Showing posts with label secondary. Show all posts
Showing posts with label secondary. Show all posts

Global Education Digest 2011

Cover of the Global Education Digest 2010The UNESCO Institute for Statistics (UIS) announced the publication of the Global Education Digest 2011. The focus of this year's edition of the GED is on secondary education.

Growing enrolment in primary education over past decades - partly due to the emphasis on universal primary education by the Millennium Development Goals and Education for All - has led to increased demand for secondary education. The Global Education Digest 2011describes trends in participation in and completion of lower and uppersecondary education from 1970 to the present, as well as disparities inaccess to education of children of secondary school age. The GED alsocontains analysis of data on educational attainment, technical andvocational education and training, secondary school teachers, andeducation finance.

The analytical chapter is accompanied by 200pages of statistical tables on pre-primary, primary, secondary andtertiary education. The GED 2011 introduces several new tables that didnot appear in previous editions. Table 5 lists national, regional and global estimates of the number and percentof children of primary and lower secondary school age out of school.Table 19 introduces a new indicator of educational attainment, thepercentage of the population 25 years and older with at least completedprimary, lower secondary, upper secondary, post-secondary, or tertiaryeducation. All data from the statistical annex will also be availablein the UIS Data Centre.

Reference
  • UNESCO Institute for Statistics (UIS). 2011. Global education digest 2011: Comparing education statistics across the world. Montreal: UIS. (Download in PDF format, 7.5 MB)
External links
Related articles
Friedrich Huebler, 30 October 2011 (edited 31 October 2011), Creative Commons License
Permanent URL: http://huebler.blogspot.com/2011/10/ged.html
Labels: , , , ,

School attendance by grade and age in Liberia

The article "Overage pupils in primary and secondary education" of June 2011 summarized data on school attendance from 36 countries and found that overage school attendance is common in sub-Saharan Africa. The countries with the highest share of overage pupils in the sample were Haiti, Liberia, Uganda, Rwanda, Cambodia, Ethiopia, Ghana, Madagascar, and Malawi. In Liberia, 93% of all pupils in primary and secondary education are at least one year overage for their grade and 84% are at least two years overage. This article takes a closer look at Liberia by analyzing data from the same Demographic and Health Survey (DHS) from 2007 that was analyzed for the earlier article.

The official primary school age in Liberia, as defined by the International Standard Classification of Education (ISCED), is 6 to 11 years. The official secondary school age is 12 to 17 years. Given these school ages, a 6-year-old in grade 1 and a 7-year-old in grade 2 are in the right grade for their age. A 7-year-old in grade 1 would be one year overage and an 8-year-old in grade 1 would be two years overage. A 5-year-old in grade 1 would be one year underage.

The graph below shows the age distribution of pupils in primary and secondary education in Liberia. Pupils who are in the right grade for their age or underage are in a small minority. In the first twelve grades, their share never exceeds 9%. By contrast, as many as 98% of all pupils in a single grade are overage. The degree of overage attendance is astounding: 5% of all first graders are 9 or more years overage, meaning that they start primary school at age 15 or later. 19% of all first graders are at least 7 years overage and 44% are at least 5 years overage. In grade 8, 18% of all pupils are 9 or more years overage; while the official age for eighth graders is 13 years, one in five pupils in that grade in Liberia is 22 years or older.

Age distribution of pupils in primary and secondary education in Liberia, 2007
Graph with data on overage and underage pupils in primary and secondary education in Liberia
Source: Demographic and Health Survey (DHS) 2007.

What are the reasons for this high prevalence of overage school attendance? In Liberia, as in other countries of sub-Saharan Africa, many pupils enter school late for a variety of reasons that include poverty, a scarcity of educational facilities, and lack of enforcement of the official school ages. High repetition rates further exacerbate the problem of overage school attendance. Among the consequences of this age structure in school are a higher probability of dropout and reduced lifetime earnings caused by incomplete education or late entry into the labor market.

Related articles
External links
Friedrich Huebler, 31 July 2011, Creative Commons License
Permanent URL: http://huebler.blogspot.com/2011/07/liberia.html
Labels: , , , , , , ,

Overage pupils in primary and secondary education

Pupils can be overage for their grade for two reasons: late entry and repetition. Take for example a country where children are expected to enter primary school at 6 years of age. If a child enters grade 1 at age 7, he or she is one year overage for the grade. A child who enters grade 1 at age 8 and repeats the grade will be three years overage for the grade; two of the three years are due to late entry and the third year is due to repetition.

Children who are many years overage are less likely to complete their education. If they stay in school, they graduate later than pupils who entered school at the official starting age. These overage graduates enter the labor market late and often with lower educational attainment. As a consequence, they are likely to have lower cumulative earnings over their lifetime than persons who graduated and entered the labor market at a younger age and with higher educational attainment. For the country as a whole this in turn means reduced national income and slower economic growth.

Overage school attendance is common in sub-Saharan Africa but also occurs in other regions. The figure below shows data from 36 nationally representative household surveys that were conducted between 2004 and 2009. 34 of these surveys were Demographic and Health Surveys (DHS) and the remaining two surveys, those for Bangladesh and Kyrgyzstan, were Multiple Indicator Cluster Surveys (MICS). For each country, the graph shows the share of children in primary and secondary education who are at least one or two years overage for their grade. The entrance ages and durations of primary and secondary education used in this study are those specified by the International Standard Classification of Education (ISCED).

Percentage of children in primary and secondary education who are at least 1 or 2 years overage for their grade
Graph with data on overage children in primary and secondary education
Source: Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS), 2004-2009.

In the sample of 36 countries, the share of children who are at least one year overage for their grade ranges from 5 percent in Armenia to 95 percent in Haiti. Other countries where at least three out of four pupils in primary or secondary education are overage include Liberia (93%), Uganda (86%), Rwanda (83%), Cambodia (78%), Mozambique (76%), and Ethiopia (75%). In addition to Armenia, the percentage of pupils who are at least one year overage is below 10 percent in Moldova and Egypt (8%).

The share of children in primary and secondary education who are at least two years overage for their grade ranges from 1 percent in Armenia to 85 percent in Haiti. In addition to Haiti, at least half of all pupils are two or more years overage in Liberia (84%), Uganda (67%), Rwanda (65%), Ethiopia (59%), Cambodia (55%), Malawi (51%), and Madagascar (50%). On average, the share of children who are at least two years overage is 19 percent less than the share of children who are at least one year overage.

However, there are exceptions. In Albania and the Ukraine, 43 and 26 percent respectively of all children in primary and secondary education are at least one year overage. By contrast, only 5 and 2 percent respectively are at least two years overage. This means that in these two countries, a relatively large number of children enter school one year late or repeat one grade, but hardly any children enter school two years late or repeat more than one grade. Late entry and repetition are therefore less likely to have negative consequences on lifetime earnings and national income in Albania and the Ukraine than in other countries.

Related articles External links
Friedrich Huebler, 30 June 2011, Creative Commons License
Permanent URL: http://huebler.blogspot.com/2011/06/age.html
Labels: , , , , , , , ,

Educational attainment in the United States, 1940-2009

In the United States, the level of education of the adult population has increased steadily since the middle of the 20th century. The share of the population 25 years and over who attended college increased from 10 percent in 1940 to 56 percent in 2009. 30 percent of the population in this age group had completed 4 or more years of college in 2009. The share of the population with only elementary education or no formal schooling fell from 60 percent in 1940 to 6 percent in 2009. High school reached its peak as the most common level of education in the 1970s and 1980s, with a share around 50 percent, but younger cohorts are more likely to continue their education at the post-secondary level.

This increase in educational attainment of the work force has contributed to a strengthening of U.S. competitiveness in the global economy. At the same time, the increased demand for highly skilled workers emphasizes the importance of secondary and higher education for individuals in search of employment.

The trends in years of schooling of the adult U.S. population from 1940 to 2009 are visualized in the figure below. The table that follows lists data for selected years. The data on educational attainment were collected with the Current Population Survey (CPS), a joint survey by the Bureau of Labor Statistics and the Census Bureau that has been conducted since 1940.

Years of school completed by population 25 years and over, 1940-2009
Graph with trends in educational attainment in the United States from 1940 to 2009
Source: U.S. Census Bureau, September 2010

Years of school completed by population 25 years and over, 1940-2009
Years of school Percent of population
1940 1950 1960 1970 1980 1990 2000 2009
0 to 4 years elementary school 13.5 10.8 8.3 5.3 3.4 2.4 1.6 1.4
5 to 8 years elementary school 46.0 36.1 31.4 22.4 14.1 8.8 5.4 4.1
1 to 3 years high school 15.0 16.9 19.2 17.1 13.9 11.2 8.9 7.9
4 years high school 14.1 20.1 24.6 34.0 36.8 38.4 33.1 31.1
1 to 3 years college 5.4 7.1 8.8 10.2 14.9 17.9 25.4 26.1
4 or more years college 4.6 6.0 7.7 11.0 17.0 21.3 25.6 29.5
Source: U.S. Census Bureau, September 2010

Data source
Related articles
External links
Friedrich Huebler, 3 January 2011, Creative Commons License
Permanent URL: http://huebler.blogspot.com/2011/01/usa.html
Labels: , , , , , ,

Children of primary and secondary school age out of school

The UNESCO Institute for Statistics (UIS) publishes annual estimates of the number of children of primary school age out of school. A recent paper by Michael Bruneforth and Peter Wallet, Out-of-school adolescents (UIS 2010), extends the analysis to children of lower secondary school age. Any child enrolled in primary, secondary or tertiary education is considered in school, regardless of the child's age. Only children that are truly excluded from education are counted as out of school.

The paper's regional and global estimates of the number and percent of children out of school are reproduced in this article. Table 1 lists the population of primary and lower secondary school age in 2007. Worldwide there were about 653 million children of primary school age and 388 million children of lower secondary school age. More than half of these children lived in South and West Asia and East Asia and the Pacific.

Table 1: Population of primary and lower secondary school age by region (million), 2007
Region Primary Lower secondary Total
Sub-Saharan Africa 124.9 57.9 182.7
Arab States 41.4 21.9 63.5
South and West Asia 176.8 106.8 284.2
Central Asia 5.6 8.0 13.8
East Asia and the Pacific 173.8 106.5 281.2
Central and Eastern Europe 22.2 20.3 42.1
North America and Western Europe 50.8 31.0 81.6
Latin America and the Caribbean 58.6 35.9 93.7
World 652.6 388.2 1042.5
Source: UIS 2010, page 10, Table 1; author's calculations. - Note: Figures may not sum due to rounding.

Figure 1 illustrates the regional distribution of the population of primary and lower secondary school age. The number of children in these age groups is plotted along the horizontal axis. The vertical axis indicates the share of children of primary and lower secondary school age in each region. The regions with the largest number of school-age children in 2007 were South and West Asia (284 million), East Asia and the Pacific (281 million), and Sub-Saharan Africa (183 million). More than 60 percent of the combined population of primary and lower secondary school age were of primary school age. Central Asia and Central and Eastern Europe were exceptions, with a greater share of children of lower secondary school age than in other regions. The large share of primary-age children in Sub-Saharan Africa is a symptom of its high population growth rate.

Figure 1: Population of primary and lower secondary school age by region, 2007
Spine plot showing the distribution of the population of primary and lower secondary school age by region in 2007
Source: UIS 2010, page 10, Table 1; author's calculations. - CEE: Central and Eastern Europe, NAWE: North America and Western Europe, LAC: Latin America and the Caribbean.

The share and number of children out of school are listed in Table 2. At the global level, 11 percent or 72 million of all children of primary school age and 18 percent or 71 million of all children of lower secondary school age were out of school. The combined global share of children out of school was 14 percent. Out-of-school rates were highest in Sub-Saharan Africa, where 26 percent of all primary school-age children and 37 percent of all secondary school-age children were excluded from education.

Table 2: Children of primary and lower secondary school age out of school by region, 2007
Region Primary Lower secondary Total
Percent Million Percent Million Percent Million
Sub-Saharan Africa 25.8 32.2 36.8 21.3 29.3 53.5
Arab States 13.9 5.8 19.5 4.3 15.8 10.0
South and West Asia 10.2 18.0 27.3 29.1 16.6 47.2
Central Asia 4.8 0.3 4.9 0.4 4.8 0.7
East Asia and the Pacific 5.2 9.0 10.0 10.6 7.0 19.7
Central and Eastern Europe 7.0 1.6 9.6 1.9 8.3 3.5
North America and Western Europe 3.8 1.9 4.3 1.3 4.0 3.3
Latin America and the Caribbean 5.1 3.0 5.5 2.0 5.3 5.0
World 11.0 71.8 18.3 71.0 13.7 142.8
Source: UIS 2010, page 10, Table 1.

As illustrated in Figure 2, out-of-school rates are always higher at the secondary level of education than at the primary level. This is not surprising because not all students complete primary education and not all of those who graduate from primary school transfer to secondary school to continue their education. In addition to Sub-Saharan Africa, South and West Asia (27 percent) and the Arab States (20 percent) also had a high share of children of secondary school age out of school.

Figure 2: Children of primary and lower secondary school age out of school by region, 2007
Bar chart showing the share of children of primary and lower secondary school age out of school by region in 2007
Source: UIS 2010, page 10, Table 1.

The distribution of children out of school by region in 2007 is shown in Figure 3. A comparison with the population distribution in Figure 1 makes clear that children from Sub-Saharan Africa and South and West Asia were disproportionately more likely to be out of school than children from other regions. More than two thirds of the 143 million out-of-school children of primary and lower secondary age were from Sub-Saharan Africa (54 million) and South and West Asia (47 million). 20 million children out of school lived in East Asia and 10 million in the Arab States. The remaining 13 million children out of school were from Latin America and the Caribbean (5 million), Central and Eastern Europe (3.5 million), North America and Western Europe (3.3 million), and Central Asia (0.7 million).

Figure 3: Children of primary and lower secondary school age out of school by region, 2007
Spine plot showing the distribution of children of primary and lower secondary school age out of school by region in 2007
Source: UIS 2010, page 10, Table 1. - CEE: Central and Eastern Europe, NAWE: North America and Western Europe, LAC: Latin America and the Caribbean.

In Sub-Saharan Africa, the Arab States, North America and Western Europe, and Latin America and the Caribbean most children out of school were of primary age. In South and West Asia, East Asia, and Central and Eastern Europe most children out of school were of lower secondary age. At the global level, the number of out-of-school children of primary school age and lower secondary school age was roughly equal (see Table 2).

References
Related articles
External links
Friedrich Huebler, 28 March 2010 (edited 17 August 2011), Creative Commons License
Permanent URL: http://huebler.blogspot.com/2010/03/coos.html
Labels: , , , , , , , , , , ,

Regional disparities in school life expectancy

The school life expectancy is the number of years of schooling a child of school entrance age can expect to receive. It is calculated as the sum of age-specific enrollment rates for the specified levels of education. The UNESCO Institute for Statistics (UIS) provides data on the school life expectancy for the following levels of education: pre-primary, primary to secondary, primary to tertiary, and tertiary.

Figure 1 displays the average school life expectancy for primary to secondary education in eight geographic regions - Arab States, Central Asia, Central and Eastern Europe, East Asia and the Pacific, Latin America and the Caribbean, North America and Western Europe, South and West Asia, and Sub-Saharan Africa - and for the world as a whole. For each region, the total, male and female school life expectancy is shown. A high value for this indicator means that school enrollment rates as well as retention rates are high and that children are likely to spend a high number of years in formal education.

The values plotted in Figure 1 are also listed in Table 1. In addition to the school life expectancy in years, Table 1 lists the gender parity index for each region. The GPI is the ratio of the female to male school life expectancy. Values below 1 mean that girls have a lower school life expectancy than boys, while GPI values above 1 mean the opposite. A GPI of 1 indicates gender parity. All data in Figure 1 and Table 1 were obtained from the UIS Data Centre and are for the years 2007 and 2008.

Figure 1: School life expectancy in years, primary to secondary education, 2007/2008
Graph with total, male and female school life expectancy by geographic region
Data source: UNESCO Institute for Statistics, Data Centre, October 2009.

Children in North America and Western Europe have the highest school expectancy. On average, boys and girls alike can expect to spend about 12.3 years in school. In Latin America and the Caribbean, the average school life expectancy is 11.7 years. In three other regions children are also likely to receive more than 10 years of primary and secondary education: Central Asia (10.8 years), Central and Eastern Europe (10.5 years), and East Asia and the Pacific (10.4 years). In Sub-Saharan Africa (8.1 years), South and West Asia (9.1 years), and in the Arab States (9.3 years) the average school life expectancy is lower than in the other regions.

Table 1: School life expectancy in years, primary to secondary education, 2007/2008
Region Total Male Female GPI
Arab States 9.3 9.8 8.8 0.90
Central Asia 10.8 10.9 10.6 0.98
Central and Eastern Europe 10.5 10.6 10.3 0.96
East Asia and the Pacific 10.4 10.3 10.5 1.02
Latin America and the Caribbean 11.7 11.6 11.8 1.02
North America and Western Europe 12.3 12.3 12.3 1.00
South and West Asia 9.1 9.4 8.7 0.92
Sub-Saharan Africa 8.1 8.7 7.6 0.87
World 9.8 10.0 9.5 0.95
Note: GPI is the gender parity index (female / male school life expectancy).
Data source: UNESCO Institute for Statistics, Data Centre, October 2009.

Sub-Saharan Africa, the Arab States, and South and West Asia have not only the lowest school life expectancy, they are also the worst performers in terms of gender parity. As the graph shows, there is a relatively large gap between the male and female school life expectancy in these regions, with GPI values ranging from 0.87 in Sub-Saharan Africa to 0.92 in South and West Asia. On average, girls receive one year less education than boys in these three regions. In Sub-Saharan Africa, the school life expectancy is 7.6 years for girls and 8.7 years for boys.

In the other regions, there is little or no difference between the school life expectancy of boys and girls. In Central and Eastern Europe, the GPI is 0.96, with a school life expectancy of 10.6 years for boys and 10.3 years for girls. North America and Western Europe have reached gender parity. In East Asia and the Pacific, and in Latin America and the Caribbean, the school life expectancy is higher for girls than for boys; in both regions, the GPI is 1.02.

Compared to the beginning of the decade, the school life expectancy has increased in all regions, especially in Sub-Saharan Africa. However, the gap between the best- and worst-performing countries is still large. In addition, gender disparity continues to be a problem, especially in regions where the school life expectancy is low.

Related articles
External links
Friedrich Huebler, 31 October 2009, Creative Commons License
Permanent URL: http://huebler.blogspot.com/2009/10/sle.html
Labels: , , , , , , ,

Disparities in secondary school attendance by ethnicity, language or religion

Members of ethnic, linguistic or religious minorities face barriers to access to education in many countries. In an article on primary school attendance by ethnicity, language or religion the presence of such disparities was demonstrated with data from Multiple Indicator Cluster Surveys. The MICS are nationally representative household surveys supported by UNICEF that collect data on school attendance and other household member characteristics. In the most recent round of MICS surveys, carried out in 2005 and 2006, 17 countries collected data on school attendance by ethnicity, language or religion: Albania, Belize, Gambia, Georgia, Guinea-Bissau, Guyana, Kazakhstan, Kyrgyzstan, Lao PDR, Macedonia, Montenegro, Serbia, Sierra Leone, Thailand, Togo, Uzbekistan, and Viet Nam.

The school attendance data from the MICS surveys can be used to generate an education parity index that measures relative disparity across different groups of disaggregation, as described in the article on primary school attendance. To calculate the index, the attendance rate of the group with the lowest value is divided by the attendance rate of the group with the highest value. The result is a value between 0 and 1, where 1 means that children from different ethnic, linguistic or religious groups have the same secondary school attendance rate. Values closer to 0 indicate increasing disparity.

As an example, Thailand collected data on school attendance that can be linked to the mother tongue of the household head. The secondary school net attendance rates (NAR) for two groups of children identified in the 2005-06 MICS data are shown in Table 1.

Table 1: Secondary school attendance in Thailand
Mother tongue of household head
 Secondary NAR (%)
Thai 81.2
Other language 65.8
Total 79.8
Data source: MICS 2005-06.

Among children from households whose head speaks Thai, the secondary NAR is 81.2 percent. Among children from households headed by someone with a different mother tongue, the secondary NAR is 65.8 percent. The secondary school parity index for Thailand is then calculated as follows.

Secondary school parity index = Lowest secondary NAR / Highest secondary NAR

= Secondary NAR of speakers of another language /
   Secondary NAR of speakers of Thai

= 65.8 / 81.2

= 0.81

The parity index is a relative, not an absolute measure of disparity. The value 0.81 means that the secondary NAR of speakers of another language is, relatively speaking, 19 percent below the secondary NAR of Thai speakers. The absolute gap between children from the two groups is 15.4 percent, the difference between 81.2 and 65.8.

The secondary school parity index for all 17 countries with data is shown in Figure 1. The index ranges from a high of 0.98 in Viet Nam to a low of 0.17 in Serbia. The low value for Serbia is explained by extremely low secondary school attendance among the Roma ethnic group. The secondary school NAR for Roma children is 14.8 percent, compared to 85.9 percent for Serbians and 88.6 percent for children from other ethnic groups. In addition to Serbia, six other countries have index values at or below 0.5: Lao PDR, Macedonia, Guinea-Bissau, Togo, Belize, and Montenegro. In these countries, children from the most advantaged ethnic, linguistic or religious group have secondary school net attendance rates that are at least twice as high as the attendance rates of children from the most disadvantaged group. In Viet Nam, Kazakhstan, Albania, and Uzbekistan, on the other hand, disparities in access to secondary education are relatively small.

Figure 1: Secondary school parity index: School attendance by ethnicity, language or religion
Bar graph showing secondary school parity index in 17 countries
Data source: MICS 2005-2006.

The attendance rates used to calculate the secondary school parity index are summarized in Table 2. The table also shows whether the national agencies that implemented a survey chose ethnicity, language or religion to identify minorities. A comparison with data on primary school attendance makes clear that disparities at the secondary level of education are much larger than disparities at the primary level, where the parity index for the same group of countries has a range from 0.59 to 0.99.

Table 2: Disparities in secondary school attendance by ethnicity, language or religion
Country Year Characteristic Primary NAR (%) Parity index
Min. Max.
Albania 2005 Religion 77.1 83.7 0.92
Belize 2006 Language 36.9 79.2 0.47
Gambia 2006 Ethnicity 27.5
 48.2 0.57
Georgia 2005 Ethnicity 69.0
 90.6 0.76
Guinea-Bissau 2006 Language 4.3
 13.8 0.31
Guyana 2006 Ethnicity 56.0
 81.1 0.69
Kazakhstan 2006 Language 90.8
 96.0 0.95
Kyrgyzstan 2006 Language 79.3
 92.4 0.86
Lao PDR 2006 Language 10.0
 45.6 0.22
Macedonia 2005 Ethnicity 17.4
 73.7 0.24
Montenegro 2005 Ethnicity 46.5
 92.9 0.50
Serbia 2005 Ethnicity 14.8 88.6 0.17
Sierra Leone 2005 Religion 17.8 24.4 0.73
Thailand 2005-06 Language 65.8
 81.2 0.81
Togo 2006 Ethnicity 22.9
 53.1 0.43
Uzbekistan 2006 Language 87.1
 95.4 0.91
Viet Nam
 2006 Ethnicity 93.8
 95.7 0.98
Data source: MICS 2005-2006.

Data source
Related articles
External links
Friedrich Huebler, 15 March 2009, Creative Commons License
Permanent URL: http://huebler.blogspot.com/2009/03/elr2.html
Labels: , , , , , ,

Educational attainment in Brazil since 1920

Brazil is likely to reach the Millennium Development Goal of universal primary education by 2015. According to the UNESCO Institute for Statistics (UIS), 94 percent of all children of primary school age (7 to 10 years) were enrolled in primary school in 2005. Data from the 2006 National Household Sample Survey (Pesquisa Nacional por Amostra de Domicílios, PNAD), analyzed in an article on school attendance in Brazil, show that 99 percent of all children between 7 and 10 years were in pre-primary, primary or secondary education.

PNAD data can also be used to demonstrate how the education system in Brazil has expanded over the past decades. The PNAD survey collected information on the highest level of education attended for all persons in the sample. By comparing the highest level of education of persons born in different years it is possible to show the change in school attendance patterns over time. The following graph displays the highest level of education for persons born between 1920 and 2000. Household members born in 2000 were 5 or 6 years old at the time of the survey in 2006.

Highest level of education attended by year of birth, Brazil 1920-2000
Highest level of education attended by year of birth, Brazil 1920-2000
Data source: Brazil National Household Sample Survey (PNAD), 2006.

Only 59 percent of all Brazilians born in 1920 ever attended school, and three out of four persons who attended school never went beyond primary education. Primary, secondary and tertiary school attendance rates increased steadily over the following decades. By the 1960s, nine out of ten Brazilians were able to receive a formal education. 91 percent of all persons born in 1960 attended at least primary school, 58 percent in this age group attended at least secondary school, and 14 percent went to a university.

The expansion of the primary education system began to slow down in the 1960s, after it had already reached a high level of coverage, but secondary school attendance rates continued to grow at a rapid pace. Among persons born in 1990, 98 percent attended primary school and 90 percent attended secondary school. Among persons born in 1994, 99 percent attended primary school. The peak value for participation in secondary education is 91 percent for persons born in 1988.

Fewer Brazilians have tertiary education, but almost one fifth of the population born around 1980 had attended a university or other institution of higher education by the time the PNAD survey was conducted in 2006. The peak value for participation in tertiary education is 19 percent for persons born in 1981.

Data sources
Related articles
External links
Friedrich Huebler, 24 January 2009, Creative Commons License
Permanent URL: http://huebler.blogspot.com/2009/01/brazil.html
Labels: , , , , , , ,
Subscribe to: Posts (Atom)