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Opportunities lost: The impact of grade repetition and early school
leaving
Olivier LABE
UIS Education Workshop for Anglophone AfricaAddis Ababa (Ethiopia), 7 November 2012
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Outline
1. Key messages: UIS GED 20122. Repetition and early school leaving in the World and in SSA3. Learning achievement4. Policy measures
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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
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2. Repetition in primary education by region
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Average SLE in primary and lower secondary with and without repetition, 2000, 2005 & 2010
2. Repetition and School life expectancy (SLE)
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2. Repetition in SSA
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South and West Asia
Sub-Saharan Africa
Latin America and the
Caribbean
East Asia and the Pacific
Arab States Other regions
13.5 Million
11 Million
2. Early school leaving in primary by region
UNESCO Institute for Statistics, 2012
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2. Early school leaving to the last grade of primary in SSA
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3. Learning achievement in SSA – focus on low levels of learning
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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
4. Policy measure – costs of school failure
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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:
o Ensuring transition (in intermediate stages of schooling if necessary) to reduce or target the practice of repetition
o Focusing on early intervention – ensuring wider access to pre-primary programmes to facilitate school readiness
o Reducing the over-age population by addressing the direct causes of late entry
o Investing resources in education quality in early grades to ensure successful early learning
o Developing a range of compensatory opportunities for skills formation for early school leavers and young people
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For more information …
To download the report see:www.uis.unesco.org
For print copies, contact UIS publications: [email protected]
To find more data on repetition and early school leaving, visit the UIS Data Centre:
www.uis.unesco.org
