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Extra resources for Education for All Global Monitoring Report 2003 4: Gender and Education for All: Leap to Equality (Education on the Move)
Much of this is provided in Koranic schools, which cater for over three-quarters of the pupils concerned. During a period of rapid expansion of primary entrants – by more than one-third over the three years 1999–2001 – the proportion having had some prior ECCE fell only slightly. Of the new entrants having had some ECCE, 43% were girls in 2001 – a slightly higher proportion than among new entrants as a whole. Burkina Faso Niger Congo Côte d’Ivoire Zambia Mauritius Seychelles Arab States Djibouti Male Female Algeria Syrian A.
Parity and equality – what are the differences? Gender parity and gender equality in education mean different things. Gender parity and gender equality in education mean different things. The first is a purely numerical concept. Reaching gender parity in education implies that the same proportion of boys and girls – relative to their respective age groups – would enter the education system and participate in its different cycles. Gender equality, on the other hand, means that boys and girls would experience the same advantages or disadvantages in educational access, treatment and outcomes.
This remains true over the decade despite some recovery in certain countries since 1998. 2. Duration of schooling in pre-primary education, by country (1999) Country Hours Days Weeks per week per week per year (1) (2) (3) Days per year Hours per year (4) (5) = (1) x (3) EFA Global Monitoring Report Sub-Saharan Africa Benin Burkina Faso Cameroon1 Ethiopia* Gambia Ghana Guinea-Bissau Kenya Liberia Mali Mauritania Mauritius Namibia Niger Nigeria Sao Tome/Principe Senegal Seychelles Sierra Leone South Africa Togo U.
Education for All Global Monitoring Report 2003 4: Gender and Education for All: Leap to Equality (Education on the Move) by UNESCO