Education in developing countries

Around the world, 121 million children - including 65 million girls - have no opportunity to attend primary school. Many children - especially girls - break off their education early; in developing countries, only one child in three completes five years of schooling. For socially disadvantaged groups such as rural or indigenous communities, poor urban dwellers, AIDS orphans or the disabled, access to education is especially problematical. The United Nations Educational, Scientific and Cultural Organization (UNESCO) estimates that around 90 percent of disabled children in developing countries do not attend school.

The quality of education is also poor in many developing countries. According to current estimates, by the end of four to six years of primary education, 30-50 percent of school-leavers cannot read or write confidently and lack basic numeracy skills. In the sub-Saharan African countries in particular, the poor quality of teaching results in 18 percent of children, on average, repeating a year of schooling.

Lack of access and the often poor quality of the education systems mean that in developing countries, around 16 percent of young people in the 15-24 age group are illiterate. There are 862 million adults and young people worldwide who cannot read and write, and 64 percent of them are women. The illiteracy rate dropped from 37 percent to 20 per cent worldwide between 1970 and 2000 - but due to demographic growth, the number of illiterate persons increased in absolute terms by 15 million. 98 percent of people who cannot read and write live in developing countries.

Inadequate education budgets

In many countries, delivering on the commitment to compulsory education fails due to lack of funds. In most developing countries, public funding for primary education is inadequate to meet demand. High levels of public debt also restrict these countries' opportunities. According to UNESCO, developing countries' average spending on education amounts to just 3.4 - 5.7 percent of gross national income. In the OECD countries of Central and Eastern Europe, the equivalent figure amounts to as much as 8 percent. Cumbersome administrative structures and corruption also impede the provision of a nationwide education system.

Lack of schools

Rural regions in particular but also poor urban districts often lack a comprehensive primary school network. Children in rural regions often have to walk unacceptably long distances to school. Many girls are not allowed to attend schools some distance away as parents are concerned about their daughters' safety. The classrooms in the available schools are overcrowded. In some sub-Saharan African countries, one teacher may have more than 70 pupils in their class.

Poor equipment

Schools in developing countries are very poorly equipped. They lack textbooks and teaching materials, and when these are available, they are often as outdated as the furnishings. Many schools have no funding to cover overheads such as water, electricity or transport for pupils.

Colleges and universities also lack proper funding and amenities. Very few are able to fulfil their research and teaching responsibilities satisfactorily. Yet colleges and universities play an important role in the education system as a whole, in the provision of training for specialists and managers, and in resolving development-relevant challenges in the economy, state and society.

Shortage of teaching staff

Most developing countries lack well-qualified teachers. UNESCO estimates that up to 35 million extra teachers are needed worldwide in order to ensure that all children have access to primary education. Sub-Saharan Africa in particular also faces a burgeoning health problem: in some regions, so many teachers have fallen victim to AIDS that schools have had to close.

Poor working conditions for teachers

Teachers' working conditions are unacceptable in many developing countries. Many teachers have to teach two or three shifts a day - in classes with very high student numbers. A teaching career is often an unattractive prospect due to the poor pay as well. Many teachers have to take an extra job in order to support themselves and their families. Teachers are also poorly trained and inadequately prepared for their professional role.

Low-quality teaching

Many developing countries face the problem of low-quality teaching. No clear targets are defined within the curricula, which are overloaded with subjects and do not meet the learning needs of primary school children. Too little account is taken of cultural and regional factors. For example, the use of a teaching language which is unfamiliar to students reduces learning outcomes in many cases. An innovative approach is also lacking in teaching methods. Group work and independent learning are not encouraged, while the capacity for independent critical thought and problem-solving, the use of new technologies and the promotion of life skills are not given adequate priority in many curricula. In the field of vocational training as well, the courses are often far too theoretical and lack market relevance.

Cost of attending school

Many people in developing countries cannot afford to pay for books and other learning materials, school uniforms and transport to school. Despite the human rights conventions which oblige states to provide free and compulsory primary schooling for all children, school fees are still levied in at least 101 countries. There are many indications that these costs are the main reason why many children stay away from school or break off their schooling early.

Discrimination against girls

In many countries, the traditional role of women and girls militates against their enrolment in school - especially in societies where women's sphere of activity is centred on the home. Gender disparities - also in education - are most marked in the countries and regions with a strong cultural preference for sons: North Africa, the Middle East, Pakistan, much of Bangladesh and India, and some East Asian countries. Early marriage or pregnancy may prevent girls from attending school.

Child labour

According to the International Labour Organization (ILO), around 186 million children between five and 15 years of age have to work - often up to 16 hours a day. In sub-Saharan Africa, almost one child in three works; in Asia, the figure is one child in five and in Latin America one child in six. Many families depend on their children's contribution to their income. In Africa, there are a great many AIDS orphans who have to provide for their families. These children have no time or money to attend school, and the teaching hours and curriculum also take no account of these children's life situation.

Armed conflict

Of the 121 million children worldwide who do not attend school more than 80 percent  live in crisis and post-conflict regions. In the 17 sub-Saharan African countries where school attendance fell during the 1990s, six are affected by or have just come out of a major armed conflict. In Rwanda, more than two thirds of teachers fled or were killed in the genocide in 1994. In Mozambique, the civil war destroyed 45 percent of schools. The number of refugees has also risen as a result of armed conflict. Most refugees are women and children.