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Glossary
This glossary offers definitions of a selected list of words and phrases found in the 2005 EFA Global Monitoring Report, Literacy for Life
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Achievement. Performance on standardized tests or examinations that measure knowledge or competence in a specific subject area. The term is sometimes used as an indication of education quality in an education system or when comparing a group of schools.
Adult education. Educational activities, offered through formal, non-formal or informal frameworks, targeted at adults and aimed at advancing, or substituting for,initial education and training. The purpose may be to (a) complete a given level of formal education or professional qualification; (b) acquire knowledge and skills in a new field (not necessarily for a qualification); and/or (c) refresh or update knowledge and skills.See also Basic education and Continuing education.
Adult literacy rate. Number of literate persons aged 15 and above, expressed as a percentage of the total population in that age group. Different ways of defining and assessing literacy yield different results regarding the number of persons designated as literate.
Aliterate. Young people or adults who have acquired the abilities to read, write and calculate, but who do not use these literacy skills.
Basic education. The whole range of educational activities, taking place in various settings (formal, nonformal and informal), that aim to meet basic learning needs. It has considerable overlap with the earlier concept ‘fundamental education’. According to the ISCED, basic education comprises primary education (first stage of basic education) and lower secondary education (second stage).
Basic learning needs. Defined in the World Declaration on Education for All (Jomtien, Thailand, 1990) as essential tools for learning (e.g. literacy, oral expression, numeracy, problem-solving) as well as basic learning content (e.g. knowledge, skills, values,attitudes) that individuals should acquire in order to survive, develop personal capacities, live and work in dignity, participate in development, improve quality of life, make informed decisions and continue the learning process. The scope of basic learning needs, and how they should be met, varies by country and culture and changes over time.
Basic skills. Usually refers to some minimum competence in reading, writing and calculating (using numbers). The term is synonymous in many uses with basic learning needs.
Compulsory education. Educational programmes that children and young people are legally obliged to
attend, usually defined in terms of a number of grades or an age range, or both.
Constant prices. A way of expressing values in real terms, enabling comparisons across a period of years.To measure changes in real national income or product, economists value total production in each year at constant prices using a set of prices thatapplied in a chosen base year.
Continuing (or further) education. A general term referring to a wide range of educational activities designed to meet the basic learning needs of adults. See also Adult education and Lifelong learning.
Curriculum. A course of study pursued in educational institutions. It consists of select bodies of knowledge,organized into a planned sequence, that are conveyed by educational institutions, primarily schools, to facilitate the interaction of educators and learners. When applied to adult, non-formal and literacy programmes, the term often implies a less formalized organization of learning materials and methods than in schools and tertiary institutions. Indeed, in programmes aimed at individual empowerment and social transformation, the curriculum may be developed as a dialogue with and between learners.
Drop-out rate by grade. Percentage of pupils or students who drop out from a given grade in a given schoolyear. It is the difference between 100% and the sum of the promotion and repetition rates.
Early childhood care and education (ECCE). Programmes that, in addition to providing children with care, offer a structured and purposeful set of learning activities either in a formal institution (preprimary or ISCED 0) or as part of a non-formal child development programme. ECCE programmes are normally designed for children from age 3 and include organized learning activities that constitute, on average, the equivalent of at least 2 hours per day and 100 days per year.
Education for All Development Index (EDI). Composite index aimed at measuring overall progress towards EFA. At present, the EDI incorporates four of the mosteasily quantifiable EFA goals – universal primary education as measured by the net enrolment ratio,adult literacy as measured by the adult literacy rate,
gender as measured by the gender-specific EFA index,and quality of education as measured by the survival rate to Grade 5. Its value is the arithmetical mean of the observed values of these four indicators.
Elementary education. See Primary education.
Enrolment. Number of pupils or students enrolled at a given level of education, regardless of age. See also gross enrolment ratio and net enrolment ratio.
Entrance age (official). Age at which pupils or students would enter a given programme or level of education assuming they had started at the official entrance age for the lowest level, studied full-time throughout and progressed through the system without repeating or skipping a grade. The theoretical entrance age to a given programme or level may be very different from the actual or even the most common entrance age.
Family literacy (family literacy programmes). Organized educational programmes in various formats that combine learning by a mother (or parent) alongside that of her child. The term is often associated with, or used in place of, intergenerational literacy programmes.
Fields of study in tertiary or higher education.
-Education: teacher training and education science.
-Humanities and arts: humanities, religion and theology, fine and applied arts.
-Social sciences, business and law: social and behavioural sciences, journalism and information,business and administration, law.
-Science: life and physical sciences, mathematics,statistics and computer sciences.
-Engineering, manufacturing and construction: engineering and engineering trades, manufacturing and processing, architecture and building.
-Agriculture: agriculture, forestry and fishery,veterinary studies.
-Health and welfare: medical sciences and health related sciences, social services.
-Services: personal services, transport services,environmental protection, security services.
Foreign students. Students enrolled in an education programme in a country of which they are not permanent residents.
Functional literacy/illiteracy. A person is functionally literate/illiterate who can/cannot engage in all those activities in which literacy is required for effective functioning of his or her group and community and also for enabling him or her to continue to use reading, writing and calculation for his or her own and the community’s development. (Definition originally approved in 1978 at UNESCO’s General Conference,and still in use today.)
Gender parity index (GPI). Ratio of female to male values (or male to female, in certain cases) of a given indicator. A GPI of 1 indicates parity between sexes;a GPI above or below 1 indicates a disparity in favour of one sex over the other.
Gender-specific EFA index (GEI). Composite index measuring relative achievement in gender parity in total participation in primary and secondary educationas well as gender parity in adult literacy. The GEI is calculated as an arithmetical mean of the gender parity indices of the primary and secondary gross enrolment ratios and of the adult literacy rate.
General education. Programmes designed mainly to lead students to a deeper understanding of a subject or group of subjects, especially, but not necessarily,with a view to preparing them for further education at the same or a higher level. These programmes are
typically school-based and may or may not contain vocational elements. Their successful completion may or may not provide students with a labour-marketrelevant qualification.
Gini coefficient. A commonly used measure of inequality. The coefficient varies between 0, which reflects complete equality, and 1, which indicates complete inequality (one person has all the income or consumption, all others have none).
Grade. Stage of instruction usually equivalent to one complete school year.
Graduate. A person who has successfully completed the final year of a level or sublevel of education. In some countries completion occurs as a result of passing an examination or a series of examinations. In other countries it occurs after a requisite number of course hours have been accumulated. Sometimes both types of completion occur within a country.
Gross enrolment ratio (GER). Total enrolment in a specific level of education, regardless of age, expressed as a percentage of the population in the official age group corresponding to this level of education. For the tertiary level, the population used is that of the five-year age group following on from the secondary school leaving age. The GER can exceed 100% due to early or late entry and/or grade repetition.
Gross intake rate (GIR). Total number of new entrants in the first grade of primary education, regardless of age,expressed as a percentage of the population at the official primary-school entrance age.
Gross domestic product (GDP). Sum of gross value added by all resident producers in the economy, including distributive trades and transport, plus any product taxes and minus any subsidies not included in the value of the products.
Gross national product (GNP). Gross domestic productplus net receipts of income from abroad. As these receipts may be positive or negative, GNP may be greater or smaller than GDP.
Gross national product per capita. GNP divided by the total population.
HIV prevalence rate in a given age group. Estimated number of people of a given age group living with HIV/AIDS at the end of a given year, expressed as a percentage of the total population of the corresponding age group. Illiterate (see Literate)
Infant mortality rate. Number of deaths of children under age 1 per 1,000 live births in a given year.
Informal education. Learning that takes place in dailylife without clearly stated objectives. The term refers to a lifelong process whereby every individual acquires attitudes, values, skills and knowledge from daily experiences and the educative influences and resources in his/her environment – e.g. family and neighbours, work and play, the marketplace, the library, the mass media.
Initial literacy (programme). A programme offering a first set of learning opportunities for youth or adults with no basic skills. It may be defined programmatically in terms of hours of teaching, learning content or a first set of skills considered critical to further literacy learning.
Intergenerational literacy (and intergenerational literacy programmes). Approaches to literacy programmes, similar to family literacy, where mothers are typically
targeted for learning opportunities. Both family and intergenerational literacy approaches give stronger attention to action, in the home or in centres, to increase early childhood print-sensitivity and ‘reading readiness’. It also emphasizes the importance of the home environment for children’s future school success with reading and writing.
International Standard Classification of Education
(ISCED). Classification system designed to serve as an instrument suitable for assembling, compiling and presenting comparable indicators and statistics of education both within countries and internationally. The system, introduced in 1976, was revised in 1997 (ISCED97).
Language (or medium) of instruction. Language(s) used
to convey a specified curriculum in a formal or nonformal educational setting.
Language policy. Official government decisions regarding the use of language in the public domain,
including courts, schools, government offices and health services.
Life expectancy at birth. Theoretical number of years a newborn infant would live if prevailing patterns of agespecific mortality rates in the year of birth were to stay
the same throughout the child’s life.
Lifelong learning. The concept of learning as a process that continues throughout life to address an individual’s learning needs. The term is used widely in adult education to refer to learning processes in many forms and at many levels. See also adult education and continuing education.
Literacy. According to UNESCO’s 1958 definition,it is the ability of an individual to read and write with understanding a simple short statement related to his/her everyday life. The concept of literacy has since evolved to embrace multiple skill domains, each
conceived on a scale of different mastery levels and serving different purposes. See Chapter 6 for a detailed discussion.
Literacy campaign. Organized initiative, usually by a government, designed to promote the importance and acquisition of basic literacy skills. Such campaigns may offer literacy learning opportunities of short duration, either with volunteer or trained/regular tutors, and may be linked to further formal or nonformal educational opportunities to assure sustained learning.
Literacy educator. Instructor or facilitator in an adult literacy programme or campaign.
Literacy practices. The actual uses and applications of literacy skills in specific social settings (e.g.households, markets, workplaces, public offices,religious ceremonies, political movements).
Literacy projects/programmes. Limited-duration initiatives designed to impart initial or ongoing basic
reading, writing and/or numeracy skills.
Literate/Illiterate. As used in the statistical annex, the term refers to a person who can/cannot read and write with understanding a simple statement related to her/his everyday life. (Based on UNESCO’s 1958 definition.)
Literate environment. A rich literate environment is a public or private milieu with abundant written documents (e.g. books, magazines, newspapers), visual materials (e.g. signs, posters, handbills),or communication and electronic media (e.g. radios,televisions, computers, mobile phones). Whether in households, neighbourhoods, schools or workplaces, the quality of literate environments affects how literacy skills are acquired and practised.
Literate society. A society within which (a) the vast majority of the population acquires and uses basic literacy skills; (b) major social, political and economic institutions (e.g. offices, courts, libraries, banks) contain an abundance of printed matter, written records and visual materials, and emphasize the reading and writing of texts; and (c) the exchange of text-based information is facilitated and lifelong learning opportunities are provided.
Mother tongue. Main language spoken in the home environment and acquired as a first language. Sometimes called the home language.
Multiple literacies. The concept of a multiplicity of skills
such as ‘information literacy’ ‘visual literacy’, ‘media literacy’ and ‘scientific literacy’.
National language. Language spoken by a large part of the population of a country, which may or may not be designated an official language (i.e. a language designated by law to be employed in the public domain).
Neo-literate. An individual who has recently acquired a minimum level of literacy; also sometimes called a newly literate person. The term often refers to those who have recently completed a literacy training programme and have demonstrated the ability to continue to learn on their own, using the skills and knowledge they have obtained, without the direct guidance of a teacher.
Net attendance rate (NAR). Number of pupils in the official age group for a given level of education who attend school in that level, expressed as a percentage of the population in that age group.
Net enrolment ratio (NER). Enrolment of the official age group for a given level of education, expressed as a percentage of the population in that age group.
Net intake rate (NIR). New entrants to the first grade of primary education who are of the official primaryschool entrance age, expressed as a percentage of the population of that age.
New entrants. Pupils entering a given level of education for the first time; the difference between enrolment and repeaters in the first grade of the level.
Non-formal education. Learning activities typically organized outside the formal education system. The term is generally contrasted with formal and informal education. In different contexts, non-formal education covers educational activities aimed at imparting adult literacy, basic education for out-of-school children and youth, life skills, work skills, and general culture. Such activities usually have clear learning objectives, but vary in duration, in conferring certification for acquired learning, and in organizational structure.
Number of children orphaned by HIV/AIDS. Estimated number of children up to age 17 who have lost one or both parents to AIDS.
Numeracy. Usually, the ability to add, subtract, multiply and divide. More broadly, it means the knowledge and skills required to effectively manage and respond to mathematical demands posed by diverse situations, involving objects, pictures, numbers, symbols, formulas, diagrams, maps, graphs, tables and text. Encompassing the ability to order and sort, count, estimate, compute, measure, and follow a model,it involves responding to information about mathematical ideas that may be represented in a range of ways.
Oral literacy. Transmission of knowledge by word of mouth from one generation to another. The term is derived from ethnography and anthropology.
Out-of-primary-school children. Children in the official primary school age range who are not enrolled in primary school.
Percentage of new entrants to the first grade of primary education with ECCE experience. Number of new entrants to the first grade of primary school who have attended the equivalent of at least 200 hours of organized ECCE programmes, expressed as a percentage of the total number of new entrants to the first grade.
Percentage of repeaters. Number of pupils enrolled in the same grade or level as the previous year, expressed as a percentage of the total enrolment in that grade or level.
Post-literacy programmes. Programmes designed to maintain and enhance basic reading, writing and
numeracy skills. Like initial literacy programmes, they are usually of short duration (less than one year) and organized to develop specific skills for specific purposes. The ‘post’ is not intended to convey the idea that there is a ‘pre’ and ‘post’ state to literacy acquisition and skill development, but rather refers to the sequencing in programmatic terms for courses and programmes.
Post-secondary non-tertiary education (ISCED level 4). Programmes that lie between the upper secondary and tertiary levels from an international point of view, even though they might clearly be considered upper secondary or tertiary programmes in a national context. They are often not significantly more advanced than programmes at ISCED 3 (upper secondary) but they serve to broaden the knowledge of students who
have completed a programme at that level. The students are usually older than those at ISCED level 3.
ISCED 4 programmes typically last between six months and two years.
Pre-primary education (ISCED level 0). Programmes at the initial stage of organized instruction, primarily designed to introduce very young children, aged at least 3 years, to a school-type environment and provide a bridge between home and school. Variously referred to as infant education, nursery education, pre-school education, kindergarten or early childhood education, such programmes are the more formal component of ECCE. Upon completion of these programmes, children continue their education at ISCED 1 (primary education).
Primary education (ISCED level 1). Programmes normally designed on a unit or project basis to give pupils a sound basic education in reading, writing and mathematics and an elementary understanding of subjects such as history, geography, natural sciences, social sciences, art and music. Religious instruction may also be featured. These subjects serve to develop pupils’ ability to obtain and use information they need about their home, community, country, etc. Also
known as elementary education.
Private enrolment. Number of children enrolled in an institution that is not operated by a public authority but controlled and managed, whether for profit or not, by a
private body such as a non-governmental organization, religious body, special interest group, foundation or business enterprise.
Public current expenditure on education as percentage of total public expenditure on education. Recurrent public expenditure on education expressed as a percentage of total public expenditure on education (current and capital). It covers public expenditure for both public and private institutions. Current expenditure includes expenditure for goods and services that are consumed within a given year and have to be renewed the following year, such as staff salaries and benefits; contracted or purchased services; other resources, including books and teaching materials; welfare services and items such as furniture and equipment, minor repairs, fuel, telecommunications, travel, insurance and rent. Capital expenditure includes expenditure for construction, renovation and major repairs of buildings and the purchase of heavy equipment or vehicles.
Public expenditure on education. Total public finance, devoted to education by local, regional and national governments, including municipalities. Household contributions are excluded. Includes both current and capital expenditure.
Public expenditure on education as percentage of total government expenditure. Total current and capital expenditure on education at every level of administration, i.e. central, regional and local authorities, expressed as a percentage of total government expenditure (on health, education, social services, etc.).
Pupil. A child enrolled in pre-primary or primary education. Youth and adults enrolled at more advanced levels are often referred to as students.
Pupil/teacher ratio (PTR). Average number of pupils per teacher at a specific level of education, based on headcounts for both pupils and teachers.
Purchasing power parity (PPP). An exchange rate that accounts for price differences among countries, allowing international comparisons of real output and incomes.
Repetition rate by grade. Number of repeaters in a given grade in a given school year, expressed as a percentage of enrolment in that grade the previous school year.
School life expectancy (SLE). Number of years a child of school entrance age is expected to spend at school, including years spent on repetition. It is the sum of the
age-specific enrolment ratios for primary, secondary, post-secondary non-tertiary and tertiary education.
School-age population. Population of the age group officially corresponding to a given level of education, whether enrolled in school or not.
Secondary education. Programmes at ISCED levels 2 and 3. Lower secondary education (ISCED 2) is generally designed to continue the basic programmes of the primary level but the teaching is typically more subject-focused, requiring more specialized teachers for each subject area. The end of this level often coincides with the end of compulsory education.
In upper secondary education (ISCED 3), the final stage of secondary education in most countries, instruction is often organized even more along subject lines and teachers typically need a higher or more subject specific qualification than at ISCED level 2.
Survival rate by grade. Percentage of a cohort of pupils or students who are enrolled in the first grade of an education cycle in a given school year and are expected to reach a specified grade, regardless of repetition.
Teachers or teaching staff. Number of persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. Excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity.
Technical and vocational education. Programmes designed mainly to prepare students for direct entry into a particular occupation or trade (or class of occupations or trades). Successful completion of such programmes normally leads to a labour-market relevant vocational qualification recognized by the competent authorities (ministry of education,employers’ associations, etc.) in the country in which it is obtained.
Tertiary or higher education. Programmes with an educational content more advanced than what is offered at ISCED levels 3 and 4. The first stage of tertiary education, ISCED level 5, includes level 5A, composed of largely theoretically based programmes intended to provide sufficient qualifications for gaining entry to advanced research programmes and professions with high skill requirements; and level 5B,where programmes are generally more practical, technical and/or occupationally specific. The second
stage of tertiary education, ISCED level 6, comprises programmes devoted to advanced study and original research, and leading to the award of an advanced research qualification.
Total debt service. Sum of principal repayments and interest paid in foreign currency, goods or services on long-term debt, or interest paid on short-term debt, as well as repayments (repurchases and charges) to the International Monetary Fund.
Total fertility rate. Average number of children that would be born to a woman if she were to live to the end of her childbearing years (15 to 49) and bear children at each age in accordance with prevailing age-specific fertility rates.
Trained teacher. Teacher who has received the minimum organized teacher training (pre-service or in-service) normally required for teaching at the relevant level in a given country.
Trainer. In the context of adult education, someone who trains literacy educators, providing pre-service or inservice training in adult literacy teaching methods.
Transition rate to secondary education. New entrants to the first grade of secondary education in a given year,expressed as a percentage of the number of pupils enrolled in the final grade of primary education in the previous year.
Tutor. An individual teacher in a volunteer-delivered literacy programme or campaign, or a person who is paid to provide specialized instruction to a child outside school.
Youth literacy rate. Number of literate persons aged 15 to 24, expressed as a percentage of the total population in that age group. |
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EFA - Global Monitoring Report
