Information on the number of women ages 15-49 who completed primary school and information on the total number of women ages 15-49 surveyed

Data Source(s):

Population-based survey such as the DHS or RHS

Purpose:

Educational attainment of populations vary greatly among countries. For example, in India, where educational attainment of women is very low, even a measure, such as the percentage of women who are literate can suffice. On the other hand, in countries such as Kazakhstan or Colombia where primary education is almost universal, a more appropriate measure may be the percentage of women who have completed high school or the indicator, percent of women who have completed at least 10 years of education.

Issue(s):

Because four years of schooling is now seen as a bare minimum, this is essentially an indicator of literacy whereas the other core indicator, completion of at least 10 years of education, is more of a measure of real educational change and prospect for empowerment.

Poverty and Equity Considerations:

Girls account for more than half of primary school-age children out of school (UNICEF, 2013).  Deeply entrenched structural inequalities and disparities are part of what keeps children out of school. Some groups of children are particularly at risk of not attending or completing school, such as children from poorer families, those in remote rural communities, girls, children infected or affected by HIV/AIDS, children with disabilities, children undertaking paid or domestic labor, children from ethnic or other minority groups and children in countries affected by conflict or natural disasters (UNGEI, 2008). Those affected by inequality, especially girls and children living in extreme poverty and isolated areas and belonging to socially disadvantaged groups, have less access to education because they live in areas where there are no schools, and if they exist they cannot cover the costs, or children do not relate to the content being taught, or simply are discriminated against.

Gender Implications:

Educational attainment is important to gender equity for multiple reasons. It provides women with greater self-confidence and with power of logic to operate in an increasingly complex world. It gives them the cognitive skills and training necessary for participation in the workforce. It exposes them to non-traditional ways of thinking and provides alternative modes for behavior. Though education will not guarantee gender equity, it is an essential step toward it.

References:

UNICEF: http://www.unicef.org/education/bege_61657.html.  Accessed April 17, 2013.