Humans for Education acknowledges that it is of the utmost importance to stay up-to-date with the latest statistics and data on how best to support education in developing countries. This page allows our supporters easy access to consume the data and statistics that we use to base our decisions on.

Will saving poor children lead to overpopulation?

Hans Rosling explains a very common misunderstanding about the world: That saving the poor children leads to overpopulation. Not only is it not right, it’s the other way around!

Washing Machines

What was the greatest invention of the industrial revolution? Hans Rosling makes the case for the washing machine. With newly designed graphics from Gapminder, Rosling shows us the magic that pops up when economic growth and electricity turn a boring wash day into an intellectual day of reading.

The River of Myths

Hans Rosling is debunking the River of Myths about the developing world. By measuring the progress in the once labeled “developing countries”, preventable child mortality can be history by the year 2030.

Adult and Youth Literacy (1985-2015)

This document below presents data by the UNESCO Institute for Statistics (UIS) on adult and youth literacy in 151 countries and territories from eight regions. The document summarizes the most recent literacy rates and estimates of the illiterate population, and presents historical trends since 1985 and prospects for 2015. For 18 countries, data based on an assessment of reading skills are provided. The analysis is accompanied by a description of UIS methodology in the field of literacy statistics, including the definition of literacy, data sources and calculation methods.

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Gender: Achievements and challenges (2000-2015)

Progress towards gender parity in primary and secondary education has been one of the biggest education success stories since 2000. There are 84 million fewer out of school children and adolescents since 2000; 52 million of these are girls. The number of countries that have achieved gender parity in both primary and secondary education from 2000 to 2015 has increased from 36 to 62.

Nevertheless, major challenges in achieving parity remain. Fewer than half of countries will have achieved the Education for All goal on gender parity in primary and secondary education by 2015. No country in sub-Saharan Africa is projected to achieve parity at both levels by the deadline. Gender disparities widen the higher up the education system you go. In pre-primary education, 70% of countries have achieved gender parity, compared to around 66% in primary, 50% in lower secondary, 29% in upper secondary, and only 4% in tertiary.

Girls, and particularly the poorest, continue to face the greatest challenges in accessing primary school. Nine percent of children around the world are out of school. Among these, almost half of the girls will never set foot in a classroom, equivalent to 15 million girls, compared with just over a third of the boys. However, while girls are less likely to enroll in primary school in the first place, boys are more likely to leave school early. Boys are more likely than girls to drop out of upper secondary education. In OECD countries, 73% of girls compared with 63% of boys complete upper secondary education on time. Long distances to travel and the lack of good water and sanitation in schools disproportionately impact girls’ chances of staying and completing their education. A one hour reduction in the time spent walking to a water source increases girls’ enrollment by 18-19% in Pakistan and 8-9% in Yemen.

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If you would like more information about Gender, please CLICK HERE to download the 2016 GEM Report

 


Too Hungry to Learn: Food insecurity and School Readiness

Food insecurity can damage children’s health and brain development years before they enter a classroom. By kindergarten, food-insecure children often are cognitively, emotionally and physically behind their food-secure peers. This report is the first in a two-part series addressing the relationship between food insecurity, diminished educational attainment and implications for the U.S. workforce.

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Gender Parity in School Age Children: An Economic Case

Below is  a informational panel from a 2015 UNICEF report detailing the economic advantages in gender parity amongst primary and secondary students.

The moral case for girls’ education is overwhelming: It is a human right that helps to forge more equitable societies. But there is also a compelling economic argument to be made.

  • Countries with greater gender parity in primary and secondary education are more likely to have higher economic growth. Based on World Bank research and data and UIS education statistics, Plan (2008) estimated that the economic cost to 65 developing countries of failing to educate girls to the same standard as boys was a staggering US$92 billion each year, just less than the US$103 billion annual aid budget of the OECD countries in 2007.
  • Girls who have even one year of education above the national average earn 10% to 20% more than the average national income in later life (Psacharopoulos and Patrinos, 2002). Returns to female secondary education range from 15% to 25% (Schultz, 2002).
  • More productive farming as a result of increased female education is thought to have accounted for 43% of the decline in malnutrition between 1970 and 1995, according to a 63-country study (Smith and Haddad, 2000). Better nutrition, in turn, boosts returns to educational investments, with children better able to concentrate in class.

[1] UNESCO, UNICEF (2015), FIXING THE BROKEN PROMISE OF EDUCATION FOR ALL: FINDINGS FROM THE GLOBAL INITIATIVE ON OUT-OF-SCHOOL CHILDREN


More data coming soon

Our team is working hard to investigate more data and format it in a readable and digestible way for our contributors. We will be updating this section soon with more data to support our cause. Thank you for your patience. -The Science Team