%PDF-1.4 % 1 0 obj << /OPM 1 /Type /ExtGState >> endobj 2 0 obj << /OP true /Type /ExtGState >> endobj 3 0 obj << /OP false /Type /ExtGState >> endobj 4 0 obj << /Length 5390 >> stream /GS0 gs 1 g 0 648 0 0 re f /GS1 gs q BT /F0 1 Tf 7 0 0 6.3 259.7363 36.8022 Tm 0 0 0 1 k 0.101 Tc -0.013 Tw [(EDUCA)67(T)1(I)1(N)1(G)1( A)1(L)1(L)1( C)21(HILDREN)]TJ ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 8 0 0 7.2 367.5215 36.8022 Tm 0 0 0 1 k (1)Tj ET Q /GS2 gs /GS1 gs q BT /F2 1 Tf 9 0 0 7.65 60 558.7835 Tm 0 0 0 1 k 0.055 Tc [(INTR)15(ODUCTION)]TJ ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 20 0 0 20 60 524.7835 Tm 0 0 0 1 k -0.014 Tw (Universal Basic and)Tj 0 -1.1 TD 0 Tw [(Secondar)-53(y)-266(Education)]TJ ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 12 0 0 12 241.1264 506.7835 Tm 0 0 0 1 k (*)Tj ET Q /GS2 gs /GS1 gs q BT /F3 1 Tf 10 0 0 10 60 464.7835 Tm 0 0 0 1 k 0.1 Tc -0.014 Tw [(JOEL E.)-264(COHEN,)-264(D)55(A)79(VID E.)-264(BLOOM,)-264(MAR)90(TIN B.)-264(MALIN,)]TJ 0 -1.2 TD -0.114 Tw [(AND)-364(HELEN ANNE )-100(CURR)99(Y )]TJ ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 49.687 0 0 49.687 57.8296 370.2835 Tm 0 0 0 1 k (O)Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 10 0 0 10 99.5 397.2835 Tm 0 0 0 1 k -0.014 Tw [(ver the past centur)-53(y)84(, thr)-10(ee appr)-10(oaches have been advocated to)]TJ 0 -1.35 TD (escape the consequences of widespr)Tj 15.02924 0 TD (ead pover)Tj 4.13787 0 TD [(ty)84(, rapid popula-)]TJ -19.16711 -1.35001 TD (tion gr)Tj 2.89446 0 TD (owth, envir)Tj 4.83415 0 TD [(onmental pr)-10(oblems, and social injustices. The)]TJ ET Q /GS2 gs /GS1 gs q BT /F4 1 Tf 10 0 0 10 60 356.7835 Tm 0 0 0 1 k -0.013 Tw (bigger pie)Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 10 0 0 10 102.3181 356.7835 Tm 0 0 0 1 k (appr)Tj 1.88916 0 TD -0.014 Tw (oach says: use technology to pr)Tj 13.15514 0 TD [(oduce mor)-10(e and to alleviate)]TJ -19.27611 -1.35001 TD 0 Tw (shor)Tj 1.87231 0 TD -0.014 Tw (tages. The )Tj ET Q /GS2 gs /GS1 gs q BT /F4 1 Tf 10 0 0 10 125.228 343.2835 Tm 0 0 0 1 k -0.013 Tw (fewer forks)Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 10 0 0 10 171.1423 343.2835 Tm 0 0 0 1 k (appr)Tj 1.88916 0 TD -0.014 Tw (oach says: make contraception and r)Tj 15.25499 0 TD 0 Tw [(epr)-10(o-)]TJ -28.25838 -1.35001 TD -0.014 Tw (ductive health car)Tj 7.47934 0 TD -0.0001 Tc (e)Tj 0.72571 0 Td 0 Tc [(available to eliminate unwanted fer)-33(tility and to slow)]TJ -8.20505 -1.35 TD (population gr)Tj 5.79338 0 TD (owth. The )Tj ET Q /GS2 gs /GS1 gs q BT /F4 1 Tf 10 0 0 10 164.8391 316.2835 Tm 0 0 0 1 k -0.013 Tw (better manners)Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 10 0 0 10 229.1469 316.2835 Tm 0 0 0 1 k (appr)Tj 1.88916 0 TD -0.014 Tw (oach says: eliminate violence)Tj -18.80385 -1.35001 TD (and cor)Tj 3.20085 0 TD [(r)-29(uption; impr)-10(ove the operation of markets and gover)-14(nment pr)-10(ovi-)]TJ -3.20085 -1.35001 TD (sion of public goods; r)Tj 9.50947 0 TD [(educe the unwanted after)30(-ef)-37(fects of consumption;)]TJ -9.50947 -1.35 TD [(and achieve gr)-10(eater social and political equity between young and old,)]TJ T* [(male and female, rich and poor (Cohen, 1995). Pr)-10(oviding all the world\325s)]TJ T* [(childr)-10(en with the equivalent of a high-quality primar)-53(y and secondar)-53(y)]TJ T* [(education, whether thr)-10(ough for)-14(mal schooling or by alter)-14(native means,)]TJ T* [(could, in principle, suppor)-33(t all thr)-10(ee of these appr)-10(oaches. )]TJ 1.5 -1.35 TD [(Universal education is the stated goal of several inter)-14(national initia-)]TJ -1.5 -1.35 TD [(tives. In 1990, the global community pledged at the W)83(orld Confer)-10(ence)]TJ T* [(on Education for All in Jomtien, Thailand, to achieve universal primar)-53(y)]TJ T* (education \()Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 8.5 0 0 8.5 108.2439 167.7835 Tm 0 0 0 1 k (UPE)Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 10 0 0 10 126.0907 167.7835 Tm 0 0 0 1 k -0.0002 Tc (\))Tj 0.64563 0 Td 0 Tc -0.014 Tw (and gr)Tj 2.73483 0 TD [(eatly r)-10(educe illiteracy by 2000. In 2000, when)]TJ -9.98953 -1.35 TD [(these goals wer)-10(e not met, it again pledged to achieve )]TJ ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 8.5 0 0 8.5 285.8177 154.2836 Tm 0 0 0 1 k (UPE)Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 10 0 0 10 303.6645 154.2836 Tm 0 0 0 1 k -0.0002 Tc (,)Tj 0.54565 0 Td 0 Tc -0.014 Tw (this time at)Tj -24.9121 -1.35 TD [(the W)83(orld Education For)-29(um in Dakar)32(, Senegal, with a tar)7(get date of)]TJ T* (2015. The )Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 8.5 0 0 8.5 107.5034 127.2836 Tm 0 0 0 1 k (UN)Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 10 0 0 10 124.2686 127.2836 Tm 0 0 0 1 k -0.014 Tw (Millennium Development Confer)Tj 14.25742 0.00001 TD (ence in 2000 also)Tj -20.68428 -1.35001 TD 0 Tw (adopted )Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 8.5 0 0 8.5 97.2478 113.7836 Tm 0 0 0 1 k (UPE)Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 10 0 0 10 117.7525 113.7836 Tm 0 0 0 1 k -0.014 Tw (by 2015 as one of its goals, along with the elimination of)Tj -5.77525 -1.35 TD (gender disparities in primar)Tj 11.60646 0.00001 TD -0.0001 Tc (y)Tj 0.72572 0 Td 0 Tc [(and secondar)-53(y education by 2015. )]TJ ET 0.5 w 0 0 0 1 K 60 84.944 m 132 84.944 l S Q /GS2 gs /GS1 gs q BT /F1 1 Tf 9 0 0 9 60 68.6935 Tm 0 0 0 1 k -0.0002 Tc (*)Tj 0.80557 0 Td 0 Tc -0.014 Tw [(Por)-33(tions of this chapter wer)-10(e published pr)-10(eviously in )]TJ ET Q /GS2 gs /GS1 gs q BT /F4 1 Tf 9 0 0 9 269.857 68.6935 Tm 0 0 0 1 k -0.013 Tw (Finance and Development)Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 9 0 0 9 60 56.6935 Tm 0 0 0 1 k -0.014 Tw (42 (2) (June 2005).)Tj /F5 1 Tf 1 0 0 1 -1000 1648 Tm 1 g -0.28 Tc 0 Tw ( )Tj ET Q endstream endobj 5 0 obj << /Length 4983 >> stream /GS0 gs 1 g 0 648 0 0 re f /GS1 gs q BT /F1 1 Tf 10 0 0 10 75 568.7808 Tm 0 0 0 1 k -0.014 Tw [(Educational access incr)-10(eased enor)-14(mously in the past centur)-53(y)94(. Illiteracy)]TJ -1.5 -1.35 TD [(fell dramatically and a higher pr)-10(opor)-33(tion of people ar)-10(e completing pri-)]TJ 0 -1.35001 TD [(mar)-53(y)84(, secondar)-53(y)84(, or ter)-33(tiar)-54(y education than ever befor)-9(e. Despite this)]TJ 0 -1.35 TD [(pr)-10(ogr)-10(ess, huge pr)-10(oblems r)-10(emain for pr)-10(oviding universal access and high-)]TJ T* [(quality schooling thr)-10(ough the secondar)-53(y level of education. The )]TJ ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 8.5 0 0 8.5 333.8678 514.7808 Tm 0 0 0 1 k (UPE)Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 10 0 0 10 60 501.2808 Tm 0 0 0 1 k -0.014 Tw [(goal looks unlikely to be achieved by 2015 at the cur)-16(r)-10(ent rate of pr)-10(ogr)-10(ess.)]TJ 0 -1.35 TD -0.0002 Tc (An)Tj 1.5055 0 Td 0 Tc [(estimated 299 million school-age childr)-10(en will be missing primar)-53(y or)]TJ -1.5055 -1.35 TD [(secondar)-53(y school in 2015; of these, an estimated 114 million will be)]TJ T* [(missing primar)-53(y school. These statistics suggest that pr)-10(oviding ever)-53(y child)]TJ T* [(between the appr)-10(oximate ages of 6 and 17 with an education of high)]TJ T* [(quality will r)-10(equir)-10(e time, r)-10(esour)-9(ces, and colossal ef)-37(for)-33(t. Should the inter-)]TJ T* [(national community commit the necessar)-53(y economic, human, and politi-)]TJ T* [(cal r)-10(esour)-9(ces to the goal of universal education? If so, how should it)]TJ T* [(deploy these r)-10(esour)-9(ces, and how much will it cost? )]TJ 1.5 -1.35 TD -0.011 Tc [(This volume r)-10(eviews r)-10(esear)-9(ch r)-10(elated to the achievement of universal)]TJ -1.5 -1.35 TD [(primar)-53(y and secondar)-53(y education globally: the cur)-16(r)-10(ent state of education,)]TJ T* [(the quality and quantity of available data on education, the histor)-53(y of edu-)]TJ T* (cation and obstacles to expansion, the means of expanding access and)Tj T* [(impr)-10(oving education in developing countries, estimates of the costs, and)]TJ T* [(the potential consequences of expansion. This r)-10(esear)-9(ch implies that achiev-)]TJ T* [(ing universal primar)-53(y and secondar)-53(y education is both ur)6(gent and feasible.)]TJ T* [(Achieving it will r)-10(equir)-10(e over)-9(coming significant obstacles, developing inno-)]TJ T* [(vations in educational practices, and spending mor)-10(e money on education. )]TJ ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 8.5 0 0 8.5 60 238.2808 Tm 0 0 0 1 k -0.014 Tw (THE CURRENT SCENE)Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 10 0 0 10 60 217.7808 Tm 0 0 0 1 k -0.014 Tw [(Cur)-16(r)-10(ent educational data indicate that the world has made significant)]TJ 0 -1.35 TD [(pr)-10(ogr)-10(ess in education, though shor)-33(tfalls and disparities r)-10(emain.)]TJ ET Q /GS2 gs /GS1 gs q BT /F4 1 Tf 10 0 0 10 60 180.7808 Tm 0 0 0 1 k -0.013 Tw (The Good)Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 10 0 0 10 60 163.7808 Tm 0 0 0 1 k -0.014 Tw [(Over the past centur)-53(y)84(, for)-14(mal schooling spr)-10(ead r)-10(emarkably)84(, as measur)-10(ed)]TJ 0 -1.35 TD (by the primar)Tj 5.76303 0 TD -0.0002 Tc (y)Tj 0.72561 0 Td 0 Tc 0 Tw (gr)Tj 0.90957 0 TD -0.014 Tw (oss enr)Tj 2.93474 0 TD (ollment ratio \()Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 8.5 0 0 8.5 224.8246 150.2809 Tm 0 0 0 1 k (GER)Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 10 0 0 10 243.0118 150.2809 Tm 0 0 0 1 k -0.014 Tw (\)\321the ratio of total primar)Tj 11.41278 0 TD (y)Tj -29.71396 -1.35001 TD 0 Tw (enr)Tj 1.3894 0 TD -0.014 Tw (ollment, r)Tj 4.19402 0.00001 TD 0 Tw (egar)Tj 1.80737 0.00001 TD -0.014 Tw [(dless of age, to the population of the age gr)-10(oup that)]TJ -7.39079 -1.35002 TD [(of)-37(ficially belongs in primar)-53(y education. In 1900, estimated primar)-54(y )]TJ ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 8.5 0 0 8.5 347.0587 123.2808 Tm 0 0 0 1 k (GER)Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 10 0 0 10 365.2458 123.2808 Tm 0 0 0 1 k (s)Tj -30.52458 -1.35 TD -0.014 Tw [(wer)-10(e below 40 per)-9(cent in all r)-10(egions, except that in nor)-33(thwester)-14(n)]TJ T* [(Eur)-10(ope, Nor)-33(th America, and Anglophone r)-10(egions of the Pacific, collec-)]TJ T* [(tively)84(, the ratio was 72 per)-9(cent \(W)-14(illiams, 1997: 122\). W)-14(ithin the past)]TJ T* [(few years, the estimated global primar)-53(y net enr)-10(ollment ratio \()]TJ ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 8.5 0 0 8.5 319.4757 69.2808 Tm 0 0 0 1 k (NER)Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 10 0 0 10 338.0032 69.2808 Tm 0 0 0 1 k (\)\321the)Tj -27.8003 -1.35 TD -0.014 Tw [(number of pupils in the of)-37(ficial primar)-53(y school-age gr)-10(oup expr)-10(essed as a)]TJ ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 8 0 0 7.2 60 603.6765 Tm 0 0 0 1 k (2)Tj ET Q /GS2 gs /GS1 gs q BT /F0 1 Tf 7 0 0 6.3 77.0785 603.6765 Tm 0 0 0 1 k 0.101 Tc -0.012 Tw [(UNIVERSAL BASIC AND SEC)1(OND)20(AR)30(Y EDUCA)67(T)1(I)1(O)1(N)]TJ ET Q endstream endobj 6 0 obj << /Length 4988 >> stream /GS0 gs 1 g 0 648 0 0 re f /GS1 gs q BT /F1 1 Tf 10 0 0 10 60 568.7808 Tm 0 0 0 1 k -0.014 Tw [(per)-9(centage of the total population in that age gr)-10(oup\321r)-10(eached 86 per)-9(cent)]TJ 0 -1.35 TD ((Bloom, chapter one, Appendix A). The )Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 8.5 0 0 8.5 232.5028 555.2808 Tm 0 0 0 1 k (NER)Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 10 0 0 10 253.6883 555.2808 Tm 0 0 0 1 k -0.014 Tw [(is a stricter standar)-8(d \(i.e., it)]TJ -19.36883 -1.35001 TD (gives lower numbers\) than the )Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 8.5 0 0 8.5 191.0558 541.7808 Tm 0 0 0 1 k (GER)Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 10 0 0 10 209.243 541.7808 Tm 0 0 0 1 k -0.0002 Tc (,)Tj 0.54569 0 Td 0 Tc -0.014 Tw [(so the achievement is all the mor)-10(e)]TJ -15.46999 -1.35 TD [(r)-10(emarkable. Secondar)-53(y-school enr)-10(ollment shows similar pr)-10(ogr)-10(ess. The)]TJ T* [(number of students enr)-10(olled in secondar)-53(y school incr)-10(eased eight-fold in)]TJ T* [(the past 50 years, r)-10(oughly fr)-10(om 50 million to 414 million \(calculations by)]TJ T* (Bloom, based on )Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 8.5 0 0 8.5 134.5534 487.7808 Tm 0 0 0 1 k (UNESCO)Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 10 0 0 10 174.7747 487.7808 Tm 0 0 0 1 k -0.014 Tw (online data\). )Tj -9.97747 -1.35 TD [(Measur)-10(es distinct fr)-10(om enr)-10(ollment r)-10(ound out this pictur)-10(e. Over the)]TJ -1.5 -1.35 TD [(twentieth centur)-53(y)84(, literacy tripled in developing countries, fr)-10(om 25 per-)]TJ T* [(cent to 75 per)-9(cent. The average years of schooling in these countries)]TJ T* [(mor)-10(e than doubled between 1960 and 1990, incr)-10(easing fr)-10(om 2.1 to 4.4)]TJ T* [(years (Bloom and Cohen, 2002). That figur)-10(e has risen fur)-33(ther since)]TJ T* [(1990. This gr)-10(owth in enr)-10(ollment and literacy was suppor)-33(ted by mor)-10(e)]TJ T* [(global spending on primar)-53(y and secondar)-53(y education than at any pr)-10(evi-)]TJ T* [(ous time. Accor)-8(ding to Glewwe and Zhao (chapter seven), developing)]TJ T* [(countries spent appr)-10(oximately $82 billion on primar)-53(y schooling in 2000;)]TJ T* [(Binder)33(, in chapter eight, estimates that spending for secondar)-53(y education)]TJ T* [(in developing countries in 2000 was $93 billion per year)59(. Although the)]TJ T* [(data and methods of estimation underlying these figur)-10(es dif)-37(fer)33(, they both)]TJ T* [(indicate lar)7(ge expenditur)-10(es. )]TJ 1.5 -1.35 TD [(As access to education and literacy incr)-10(eased, global monitoring of)]TJ -1.5 -1.35 TD [(students, schools, and educational systems also incr)-10(eased. Developing)]TJ T* [(countries ar)-10(e par)-33(ticipating in inter)-14(national measur)-10(ements of educational)]TJ T* [(status in gr)-10(eater numbers (Braun and Kanjee, chapter four). Mor)-10(e statis-)]TJ T* [(tical measur)-10(es of schooling have been defined \(for example, net and gr)-10(oss)]TJ T* [(enr)-10(ollment ratios, attendance rates, completion rates, average years of)]TJ T* [(attainment, and school life expectancy\). Though not all ar)-10(e well sup-)]TJ T* [(por)-33(ted by r)-10(eliable, inter)-14(nationally comparable, compr)-10(ehensive data, sev-)]TJ T* [(eral or)7(ganizations ar)-10(e working towar)-8(d this goal. The )]TJ ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 8.5 0 0 8.5 284.1078 190.7808 Tm 0 0 0 1 k (UNESCO)Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 10 0 0 10 324.3291 190.7808 Tm 0 0 0 1 k -0.014 Tw (Institute of)Tj -26.43291 -1.35 TD [(Statistics, Montr)-10(eal, maintains the highest-quality data \(for example,)]TJ ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 8.5 0 0 8.5 60 163.7808 Tm 0 0 0 1 k (UNESCO)Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 10 0 0 10 97.5634 163.7808 Tm 0 0 0 1 k -0.0002 Tc (,)Tj 0.5456 0 Td 0 Tc -0.014 Tw (2000, 2004\). )Tj ET Q /GS2 gs /GS1 gs q BT /F4 1 Tf 10 0 0 10 60 140.2808 Tm 0 0 0 1 k -0.013 Tw (The Bad )Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 10 0 0 10 60 123.2808 Tm 0 0 0 1 k -0.014 Tw [(This pr)-10(ogr)-10(ess is considerable, but lar)7(ge deficits r)-10(emain. Roughly 323)]TJ 0 -1.35 TD [(million childr)-10(en ar)-10(e not enr)-10(olled in school \(23 per)-9(cent of the age gr)-10(oup)]TJ T* [(6\32017\); r)-10(oughly 30 per)-9(cent of these childr)-10(en ar)-10(e missing fr)-10(om primar)-53(y)]TJ T* [(school, the r)-10(est fr)-10(om secondar)-53(y school (Bloom, chapter one). In develop-)]TJ T* [(ing countries, 15 per)-9(cent of youth aged 15 to 24 ar)-10(e illiterate, as ar)-10(e)]TJ T* [(about one in ever)-53(y four adults \()]TJ ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 8.5 0 0 8.5 193.8407 55.7808 Tm 0 0 0 1 k (UNESCO)Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 10 0 0 10 231.4041 55.7808 Tm 0 0 0 1 k -0.0002 Tc (,)Tj 0.54558 0 Td 0 Tc (2005\).)Tj ET Q /GS2 gs /GS1 gs q BT /F0 1 Tf 7 0 0 6.3 259.7363 603.6765 Tm 0 0 0 1 k 0.101 Tc -0.013 Tw [(EDUCA)67(T)1(I)1(N)1(G)1( A)1(L)1(L)1( C)21(HILDREN)]TJ ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 8 0 0 7.2 367.5215 603.6765 Tm 0 0 0 1 k (3)Tj ET Q endstream endobj 7 0 obj << /Length 4395 >> stream /GS0 gs 1 g 0 648 0 0 re f /GS1 gs q BT /F1 1 Tf 10 0 0 10 75 568.7808 Tm 0 0 0 1 k -0.014 Tw [(Mor)-10(eover)33(, enr)-10(ollment does not necessarily mean attendance, atten-)]TJ -1.5 -1.35 TD [(dance does not necessarily mean r)-10(eceiving an education, and r)-10(eceiving an)]TJ 0 -1.35001 TD [(education does not necessarily mean r)-10(eceiving a good education. High)]TJ 0 -1.35 TD [(enr)-10(ollment ratios may give the mistaken impr)-10(ession that a high pr)-10(opor-)]TJ T* [(tion of school-age childr)-10(en ar)-10(e being well educated. Some 75\32095 per)-9(cent)]TJ T* [(of the world\325s childr)-10(en live in countries wher)-10(e the quality of education)]TJ T* (lags behind\321most often far behind\321the average of )Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 8.5 0 0 8.5 281.7477 487.7808 Tm 0 0 0 1 k (OECD)Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 10 0 0 10 310.4122 487.7808 Tm 0 0 0 1 k -0.014 Tw (countries, as)Tj -25.04122 -1.35 TD [(measur)-10(ed by standar)-8(dized test scor)-10(es (Bloom, chapter one). That stan-)]TJ T* [(dar)-8(d may not be universally appr)-10(opriate. However)33(, it is uncontested that)]TJ T* [(educational quality is too often poor)59(.)]TJ 1.5 -1.35 TD [(In addition, indicators of educational quality ar)-10(e scar)-9(ce. Though par-)]TJ -1.5 -1.35 TD [(ticipation in inter)-14(national and r)-10(egional assessments of educational quality)]TJ T* [(has incr)-10(eased, countries most in need of impr)-10(ovements ar)-10(e least likely to)]TJ T* [(par)-33(ticipate. As a r)-10(esult, impor)-33(tant comparative data on quality continue)]TJ T* [(to be lacking for the developing world. The pr)-10(oblem of inadequate or)]TJ T* [(missing data is per)-53(vasive. Bloom, and Braun and Kanjee examine in their)]TJ T* [(r)-10(espective chapters why it is so dif)-37(ficult to gather and assess basic facts)]TJ T* [(about who is lear)-14(ning what, wher)-10(e, when, and how)94(. )]TJ ET Q /GS2 gs /GS1 gs q BT /F4 1 Tf 10 0 0 10 60 315.7808 Tm 0 0 0 1 k -0.013 Tw (The Ugly )Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 10 0 0 10 60 298.7808 Tm 0 0 0 1 k -0.014 Tw [(Gr)-10(oss disparities in education separate r)-10(egions, income gr)-10(oups, and gen-)]TJ 0 -1.35 TD [(ders. The populations far)-33(thest fr)-10(om achieving )]TJ ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 8.5 0 0 8.5 255.3153 285.2808 Tm 0 0 0 1 k (UPE)Tj ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 10 0 0 10 275.8201 285.2808 Tm 0 0 0 1 k -0.014 Tw [(ar)-10(e typically the)]TJ -21.58201 -1.35 TD [(world\325s poor)-10(est. Net primar)-53(y enr)-10(ollment ratios have advanced in most of)]TJ T* [(the developing world but r)-10(emain low in Sub-Saharan Africa. Figur)-10(es 1)]TJ T* (and 2 illustrate the sometimes-dramatic disparities between countries in)Tj T* [(school enr)-10(ollment at the primar)-53(y and secondar)-53(y levels. )]TJ 1.5 -1.35 TD [(Girls\325 education falls shor)-33(t of boys\325 education in much of the world.)]TJ -1.5 -1.35 TD [(Although enr)-10(ollment rates sometimes do not dif)-37(fer gr)-10(eatly)84(, many mor)-10(e)]TJ T* [(boys than girls complete schooling, especially at the primar)-53(y level.)]TJ T* [(Although we know that gender)33(, pr)-10(oximity to a city)84(, and income level)]TJ T* (interact in influencing educational deficits, a systematic global analysis)Tj (r)' 0.36963 0.00001 TD (emains to be done of how much each contributes to dif)Tj 23.48851 0 TD 0 Tw (fer)Tj 1.12939 0 TD -0.014 Tw (ences in chil-)Tj -24.98753 -1.35002 TD 0 Tw (dr)Tj 0.92944 0 TD (en\325)Tj 1.31958 0.00001 TD -0.0002 Tc (s)Tj 0.62567 0 Td 0 Tc -0.014 Tw (educational oppor)Tj 7.73624 0.00001 TD (tunities and achievements. In India in 1992\32093,)Tj -10.61093 -1.35002 TD [(the enr)-10(ollment rate of boys aged 6\32014 exceeded that of girls by 2.5 per-)]TJ 0 -1.35 TD [(centage points among childr)-10(en of the richest households; the dif)-37(fer)-10(ence)]TJ T* [(in favor of boys was 24 per)-9(centage points among childr)-10(en fr)-10(om poor)]TJ T* [(households \(Filmer)33(, 1999\). The study also shows that wealth gaps in)]TJ T* [(enr)-10(ollment gr)-10(eatly exceeded sex gaps in enr)-10(ollment. The boys fr)-10(om rich)]TJ ET Q /GS2 gs /GS1 gs q BT /F1 1 Tf 8 0 0 7.2 60 603.6765 Tm 0 0 0 1 k (4)Tj ET Q /GS2 gs /GS1 gs q BT /F0 1 Tf 7 0 0 6.3 77.0785 603.6765 Tm 0 0 0 1 k 0.101 Tc -0.012 Tw [(UNIVERSAL BASIC AND SEC)1(OND)20(AR)30(Y EDUCA)67(T)1(I)1(O)1(N)]TJ ET Q endstream endobj 8 0 obj << /FL 1 /SM 0.00999 /Type /ExtGState >> endobj 9 0 obj << /BitsPerComponent 8 /ColorSpace /DeviceCMYK /Filter /DCTDecode /Height 389 /Subtype /Image /Type /XObject /Length 41788 /Width 714 >> stream JFIF Adobe e C 4"@.0&4KBONJBIHS^xeSXqZHIhiq{Qdx C=""=VIV " " } !1AQa"q2#BR$3br %&'()*456789:CDEFGHIJSTUVWXYZcdefghijstuvwxyz w !1AQaq"2B #3Rbr $4%&'()*56789:CDEFGHIJSTUVWXYZcdefghijstuvwxyz ? 㨢:(((((((((((((((ilXʼ^dƙf?*ӔFIG1v )UK}&utVzDA3=0;U/hoTSRyQRUvCElGe,QoV =)., >XŖQK[_ϗŴnʓ