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Progress for Children, Number 2, April 2005: References

  1. The primary net enrolment/attendance ratio (NE/AR) is the proportion of primary-school-age children who are enrolled in or attending primary school. Enrolment is reported by countries through administrative records on education; attendance is reported through household surveys. Primary school age is defined at country level.
  2. United Nations Population Division, World Population Prospects: The 2004 Revision Population Database, http://esa.un.org/unpp.
  3. The rate of progress is measured by calculating the AARI in the proportion of the population with at least primary education. Data from household surveys (DHS and MICS) were used to estimate the likelihood of school attendance (at primary, secondary or higher level) in different age groups; the AARI is the average of the observed change of this likelihood.
  4. The AARI required to meet the 2015 goal is calculated by subtracting the NE/AR in the year of the most recent estimate (c. 2001) from 100 per cent and dividing the result by the number of years in the period beginning in the year of estimate and ending in 2015. For example, when the year of estimate is 2001, AARI is calculated by subtracting the NE/AR in 2001 from 100 per cent and dividing the result by 14.
  5. The gender parity index (GPI) is the ratio of girls’ to boys’ NE/AR. Countries are considered on course to meet the 2005 goal if their GPI is between 0.96 and 1.04.
  6. In 10 countries greater increases in net enrolment/attendance ratios were observed among boys rather than girls: Trinidad and Tobago; Guyana (both with NE/AR above 95 per cent); Botswana, Lesotho and Uzbekistan (all with NE/AR above 80 per cent); and Benin, Burkina Faso, Mali, Niger and Yemen (all with NE/AR below 60 per cent).
  7. A UNICEF regression analysis of data for 68 countries identified the net effects of five background variables (child’s age, child’s sex, place of residence, household wealth and mother’s education) on the likelihood of children’s primary school attendance. In 63 countries, child’s age, household wealth and mother’s education were statistically significant. In at least 30 countries, child’s sex and place of residence had no significant direct net effects. One way to interpret this result is that child’s sex and place of residence may be operating via the significant factors of household wealth and mother’s education.
  8. Estimates of secondary-school participation are based on data obtained from household surveys conducted in 75 countries between 1998 and 2003.
  9. ‘Time Now for Universal Secondary Schooling in Kenya?’, Inter Press Service, UN Journal, vol. 13, no. 7, 18 January 2005.
  10. UNICEF West and Central Africa Regional Office, ‘Regional Analysis for 2003’, UNICEF, Dakar, 2004.
  11. SIPRI/Uppsala Confiict Data Project, as cited in United Nations Children’s Fund, The State of the World’s Children 2005, UNICEF, New York, 2004, p. 65.
  12. UNESCO, EFA Global Monitoring Report 2003/4, ‘Regional Overview: South and West Asia’, UNESCO, Paris, 2003.
  13. World Bank, ‘Education in MENA’ Sector Brief, World Bank, Washington, D.C., August 2003.
  14. Ibidem.
  15. UNESCO, EFA Global Monitoring Report 2003/4, op. cit., ‘Regional Overviews: Central and Eastern Europe, and Central Asia’.
  16. UNICEF, Innocenti Social Monitor 2004: Economic growth and child poverty in the CEE/CIS and the Baltic states, UNICEF Innocenti Research Centre, Florence, 2004, p. 85.
  17. UNESCO, op.cit.
  18. UNESCO Regional Bureau of Education for Latin America and the Caribbean, ‘Universal primary completion in Latin America: Are we really so near the goal?’, UNESCO, Santiago, October 2004, p. 5.
  19. Ibidem, p. 1.
  20. UNESCO, EFA Global Monitoring Report 2003/4, op.cit., p. 49.
  21. Organisation for Economic Co-operation and Development, ‘Modest increase in development aid in 2003’ (16/4/04), www.oecd.org/document/22/0,2340,en_2649_201185_31504022_1_1_1_1,00.htm.
  22. UNESCO, EFA Global Monitoring Report 2005, UNESCO, Paris, 2004, p. 188.
  23. UNESCO, EFA Global Monitoring Report 2002, UNESCO, Paris, 2002, p. 163.
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PROGRESS FOR CHILDREN
NUMBER 2, 2005

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