Adolescence

More than 70 million adolescents of lower secondaryage are out of school, with sub-Saharan Africa themost affected regionThe overwhelming focus on achieving universal primaryeducation by 2015 may have led to the educational challengefor adolescents being understated. Reports repeatedlytalk about the ‘number of children out of school’ butrefer only to the number of children of primary age whoare out of school – currently 69 million. 28 Yet there arevirtually equal numbers of adolescents of lower secondaryage – almost 71 million, 29 which is around one in five ofthat total age group – who are also out of school, eitherbecause they have not completed their primary schoolingor because they have been unable to make the transitionto lower secondary school – or because they have simplydropped out of secondary education. Taking account ofadolescents, therefore, doubles the worldwide problem ofchildren out of school. Of these out-of-school adolescents,54 per cent are girls. The region most affected in thisrespect is sub-Saharan Africa, with 38 per cent of adolescentsout of school. 30There is a growing need to focus on the transition fromprimary to lower secondary school, which often provesparticularly difficult in developing countries. Some childrenare not transitioning to secondary school at typicalages while other children drop out entirely. For example,of lower-secondary-age adolescents in sub-Saharan Africa,39 per cent are still in primary school, repeating earliergrades or catching up after a late start. In sub-SaharanAfrica, 64 per cent of primary school students transition tosecondary school. 31 Of those adolescents who do transitionto secondary school, many do not make it to the uppersecondary. For developing countries, the upper secondarygross enrolment ratio stood at just 48 per cent in 2007,compared with 75 per cent at the lower secondary level. 32As more sub-Saharan African countries are reaching universalprimary education, they are expanding their educationgoals to universal basic education, which includes anelement of lower secondary as well as primary schooling.Ghana, for example, in 2007 established basic educationto include 11 years of schooling, including two years ofkindergarten, six years of primary school and three yearsof junior high school. 33The barriers to school attendance at secondary level arelargely similar to those at the primary level, but often evenmore entrenched. The cost of secondary schooling is oftenhigher than the cost of primary schooling and therefore moredifficult for families to afford; secondary schools are furtherfrom home, often requiring transportation; and the conflictbetween educational aspirations and the potential incomethat could be earned by a working adolescent is greater.Across the developing world, girls still lag behindboys in secondary school attendanceAt the global level, girls still lag behind boys in secondaryschool participation, with net enrolment at 53 per cent forboys and 48 per cent for girls for the period 2005–2009.Although girls lag behind boys generally, their disadvantageis not wholesale. Girl disadvantage is highest in the leastdeveloped countries, particularly in sub-Saharan Africa andSouth Asia. However, in the East Asia and Pacific and theLatin America and Caribbean regions, net attendance insecondary school is higher for girls than boys. 34Adolescent girls and boys face different challenges toschool attendance. Girls, especially poor girls, are lesslikely to attend secondary school due to the compoundingforms of disadvantage and discrimination they face,including domestic labour, child marriage, ethnic or socialexclusion and early pregnancy. 35 Boys may face psychosocialchallenges to school attendance. Adolescent boys tendto report lower satisfaction with school than girls. 36 Studiesshow that teenage boys tend to spend less time in academicactivities than girls, while lack of family involvement andthe influence of their peer group may also adversely affectboys’ levels of satisfaction and adjustment to school.Secondary education is critical to adolescentempowerment, development and protectionGirls’ secondary education remains critical to their development.The existence of secondary schools tends toimprove not only enrolment and completion in primaryschools but also the quality of the education they provide.Secondary education contributes to greater civic participationand helps to combat youth violence, sexual harassmentand human trafficking. It results in a range of longtermhealth benefits, including lower infant mortality, latermarriage, reduced domestic violence, lower fertility ratesand improved child nutrition. It functions as a long-termdefence against HIV and AIDS, and also acts to reducepoverty and foster social empowerment. 37Many countries in the developing world have made significantprogress in enrolling more girls in secondary schoolsince 1990, though the goal of gender parity remainsrealizing the rights of adolescents 29