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.
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.
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.
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.
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.
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.
It shows that young people need the skills taught at primary and lower secondary school to find decent jobs.. In sub-Saharan Africa, about 30 million children are still missing out on primary school and 22 million teenagers are out of secondary school, missing out on vital skills for future employment.
When we look beyond the issue of accessibility to the quality of education our children receive -- after all it should be fit for purpose -- the region has among the lowest education requirements for teachers, with 50% of countries requiring lower secondary school teachers to have completed no higher than a secondary education (so teachers have barely more education that their students).
Research indicates that as of 2004, only 22.2% and 4.7% of rural girls were able to proceed to lower and upper secondary school, respectively.
These Victorian legacies include: reliance on the generalist class teacher rather than specialist subject teachers, lower per pupil funding than in secondary schools, lower status for primary school teachers, a formal education starting age of five, and long summer holidays which are left over from the days when children were needed to bring in the harvest.
College graduates earn more money and have a significantly lower unemployment rate than high school graduates with no post-secondary degree.
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In Pakistan, schools are not segregated by law, and boys and girls study together in the lower grades, but they tend to be separated at the start of secondary school.
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