.0</td>
<td style="text-align: center;">98.7</td>
</tr>
<tr>
<td style="text-align: left;">Central Asia</td>
<td style="text-align: center;">97.9</td>
<td style="text-align: center;">99.0</td>
<td style="text-align: center;">99.5</td>
<td style="text-align: center;">99.6</td>
<td style="text-align: center;">99.5</td>
</tr>
<tr>
<td style="text-align: left;">East Asia and the Pacific</td>
<td style="text-align: center;">81.9</td>
<td style="text-align: center;">94.5</td>
<td style="text-align: center;">94.7</td>
<td style="text-align: center;">95.8</td>
<td style="text-align: center;">95.8</td>
</tr>
<tr>
<td style="text-align: left;">Latin America and the Caribbean</td>
<td style="text-align: center;">85.7</td>
<td style="text-align: center;">89.7</td>
<td style="text-align: center;">91.6</td>
<td style="text-align: center;">92.8</td>
<td style="text-align: center;">94.9</td>
</tr>
<tr>
<td style="text-align: left;">North America and Western Europe</td>
<td style="text-align: center;">-</td>
<td style="text-align: center;">-</td>
<td style="text-align: center;">-</td>
<td style="text-align: center;">-</td>
<td style="text-align: center;">-</td>
</tr>
<tr>
<td style="text-align: left;">South and West Asia</td>
<td style="text-align: center;">46.7</td>
<td style="text-align: center;">58.9</td>
<td style="text-align: center;">62.8</td>
<td style="text-align: center;">70.4</td>
<td style="text-align: center;">79.5</td>
</tr>
<tr>
<td style="text-align: left;">Sub-Saharan Africa</td>
<td style="text-align: center;">53.2</td>
<td style="text-align: center;">57.2</td>
<td style="text-align: center;">59.1</td>
<td style="text-align: center;">63.6</td>
<td style="text-align: center;">78.6</td>
</tr>
</tbody>
<tbody>
<tr>
<td style="text-align: left;">World</td>
<td style="text-align: center;">75.7</td>
<td style="text-align: center;">81.9</td>
<td style="text-align: center;">84.1</td>
<td style="text-align: center;">86.1</td>
<td style="text-align: center;">91.0</td>
</tr>
</tbody>
</table>
<i>Note:</i> 1990 data are for the period 1985-1994, 2000 data are for 1995-2004, 2011 data are for 2005-2011.
<br />
<i>Source:</i> UNESCO Institute for Statistics (UIS). 2013. "Adult and Youth Literacy: National, Regional and Global Trends, 1985-2015". UIS information paper. Montreal: UIS. <a href="http://www.uis.unesco.org/Education/Documents/literacy-statistics-trends-1985-2015.pdf">http://www.uis.unesco.org/Education/Documents/literacy-statistics-trends-1985-2015.pdf</a>.
<p>
The EFA goals, adopted at the World Education Forum in Dakar in 2000, call for a "50% improvement in levels of adult literacy by 2015" (UNESCO 2005). For monitoring, this goal is typically interpreted to mean a reduction of the adult illiteracy rate by 50% between 2000 and 2015. EFA goals were set for countries, not regions, but for the analysis in the UIS report, target values were also calculated at the regional and global levels. At the global level, for example, halving adult illiteracy between 2000 and 2015 implies a target adult literacy rate of 91% for the year 2015.
</p>
<p>
Adult literacy rates are projected to increase in almost all regions between 2011 and 2015. The exception is Central and Eastern Europe, where projections indicate a small drop in adult literacy. The global adult literacy rate is projected to reach 86% in 2015, meaning that the target literacy rate would be missed by 5%. As the figure below shows, sub-Saharan Africa is projected to be furthest from the 2015 target, with an estimated adult literacy rate of 64%, 15% below the target of 79%. South and West Asia is projected to reach an adult literacy rate of 70% in 2015, 9% below the target for 2015. Central and Eastern Europe, Central Asia, and East Asia and the Pacific are projected to reach or come within one percentage point of the 2015 target.
</p>
<p>
<b>Adult literacy rate (population 25 years and older) by region, 1990-2015</b><br />
<a href="http://1.bp.blogspot.com/-tRBGbwxBhPw/Um2ATIdqCGI/AAAAAAAABLw/Aclo63Z0EUE/s1600/20131027-lit-2.png" imageanchor="1" ><img border="0" src="http://1.bp.blogspot.com/-tRBGbwxBhPw/Um2ATIdqCGI/AAAAAAAABLw/Aclo63Z0EUE/s640/20131027-lit-2.png" /></a>
<br />
<i>Notes:</i> (1) Regions sorted by the projected literacy rate of the adult population in 2015. (2) 1990 data are for the period 1985-1994, 2000 data are for 1995-2004, 2011 data are for 2005-2011.
<br />
<i>Source:</i> UNESCO Institute for Statistics (UIS). 2013. "Adult and Youth Literacy: National, Regional and Global Trends, 1985-2015". UIS information paper. Montreal: UIS. <a href="http://www.uis.unesco.org/Education/Documents/literacy-statistics-trends-1985-2015.pdf">http://www.uis.unesco.org/Education/Documents/literacy-statistics-trends-1985-2015.pdf</a>.
</p>
<p>
The UIS report contains more detailed information on adult literacy rates and the adult illiterate population, youth literacy rates (for the population 15-24 years) and the youth illiterate population, historical trends and projections to 2015, a summary of UIS methodology in the area of literacy, and an annex with six statistical tables and 151 figures with national literacy data.
</p>
<p>
<b>References</b>
</p>
<ul>
<li>UNESCO Institute for Statistics (UIS). 2013. "Adult and Youth Literacy: National, Regional and Global Trends, 1985-2015". UIS information paper. Montreal: UIS. <a href="http://www.uis.unesco.org/Education/Documents/literacy-statistics-trends-1985-2015.pdf">http://www.uis.unesco.org/Education/Documents/literacy-statistics-trends-1985-2015.pdf</a> (940 KB).</li>
<li>United Nations Educational, Scientific and Cultural Organization (UNESCO). 2005. <i>Education for All: Literacy for Life - EFA Global Monitoring Report 2006</i>. Paris: UNESCO. <a href="http://unesdoc.unesco.org/images/0014/001416/141639e.pdf">http://unesdoc.unesco.org/images/0014/001416/141639e.pdf</a> (7 MB).</li>
</ul>
<p>
<b>Related articles</b>
</p>
<ul>
<li><a href="http://huebler.blogspot.ca/2013/09/literacy.html">Adult and youth literacy in 2011</a></li>
<li><a href="http://huebler.blogspot.ca/2010/09/lit.html">Trends in adult literacy, 1990-2008</a></li>
<li><a href="http://huebler.blogspot.ca/2007/08/disparity-between-male-and-female.html">Disparity between male and female literacy rates</a> </li>
<li><a href="http://huebler.blogspot.ca/2007/07/disparity-between-adult-and-youth.html">Disparity between adult and youth literacy</a></li>
<li><a href="http://huebler.blogspot.ca/2006/11/years-of-schooling-and-literacy-can.html">Years of schooling and literacy: Can everyone with primary education read and write?</a> </li>
<li><a href="http://huebler.blogspot.ca/2006/12/years-of-schooling-and-literacy-part-2.html">Years of schooling and literacy, part 2</a></li>
<li><a href="http://huebler.blogspot.ca/2008/05/literacy.html">Adult literacy in sub-Saharan Africa</a></li>
</ul>
<p>
<b>External links</b>
</p>
<ul>
<li><a href="http://www.uis.unesco.org/">UNESCO Institute for Statistics (UIS)</a></li>
<li><a href="http://stats.uis.unesco.org/">UIS Data Centre</a></li>
<li><a href="http://en.wikipedia.org/wiki/International_Literacy_Day">International Literacy Day</a> (8 September)</li>
<li><a href="http://www.uis.unesco.org/literacy/pages/data-release-map-2013.aspx">UIS page for International Literacy Day 2013</a>, with interactive world map with adult and youth literacy rates</li>
<li><a href="http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/">Education for All (EFA)</a> (UNESCO)</li>
<li><a href="http://www.undp.org/content/undp/en/home/mdgoverview/">Millennium Development Goals (MDGs)</a> (UN Development Programme)</li>
</ul>
<span style="font-style: italic;">Friedrich Huebler, 27 October 2013, <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons License</a>
<br />
Permanent URL: <a href="http://huebler.blogspot.com/2013/10/literacy.html">http://huebler.blogspot.com/2013/10/literacy.html</a></span>Friedrich Hueblerhttp://www.blogger.com/profile/05828554903715231947noreply@blogger.com0tag:blogger.com,1999:blog-11148401.post-25711693268805705242013-09-08T22:07:00.002-04:002013-09-09T08:55:59.688-04:00Adult and youth literacy in 2011<p>
8 September is <a href="http://en.wikipedia.org/wiki/International_Literacy_Day">International Literacy Day</a>, an occasion to reflect on the status of literacy worldwide. Globally, 84% of all adults 15 years and older were able to read and write in 2011, the most recent year for which the <a href="http://www.uis.unesco.org/">UNESCO Institute for Statistics (UIS)</a> has released data (see Table 1). Two regions, Central and Eastern Europe and Central Asia, are near universal literacy, with adult literacy rates of 99% and 100%, respectively. Literacy rates are assumed to be at a similarly high level in North America and Western Europe but data coverage is insufficient for the calculation of a regional average. Literacy rates are also high in East Asia and the Pacific (95%) and in Latin America and the Caribbean (92%). In the remaining regions, adult literacy rates are below the global average: Arab States (77%), South and West Asia (63%), and sub-Saharan Africa (59%).
</p>
<p>
Male and female adult literacy rates are at nearly the same levels in three regions: Central and Eastern Europe, Central Asia, and Latin America and the Caribbean (see Table 1). In the Arab States, East Asia and the Pacific, South and West Asia, and sub-Saharan Africa, female literacy rates are lower than male literacy rates. The gender parity index (GPI), the ratio of the female over the male literacy rate, shows that the biggest gender gap exists in South and West Asia (GPI 0.70) and in sub-Saharan Africa (GPI 0.74). Globally, the male literacy rate is 89% and the female literacy rate 80%, which yields a GPI of 0.90, far below the range of gender parity with GPI values between 0.97 and 1.03.
</p>
<b>Table 1: Adult and youth literacy rate, 2011</b><br>
<table border="1" cellpadding="1" cellspacing="0" frame="box" rules="groups" style="text-align: left; width: 740px;">
<colgroup span="1"> <col align="left" valign="top" width="36%"></col></colgroup>
<colgroup span="4"> <col width="8%"></col> <col width="8%"></col> <col width="8%"></col> <col width="8%"></col></colgroup>
<colgroup span="4"> <col width="8%"></col> <col width="8%"></col> <col width="8%"></col> <col width="8%"></col></colgroup>
<thead>
<tr>
<td colspan="1" rowspan="2" style="background-color: #bbccdd; text-align: left; vertical-align: top;">Region</td>
<td colspan="4" rowspan="1" style="background-color: #bbccdd; text-align: center; vertical-align: top;">Adult literacy rate (%)</td>
<td colspan="4" rowspan="1" style="background-color: #bbccdd; text-align: center; vertical-align: top;">Youth literacy rate (%)</td>
</tr>
<tr>
<td style="background-color: #bbccdd; text-align: center; vertical-align: top;">Total</td>
<td style="background-color: #bbccdd; text-align: center; vertical-align: top;">Male</td>
<td style="background-color: #bbccdd; text-align: center; vertical-align: top;">Female</td>
<td style="background-color: #bbccdd; text-align: center; vertical-align: top;">GPI</td>
<td style="background-color: #bbccdd; text-align: center; vertical-align: top;">Total</td>
<td style="background-color: #bbccdd; text-align: center; vertical-align: top;">Male</td>
<td style="background-color: #bbccdd; text-align: center; vertical-align: top;">Female</td>
<td style="background-color: #bbccdd; text-align: center; vertical-align: top;">GPI</td>
</tr>
</thead>
<tbody>
<tr>
<td style="text-align: left;">Arab States</td>
<td style="text-align: center;">76.9</td>
<td style="text-align: center;">84.7</td>
<td style="text-align: center;">68.4</td>
<td style="text-align: center;">0.81</td>
<td style="text-align: center;">89.9</td>
<td style="text-align: center;">93.2</td>
<td style="text-align: center;">86.5</td>
<td style="text-align: center;">0.93</td>
</tr>
<tr>
<td style="text-align: left;">Central and Eastern Europe</td>
<td style="text-align: center;">98.5</td>
<td style="text-align: center;">99.3</td>
<td style="text-align: center;">97.8</td>
<td style="text-align: center;">0.99</td>
<td style="text-align: center;">99.3</td>
<td style="text-align: center;">99.5</td>
<td style="text-align: center;">99.2</td>
<td style="text-align: center;">1.00</td>
</tr>
<tr>
<td style="text-align: left;">Central Asia</td>
<td style="text-align: center;">99.5</td>
<td style="text-align: center;">99.6</td>
<td style="text-align: center;">99.4</td>
<td style="text-align: center;">1.00</td>
<td style="text-align: center;">99.7</td>
<td style="text-align: center;">99.6</td>
<td style="text-align: center;">99.8</td>
<td style="text-align: center;">1.00</td>
</tr>
<tr>
<td style="text-align: left;">East Asia and the Pacific</td>
<td style="text-align: center;">94.7</td>
<td style="text-align: center;">96.9</td>
<td style="text-align: center;">92.5</td>
<td style="text-align: center;">0.95</td>
<td style="text-align: center;">98.9</td>
<td style="text-align: center;">98.9</td>
<td style="text-align: center;">98.8</td>
<td style="text-align: center;">1.00</td>
</tr>
<tr>
<td style="text-align: left;">Latin America and the Caribbean</td>
<td style="text-align: center;">91.6</td>
<td style="text-align: center;">92.2</td>
<td style="text-align: center;">90.9</td>
<td style="text-align: center;">0.99</td>
<td style="text-align: center;">97.1</td>
<td style="text-align: center;">96.8</td>
<td style="text-align: center;">97.4</td>
<td style="text-align: center;">1.01</td>
</tr>
<tr>
<td style="text-align: left;">North America and Western Europe</td>
<td style="text-align: center;">-</td>
<td style="text-align: center;">-</td>
<td style="text-align: center;">-</td>
<td style="text-align: center;">-</td>
<td style="text-align: center;">-</td>
<td style="text-align: center;">-</td>
<td style="text-align: center;">-</td>
<td style="text-align: center;">-</td>
</tr>
<tr>
<td style="text-align: left;">South and West Asia</td>
<td style="text-align: center;">62.8</td>
<td style="text-align: center;">74.0</td>
<td style="text-align: center;">51.9</td>
<td style="text-align: center;">0.70</td>
<td style="text-align: center;">80.7</td>
<td style="text-align: center;">86.8</td>
<td style="text-align: center;">74.9</td>
<td style="text-align: center;">0.86</td>
</tr>
<tr>
<td style="text-align: left;">Sub-Saharan Africa</td>
<td style="text-align: center;">59.1</td>
<td style="text-align: center;">68.1</td>
<td style="text-align: center;">50.6</td>
<td style="text-align: center;">0.74</td>
<td style="text-align: center;">69.5</td>
<td style="text-align: center;">75.6</td>
<td style="text-align: center;">63.7</td>
<td style="text-align: center;">0.84</td>
</tr>
</tbody>
<tbody>
<tr>
<td style="text-align: left;">World</td>
<td style="text-align: center;">84.1</td>
<td style="text-align: center;">88.6</td>
<td style="text-align: center;">79.9</td>
<td style="text-align: center;">0.90</td>
<td style="text-align: center;">89.5</td>
<td style="text-align: center;">92.2</td>
<td style="text-align: center;">86.8</td>
<td style="text-align: center;">0.94</td>
</tr>
</tbody>
</table>
Note: GPI = gender parity index.
<br />
Source: UNESCO Institute for Statistics, <a href="http://stats.uis.unesco.org/">Data Centre</a>, September 2013.
<p>
National adult literacy rates are displayed in Figure 1. Countries in sub-Saharan Africa and South and West Asia have generally lower literacy rates than countries in other regions. In 11 countries, nearly all in sub-Saharan Africa, fewer than half of all adults are able to read and write: Benin, Burkina Faso, Chad, Ethiopia, Guinea, Haiti, Liberia, Mali, Niger, Senegal, and Sierra Leone.
</p>
<p>
<b>Figure 1: Adult literacy rate, 2011</b><br />
<a href="http://2.bp.blogspot.com/-rc7ehpV5Ndo/UizQ_o_IVfI/AAAAAAAABLE/YDfkpzhhaAc/s1600/20130908-lit-1.png" imageanchor="1" ><img border="0" src="http://2.bp.blogspot.com/-rc7ehpV5Ndo/UizQ_o_IVfI/AAAAAAAABLE/YDfkpzhhaAc/s640/20130908-lit-1.png" /></a>
<br />
Source: UNESCO Institute for Statistics, <a href="http://stats.uis.unesco.org/">Data Centre</a>, September 2013. - Click image to enlarge.
</p>
<p>
The UIS estimates that the adult illiterate population was 774 million in 2011 (see Table 2). Three out of four illiterate adults live in only two regions: South and West Asia (407 million) and sub-Saharan Africa (182 million). In all regions, the number of illiterate women is larger than the number of illiterate men. Globally, 493 million or two thirds of the adult illiterate population are female.
</p>
<b>Table 2: Adult and youth illiterate population, 2011</b><br>
<table border="1" cellpadding="1" cellspacing="0" frame="box" rules="groups" style="text-align: left; width: 740px;">
<colgroup span="1"> <col align="left" valign="top" width="36%"></col></colgroup>
<colgroup span="4"> <col width="8%"></col> <col width="8%"></col> <col width="8%"></col> <col width="8%"></col></colgroup>
<colgroup span="4"> <col width="8%"></col> <col width="8%"></col> <col width="8%"></col> <col width="8%"></col></colgroup>
<thead>
<tr>
<td colspan="1" rowspan="2" style="background-color: #bbccdd; text-align: left; vertical-align: top;">Region</td>
<td colspan="4" rowspan="1" style="background-color: #bbccdd; text-align: center; vertical-align: top;">Adult illiterate population (000)</td>
<td colspan="4" rowspan="1" style="background-color: #bbccdd; text-align: center; vertical-align: top;">Youth illiterate population (000)</td>
</tr>
<tr>
<td style="background-color: #bbccdd; text-align: center; vertical-align: top;">Total</td>
<td style="background-color: #bbccdd; text-align: center; vertical-align: top;">Male</td>
<td style="background-color: #bbccdd; text-align: center; vertical-align: top;">Female</td>
<td style="background-color: #bbccdd; text-align: center; vertical-align: top;">% female</td>
<td style="background-color: #bbccdd; text-align: center; vertical-align: top;">Total</td>
<td style="background-color: #bbccdd; text-align: center; vertical-align: top;">Male</td>
<td style="background-color: #bbccdd; text-align: center; vertical-align: top;">Female</td>
<td style="background-color: #bbccdd; text-align: center; vertical-align: top;">% female</td>
</tr>
</thead>
<tbody>
<tr>
<td style="text-align: left;">Arab States</td>
<td style="text-align: right;">47,603</td>
<td style="text-align: right;">16,082</td>
<td style="text-align: right;">31,521</td>
<td style="text-align: center;">66.2</td>
<td style="text-align: right;">6,037</td>
<td style="text-align: right;">2,099</td>
<td style="text-align: right;">3,938</td>
<td style="text-align: center;">65.2</td>
</tr>
<tr>
<td style="text-align: left;">Central and Eastern Europe</td>
<td style="text-align: right;">4,919</td>
<td style="text-align: right;">1,104</td>
<td style="text-align: right;">3,815</td>
<td style="text-align: center;">77.5</td>
<td style="text-align: right;">386</td>
<td style="text-align: right;">157</td>
<td style="text-align: right;">229</td>
<td style="text-align: center;">59.4</td>
</tr>
<tr>
<td style="text-align: left;">Central Asia</td>
<td style="text-align: right;">290</td>
<td style="text-align: right;">108</td>
<td style="text-align: right;">182</td>
<td style="text-align: center;">62.7</td>
<td style="text-align: right;">45</td>
<td style="text-align: right;">30</td>
<td style="text-align: right;">14</td>
<td style="text-align: center;">32.5</td>
</tr>
<tr>
<td style="text-align: left;">East Asia and the Pacific</td>
<td style="text-align: right;">89,478</td>
<td style="text-align: right;">26,356</td>
<td style="text-align: right;">63,122</td>
<td style="text-align: center;">70.5</td>
<td style="text-align: right;">4,081</td>
<td style="text-align: right;">2,005</td>
<td style="text-align: right;">2,076</td>
<td style="text-align: center;">50.9</td>
</tr>
<tr>
<td style="text-align: left;">Latin America and the Caribbean</td>
<td style="text-align: right;">35,614</td>
<td style="text-align: right;">15,994</td>
<td style="text-align: right;">19,620</td>
<td style="text-align: center;">55.1</td>
<td style="text-align: right;">3,043</td>
<td style="text-align: right;">1,676</td>
<td style="text-align: right;">1,367</td>
<td style="text-align: center;">44.9</td>
</tr>
<tr>
<td style="text-align: left;">North America and Western Europe</td>
<td style="text-align: right;">-</td>
<td style="text-align: right;">-</td>
<td style="text-align: right;">-</td>
<td style="text-align: center;">-</td>
<td style="text-align: right;">-</td>
<td style="text-align: right;">-</td>
<td style="text-align: right;">-</td>
<td style="text-align: center;">-</td>
</tr>
<tr>
<td style="text-align: left;">South and West Asia</td>
<td style="text-align: right;">407,021</td>
<td style="text-align: right;">147,352</td>
<td style="text-align: right;">259,669</td>
<td style="text-align: center;">63.8</td>
<td style="text-align: right;">61,778</td>
<td style="text-align: right;">22,316</td>
<td style="text-align: right;">39,461</td>
<td style="text-align: center;">63.9</td>
</tr>
<tr>
<td style="text-align: left;">Sub-Saharan Africa</td>
<td style="text-align: right;">181,950</td>
<td style="text-align: right;">70,535</td>
<td style="text-align: right;">111,414</td>
<td style="text-align: center;">61.2</td>
<td style="text-align: right;">47,558</td>
<td style="text-align: right;">19,196</td>
<td style="text-align: right;">28,362</td>
<td style="text-align: center;">59.6</td>
</tr>
</tbody>
<tbody>
<tr>
<td style="text-align: left;">World</td>
<td style="text-align: right;">773,549</td>
<td style="text-align: right;">280,366</td>
<td style="text-align: right;">493,184</td>
<td style="text-align: center;">63.8</td>
<td style="text-align: right;">123,198</td>
<td style="text-align: right;">47,626</td>
<td style="text-align: right;">75,571</td>
<td style="text-align: center;">61.3</td>
</tr>
</tbody>
</table>
Source: UNESCO Institute for Statistics, <a href="http://stats.uis.unesco.org/">Data Centre</a>, September 2013.
<p>
The global youth literacy rate, for the population 15 to 24 years of age, was 90% in 2011 (see Table 1). Youth literacy rates are higher than adult literacy rates in all regions, a result of increased levels of school attendance among younger generations. Of the regions with data, four are near universal youth literacy: Central and Eastern Europe (99%), Central Asia (100%), East Asia and the Pacific (99%), and Latin America and the Caribbean (97%). In the Arab States, the youth literacy rate is 90%. In South and West Asia (81%) and sub-Saharan Africa (70%), the youth literacy rate is below the global average.
</p>
<p>
Literacy rates among the population 15-24 years are not only higher than among the total population 15 years and older, there is also a smaller gap between the literacy rates of young men and women (see Table 1). However, gender disparity in youth literacy is observed in the Arab States (GPI 0.93), South and West Asia (GPI 0.86), and sub-Saharan Africa (GPI 0.84); in these regions, young women are less likely to be able to read and write than young men. At the global level, the male youth literacy rate is 92% and the female youth literacy rate 87%.
</p>
<p>
National youth literacy rates are displayed in Figure 2. Sub-Saharan Africa stands out as the one region where youth literacy rates are significantly lower than in other regions. Seven countries have youth literacy rates below 50%: Benin, Burkina Faso, Chad, Guinea, Liberia, Mali, and Niger.
</p>
<p>
<b>Figure 2: Youth literacy rate, 2011</b><br />
<a href="http://2.bp.blogspot.com/-2wpxILA5H-s/UizRCxSFG1I/AAAAAAAABLM/R9FVGMpmTJ4/s1600/20130908-lit-2.png" imageanchor="1" ><img border="0" src="http://2.bp.blogspot.com/-2wpxILA5H-s/UizRCxSFG1I/AAAAAAAABLM/R9FVGMpmTJ4/s640/20130908-lit-2.png" /></a>
<br />
Source: UNESCO Institute for Statistics, <a href="http://stats.uis.unesco.org/">Data Centre</a>, September 2013. - Click image to enlarge.
</p>
<p>
The youth illiterate population, a subset of the adult illiterate population, was estimated at 123 million in 2011 (see Table 2). Illiterate youth are concentrated in South and West Asia and sub-Saharan Africa; 89% of the global population of illiterate youth live in these two regions. Whereas women are the majority of illiterate adults in all regions, there is no such clear pattern among illiterate youth. In two regions, Central Asia and Latin America and the Caribbean, young men are more likely to lack basic reading and writing skills than young women. Even so, 61% of the global number of illiterate youth are female.
</p>
<p>
More detailed statistics and analysis are available from the the UNESCO Institute for Statistics, including a <a href="http://www.uis.unesco.org/literacy/pages/data-release-map-2013.aspx">page with an interactive world map with adult and youth literacy rates</a>, a <a href="http://www.uis.unesco.org/literacy/Documents/fs26-2013-literacy-en.pdf">fact sheet on adult and youth literacy</a>, an <a href="http://www.uis.unesco.org/literacy/Documents/Intl-literacy-day/literacy-infographic-2013-en.pdf">infographic for International Literacy Day 2013</a>, and a <a href="http://www.uis.unesco.org/Education/Documents/literacy-statistics-trends-1985-2015.pdf">report on national, regional and global trends in adult and youth literacy between 1985 and 2015</a>.
</p>
<p>
<b>Related articles</b>
</p>
<ul>
<li><a href="http://huebler.blogspot.ca/2012/05/literacy.html">Adult and youth literacy in 2010</a></li>
<li><a href="http://huebler.blogspot.ca/2010/09/lit.html">Trends in adult literacy, 1990-2008</a></li>
<li><a href="http://huebler.blogspot.ca/2007/08/disparity-between-male-and-female.html">Disparity between male and female literacy rates</a> </li>
<li><a href="http://huebler.blogspot.ca/2007/07/disparity-between-adult-and-youth.html">Disparity between adult and youth literacy</a></li>
<li><a href="http://huebler.blogspot.ca/2006/11/years-of-schooling-and-literacy-can.html">Years of schooling and literacy: Can everyone with primary education read and write?</a> </li>
<li><a href="http://huebler.blogspot.ca/2006/12/years-of-schooling-and-literacy-part-2.html">Years of schooling and literacy, part 2</a></li>
<li><a href="http://huebler.blogspot.ca/2008/05/literacy.html">Adult literacy in sub-Saharan Africa</a></li>
<li><a href="http://huebler.blogspot.ca/2008/04/self-reported-and-tested-literacy-in.html">Reported and tested literacy in Nigeria</a></li>
<li><a href="http://huebler.blogspot.ca/2008/04/adult-literacy-in-nigeria.html">Adult literacy in Nigeria</a></li>
</ul>
<p>
<b>External links</b>
</p>
<ul>
<li><a href="http://en.wikipedia.org/wiki/International_Literacy_Day">International Literacy Day</a></li>
<li><a href="http://www.uis.unesco.org/">UNESCO Institute for Statistics (UIS)</a></li>
<li><a href="http://stats.uis.unesco.org/">UIS Data Centre</a></li>
<li><a href="http://www.uis.unesco.org/literacy/pages/data-release-map-2013.aspx">UIS page for International Literacy Day 2013</a>, with interactive world map with adult and youth literacy rates</li>
<li><a href="http://www.uis.unesco.org/literacy/Documents/fs26-2013-literacy-en.pdf">UIS fact sheet on adult and youth literacy</a>, September 2013 (PDF, 176 KB)</li>
<li><a href="http://www.uis.unesco.org/literacy/Documents/Intl-literacy-day/literacy-infographic-2013-en.pdf">UIS infographic for International Literacy Day 2013</a> (PDF, 752 KB)</li>
<li>UIS report <a href="http://www.uis.unesco.org/Education/Documents/literacy-statistics-trends-1985-2015.pdf"><i>Adult and Youth Literacy: National, Regional and Global Trends, 1985-2015</i></a>, June 2013 (PDF, 940 KB)</li>
</ul>
<span style="font-style: italic;">Friedrich Huebler, 8 September 2013, <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons License</a>
<br />
Permanent URL: <a href="http://huebler.blogspot.com/2013/09/literacy.html">http://huebler.blogspot.com/2013/09/literacy.html</a></span>Friedrich Hueblerhttp://www.blogger.com/profile/05828554903715231947noreply@blogger.com0tag:blogger.com,1999:blog-11148401.post-52734501856205175272012-10-28T18:34:00.000-04:002014-03-09T19:06:00.973-04:00EFA Global Monitoring Report 2012<p>
<div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-gWdc_6vRuk8/UxztlpxgAAI/AAAAAAAABTI/yRDKk45O7Ww/s1600/20121028-gmr.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://2.bp.blogspot.com/-gWdc_6vRuk8/UxztlpxgAAI/AAAAAAAABTI/yRDKk45O7Ww/s1600/20121028-gmr.png" /></a></div>
</p>
<p>
The <a href="http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2012-skills/"><i>Education for All Global Monitoring Report 2012 - Youth and skills: Putting education to work</i></a> was published by <a href="http://www.unesco.org">UNESCO</a> on 16 October 2012. As all previous reports, the 2012 edition describes progress towards the six <a href="http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/efa-goals/">Education for All goals</a>.
</p>
<p>
<ul>
<li>Goal 1: Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.</li>
<li>Goal 2: Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to, and complete, free and compulsory primary education of good quality.</li>
<li>Goal 3: Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programmes.</li>
<li>Goal 4: Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults.</li>
<li>Goal 5: Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality.</li>
<li>Goal 6: Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.</li>
</ul>
</p>
<p>
The <i>Global Monitoring Report 2012</i> also takes a closer look at skills and skill development programs for urban and rural youth.
</p>
<p>
<b>Reference</b>
</p>
<ul>
<li>UNESCO. 2012. <i>EFA Global Monitoring Report 2012 - Youth and skills: Putting education to work</i>. Paris: UNESCO. (<a href="http://unesdoc.unesco.org/images/0021/002180/218003e.pdf">Download in PDF format</a>, 8.8 MB)</li>
</ul>
<p>
<b>External links</b>
</p>
<ul>
<li><a href="http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2012-skills/">EFA Global Monitoring Report 2012</a> (official site)
<li><a href="http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/">EFA Global Monitoring Reports</a> (archive with all reports published since 2002)</li>
<li><a href="http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/efa-goals/">Education for All goals</a></li>
<li><a href="http://www.unesco.org">UNESCO</a></li>
</ul>
<p>
<b>Related articles</b>
</p>
<ul>
<li><a href="http://huebler.blogspot.com/2011/03/gmr.html">EFA Global Monitoring Report 2011</a></li>
<li><a href="http://huebler.blogspot.com/2010/01/gmr.html">EFA Global Monitoring Report 2010</a></li>
<li><a href="http://huebler.blogspot.com/2008/12/efa.html">EFA Global Monitoring Report 2009</a></li>
<li><a href="http://huebler.blogspot.com/2007/12/efa-global-monitoring-report-2008.html">EFA Global Monitoring Report 2008</a></li>
</ul>
<span style="font-style: italic;">Friedrich Huebler, 28 October 2012 (edited 9 March 2014), <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons License</a><br />
Permanent URL: <a href="http://huebler.blogspot.com/2012/10/gmr.html">http://huebler.blogspot.com/2012/10/gmr.html</a></span>Friedrich Hueblerhttp://www.blogger.com/profile/05828554903715231947noreply@blogger.com0tag:blogger.com,1999:blog-11148401.post-9877537133014652952012-09-09T23:30:00.004-04:002012-09-09T23:48:47.460-04:00Blog translation<p>
Articles on the <a href="http://huebler.blogspot.com">International Education Statistics</a> blog can now be translated into more than 60 languages, including Arabic, Chinese, French, Russian and Spanish. To translate an article, select a language from the "Translate" drop-down menu in the sidebar, above the search box.
</p>
<p>
The translations are provided by <a href="http://translate.google.com/">Google Translate</a>. They are not always perfect and the formatting of articles is not always preserved. Even so, the translations may be useful for readers who prefer a language other than English.
</p>
<p>
<b>Related articles</b>
</p>
<ul>
<li><a href="http://huebler.blogspot.ca/2012/01/website.html">Website changes in 2012</a></li>
<li><a href="http://huebler.blogspot.ca/2012/06/blog.html">Merger of huebler.info and huebler.blogspot.com</a></li>
</ul>
<p>
<b>External links</b>
</p>
<ul>
<li><a href="http://translate.google.com/">Google Translate</a></li>
<li><a href="http://buzz.blogger.com/2012/05/translate-and-two-more-new-gadgets-for.html">Announcement of Google Translate gadget on Blogger Buzz</a></li>
</ul>
<span style="font-style: italic;" >Friedrich Huebler, 9 September 2012, <a href="http://creativecommons.org/licenses/by-nc-nd/3.0//">Creative Commons License</a><br>
Permanent URL: <a href="http://huebler.blogspot.com/2012/09/translation.html">http://huebler.blogspot.com/2012/09/translation.html</a></span>Friedrich Hueblerhttp://www.blogger.com/profile/05828554903715231947noreply@blogger.com0tag:blogger.com,1999:blog-11148401.post-9297636578552667522012-08-31T22:18:00.000-04:002015-04-18T17:51:57.915-04:00Guide to creating maps with Stata <p>
Most charts and maps on this site were created with the <a href="http://www.stata.com/">Stata</a> statistical software package. This guide explains how maps like those with <a href="http://huebler.blogspot.ca/2012/05/literacy.html">adult and youth literacy rates in 2010</a> can be created with Stata. The article supersedes an <a href="http://huebler.blogspot.ca/2005/11/creating-maps-with-stata.html">earlier version</a> from 2005 and introduces updated maps with current country borders. For example, South Sudan, which seceded from Sudan in 2011, is shown as a separate country on the new maps. The instructions below are for Stata version 9 or later. Users of Stata 8 are referred to the <a href="http://huebler.blogspot.ca/2005/11/creating-maps-with-stata.html">guide from 2005</a>. The creation of maps is not supported in older versions of Stata.
</p>
<p>
<b>Requirements</b>
</p>
<ul>
<li><a href="http://www.stata.com/">Stata</a> version 9.2 or later.</li>
<li><a href="http://econpapers.repec.org/software/bocbocode/s456812.htm">spmap</a>: Stata module for drawing thematic maps, by Maurizio Pisati. spmap can be installed in Stata with this command:<br>
<span style="font-family:monospace;">ssc install spmap</span></li>
<li><a href="http://econpapers.repec.org/software/bocbocode/s456718.htm">shp2dta</a>: Stata module for converting shapefiles to Stata format, by Kevin Crow. shp2dta can be installed in Stata with this command:<br>
<span style="font-family:monospace;">ssc install shp2dta</span></li>
<li><a href="http://en.wikipedia.org/wiki/Shapefile">Shapefile</a>: A shapefile is a data format for <a href="http://en.wikipedia.org/wiki/Geographic_information_system">geographic information systems</a>. For the maps in Figures 1 and 2, please download this public domain shapefile from <a href="http://www.naturalearthdata.com/downloads/110m-cultural-vectors/">Natural Earth</a>:<br>
<a href="http://www.naturalearthdata.com/http//www.naturalearthdata.com/download/110m/cultural/ne_110m_admin_0_countries.zip">ne_110m_admin_0_countries.zip</a> (184 KB, world map with country borders, scale 1:110,000,000)</li>
<li>Note: The instructions are accurate for Natural Earth maps version 2.0.0, the most recent version of the maps available in April 2014.</li>
</ul>
<p>
<b>Step 1: Convert shapefile to Stata format</b>
</p>
<ul>
<li>Unzip ne_110m_admin_0_countries.zip to a folder that is visible to Stata, for example the current working directory of Stata. The archive contains six files:<br>
ne_110m_admin_0_countries.dbf<br>
ne_110m_admin_0_countries.prj<br>
ne_110m_admin_0_countries.shp<br>
ne_110m_admin_0_countries.shx<br>
ne_110m_admin_0_countries.README.html<br>
ne_110m_admin_0_countries.VERSION.txt</li>
<li>Start Stata and run this command:<br />
<span style="font-family:monospace;">shp2dta using ne_110m_admin_0_countries, data(worlddata) coor(worldcoor) genid(id)</span></li>
<li>Two new files will be created: worlddata.dta (with the country names and other information) and worldcoor.dta (with the coordinates of the country boundaries).</li>
<li>If you plan to superimpose labels on a map, for example country names, run the following command instead, which adds <a target="_top" href="http://en.wikipedia.org/wiki/Centroid">centroid</a> coordinates to the file worlddata.dta:<br />
<span style="font-family:monospace;">shp2dta using ne_110m_admin_0_countries, data(worlddata) coor(worldcoor) genid(id) genc(c)</span></li>
<li>Please refer to the spmap documentation to learn more about labels.</li>
<li>The DBF, PRJ, SHP, and SHX files are no longer needed and can be deleted.</li>
</ul>
<p>
<b>Step 2: Draw map with Stata</b>
</p>
<ul>
<li>Open worlddata.dta in Stata.</li>
<li>For the example maps, create a variable with the length of each country's name. The Stata command for this is:<br />
<span style="font-family:monospace;">generate length = length(admin)</span></li>
<li>Draw a map that indicates the length of all country names with this command:<br />
<span style="font-family:monospace;">spmap length using worldcoor.dta, id(id)</span></li>
<li>The default map (Figure 1) is grayscale, it shows Antarctica, there are four classes for the length of the country names, the legend is very small, and the legend values are arranged from high to low.</li>
</ul>
<p>
<b>Figure 1: Length of country names (small scale map, default style)</b><br>
<a href="https://lh4.googleusercontent.com/-6yOOLEo3alU/UEGEpdrNCRI/AAAAAAAABJ4/ByxfhZEk9UQ/s1600/20120831-map1.png"><img border="0" height="309" width="640" src="https://lh4.googleusercontent.com/-6yOOLEo3alU/UEGEpdrNCRI/AAAAAAAABJ4/ByxfhZEk9UQ/s640/20120831-map1.png" /></a><br clear="all">
Click image to enlarge.
</p>
<ul>
<li>A second map without Antarctica, with a blue palette, five classes, and with a bigger legend with values arranged from low to high (Figure 2) can be drawn with this command:<br />
<span style="font-family:monospace;">spmap length using worldcoor.dta if admin!="Antarctica", id(id) fcolor(Blues) clnumber(5) legend(symy(*2) symx(*2) size(*2)) legorder(lohi)</span></li>
<li>Darker colors on the map indicate longer country names, ranging from 4 (for example Cuba and Fiji) to 35 characters (French Southern and Antarctic Lands).</li>
<li>Please read the Stata help file for spmap to learn about the many additional options for customization of maps.</li>
</ul>
<p>
<b>Figure 2: Length of country names (small scale map, blue palette)</b><br>
<a href="https://lh3.googleusercontent.com/-hNQHx-VNcco/UEGEsgAngCI/AAAAAAAABKA/IMdPbmIjQ9I/s1600/20120831-map2.png"><img border="0" height="248" width="640" src="https://lh3.googleusercontent.com/-hNQHx-VNcco/UEGEsgAngCI/AAAAAAAABKA/IMdPbmIjQ9I/s640/20120831-map2.png" /></a><br clear="all">
Click image to enlarge.
</p>
<p>
<b>Alternative maps with more detail</b>
<p>
<p>
The shapefile that was used for Figures 1 and 2 was designed for small maps. It contains the borders for 177 countries and territories and does not include smaller geographic units like Hong Kong, Monaco, or St. Vincent and the Grenadines. As an alternative to the small scale map in Figures 1 and 2, Natural Earth offers shapefiles with more detail that were designed for larger maps.
</p>
<ul>
<li>To create the map in Figure 3, download this shapefile from <a href="http://www.naturalearthdata.com/downloads/50m-cultural-vectors/">Natural Earth</a>, which has information for 241 countries and territories:<br>
<a href="http://www.naturalearthdata.com/http//www.naturalearthdata.com/download/50m/cultural/ne_50m_admin_0_countries.zip">ne_50m_admin_0_countries.zip</a> (799 KB, world map with country borders, scale 1:50,000,000)</li>
<li>Unzip ne_50m_admin_0_countries.zip to a folder that is visible to Stata.</li>
<li>Run this Stata command to convert the shapefile to Stata format:<br />
<span style="font-family:monospace;">shp2dta using ne_50m_admin_0_countries, data(worlddata2) coor(worldcoor2) genid(id)</span></li>
<li>If you need Stata files with centroids, run this command instead:<br />
<span style="font-family:monospace;">shp2dta using ne_50m_admin_0_countries, data(worlddata2) coor(worldcoor2) genid(id) genc(c)</span></li>
<li>Open worlddata2.dta in Stata.</li>
<li>Create a variable with the length of each country's name:<br />
<span style="font-family:monospace;">generate length = length(admin)</span></li>
<li>Draw the map in Figure 3:<br />
<span style="font-family:monospace;">spmap length using worldcoor2.dta if admin!="Antarctica", id(id) fcolor(Blues) clnumber(5) legend(symy(*2) symx(*2) size(*2)) legorder(lohi)</span></li>
<li>The map takes longer to draw than the map in Figures 1 and 2 because it is more detailed and shows more geographic units. The names of the countries and territories on the map have a length up to 40 characters (South Georgia and South Sandwich Islands).</li>
</ul>
<p>
<b>Figure 3: Length of country names (medium scale map)</b><br />
<a href="https://lh3.googleusercontent.com/-Uid7Yu88r6I/UELD8-at8cI/AAAAAAAABKQ/eKrM87FOzFI/s1600/20120831-map3.png"><img border="0" height="253" width="640" src="https://lh3.googleusercontent.com/-Uid7Yu88r6I/UELD8-at8cI/AAAAAAAABKQ/eKrM87FOzFI/s640/20120831-map3.png" /></a><br clear="all">
Click image to enlarge.
</p>
<ul>
<li>To create the map in Figure 4, download this shapefile from <a href="http://www.naturalearthdata.com/downloads/10m-cultural-vectors/">Natural Earth</a>, which has information for 255 countries and territories, including small islands like the <a href="http://en.wikipedia.org/wiki/Ashmore_and_Cartier_Islands">Ashmore and Cartier Islands</a>:<br>
<a href="http://www.naturalearthdata.com/http//www.naturalearthdata.com/download/10m/cultural/ne_10m_admin_0_countries.zip">ne_10m_admin_0_countries.zip</a> (5.1 MB, world map with country borders, scale 1:10,000,000)</li>
<li>Unzip ne_10m_admin_0_countries.zip to a folder that is visible to Stata.</li>
<li>Run this Stata command to convert the shapefile to Stata format:<br />
<span style="font-family:monospace;">shp2dta using ne_10m_admin_0_countries, data(worlddata3) coor(worldcoor3) genid(id)</span></li>
<li>If you need Stata files with centroids, run this command instead:<br />
<span style="font-family:monospace;">shp2dta using ne_10m_admin_0_countries, data(worlddata3) coor(worldcoor3) genid(id) genc(c)</span></li>
<li>Open worlddata3.dta in Stata.</li>
<li>Create a variable with the length of each country's name:<br />
<span style="font-family:monospace;">generate length = length(ADMIN)</span></li>
<li>Draw the map in Figure 4:<br />
<span style="font-family:monospace;">spmap length using worldcoor3.dta if ADMIN!="Antarctica", id(id) fcolor(Blues) clnumber(5) legend(symy(*2) symx(*2) size(*2)) legorder(lohi)</span></li>
<li>The map takes longer to draw than the maps in Figures 1, 2 and 3 because it has the largest amount of detail. The differences between the maps in Figures 3 and 4 can be seen by clicking on the images to enlarge them. Figure 4 has more islands and more detailed shorelines. The names of the countries and territories on the map in Figure 4 have a length up to 40 characters (South Georgia and South Sandwich Islands).</li>
</ul>
<p>
<b>Figure 4: Length of country names (large scale map)</b><br />
<a href="https://lh4.googleusercontent.com/-k-WVVFeDEZM/UELD_eLw17I/AAAAAAAABKY/5LIo_N3lrbg/s1600/20120831-map4.png"><img border="0" height="254" width="640" src="https://lh4.googleusercontent.com/-k-WVVFeDEZM/UELD_eLw17I/AAAAAAAABKY/5LIo_N3lrbg/s640/20120831-map4.png" /></a><br clear="all">
Click image to enlarge.
</p>
<p>
<b>Software used in this guide</b>
</p>
<ul>
<li><a href="http://www.stata.com/">Stata</a>: statistical software package</li>
<li><a href="http://econpapers.repec.org/software/bocbocode/s456812.htm">spmap</a>: Stata module for drawing thematic maps, by Maurizio Pisati</li>
<li><a href="http://econpapers.repec.org/software/bocbocode/s456718.htm">shp2dta</a>: Stata module for converting shapefiles to Stata format, by Kevin Crow</li>
<li><a href="http://www.naturalearthdata.com/http//www.naturalearthdata.com/download/110m/cultural/ne_110m_admin_0_countries.zip">ne_110m_admin_0_countries.zip</a>: small scale (1:110,000,000) Natural Earth world map with country borders (184 KB)</li>
<li><a href="http://www.naturalearthdata.com/http//www.naturalearthdata.com/download/50m/cultural/ne_50m_admin_0_countries.zip">ne_50m_admin_0_countries.zip</a>: medium scale (1:50,000,000) Natural Earth world map with country borders (799 KB)</li>
<li><a href="http://www.naturalearthdata.com/http//www.naturalearthdata.com/download/10m/cultural/ne_10m_admin_0_countries.zip">ne_10m_admin_0_countries.zip</a>: large scale (1:10,000,000) Natural Earth world map with country borders (5.1 MB)</li>
</ul>
<p>
<b>Related articles</b>
</p>
<ul>
<li><a href="http://huebler.blogspot.ca/2012/05/literacy.html">Adult and youth literacy in 2010</a></li>
<li><a href="http://huebler.blogspot.ca/2005/11/creating-maps-with-stata.html">Guide to creating maps with Stata</a> (previous version of this guide, from 2005)</li>
<li><a href="http://huebler.blogspot.com/2008/04/stata.html">Guide to integrating Stata and external text editors</a></li>
</ul>
<p>
<b>External links</b>
</p>
<ul>
<li><a href="http://www.naturalearthdata.com/downloads/">Natural Earth maps</a> (public domain shapefiles)</li>
<li><a href="http://www.stata.com/support/faqs/graphics/spmap-and-maps/">Stata FAQ: How do I graph data onto a map with spmap?</a></li>
<li><a href="http://en.wikipedia.org/wiki/Shapefile">Shapefile</a> (Wikipedia)</li>
<li><a href="http://en.wikipedia.org/wiki/Geographic_information_system">Geographic information system</a> (Wikipedia)</li>
<li><a href="http://en.wikipedia.org/wiki/Centroid">Centroid</a> (Wikipedia)</li>
</ul>
<span style="font-style: italic;" >Friedrich Huebler, 31 August 2012 (edited 18 April 2015), <a href="http://creativecommons.org/licenses/by-nc-nd/3.0//">Creative Commons License</a><br>
Permanent URL: <a href="http://huebler.blogspot.com/2012/08/stata-maps.html">http://huebler.blogspot.com/2012/08/stata-maps.html</a></span>Friedrich Hueblerhttp://www.blogger.com/profile/05828554903715231947noreply@blogger.com32tag:blogger.com,1999:blog-11148401.post-87786335960341194762012-07-31T21:53:00.000-04:002012-09-03T17:39:15.065-04:0061 million out-of-school children in 2010<p>
61 million children of primary school age were out of school in 2010, down from a high of over 110 million out-of-school children in the mid-1990s, according to <a href="http://www.uis.unesco.org/Education/Pages/reaching-oosc.aspx">new estimates</a> by the <a href="http://www.uis.unesco.org">UNESCO Institute for Statistics (UIS)</a>. 32 million or 53% of the 61 million out-of-school children were girls.
</p>
<p>The trend in out-of-school numbers since 1990 is illustrated in Figure 1. Much of the global progress over the past 15 years is due to developments in South and West Asia, where the number of out-of-school children fell from a high of 41 million in 1998 to 13 million in 2010.
</p>
<p>
Progress in sub-Saharan Africa, another region with a historically large number of out-of-school children, has been much more modest, by comparison. Here, the number of children out of school decreased from a high of 43 million in 1996 to 31 million in 2010. As a result, sub-Saharan Africa today is home to half of all out-of-school children worldwide.
</p>
<p>
In relative terms, the global out-of-school rate fell from 18% in the early 1990s to 9% in 2010, in spite of a large increase in the number of children of primary school age over the same period. However, the estimates by UIS also show that the out-of-school rate and the number of out-of-school children have stagnated over the past three years, partly because sub-Saharan Africa is struggling to increase enrolment rates in primary education while being confronted with continued strong population growth. At this rate, the world is unlikely to reach the <a href="http://www.undp.org/content/undp/en/home/mdgoverview/">Millennium Development Goal</a> and <a href="http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/efa-goals/">Education for All goal</a> of universal primary education by 2015.
</p>
<p>
<b>Figure 1: Global number of out-of-school children of primary school age, by region and sex, 1990-2010</b><br />
<a href="https://lh6.googleusercontent.com/-GHFoG_2_A1s/UBVodnfKm4I/AAAAAAAABJI/Q2xk2EStck8/s1600/20120731-oos1.png"><img title="Global number of children out of school from 1990 to 2010" alt="Global number of children out of school from 1990 to 2010" border="0" height="400" width="640" src="https://lh6.googleusercontent.com/-GHFoG_2_A1s/UBVodnfKm4I/AAAAAAAABJI/Q2xk2EStck8/s640/20120731-oos1.png" /></a>
<br clear="ALL">
Source: UNESCO Institute for Statistics, July 2012. - Click image to enlarge.
</p>
<p>
The regional distribution of children in and out of school is illustrated in Figure 2. The width of each region in the graph indicates the size of the population of primary school age. The height of the bars indicates which proportion of children in each region is in or out of school.
</p>
<p>
In absolute terms, Sub-Saharan Africa has the highest number of children out of school (31 million), although its primary school-age population (132 million) is smaller than that of two other regions: South and West Asia, and East Asia and the Pacific. In relative terms, Sub-Saharan Africa also has the highest out-of-school rate of all regions. 23% of all primary school-age children have either never attended school or left school without completing primary education.
</p>
<p>
In South and West Asia, the proportion of out-of-school children (8%) is smaller than in sub-Saharan Africa and the Arab States, but in absolute terms, the region is home to 13 million out-of-school children, second only to sub-Saharan Africa. More than half of all out-of-school children in South and West Asia live in only two countries: India (2.3 million) and Pakistan (5.1 million).
</p>
<p>
East Asia and the Pacific has 168 million children of primary school age, nearly as many as South and West Asia, but only 4% are out of school. Still, due to the large primary school-age population in the region, this means that 7 million children are excluded from education.
</p>
<p>The remaining regions have significantly fewer children out of school: Arab States (5.0 million), Latin America and the Caribbean (2.7 million), North America and Western Europe (1.3 million), Central and Eastern Europe (0.9 million), and Central Asia (0.3 million).
</p>
<p>
<b>Figure 2: Global distribution of children of primary school age in and out of school, 2010</b><br />
<a href="https://lh4.googleusercontent.com/-1OwddZYYfm8/UBWF-RIVTyI/AAAAAAAABJk/WRUZ0BdQ-4s/s1600/20120731-oos2.png"><img title="Distribution of children in and out of school, by region, 2010" alt="Distribution of children in and out of school, by region, 2010" border="0" height="400" width="640" src="https://lh4.googleusercontent.com/-1OwddZYYfm8/UBWF-RIVTyI/AAAAAAAABJk/WRUZ0BdQ-4s/s640/20120731-oos2.png" /></a>
<br clear="ALL">
Source: UNESCO Institute for Statistics, July 2012. - CA = Central Asia, CEE = Central and Eastern Europe, LAC = Latin America and the Caribbean, NAWE = North America and Western Europe. - Figure 2 was created with the spineplot add-on for Stata (<a href="http://www.stata-journal.com/article.html?article=gr0031">Cox 2008</a>). - Click image to enlarge.
</p>
<p>
<span style="font-weight: bold;">Related articles</span>
</p>
<ul>
<li><a href="http://huebler.blogspot.com/2010/03/coos.html">Children of primary and secondary school age out of school</a></li>
<li><a href="http://huebler.blogspot.com/2010/11/oos.html">Children out of school: Global trend 1999-2008</a></li>
<li><a href="http://huebler.blogspot.ca/2006/09/trends-in-primary-school-enrollment.html">Trends in primary school enrollment, 1970-2004</a></li>
<li><a href="http://huebler.blogspot.ca/2008/01/universal-primary-education-by-2015.html">Universal primary education by 2015: A goal out of reach?</a></li>
<li><a href="http://huebler.blogspot.ca/2008/03/global-population-of-primary-school-age.html">Global population of primary school age, 2000-2015</a></li>
<li><a href="http://huebler.blogspot.ca/2009/02/coos.html">Population structure and children out of school</a></li>
<li><a href="http://huebler.blogspot.ca/2005/09/national-wealth-and-school-enrollment.html">National wealth and school enrollment</a></li>
<li><a href="http://huebler.blogspot.com/2008/02/survival-rate-to-last-grade-of-primary.html">Survival rate to the last grade of primary school</a></li>
<li><a href="http://huebler.blogspot.com/2005/07/transition-from-primary-to-secondary.html">Transition from primary to secondary education</a></li>
<li><a href="http://huebler.blogspot.com/2009/10/sle.html">Regional disparities in school life expectancy</a></li>
<li><a href="http://huebler.blogspot.ca/2012/04/liberia.html">School attendance among 5- to 24-year-olds in Liberia</a></li>
</ul>
<p>
<span style="font-weight: bold;">External links</span>
</p>
<ul>
<li><a href="http://www.uis.unesco.org">UNESCO Institute for Statistics (UIS)</a></li>
<li><a href="http://stats.uis.unesco.org">UIS Data Centre</a></li>
<li><a href="http://www.uis.unesco.org/Education/Pages/reaching-oosc.aspx">UIS announcement of new out-of-school data, June 2012</a></li>
<li><a href="http://www.uis.unesco.org/data/atlas-out-of-school-children/en">UNESCO e-Atlas of Out-of-School Children</a></li>
<li><a href="http://www.uis.unesco.org/Education/Documents/fs-18-OOSC-2.pdf"><i>Reaching Out-of-School Children is Crucial for Development</i>, UIS Fact Sheet no. 18, June 2012 (PDF, 833 KB)</a></li>
<li><a href="http://www.uis.unesco.org/Education/Pages/out-of-school-children.aspx">UNICEF-UIS Global Initiative on Out-of-School Children</a></li>
<li><a href="http://www.undp.org/content/undp/en/home/mdgoverview/">Millennium Development Goals</a></li>
<li><a href="http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/efa-goals/">Education for All goals</a></li>
<li>Cox, Nicholas J. 2008. "Speaking Stata: Spineplots and their kin." <i>Stata Journal</i> 8 (1): 105-121. <a href="http://www.stata-journal.com/article.html?article=gr0031">http://www.stata-journal.com/article.html?article=gr0031</a>.</li>
</ul>
Friedrich Huebler, 31 July 2012 (edited 2 August 2012), <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons License</a>
<br />
Permanent URL: <a href="http://huebler.blogspot.com/2012/07/oos.html">http://huebler.blogspot.com/2012/04/oos.html</a>Friedrich Hueblerhttp://www.blogger.com/profile/05828554903715231947noreply@blogger.com0tag:blogger.com,1999:blog-11148401.post-27942110807212818012012-06-21T22:16:00.000-04:002012-09-03T18:45:04.827-04:00Merger of huebler.info and huebler.blogspot.com<p>
As <a href="http://huebler.blogspot.ca/2012/01/website.html">announced in January</a>, the huebler.info website was shut down in June 2012. As of 21 June, all requests for pages at huebler.info are redirected to <a href="http://huebler.blogspot.com">huebler.blogspot.com</a>.
</p>
<p>
huebler.info was mainly a mirror of articles posted on the <a href="http://huebler.blogspot.com">International Education Statistics</a> blog and nearly all content from the old huebler.info site is available at huebler.blogspot.com. Please use the blog search in the right sidebar, under "Search this site", or the blog archive to find content from the old site. The most popular pages from huebler.info, identified through access statistics collected between January and June 2012, are listed below with the corresponding huebler.blogspot.com URL.
</p>
<p>
Please replace any huebler.info links in your bookmarks and on your website by the corresponding huebler.blogspot.com links. If you are unable to find content from huebler.info with the blog search, blog archive or the list below, you can contact the author by email at fhuebler@gmail.com. I apologize for any inconvenience caused by the shutdown of the old site.
<p>
<p>
<b>Education statistics</b>
</p>
<ul>
<li><a href="http://huebler.blogspot.ca/2009/09/upe.html">NER, GER and universal primary education</a><br>
Old URL: http://huebler.info/2009/20090929-upe.html<br>
New URL: http://huebler.blogspot.ca/2009/09/upe.html</li>
<li><a href="http://huebler.blogspot.ca/2010/04/age.html">Age distribution by wealth quintile in household survey data</a><br>
Old URL: http://huebler.info/2010/20100430-age.html<br>
New URL: http://huebler.blogspot.ca/2010/04/age.html</li>
<li><a href="http://huebler.blogspot.ca/2010/07/isced.html">Review of the International Standard Classification of Education (ISCED)</a><br>
Old URL: http://huebler.info/2010/20100730-isced.html<br>
New URL: http://huebler.blogspot.ca/2010/07/isced.html</li>
<li><a href="http://huebler.blogspot.ca/2009/01/brazil.html">Educational attainment in Brazil since 1920</a><br>
Old URL: http://huebler.info/2009/20090124-brazil.html<br>
New URL: http://huebler.blogspot.ca/2009/01/brazil.html</li>
<li><a href="http://huebler.blogspot.ca/2009/05/usa.html">Achievement gap between black and white students in the United States</a><br>
Old URL: http://huebler.info/2009/20090509-usa.html<br>
New URL: http://huebler.blogspot.ca/2009/05/usa.html</li>
<li><a href="http://huebler.blogspot.ca/2008/04/adult-literacy-in-nigeria.html">Adult literacy in Nigeria</a><br>
Old URL: http://huebler.info/2008/20080405-nigeria-lit.html<br>
New URL: http://huebler.blogspot.ca/2008/04/adult-literacy-in-nigeria.html</li>
<li><a href="http://huebler.blogspot.ca/2008/09/child-labor.html">Child labor: economic activity and household chores</a><br>
Old URL: http://huebler.info/2008/20080907-cl.html<br>
New URL: http://huebler.blogspot.ca/2008/09/child-labor.html</li>
<li><a href="http://huebler.blogspot.ca/2010/02/age.html">Age distribution in household survey data</a><br>
Old URL: http://huebler.info/2010/20100228-age.html<br>
New URL: http://huebler.blogspot.ca/2010/02/age.html</li>
<li><a href="http://huebler.blogspot.ca/2010/09/lit.html">Trends in adult literacy, 1990-2008</a><br>
Old URL: http://huebler.info/2010/20100908-lit.html<br>
New URL: http://huebler.blogspot.ca/2010/09/lit.html</li>
<li><a href="http://huebler.blogspot.ca/2005/09/national-wealth-and-school-enrollment.html">National wealth and school enrollment</a><br>
Old URL: http://huebler.info/2005/20050918_gdp_ner.html<br>
New URL: http://huebler.blogspot.ca/2005/09/national-wealth-and-school-enrollment.html</li>
<li><a href="http://huebler.blogspot.ca/2008/11/ptr.html">Pupil/teacher ratio in secondary school</a><br>
Old URL: http://huebler.info/2008/20081116-ptr.html<br>
New URL: http://huebler.blogspot.ca/2008/11/ptr.html</li>
<li><a href="http://huebler.blogspot.ca/2006/08/millennium-development-goal-regions.html">Millennium Development Goal regions and UNICEF regions</a><br>
Old URL: http://huebler.info/2006/20060820_regions.html<br>
New URL: http://huebler.blogspot.ca/2006/08/millennium-development-goal-regions.html</li>
</ul>
<p>
<b>Stata</b>
</p>
<ul>
<li><a href="http://huebler.blogspot.ca/2008/04/stata.html">Guide to integrating Stata and external text editors</a><br>
Old URL: http://huebler.info/2008/20080427-stata.html<br>
New URL: http://huebler.blogspot.ca/2008/04/stata.html</li>
<li><a href="http://huebler.blogspot.ca/2005/11/creating-maps-with-stata.html">Guide to creating maps with Stata</a><br>
Old URL: http://huebler.info/2005/20051106_tmap.html<br>
New URL: http://huebler.blogspot.ca/2005/11/creating-maps-with-stata.html</li>
<li><a href="http://huebler.blogspot.ca/2005/04/creating-png-images-with-stata.html">Guide to creating PNG images with Stata</a><br>
Old URL: http://huebler.info/2005/20050407_Stata_PNG.html<br>
New URL: http://huebler.blogspot.ca/2005/04/creating-png-images-with-stata.html</li>
</ul>
<p>
<b>Related articles</b>
</p>
<ul>
<li><a href="http://huebler.blogspot.ca/2012/01/website.html">Website changes in 2012</a></li>
</ul>
<span style="font-style: italic;">Friedrich Huebler, 21 June 2012, <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons License</a>
<br />
Permanent URL: <a href="http://huebler.blogspot.com/2012/06/blog.html">http://huebler.blogspot.com/2012/06/blog.html</a></span>Friedrich Hueblerhttp://www.blogger.com/profile/05828554903715231947noreply@blogger.com0tag:blogger.com,1999:blog-11148401.post-80773373538160325872012-05-31T22:07:00.000-04:002012-09-03T18:53:20.212-04:00Adult and youth literacy in 2010<p>
The <a href="http://www.uis.unesco.org/">UNESCO Institute for Statistics (UIS)</a> released new literacy data in April 2012, with updated estimates of adult and youth literacy. In 2010, the latest year with data, 84% of the global population 15 years and older were estimated to be able to read and write (see Table 1). At the regional level, literacy rates are highest in Central Asia, Central and Eastern Europe, East Asia and the Pacific, and Latin America and the Caribbean. In these regions at least 9 out of 10 adults are literate. Literacy rates can be assumed to be as high in North America and Western Europe but not enough countries in that region collect literacy data to allow the calculation of a regional average. By contrast, adult literacy rates are significantly lower in the Arab States (75%), and in South and West Asia and sub-Saharan Africa (63% in both regions). Women are considerably less likely to be literate than men in the
Arab States, East Asia and the Pacific, South and West Asia, and
sub-Saharan Africa. Globally, the female adult literacy rate was estimated to be 80% in 2010, compared to a literacy rate of 89% for men. As a consequence, nearly two thirds (497 million) of the adult illiterate population in 2010 (775 million) were women.
</p>
<b>Table 1: Adult and youth literacy rate, 2010</b><br>
<table border="1" cellpadding="1" cellspacing="0" frame="box" rules="groups" style="text-align: left; width: 600px;">
<colgroup span="1"> <col align="left" valign="top" width="40%"></col></colgroup>
<colgroup span="3"> <col width="10%"></col> <col width="10%"></col> <col width="10%"></col></colgroup>
<colgroup span="3"> <col width="10%"></col> <col width="10%"></col> <col width="10%"></col></colgroup>
<thead>
<tr>
<td colspan="1" rowspan="2" style="background-color: #bbccdd; text-align: left; vertical-align: top;">Region</td>
<td colspan="3" rowspan="1" style="background-color: #bbccdd; text-align: center; vertical-align: top;">Adult literacy rate (%)</td>
<td colspan="3" rowspan="1" style="background-color: #bbccdd; text-align: center; vertical-align: top;">Youth literacy rate (%)</td>
</tr>
<tr>
<td style="background-color: #bbccdd; text-align: center; vertical-align: top;">Total</td>
<td style="background-color: #bbccdd; text-align: center; vertical-align: top;">Male</td>
<td style="background-color: #bbccdd; text-align: center; vertical-align: top;">Female</td>
<td style="background-color: #bbccdd; text-align: center; vertical-align: top;">Total</td>
<td style="background-color: #bbccdd; text-align: center; vertical-align: top;">Male</td>
<td style="background-color: #bbccdd; text-align: center; vertical-align: top;">Female</td>
</tr>
</thead>
<tbody>
<tr>
<td style="text-align: left;">Arab States</td>
<td style="text-align: center;">74.7</td>
<td style="text-align: center;">83.3</td>
<td style="text-align: center;">65.7</td>
<td style="text-align: center;">89.1</td>
<td style="text-align: center;">92.4</td>
<td style="text-align: center;">85.6</td>
</tr>
<tr>
<td style="text-align: left;">Central Asia</td>
<td style="text-align: center;">99.5</td>
<td style="text-align: center;">99.6</td>
<td style="text-align: center;">99.4</td>
<td style="text-align: center;">99.7</td>
<td style="text-align: center;">99.6</td>
<td style="text-align: center;">99.8</td>
</tr>
<tr>
<td style="text-align: left;">Central and Eastern Europe</td>
<td style="text-align: center;">97.9</td>
<td style="text-align: center;">99.0</td>
<td style="text-align: center;">97.0</td>
<td style="text-align: center;">99.1</td>
<td style="text-align: center;">99.3</td>
<td style="text-align: center;">98.9</td>
</tr>
<tr>
<td style="text-align: left;">East Asia and the Pacific</td>
<td style="text-align: center;">94.2</td>
<td style="text-align: center;">96.7</td>
<td style="text-align: center;">91.6</td>
<td style="text-align: center;">98.8</td>
<td style="text-align: center;">98.9</td>
<td style="text-align: center;">98.7</td>
</tr>
<tr>
<td style="text-align: left;">Latin America and the Caribbean</td>
<td style="text-align: center;">91.4</td>
<td style="text-align: center;">92.1</td>
<td style="text-align: center;">90.7</td>
<td style="text-align: center;">97.2</td>
<td style="text-align: center;">97.0</td>
<td style="text-align: center;">97.4</td>
</tr>
<tr>
<td style="text-align: left;">North America and Western Europe</td>
<td style="text-align: center;">-</td>
<td style="text-align: center;">-</td>
<td style="text-align: center;">-</td>
<td style="text-align: center;">-</td>
<td style="text-align: center;">-</td>
<td style="text-align: center;">-</td>
</tr>
<tr>
<td style="text-align: left;">South and West Asia</td>
<td style="text-align: center;">62.7</td>
<td style="text-align: center;">74.0</td>
<td style="text-align: center;">51.8</td>
<td style="text-align: center;">80.5</td>
<td style="text-align: center;">86.6</td>
<td style="text-align: center;">74.7</td>
</tr>
<tr>
<td style="text-align: left;">Sub-Saharan Africa</td>
<td style="text-align: center;">62.6</td>
<td style="text-align: center;">71.0</td>
<td style="text-align: center;">54.2</td>
<td style="text-align: center;">71.8</td>
<td style="text-align: center;">76.4</td>
<td style="text-align: center;">66.8</td>
</tr>
</tbody>
<tbody>
<tr>
<td style="text-align: left;">World</td>
<td style="text-align: center;">84.1</td>
<td style="text-align: center;">88.6</td>
<td style="text-align: center;">79.7</td>
<td style="text-align: center;">89.6</td>
<td style="text-align: center;">92.2</td>
<td style="text-align: center;">87.1</td>
</tr>
</tbody>
</table>
Source: UNESCO Institute for Statistics, <a href="http://stats.uis.unesco.org/">Data Centre</a>, April 2012
<p>
The disparities between regions with high and low literacy rates are
readily apparent from the map in Figure 1, which displays the average
literacy rate in the seven Education for All (EFA) regions with data listed in Table 1. For a description of the regional groupings, please refer to a past article about the <a href="http://huebler.blogspot.ca/2011/03/efa.html">EFA regions</a> on this website.
</p>
<p>
<b>Figure 1: Regional adult literacy rate, 2010</b><br />
<a href="https://lh3.googleusercontent.com/-_nwFfVqywbQ/T8ju3-nbXnI/AAAAAAAABII/Pnc0wUgnAqA/s1600/20120531-lit1.png""><img border="0" height="253" width="640" src="https://lh3.googleusercontent.com/-_nwFfVqywbQ/T8ju3-nbXnI/AAAAAAAABII/Pnc0wUgnAqA/s640/20120531-lit1.png" /></a>
<br />
Source: UNESCO Institute for Statistics, <a href="http://stats.uis.unesco.org/">Data Centre</a>, April 2012. - Click image to enlarge.
</p>
<p>
Youth literacy rates, for the population 15 to 24 years of age, are higher than adult literacy rates in all regions as a result of improved access to education among younger generations. Globally, 90% of all youth are able to read and write. Central Asia, Central and Eastern Europe, East Asia and the Pacific, and Latin America and the Caribbean have reached or are approaching universal literacy among their young population. The same can be assumed for North America and Western Europe, but no regional average is available from the UIS (see Table 1 and Figure 2). The disparity in literacy rates between men and women is generally smaller among the population 15 to 24 years than among the population 15 years and older. Yet, in the Arab States, South and West Asia, and sub-Saharan Africa, young women remain less likely to be able to read and write than young men. The global youth literacy rate in 2010 was 92% for men and 87% for women.
</p>
<p>
<b>Figure 2: Regional youth literacy rate, 2010</b><br />
<a href="https://lh3.googleusercontent.com/-8SaFBzJdLdw/T8ju3zVrXVI/AAAAAAAABIQ/YyX_48dCIz8/s1600/20120531-lit2.png"><img border="0" height="253" width="640" src="https://lh3.googleusercontent.com/-8SaFBzJdLdw/T8ju3zVrXVI/AAAAAAAABIQ/YyX_48dCIz8/s640/20120531-lit2.png" /></a>
<br />
Source: UNESCO Institute for Statistics, <a href="http://stats.uis.unesco.org/">Data Centre</a>, April 2012. - Click image to enlarge.
</p>
<p>
The regional averages can conceal large differences between countries within a region. This is particularly true for the adult literacy rate in the Arab States, South and West Asia, and sub-Saharan Africa (see Figure 3). In sub-Saharan Africa, for example, the adult literacy rate is below 30% in Burkina Faso and Niger - the countries with the least literate population worldwide - and above 90% in Equatorial Guinea, Seychelles, and Zimbabwe.
</p>
<p>
<b>Figure 3: Adult literacy rate, 2010</b><br />
<a href="https://lh4.googleusercontent.com/-0b0n6pGqM9I/T8ju36FsFLI/AAAAAAAABIM/kI1hSwHuA2Q/s1600/20120531-lit3.png"><img border="0" height="253" width="640" src="https://lh4.googleusercontent.com/-0b0n6pGqM9I/T8ju36FsFLI/AAAAAAAABIM/kI1hSwHuA2Q/s640/20120531-lit3.png" /></a>
<br />
Source: UNESCO Institute for Statistics, <a href="http://stats.uis.unesco.org/">Data Centre</a>, April 2012. - Click image to enlarge.
</p>
<p>
Disparities between countries within a region can also be observed for the youth literacy rate, but to a lesser degree than for the adult literacy rate (see Figure 4). Similar to the adult literacy rate, the greatest disparities exist in sub-Saharan Africa, where youth literacy rates range from 37% in Niger to 99% in the Seychelles and Zimbabwe.
</p>
<p>
<b>Figure 4: Youth literacy rate, 2010</b><br />
<a href="https://lh5.googleusercontent.com/-7szJRrTMuP0/T8ju4VVTb2I/AAAAAAAABIU/9HAb9lZpw94/s1600/20120531-lit4.png"><img border="0" height="253" width="640" src="https://lh5.googleusercontent.com/-7szJRrTMuP0/T8ju4VVTb2I/AAAAAAAABIU/9HAb9lZpw94/s640/20120531-lit4.png" /></a>
<br />
Source: UNESCO Institute for Statistics, <a href="http://stats.uis.unesco.org/">Data Centre</a>, April 2012. - Click image to enlarge.
</p>
<p>
To make it easier to explore its literacy data, the UNESCO Institute for Statistics has created an <a href="http://www.uis.unesco.org/literacy/Pages/adult-youth-literacy-data-viz.aspx">interactive visualization</a> that combines a map showing adult and youth literacy rates, a graph with literacy rates by sex, and a scatter plot with the correlation between GDP per capita and literacy. A screenshot of the visualization is shown in Figure 5. The full visualization is available on the <a href="http://www.uis.unesco.org/literacy/Pages/adult-youth-literacy-data-viz.aspx">website of the UIS</a>. Literacy data are also contained in the recently published <a href="http://huebler.blogspot.ca/2012/03/atlas.html"><i>World Atlas of Gender Equality in Education</i></a> by UNESCO.
</p>
<p>
<b>Figure 5: UIS data visualization with adult and youth literacy rate, 2010</b><br />
<a href="https://lh3.googleusercontent.com/-qvYxl0sXXMA/T8bmBWGTEVI/AAAAAAAABHk/9DEvzBiIQJw/s1600/20120531-lit5.png"><img border="0" height="640" src="https://lh3.googleusercontent.com/-qvYxl0sXXMA/T8bmBWGTEVI/AAAAAAAABHk/9DEvzBiIQJw/s640/20120531-lit5.png" width="378" /></a>
<br />
Source: <a href="http://www.uis.unesco.org/literacy/Pages/adult-youth-literacy-data-viz.aspx">UNESCO Institute for Statistics</a>, May 2012. - Click image to enlarge.
</p>
<p>
<b>Related articles</b>
</p>
<ul>
<li><a href="http://huebler.blogspot.ca/2011/03/efa.html">Education for All regions</a></li>
<li><a href="http://huebler.blogspot.ca/2011/09/literacy.html">Adult and youth literacy in 2009</a></li>
<li><a href="http://huebler.blogspot.ca/2010/09/lit.html">Trends in adult literacy, 1990-2008</a></li>
<li><a href="http://huebler.blogspot.ca/2007/08/disparity-between-male-and-female.html">Disparity between male and female literacy rates</a> </li>
<li><a href="http://huebler.blogspot.ca/2007/07/disparity-between-adult-and-youth.html">Disparity between adult and youth literacy</a></li>
<li><a href="http://huebler.blogspot.ca/2006/11/years-of-schooling-and-literacy-can.html">Years of schooling and literacy: Can everyone with primary education read and write?</a> </li>
<li><a href="http://huebler.blogspot.ca/2006/12/years-of-schooling-and-literacy-part-2.html">Years of schooling and literacy, part 2</a></li>
<li><a href="http://huebler.blogspot.ca/2008/05/literacy.html">Adult literacy in sub-Saharan Africa</a></li>
<li><a href="http://huebler.blogspot.ca/2008/04/self-reported-and-tested-literacy-in.html">Reported and tested literacy in Nigeria</a></li>
<li><a href="http://huebler.blogspot.ca/2008/04/adult-literacy-in-nigeria.html">Adult literacy in Nigeria</a></li>
<li><a href="http://huebler.blogspot.ca/2012/03/atlas.html">World Atlas of Gender Equality in Education</a></li>
</ul>
<p>
<b>External links</b>
</p>
<ul>
<li><a href="http://www.uis.unesco.org/">UNESCO Institute for Statistics (UIS)</a></li>
<li><a href="http://stats.uis.unesco.org/">UIS Data Centre</a></li>
<li><a href="http://www.uis.unesco.org/literacy/Pages/adult-youth-literacy-data-viz.aspx">UIS data visualization on adult and youth literacy </a></li>
</ul>
<span style="font-style: italic;">Friedrich Huebler, 31 May 2012 (edited 1 June 2012), <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons License</a>
<br />
Permanent URL: <a href="http://huebler.blogspot.com/2012/05/literacy.html">http://huebler.blogspot.com/2012/05/literacy.html</a></span>Friedrich Hueblerhttp://www.blogger.com/profile/05828554903715231947noreply@blogger.com0tag:blogger.com,1999:blog-11148401.post-75544211139546300452012-04-30T23:31:00.000-04:002012-09-03T18:56:38.465-04:00School attendance among 5- to 24-year-olds in Liberia<p>
An article that was published on this site in July 2011, "<a href="http://huebler.blogspot.ca/2011/07/liberia.html">School attendance by grade and age in Liberia</a>", shows that overage school attendance is very common in Liberia, mainly due to late entry into the education system. The official primary school age in Liberia is 6 to 11 years according to the <a href="http://www.uis.unesco.org/isced">International Standard Classification of Education (ISCED)</a>. Yet, an analysis of data from a <a href="http://www.measuredhs.com/">Demographic and Health Survey (DHS)</a> from 2007 demonstrates that the vast majority of pupils in primary and secondary school in Liberia are older than the theoretical age for their grade. For example, nearly three quarters of all first-graders in Liberia are at least 3 years older than the official entrance age into primary education (see Figure 1). 24% of all first-graders are 5 or 6 years overage, 14% are 7 or 8 years overage, and 5% are 9 or more years overage. Children in the last group start primary school at age 15 or later.
</p>
<p>
<b>Figure 1: Age distribution of pupils in primary and secondary education in Liberia, 2007</b><br />
<a href="https://lh4.googleusercontent.com/-KgZGiE1fIA8/TyjYpVYuk0I/AAAAAAAABEo/SfhP9x8V4-8/s1600/20120131-liberia.png"><img title="Graph with data on overage and underage pupils in primary and secondary education in Liberia" alt="Graph with data on overage and underage pupils in primary and secondary education in Liberia" border="0" height="354" width="640" src="https://lh4.googleusercontent.com/-KgZGiE1fIA8/TyjYpVYuk0I/AAAAAAAABEo/SfhP9x8V4-8/s640/20120131-liberia.png" /></a>
<br clear="ALL">
Source: Demographic and Health Survey (DHS) 2007. - Click image to enlarge.
</p>
<p>
Figure 1 shows the age distribution in the 12 grades of primary and secondary education in Liberia. The same DHS data from 2007 can also be analyzed differently, by single year of age instead of by grade. Figure 2 presents the level and grade attended for the population between 5 and 24 years of age. For each age group, the graph shows the percentage in pre-primary, primary, secondary, and tertiary education. The data for primary and secondary education is further divided into single grades, indicated by shades of blue for the 6 primary grades and shades of green for the 6 secondary grades. In addition, Figure 2 shows how many percent are out of school and for how many percent the level and grade of education attended is missing.
</p>
<p>
<b>Figure 2: Level and grade of education attended by population 5-24 years in Liberia, 2007</b><br />
<a href="https://lh5.googleusercontent.com/-HPHVdEMCH5k/T59U8C6hrTI/AAAAAAAABHI/jRkRujNpC-w/s1600/20120430-liberia.png"><img title="Graph with data on school attendance by age in Liberia" alt="Graph with data on school attendance by age in Liberia" border="0" height="354" width="640" src="https://lh5.googleusercontent.com/-HPHVdEMCH5k/T59U8C6hrTI/AAAAAAAABHI/jRkRujNpC-w/s640/20120430-liberia.png" /></a>
<br clear="ALL">
Source: Demographic and Health Survey (DHS) 2007. - Click image to enlarge.
</p>
<p>
One surprising finding is the large percentage of children between 5 and 14 years who are in pre-primary education. About half of all 5- to 8-year-olds, 39% of all 9-year-olds, and 28% of all 10-year-olds are in pre-primary education. Even at age 14, nearly 7% are still in preschool. One possible explanation is that parents keep their children in pre-primary education due to lack of access to primary education.
</p>
<p>
Some children start attending primary education at age 5 or 6 but most children enter late. Even among persons 20 years or older, some are still in the first primary grade. School attendance overall reaches a peak at age 14, when more than 86% are in school, mostly in primary education. Primary school attendance rates are highest among 12- to 15-year-olds; two out of three children in this age group are in primary education. Secondary school attendance reaches a peak at age 19, when 38% are in secondary education; in addition, at least 30% of all 17- and 18-year-olds are in secondary education. Attendance rates for tertiary education are low and do not exceed 2% until age 24, when 4% study at a university or other institution of higher learning.
</p>
<p>
The percentage of the population that is not in any type of formal education decreases from 44% among 5-year-olds to 13% among 14-year-olds. From age 15, out-of-school rates increase again and among 23- and 24-year-olds in Liberia, 61% and 60%, respectively, are not in school. Lastly, for a small percentage of the DHS sample, the grade and level attended was missing.
</p>
<p>
<b>Related articles</b>
</p>
<ul>
<li><a href="http://huebler.blogspot.ca/2011/07/liberia.html">School attendance by grade and age in Liberia</a> </li>
<li><a href="http://huebler.blogspot.com/2011/06/age.html">Overage pupils in primary and secondary education</a> </li>
<li><a href="http://huebler.blogspot.com/2007/01/official-school-ages-primary-secondary.html">Official school ages: primary, secondary, and compulsory education</a></li>
<li><a href="http://huebler.blogspot.com/2010/05/age.html">Primary school entrance age and duration</a></li>
<li><a href="http://huebler.blogspot.com/2008/02/survival-rate-to-last-grade-of-primary.html">Survival rate to the last grade of primary school</a></li>
<li><a href="http://huebler.blogspot.com/2005/07/transition-from-primary-to-secondary.html">Transition from primary to secondary education</a></li>
<li><a href="http://huebler.blogspot.com/2009/10/sle.html">Regional disparities in school life expectancy</a></li>
<li><a href="http://huebler.blogspot.com/2012/02/ssa.html">Educational attainment in sub-Saharan Africa</a></li>
<li><a href="http://huebler.blogspot.com/2010/03/coos.html">Children of primary and secondary school age out of school</a></li>
<li><a href="http://huebler.blogspot.com/2010/11/oos.html">Children out of school: Global trend 1999-2008</a></li>
<li><a href="http://huebler.blogspot.com/2010/07/isced.html">Review of the International Standard Classification of Education (ISCED)</a></li>
</ul>
<p>
<b>External links</b>
<p>
<ul>
<li><a href="http://www.measuredhs.com/">Demographic and Health Surveys (DHS)</a></li>
<li><a href="http://www.uis.unesco.org/isced">International Standard Classification of Education (ISCED)</a></li>
</ul>
<span style="font-style: italic;">Friedrich Huebler, 30 April 2012, <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons License</a>
<br />
Permanent URL: <a href="http://huebler.blogspot.com/2012/04/liberia.html">http://huebler.blogspot.com/2012/04/liberia.html</a></span>Friedrich Hueblerhttp://www.blogger.com/profile/05828554903715231947noreply@blogger.com0