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The Inexcusable Absence of Girls in School

The Inexcusable Absence of Girls in School. Marlaine Lockheed Center for Global Development World Bank Global Symposium October 2, 2007. Gender Parity in Primary Enrollments Rose Between 1960 and 2000. Gender Parity Improved at Secondary Level in Most Regions, 1990-2000.

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The Inexcusable Absence of Girls in School

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  1. The Inexcusable Absence of Girls in School Marlaine Lockheed Center for Global Development World Bank Global Symposium October 2, 2007

  2. Gender Parity in Primary Enrollments Rose Between 1960 and 2000

  3. Gender Parity Improved at Secondary Level in Most Regions, 1990-2000

  4. Socially Excluded Girls as Estimated Share of All Girls Out of School, by Region

  5. Pakistan: Fewer Baluchi/ Pathan rural females complete primary school than any other group, 1995-2002

  6. Laos: Hill tribe girls complete fewest years of school 10 Urban-Male-Lao-Tai Urban-Female-Lao-Tai Rural-Male-Lao-Tai Rural-Female-Lao-Tai 9 8 7 6 Average years of schooling 5 4 3 2 1 0 18 21 24 27 30 33 36 39 42 45 48 51 54 57 60 Age Rural-Male-Other Rural female- Other

  7. Guatemala: Indigenous girls are least likely to have ever enrolled in school

  8. Benin: Non-Fon/French-speaking males have caught up with Fon/French speaking females, but non-Fon/French speaking females still lag

  9. Malawi: The gender gap has become an ethnic gap

  10. Ghana: The gender gap has become an ethnic gap

  11. Roma complete fewer years of school than non-Roma in Bulgaria, Hungary, Romania, Serbia/Montenegro

  12. New Zealand: More females complete 6th Form or higher, but Maoris lag Europeans, 2001

  13. Quechua Girls Outperform Quechua Boys in 5th Grade, Peru 2000

  14. Indigenous Girls Outperform Indigenous Boys in Ecuador

  15. Hill Tribe Girls’ Performance Same as Hill Tribe Boys’ Performance in Laos

  16. Male-Female Gap in Primary Completion Rates Larger in Heterogeneous Countries

  17. Primary Completion and Learning and Ethnolinguistic Fractionalization (elasticities) * Significant at the 10 percent level. ** Significant at the 5 percent level. *** Significant at the 1 percent level. Note: Figures in brackets are t-statistics.

  18. * Significant at the 10 percent level. ** Significant at the 5 percent level. *** Significant at the 1 percent level.

  19. Ethno-linguistic Fractionalization and Learning Achievement, Various Countries

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