Globally, 88% of children complete primary school, 72% of adolescents complete lower secondary school and 53% of youth complete upper secondary school.
100% of children complete lower secondary school
The world failed on its promise for all children to go to primary school by 2015. The new education goal, SDG 4, has set the level of ambition a step higher, calling for all young people to complete secondary school by the 2030 deadline. To achieve this, all children of school starting age should have begun school in 2018, but in reality, only 70% did so in low-income countries for instance.
Around one in sixty children, most of them in low-income countries, will never go to school. Girls are still more likely than boys to never go to school, as discrimination against them means that they are expected to carry out childcare and other household responsibilities.
Attending pre-school is a crucial starting point for children's journey through education. Yet, in low-income countries, only 73% of children enter pre-primary education on time.
Since 2000, progress in pre-school attendance has been slow but steady across all countries, including in many of the poorest, but many are still left behind. Globally, 69% of children now attend pre-primary education compared to 61% in 2009.
Some countries have seen vast increases. In Kyrgyzstan, for example, the participation rate increased from 42% in 2000 to 95% in 2017. In Bolivia, it increased from 66% to 92% over the same period.
Both Cabo Verde and Senegal highlighted below are examples of countries that have seen a steady increase in pre-primary attendance, even though there are huge gaps between the two today. Select your country to see its progress.
We do not talk enough about the fact that in a number of countries more than a quarter of primary school students are over-age when they enrol, meaning they are significantly older than students in their grade are supposed to be. This has significant implications for their future, increasing the likelihood of further repeating grades, failing exams and eventually dropping out of school.
This graph looks at education participation, showing how old children, adolescents and youth are when they attend pre-primary, primary, lower and upper secondary, as well as post-secondary education. The spread of colour indicates how many children are over-age for their education level. The grey shaded area shows the percentage of children and adolescents who are out of school by age.
Globally, there are 258 million out of school children, a number that has stagnated since 2007 in the case of primary education and 2012 in secondary education.
Conflict is a key reason for this stagnation. Unfortunately conflict also means that the availability and quality of data deteriorates, although some countries continue to report estimates.
Another reason for a lack of progress in reducing out-of-school numbers is population growth.
In sub-Saharan Africa, the primary school-aged population has more than doubled between 1990 and 2017. As a result, even though the rate of out-of-school children has more than halved during this period, the number of children out-of-school has barely changed.
In Niger and in Chad, for instance, the percentage of primary school-age children out of school has roughly halved in the past twenty years, but the number of children has roughly doubled. As a result, the number of children out of school has hardly changed.
The ultimate objective of SDG 4 is universal upper secondary completion and not just enrolment. This is despite the fact that, in many countries, education is only free and compulsory up to lower secondary education at most.
The world is not even on track to achieve universal primary completion by the deadline, let alone upper secondary completion. On current trends, only six in ten young people will be finishing secondary school in 2030.
The indicator refers to children who may complete education levels up to 3 or 5 years later than the official graduation age – this can be defined as timely completion . But many children complete even later than that - this can be defined as ultimate completion .
Looking at the graph below, in Mozambique, for example, there is a 20 percentage point gap between timely (77%) and ultimate completion (55%) at the primary level. Nepal shows a similar gap.
When children enrol, at what age and whether or not they graduate are crucial policy concerns.