Elgar original reference
Edited by Deborah M. Figart and Tonia L. Warnecke
Thanks to a combination of policies and sustained investments in education by governments, communities and families, developing countries today have unprecedented numbers of schools, classrooms, teachers – and students. Compared with two decades ago, many more children are entering school, completing primary schooling, and continuing to secondary and tertiary education. In low-income countries, average net enrollment rates in primary education have surged upwards of 80 percent and completion rate sup to 68 percent (UNESCO, 2010). Remarkable accomplishments have also been made toward achieving gender equality at all levels of education (see World Bank, 2010a). Since 1990, the ratio of girls to boys enrolled has increased most at the primary level in Sub-Saharan Africa and South Asia. At the secondary level, the ratio has risen substantially in East Asia and Latin America and the Caribbean. In tertiary education, Eastern European countries show the most progress. Addressing gender inequality in education requires an approach that takes into account multiple, intersecting sources of disadvantage that include income poverty, place of residence, ethnicity, and linguistic background.
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