Four regions are, as of 2012, providing pre-primary education to at least 60 percent of the population. Central Asia and sub-Saharan Africa are still lagging behind.
Source: UNESCO Institute of Statistics, UIS Data Centre. Retrieved on April 28, 2014
Notes: Regional values are computed as the median values of the regions. Data was linealized when it was not available for time periods of less than seven years. If the data was not available for eight years or more, the country was not computed for the regional median.
Since 2000, many regions (especially sub-Saharan Africa) have made big improvements. However, further progress is still needed in order to achieve universal primary education by 2015.
Source: UNESCO Institute of Statistics, UIS Data Centre. Retrieved on April 28, 2014
Notes: Regional values are computed as the median values of the regions. Data was linealized when it was not available for time periods of less than seven years. If the data was not available for eight years or more, the country was not computed for the regional median.
Progress in access to secondary education has slowed down. Although improvements are needed worldwide (very few regions are able to overcome the 90 percent threshold) regions like sub-Saharan African and South and West Asia are facing the biggest challenges.
Source: UNESCO Institute of Statistics, UIS Data Centre. Retrieved on April 28, 2014
Notes: Regional values are computed as the median values of the regions. Data was linealized when it was not available for time periods of less than seven years. If the data was not available for eight years or more, the country was not computed for the regional median.
Over the last decade, enrollment in tertiary education grew faster in sub-Saharan Africa than any other region. Latin America's tertiary enrollments were the third fastest (after South and West Asia).
Source: UNESCO Institute of Statistics, UIS Data Centre. Retrieved on April 28, 2014
Notes: Regional values are computed as the median values of the regions. Data was linealized when it was not available for time periods of less than seven years. If the data was not available for eight years or more, the country was not computed for the regional median.
Seven countries (Argentina, Chile, Costa Rica, Cuba, Ecuador, Mexico and Peru) are, as of 2013, providing pre-school services to at least three out of four children.
Source: UNESCO Institute of Statistics, UIS Data Centre. Retrieved on April 28, 2014
Notes: Regional values are computed as the median values of the regions. Data was linealized when it was not available for time periods of less than seven years. If the data was not available for eight years or more, the country was not computed for the regional median.
Latin America is currently quite close to guaranteeing universal access to primary education.
Source: UNESCO Institute of Statistics, UIS Data Centre. Retrieved on April 28, 2014
Notes: Regional values are computed as the median values of the regions. Data was linealized when it was not available for time periods of less than seven years. If the data was not available for eight years or more, the country was not computed for the regional median.
Despite the progress made, those countries with higher levels of access to secondary education are not able to overcome the 90 percent threshold.
Source: UNESCO Institute of Statistics, UIS Data Centre. Retrieved on April 28, 2014
Notes: Regional values are computed as the median values of the regions. Data was linealized when it was not available for time periods of less than seven years. If the data was not available for eight years or more, the country was not computed for the regional median.
Beyond the erratic patterns shown by Cuba, the rest of countries show a pattern of increasing access to tertiary education. While in 2000 the simple average for the countries with observations was 2,600 students per 100,000 inhabitants, by 2011 the value was in the order of 4,800. It should be noted that for 18 North American and Western European countries with data for 2011, the simple average was 4,367.
Source: UNESCO Institute of Statistics, UIS Data Centre. Retrieved on April 28, 2014
Notes: Regional values are computed as the median values of the regions. Data was linealized when it was not available for time periods of less than seven years. If the data was not available for eight years or more, the country was not computed for the regional median.
By 2001, four countries (Chile, Ecuador, Mexico, and Panama) were able to guarantee primary education completion for at least nine out of ten children; and by 2012 nine additional countries (Bolivia, Brazil, Colombia, Costa Rica, the Dominican Republic, Panama, Peru, Uruguay, and Venezuela) reached that condition. Out of these 13 countries, 10 have also reached the 95 percent completion threshold.
Source: CEPAL based upon household surveys. Taken from (UNESCO/Santiago, 2013). The source does not include the standard errors.
Notes: ~2001: data for Chile corresponds to year 2000, data for Colombia, Dominican Republic, Guatemala, Mexico and LAC average corresponds to the year 2002. ~2013: data for Mexico corresponds to the year 2012 while data for Honduras corresponds to the year 2010.
Despite the steady progress made in most countries, completion of secondary education in Latin America shows important limitations. The highest values for 2012 (Chile and Peru) mean that only eight out of 10 young people complete upper secondary in these two countries.
Source: CEPAL based upon household surveys. Taken from (UNESCO/Santiago, 2013). The source does not include the standard errors.
Notes: ~2001: data for Chile corresponds to year 2000, data for Colombia, Dominican Republic, Guatemala, Mexico and LAC average correspond to year 2002. ~2013: data for Bolivia corresponds to year 2011, data for Honduras corresponds to year 2010 and data for Mexico corresponds to year 2012.
As shown by the partial evidence that exists on learning levels, the school experiences of many children in Latin America are far from satisfactory. In addition, levels of performance varied significantly among Latin American countries, which implies that high levels of access to and completion of primary education do not necessarily translate into minimum learning levels.
Source: UNESCO Institute of Statistics, UIS Data Centre. (UNESCO/Santiago, 2014).
Notes: Standard errors not included in source. Sorted as per 2013 results. Horizontal lines show the threshold between performance levels (methodology described in UNESCO/Santiago. (n.d.). Reporte Técnico. SERCE. Segundo estudio regional comparativo y explicativo. Santiago de Chile: UNESCO). Satisfactory Level corresponds to the % of six grade students who achieved levels III or IV of performance in reading.
The average performance is systematically below level three in all the participating Latin American countries. With the sole exception of Peru (which started at the lowest position), there are no signs of continuous improvement.
Source: OECD (2014).
Notes: Mean scores are shown as confidence intervals (95%). Horizontal lines show the threshold between performance levels. Minimum basic proficiency level corresponds to % of secondary students who achieved at least level 2 of perfomance in reading.
The learning crisis in Latin America is extremely severe since the corresponding distributions are mostly biased towards the lowest performance levels. Also, the share of students who are able to achieve higher standards of performance is extremely low. Even in Chile and Costa Rica (where lower performance levels are not as frequent) one out of three students performs at level one or less.
Source: OECD (2014).
Notes: Segments correspond to each of the performance levels (less than 1b; 1b; 1a; 2; 3; 4; 5; and 6). Bars have been aligned at the end of level 1.
When disaggregating data according to a measure of socioeconomic resources (HOMEPOS, PISA), a large gap in learning levels is evident among the bottom and the top quintiles. However, a reduction in the inequality gap has taken place since 2006 in all the countries with available data.
Source: OECD (2014).
Notes: Quintiles were made using the index of home possessions (HOMEPOS). Mean scores are shown with 95 % confidence intervals.