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Opportunities lost: The impact of grade repetition and early school leaving

Opportunities lost: The impact of grade repetition and early school leaving. UIS Education Workshop for Anglophone Africa Addis Ababa (Ethiopia), 7 November 2012. Olivier LABE. Outline. 1. Key messages: UIS GED 2012 2. Repetition and early school leaving in the World and in SSA

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Opportunities lost: The impact of grade repetition and early school leaving

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  1. Opportunities lost: The impact of grade repetition and early school leaving UIS Education Workshop for Anglophone Africa Addis Ababa (Ethiopia), 7 November 2012 • Olivier LABE

  2. Outline 1. Key messages: UIS GED 2012 2. Repetition and early school leaving in the World and in SSA 3. Learning achievement 4. Policy measures

  3. 1. Key messages: UIS GED 2012 • Chronic inefficiencies in primary education systems are preventing many countries from offering real learning opportunities to all pupils • Globally about 32.2 million pupils repeated a grade in primary education and 31.2 million left school before achieving the last grade of this education level in 2010 • Early school leaving remains a major policy concern, especially in sub-Saharan Africa, South and West Asia, and Latin America and the Caribbean • Girls are less likely than boys to enter primary school, but boys face greater risks of repeating grades and leaving school early

  4. 2. Repetition in primary education by region

  5. 2. Repetition and School life expectancy (SLE) Average SLE in primary and lower secondary with and without repetition, 2000, 2005 & 2010

  6. 2. Repetition in SSA

  7. 2. Early school leaving in primary by region Arab States Other regions Latin America and the Caribbean East Asia and South and West Asia the Pacific 13.5 Million 11 Million Sub-Saharan Africa UNESCO Institute for Statistics, 2012

  8. 2. Early school leaving to the last grade of primary in SSA

  9. 3. Learning achievement in SSA – focus on low levels of learning

  10. 4. Policy measure – costs of school failure School life expectancy with and without repetition for countries exceeding a population of 1 million with highest number of school years due to repetition, 2010 or most recent year available

  11. 4. A key ingredient to policy intervention is addressing the persistent and low quality of learning outcomes • Measures to lower the risks of grade repetition, early school leaving and low levels of learning achievement include: • Ensuring transition (in intermediate stages of schooling if necessary) to reduce or target the practice of repetition • Focusing on early intervention – ensuring wider access to pre-primary programmes to facilitate school readiness • Reducing the over-age population by addressing the direct causes of late entry • Investing resources in education quality in early grades to ensure successful early learning • Developing a range of compensatory opportunities for skills formation for early school leavers and young people

  12. For more information … To download the report see: www.uis.unesco.org For print copies, contact UIS publications: publications@uis.unesco.org To find more data on repetition and early school leaving, visit the UIS Data Centre: www.uis.unesco.org

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