1. Global Education Digest 2012 Opportunities lost: The impact of grade repetition and early school leaving Olivier LABE UIS Education Workshop for Anglophone Africa Addis Ababa (Ethiopia), 7 November 2012

2. Global Education Digest 2012 Outline 1. Key messages: UIS GED 2012 2. Repetition and early school leaving in the World and in SSA 3. Learning achievement 4. Policy measures

3. Global Education Digest 2012 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

4. Global Education Digest 2012 2. Repetition in primary education by region

5. Global Education Digest 2012 Average SLE in primary and lower secondary with and without repetition, 2000, 2005 & 2010 2. Repetition and School life expectancy (SLE)

6. Global Education Digest 2012 2. Repetition in SSA

7. Global Education Digest 2012 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

8. Global Education Digest 2012 2. Early school leaving to the last grade of primary in SSA

9. Global Education Digest 2012 3. Learning achievement in SSA – focus on low levels of learning

10. Global Education Digest 2012 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

11. Global Education Digest 2012 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

12. Global Education Digest 2012 For more information … To download the report see: www.uis.unesco.org For print copies, contact UIS publications: publications@uis.unesco.org To find more data on repetition and early school leaving, visit the UIS Data Centre: www.uis.unesco.org