REGIONAL EDUCATION INDICATORS PROJECT

Progress towards the achievement of the Summit of

the Americas Goals

November 14, 2007

Goal 1:

Universalization of the Quality Primary Education

….Direct correlation between lower social development and academic underachievement within the education system.

7 countries of the region have managed universalize primary education. 6 of them universalized between the period 1999 - 2005. However, in 6 countries the rate is still lower than 90%.

Evolution of the primary education net enrolment rate. 1999-2005

(■) 1999 (▲) 2005

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AR BZ EC BB PN MX BR LC PE BO SR GT KN UY SV US VN BS HN VC JM TT CL DO PY NI CO DM GD

Evolution of the survival rate to final grade of Evolution of the survival rate to final grade of primary education primary education

(1999-2005)(1999-2005)

More than 65% of the countries have progressed on their survival rate to final grade in this period. Those that progressed the most were the ones having in 1999 the lower rates.

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Evolution on the percentage of the primary Evolution on the percentage of the primary education repeaters (1999-2005)education repeaters (1999-2005)

Between 1999 and 2005, one can see un important decrease on the percentage of the repeaters in the region. In some countries

the decrease were higher than 10%.

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GY BO EC CL LC JM GD DM VC CO MX TT PN SV AR PY VN CR UY DO HN PE NI BZ GT BR SR

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(█) 15 to 19 years (●) 20 to 24 years

The four countries presenting more difficulties on achieving the universalization of primary education, show progress in the proportion of the more recent generation of completers compared with the previous generation. .

Percentage of the 15 to 19 and 20 to 24 years Percentage of the 15 to 19 and 20 to 24 years old population who has completed primary old population who has completed primary

education. 2005education. 2005

About 9% of the 15 to 19 years old, and about 24% of the 15 years old an over population have not completed primary education that means at least 4.5 millions of the youth and 88 millions of the youth and adults.

Primary EducationPrimary Education

Access, coverage and completion

More unfavorable to countries with:

Higher levels of demographic

dependence

Lower levels of relative development

Lower income per population

ACTIONS IN FAVOUR ACTIONS IN FAVOUR TO THE SOCIAL TO THE SOCIAL

DEVELOPMENT OF DEVELOPMENT OF ALLALL

Fully justify to prioritize the

Goal 2:

At least 75% of the youth have access to quality secondary education, with progressive higher rates of the completion of the youth

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BB DM US KN BS AR GD JM BR SR BO BZ PE TT LC MX VC PN VN CO SV DO EC NI GT

Evolution of the secondary education net Evolution of the secondary education net enrolment rate.enrolment rate. 1999-2005 1999-2005

11 countries of the region have achieved access of at least 75% to secondary.The evolution in the period 1999-2005 is significant for most countries, However, most countries still face the challenge of achieving the goal.

(▲) 2005 (■) 1999

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0 5000 10000 15000 20000 25000 30000 35000 40000

Secondary net enrolment Secondary net enrolment rate and GDP per capita rate and GDP per capita

(PPA). 2005(PPA). 2005

The lower levels of access to secondary education represent those with higher population demand and lower development.

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Secondary net enrolment Secondary net enrolment rate and demand for rate and demand for

secondary education (15 to secondary education (15 to 19 years pop.). 200519 years pop.). 2005

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Percentage of the 20 to 24 and 25 to 29 years Percentage of the 20 to 24 and 25 to 29 years population who have completed secondary population who have completed secondary

education. 2005education. 2005

There are greater differences among countries related to completion of secondary, and biggest gap between generations for secondary compared with the primary education situation.

(█) 20 to 24 years (●) 25 to 29 years

Education equity

The equity gap among countries for secondary education is considerably higher than for primary education for the youth, regarding rural-urban population or their income level (lower-upper) quintiles.

Goal 3:

Offer lifelong learning opportunities for the general population

The education as a permanent lifelong learning process:

Important challenges on acquisition the basic competences by the adult population.

In many countries the illiteracy rates remain high, despite the percentage of illiterates for the youth population are considerably lower for all countries in the region.

The average years of schooling of the urban population is much higher than the rural population.

The access to tertiary education is quite uneven in the region.

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HT NI GT HN SV DO BO JM BR PE MX CO EC PN VN PY BZ BS CR CL AR UY TT GY BB

Illiteracy of the youth and adult population. 2005Illiteracy of the youth and adult population. 2005

█ 15 years and above ● 15-24 years

The illiteracy rates for the youth have decreased considerably as well as for the adult population in general

Average years of schooling of the 25 to 29 Average years of schooling of the 25 to 29 years old population. 2005. years old population. 2005.

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(█) Urban (█) Rural

Most of the countries of the region have national students assessment periodically, mostly every year, including at least reading and mathematics for intermediate grades of primary and secondary education.

Along with the assessment, it is collected information on associated factors to the students academic achievement.

Countries of the region present different strategies for dissemination the results through printed material and electronically, by sub-national region and school or individually to the students families.

Some countries of the region participate in different international studies, like SERCE/OREALC (2006), PISA (2003) y TIMSS (2003).

Quality of education: The National Quality of education: The National Assessment SystemsAssessment Systems

Early childhood education in the Summit of the Americas countries

The Scarborough Declaration (2005), Trinidad and Tobago, recognizes

“… the need to extend the education structure to start at early childhood by its positive impact in the quality of education and in the inequality reduction”.

At world level, the number of children enrolled in pre-primary education has almost tripled in three decades, from 44 millions during the mid seventies to 124 millions at 2004.

The region presents diverse results related to access to pre-primary education.

La educación pre-primaria o preescolar La educación pre-primaria o preescolar

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JM GY BB SR MX GD TT AR EC PE LC US PN UY BR VN SV CL BO NI CO BZ DO PY GT HN

Pre-primary net enrolment rate. 2005.

In most countries of the region it is noted a gender parity of access to pre-primary education.

The gender parity for the access to pre-primary education

Gender Parity Index of the Pre-primary Net Enrolment Rate. 2005.Gender Parity Index of the Pre-primary Net Enrolment Rate. 2005.

Countries that achieved parity Countries that favour girls

Argentina, Barbados, Bolivia, Brasil Belize, Grenada

Chile, Colombia, Ecuador, El Salvador

Guatemala, Guyana, Honduras, Jamaica

Mexico, Nicaragua, Panama, Paraguay

Peru, Dominican Republic, Saint Lucia

Suriname, Trinidad and Tobago, Uruguay

Venezuela

Conclusion Summit of the Americas

Goals Progress A considerable number of children and youth will

no not have their rights to education guaranteed by the Summit of the Americas goals for an important group of countries, unless effort is made on specific policies that are substantive to the goals achievement.

In secondary education, eleven countries have been able to guarantee that at least 75% of the youth be enrolled, despite only three countries have accomplished that at least 60% of its 20 to 24 years old population have completed secondary education.

Illiteracy levels for the 15 years old and above still as high as 20% or higher for some countries.

The education as a permanent lifelong learning process includes a diversity of offer of education programs, despite important challenges in the basic competences acquisition by the adult population.

ConclusionContext Conditions

Generally, countries with lower level of wealth, lower relative development and those that face more demand for education pressure with higher demographic growth and dependency are the ones that face highest challenges towards the accomplishment of the Summit goals.

The pertinent and fundamental

Promote international cooperation actions that contribute to the strengthening the national tasks

PRIE Products

2000-2003 2004-2007 Other products. 2004-20007

Page http://www.prie.oas.org

REGIONAL EDUCATION INDICATORS PROJECT

Thanks for your attention

November 14, 2007