This proportion rises to 49% and 44% respectively for upper and lower secondary education.
Young people need good quality training in relevant foundation skills at lower secondary school.
All young people need quality training in relevant foundation skills at lower secondary school.
Yet millions more young people in the region have not even completed lower secondary school.
One fifth of poor urban young people in Moldova, for example, have not completed lower secondary school.
Three lesson plans are proposed for elementary, lower secondary and upper secondary education.
In rural Morocco, for example, 93% of young women do not have the skills learnt at lower secondary school.
It shows that young people need the skills taught at primary and lower secondary school to find decent jobs.
In rural Cambodia, for example, 70% of young women do not have the skills learnt at lower secondary school.
In eight African countries, over nine out of ten young women in rural areas have not completed lower secondary school.
In sub-Saharan Africa, the gross enrolment ratio for girls in lower secondary education is 39% compared to 48% for boys.
Across the region, girls are also more likely than boys to complete lower secondary education in three-quarters of countries with available data.
Acquiring a lower secondary education is a minimum today for young people to gain the foundation skills they need to find decent jobs.
Yet millions of young people in the regions have not completed primary education, and millions more have never been to lower secondary school.
Yet millions of young people in the region have not completed primary education, and millions more have never been to lower secondary school.
Yet millions of young people in the region have not completed basic education, and millions more have never been to lower secondary school.
Yet millions of young people in the region have not completed primary education, and twenty eight million more have never been to lower secondary school.
About 35 million girls were enrolled in lower secondary education in 2009, with the female gross enrolment ratio reaching 69% compared to 53% in 1999.
It shows that acquiring a lower secondary education is a minimum today for young people to gain the foundation skills they need to find decent jobs.
In Colombia, for example, while most young people from rich households make it to lower secondary school, only around half from poor households get the same chance.
Over the entire region of Northern America and Western Europe, there are more than half a million adolescents of lower secondary school age who are not in education.
In Brazil those living in rural areas are twice as likely to be poor as others, and around 45% in these areas have not completed lower secondary school.
Nevertheless, more than 21.6 million children of lower secondary school age remain excluded from education across the region and many will never even spend a day in school.
Significant improvements have also been made in the Arab States, with the female gross enrolment ratio for lower secondary education rising from 67% to 82% over the same period.
Most of them in a context of an expanded vision of basic education for all that should go from one year of pre-primary across to the lower secondary school cycle.
In some European countries, a fifth of those aged 18 to 24 dropped out with no more than lower secondary schooling, and lack the skills they need to find a job.
The prospects for girls have been improving in other regions such as East Asia and the Pacific, where the lower secondary gross enrolment ratio for girls grew from 75% to 91% between 1999 and 2009.
" Hanushek and Woessmann conclude that "In many developing countries, the share of any cohort that completes lower secondary education and passes at least a low benchmark of basic literacy in cognitive skills is below one person in ten.
Yet a child in the last grade of primary only has at best a 75% chance of making the transition to lower secondary school in about 20 countries around the world, the overwhelming majority of which are in sub-Saharan Africa.
Yet in terms of enrolment, sub-Saharan Africa has made the greatest gains of all regions, with gross enrolment ratios rising from 28% to 43% for lower secondary and from 20% to 27% for upper secondary education between 1999 and 2009.
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