Kiribati Education Fact Sheets I 2021 - MICS-EAGLE Analyses for learning and equity using data from Kiribati Development Indicator Survey ...
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Kiribati Education
Fact Sheets I 2021
Analyses for learning and equity using
data from Kiribati Development Indicator
Survey 2018–2019
(as part of the global MICS initiative)
MICS-EAGLE
Acknowledgements
The 2021 MICS-EAGLE Kiribati Education Fact Sheets were jointly developed by: Director
Reetina Katokita, Teeta Kabiriera, Taaruru Taoaba, Tabera Tekatu, Toaiauea Toabwa and
Tokitebwa Nabuange from Kiribati’s Ministry of Education; Sawa Iwakuni and Elaine
Bwebwe from UNICEF Kiribati Office; Anna Smeby, Gail Townsend and James Kaphuka from
UNICEF Pacific Multi Country Office; technical assistance came from Suguru Mizunoya,
Sakshi Mishra and Diogo Amaro of the Education team in the Data and Analytics section,
Division of Data, Analytics, Planning and Monitoring, with support from many helping hands.
Photocredits
We would like to express our deepest gratitude to the government ministers and their Cover page: © UNICEF Pacific/2007/Pirozzi Page 30: © UNICEF Pacific/2019/Saberi
representatives from Kiribati who provided inputs to the MICS-EAGLE fact sheets, Page 4: © UNICEF Pacific/2019/Saberi Page 31: © UNICEF Pacific/2006/Pirozzi
Page 7: © UNICEF Pacific/2019/Saberi Page 34: © UNICEF Pacific/2006/PirozzI
and without whose support this initiative could not have advanced. Page 8: © UNICEF Pacific/2018/Sokhin Page 35: © UNICEF Pacific/2006/Pirozzi
Page 9: © UNICEF Pacific/2016/Sokhin Page 36: © UNICEF Pacific/2006/Pirozzi
Page 12: © UNICEF Pacific/2018/Sokhin Page 41: © UNICEF Pacific/2016/Sokhin
We would also like to express our gratitude to Norway and Dubai Cares for financial support Page 13: © UNICEF Pacific/2018/Sokhin Page 45: © UNICEF Pacific/2016/Sokhin
Page 17: © UNICEF Pacific/2018/Sokhin Page 47: © UNICEF Pacific/2016/Vlad Sokhin
to MICS-EAGLE in Kiribati. Page 48: © UNICEF Pacific/2016/Vlad Sokhin
Page 18: © UNICEF Pacific/2016/Sokhin
Page 23: © UNICEF Pacific/2016/Sokhin Page 49: © UNICEF Pacific/2018/Sokhin
Page 26: © UNICEF Pacific/2019/Saberi Page 53: © UNICEF Pacific/2006/Pirozzi
Last but not least, the team would also like to thank Ruth Griffiths for editing the fact sheets Page 27: © UNICEF Pacific/2006/Pirozzi Page 57: © UNICEF Pacific/2016/Sokhin
and Ane Louise Gaudert for the design. Page 29: © UNICEF Pacific/2006/Pirozzi
Table of contents Introduction 5 Topic 1: Adjusted Net Attendance Rate 6 Topic 2: Out-of-School Children 10 Topic 3: Completion Rates 16 Topic 4: Repetition, Dropouts and Non-Transitions 22 Topic 5: Early Childhood Attendance and Development 28 Topic 6: Foundational Learning Skills 34 Topic 7: Education for Children with Disabilities 42 Topic 8: Child Protection 46 Topic 9: Remote Learning 50
Introduction
What is KSDIS? What is MICS-EAGLE?
How are these fact sheets structured?
The Kiribati Social Development Indicator Survey (KSDIS) UNICEF launched the MICS-EAGLE (Education Analysis
generates information on women, men and children in for Global Learning and Equity) Initiative in 2018 with
the country based on the UNICEF Multiple Indicator the objective of improving learning outcomes and equity The MICS-EAGLE Initiative offers activities
Cluster Survey (MICS) framework with additional modules issues in education by addressing two critical education at the national, regional and global
from the Demographic and Health Survey (DHS). It was data problems – gaps in key education indicators, as well level. The nine topics listed below are
carried out in 2018/19 by Kiribati National Statistics as lack of effective data utilization by governments and analysed through an equity lens (gender,
Office in collaboration with the Ministry of Health and education stakeholders. MICS-EAGLE is designed to: socioeconomic status, ethnicity, etc.):
other government ministries, as part of the Global
• Support education sector situation analysis and sector
MICS Programme.
plan development by building national capacity, and Adjusted Net
leveraging the vast wealth of education data collected Attendance Rate
by MICS6; and
What is MICS?
• Build on the global data foundation provided by MICS6
UNICEF launched MICS in 1995 to monitor the status Out-of-School Children
to yield insights at the national, regional and global level
of children around the world. Over the past 25 years,
about ways to ensure each child can reach his or her
this household survey has become the largest source of
full potential by reducing barriers to opportunity.
statistically sound and internationally comparable data on
women and children worldwide, and more than 345 MICS Completion Rates
surveys have been carried out in more than 118 countries. What is profiling?
One of the characteristics of these fact sheets is profiling.
MICS surveys are conducted by trained fieldworkers Profiling illustrates the demographic and socioeconomic Repetition, Dropouts
who perform face-to-face interviews with household characteristics of children in a certain category, and and Non-Transitions
members on a variety of topics. MICS was a major data answers questions such as “what per centage of a
source for the Millennium Development Goals indicators key population group is male and what per centage is
and continues to inform more than 150 Sustainable female?” or “what per centage of a key population group Early Childhood Attendance
Development Goal (SDG) indicators in support of the lives in rural areas and what per centage lives in urban and Development
2030 Sustainable Development Agenda. areas?” Because profiles examine all children within a key
population group, the sum of various characteristics always
MICS has been updated several times with new and adds up to 100 per cent (although rounding may affect Foundational
improved questions. The current version, MICS6, this). Learning Skills
was deployed in 2017 and is being implemented in
58 countries. MICS6 includes new modules that For example, a profile of children not completing primary
track SDG4 indicators related to education such as education will highlight some of the main characteristics of Education for
learning (SDG4.1.1), early childhood attendance and children in the target population group for this indicator.
development (SDG4.2.1 and SDG4.2.2), information and
Children with Disabilities
communication technology skills (ICT – SDG4.4.1), and Primary completion rates look at children aged 3–5
child functioning (child disability – SDG4.5.1), as well as years older than the entry age for children for the last
parental involvement in education. grade of primary school, so the target population on this
Child Protection
indicator will be children aged 14–16 years who have not
More information on MICS6 survey design, including completed primary education. In Kiribati, 73 per cent of
the sampling method and list of questionnaires and children aged between 14 and 16 who have not completed
indicators, is available from https://mics.unicef.org/ primary education are male, therefore 27 per cent have
tools#survey-design. Remote Learning
to be female. In turn, 39 per cent of children in the target
population live in urban areas, therefore 61 per cent live
in rural areas.
Introduction 5
Topic 1 Adjusted Net Attendance Rate
1. At which level of 2. What are the characteristics of 3. What regions have 4. What is the profile of children who do
Guiding education is ANAR children who do not attend the age- the lowest ANAR at not attend the age-relevant or higher
questions the lowest? relevant or higher level of education? each level? level of education?
Overview
What is ANAR?
ANAR measures the per centage of children of a given FIGURE 1 Overview of ANAR 10 0%
age who are attending an education level compatible with 90 %
their age or attending a higher education level. The rate is
80 %
termed “adjusted” since it includes both groups. It can be Richest 97% 93% 71%
divided into three indicators: 70 %
Urban 95% 82% 57% 60 %
• ANAR primary – per centage of children of primary school 50 %
Total 96% 80% 53%
age currently attending primary or higher
40 %
Rural 96% 77% 48%
• ANAR lower secondary – per centage of children of lower 30 %
secondary school age currently attending lower secondary Poorest 95% 71% 35% 20 %
school or higher
JUNIOR SENIOR
PRIMARY
SECONDARY SECONDARY PRIMARY JUNIOR SECONDARY SENIOR SECONDARY
• ANAR upper secondary – per centage of children of upper
secondary school age currently attending upper secondary
school or higher
FIGURE 2 Primary ANAR FIGURE 3 Junior secondary ANAR
10 0%
96% 95% 97% 95% 96% 95% 96% 96% 95% 97% 93%
10 0%
87%
90 % 90 % 80% 82% 79% 82%
77% 77%
80 % 80 % 73% 71%
70 % 70 %
60 % 60 %
50 % 50 %
40 % 40 %
30 % 30 %
20 % 20 %
10 % 10 %
0% 0%
Male Female Urban Rural Lowest Second Middle Fourth Highest Male Female Urban Rural Lowest Second Middle Fourth Highest
TOTAL TOTAL
SEX AREA WEALTH QUINTILE SEX AREA WEALTH QUINTILE
6 Kiribati Education Fact Sheets 2021 I Analyses for learning and equity using MICS data
FIGURE 4 Senior secondary ANAR
10 0%
90 %
80 % 71%
70 % 63%
57%
60 % 53% 53% 51% 51%
45% 48%
50 %
40 %
35%
30 %
20 %
10 %
0%
Male Female Urban Rural Lowest Second Middle Fourth Highest
TOTAL
SEX AREA WEALTH QUINTILE
Findings
• About 96 per cent of primary school-age • At primary level, there is a small
children are attending school at either (2 per centage point) gender gap
primary or a higher level. However, the in ANAR in favour of girls. At
attendance rate declines steeply for junior secondary level, this gap
junior and senior secondary education, increases to a 14 per centage
with 80 per cent of junior secondary-age point difference in favour of girls.
children attending junior secondary or a At senior secondary level, this gap
higher level and only 53 per cent of senior increases to an 18 per centage
secondary-age children attending senior point difference in favour of girls.
secondary or a higher level.
• Besides gender, there is an
• While there is no difference in ANAR association between ANAR
at primary level among children from and wealth at junior secondary
different wealth quintiles, children and senior secondary levels. In
belonging to the lowest quintile present a particular, at senior secondary
particularly low ANAR compared to other level, ANAR of children in the
socioeconomic groups at junior and senior lowest wealth quintile was
secondary levels. At junior and senior one half of children in the
seconday levels, rural and poor children wealthiest quintile.
attend the respective or a higher level
of education below the national average
whereas urban and rich children attend at
a level higher than the national average.
Topic 1: Adjusted Net Attendance Rate 7
Regional disaggregation
FIGURE 5 ANAR, by island group
10 0% 95% 96% 95% 97% 97%
Primary
90 % 82% 85% 83% Junior secondary
79%
80 % Senior secondary
70%
70 %
57% 55%
60 % 52%
47%
50 %
40 %
30%
30 %
20 %
10 %
0%
SOUTH TARAWA NORTHERN GILBERT CENTRAL GILBERT SOUTHERN GILBERT LINE AND PHOENIX
Findings
Primary ANAR:
• There is little regional disparity in ANAR in primary
education. All island groups have an ANAR greater than
95 per cent.
Junior secondary ANAR:
• The regional disparity in ANAR increases from primary to
junior secondary.
• Among all island groups, Central Gilbert has the highest
junior secondary ANAR at 85 per cent and Northern
Gilbert has the lowest at 70 per cent.
Senior secondary ANAR:
• The decrease in ANAR from junior secondary to senior
secondary is greater than the decrease in ANAR
from primary to junior secondary in four out of five
island groups.
• South Tarawa has the highest ANAR at senior secondary
level at 57 per cent probably because most senior
secondary schools are located in South Tarawa, whereas
Line and Phoenix has the lowest at 30 per cent.
8 Kiribati Education Fact Sheets 2021 I Analyses for learning and equity using MICS data
Profile of children not attending school
The profile of children not attending school for each level of education is based on the per centage of children not attending their age-respective or a higher level of education – i.e., of the 4 per cent of primary school age not attending
primary or a higher level, 20 per cent of junior secondary school age not attending junior secondary or a higher level and 47 per cent of senior secondary age not attending senior secondary or a higher level.
FIGURE 6 Profile of children not attending, by sex FIGURE 7 Profile of children not attending, by area
SENIOR SENIOR
SECONDARY 63% 37% SECONDARY 52% 48%
JUNIOR JUNIOR
SECONDARY 71% 29% SECONDARY 41% 59%
PRIMARY 64% 36% PRIMARY 57% 43%
0% 20 % 40 % 60 % 80 % 10 0% 0% 20 % 40 % 60 % 80 % 10 0%
Male Female Urban Rural
FIGURE 8 Profile of children not attending, by wealth quintile
Findings
SENIOR Lowest
SECONDARY 25% 19% 20% 21% 15% Second • Among those not attending, boys
Middle form the majority at all levels
JUNIOR Fourth
31% 25% 20% 17% 6% of education.
SECONDARY Highest
• At primary and senior secondary
levels, most children not
PRIMARY 24% 18% 21% 22% 14%
attending their level or a higher
0% 10 % 20 % 30 % 40 % 50 % 60 % 70 % 80 % 90 % 10 0%
level are in urban areas whereas
at junior secondary level the
opposite is true.
• At all levels of education, children
FIGURE 9 Profile of children not attending, by island group belonging to the richest quintile are
under-represented ,while children
belonging to the lowest quintile are
SENIOR South Tarawa over-represented.
SECONDARY 52% 23% 6% 12% 8% Northern Gilbert
Central Gilbert • South Tarawa has the highest per
JUNIOR Southern Gilbert centage because of the size of its
SECONDARY 41% 33% 5% 13% 9%
Line and Phoenix population; it is followed in this by
Northern Gilbert.
PRIMARY 57% 18% 8% 11% 6%
0% 10 % 20 % 30 % 40 % 50 % 60 % 70 % 80 % 90 % 10 0%
Topic 1: Adjusted Net Attendance Rate 9
Topic 2 Out-of-School Children
1. Which level of education 2. How many children are 3. What regions have the 4. Where do most out-of-school
Guiding has the highest out-of-school out of school? highest out-of school children live and what is their
questions children rate? rates? background?
Overview
Who are out-of-school children?
Out-of-school children are children and young people in FIGURE 10 Overview of out-of-school rates 60 %
the official age range for a given level of education who
are not attending either pre-primary, primary, secondary 50 %
or higher levels of education. The objective of the out-of-
school children rate is to identify the part of the population Poorest 3% 15% 52% 40 %
in the official age range for a given level of education not
Rural 2% 11% 41%
attending school, in order to formulate targeted policies 30 %
that can be put in place to ensure they have access to Total 3% 10% 38%
education. It is used to calculate SDG4.1.4 – out-of-school 20 %
rate for different levels of education, including primary, Urban 4% 8% 35%
lower secondary and upper secondary. 10 %
Richest 2% 1% 23%
0%
JUNIOR SENIOR
PRIMARY
SECONDARY SECONDARY PRIMARY JUNIOR SECONDARY SENIOR SECONDARY
FIGURE 11 Number of out-of-school children (estimates)
517 Findings
• Nationally, 3 per cent of primary • Compared with the national • In total, an estimated number
659 school-age children are out of average, children from the of 517 children are out of school
school at primary level. poorest wealth quintile have when they should be attending
higher out-of school rates primary school and 659 when
• While there is no big difference
at all levels. Urban and rural they should be attending
in the out-of-school-children
out-of-school per centages are junior secondary.
rate at primary level among
similar to the national average
different wealth quintile groups, • The out-of-school children rate
3,095 in primary. In junior and senior
Primary inequity widens as children enter worsens at the senior secondary
secondary, this gap increases,
Junior secondary secondary level. level, with 3,095 children out
with higher out-of-school children
Senior secondary of school.
rates in rural areas.
10 Kiribati Education Fact Sheets 2021 I Analyses for learning and equity using MICS dataOut-of-school children by level of education
FIGURE 12 Out-of-school children rates at primary level
60 %
Findings
50 %
40 % Primary level
• At the primary education level,
30 %
3 per cent of children are out of
20 % school. A higher per centage of
children from some groups than
10 %
3% 4% 2% 4% 2% 3% 2% 4% 4% 2% others are out of school. For
0% example, the per centage of out-of-
Male Female Urban Rural Lowest Second Middle Fourth Highest
TOTAL school children from urban areas is
SEX AREA WEALTH QUINTILE
twice as high as that of out-of-
school children from rural areas.
FIGURE 13 Out-of-school children rates at junior secondary level Junior secondary level
• For children who should be
60 % attending junior secondary
50 % education, the out-of-school rate
is at 10 per cent, with more males
40 %
out of school than females. The
30 % out-of-school rate is higher for
rural than urban areas, which is
20 % 14% 15%
10% 11% 11% 10% 9% the opposite of what is the case at
8%
10 % 5% primary level. The wealth disparity
1%
0%
increases, with the per centage of
Male Female Urban Rural Lowest Second Middle Fourth Highest children from the poorest wealth
TOTAL
SEX AREA WEALTH QUINTILE quintile 1.5 times higher than the
national average.
FIGURE 14 Out-of-school children rates at senior secondary level
Senior secondary level
• In senior seondary, the per centage
60 % of out-of school children increases
52%
to 38 per cent, with a higher per
50 % 45%
41% 42% 40% centage of boys than girls out
38% 36%
40 % 35% of school. More than twice as
29% many of the poorest children are
30 %
23% out of school compared with the
20 % richest children.
10 %
0%
Male Female Urban Rural Lowest Second Middle Fourth Highest
TOTAL
SEX AREA WEALTH QUINTILE
Topic 2: Out-of-School Children 11Regional disaggregation
FIGURE 15 Out-of-school children rates, by island group
10 0%
Primary
90 % Junior secondary
80 % Senior secondary
70 % 60%
60 %
50 % 41%
40 % 35% 37% 34%
30 %
20 %
15% 12%
8% 7% 9%
10 % 4% 3% 3% 2% 2%
0%
SOUTH TARAWA NORTHERN GILBERT CENTRAL GILBERT SOUTHERN GILBERT LINE AND PHOENIX
Findings
• Across all levels of education, the out-
of-school rate for children is drastically
high for senior secondary education.
Most children are in school at primary
level; at junior and senior secondary
levels the per centage out of school is
much higher.
• The out-of-school rate increase in Line
and Phoenix is particularly dramatic.
The rate in the island group increases
from 2 per cent in primary to 60 per
cent in senior secondary.
• The out-of school rate at junior
secondary level is highest in the
Northern Gilbert and Central Gilbert
island groups.
• In senior secondary, although high, the
out-of school rate is lowest in Southern
Gilbert, followed by South Tarawa and
Central Gilbert.
12 Kiribati Education Fact Sheets 2021 I Analyses for learning and equity using MICS dataProfile of children out of school
This profiling is based on the per centage of out-of-school children for each level – i.e., of the 3 per cent out of school in primary, 10 per cent in junior secondary and 38 per cent in senior secondary.
FIGURE 16 Profile of children out of school, by sex FIGURE 17 Profile of children out of school, by area
Findings
SENIOR SENIOR
SECONDARY 64% 36% SECONDARY 52% 48% • At all levels the majority of out-
of-school children are boys.
JUNIOR
77% 23%
JUNIOR
40% 60% • At primary and senior secondary
SECONDARY SECONDARY
levels, there are more out-of-
school children in urban areas,
PRIMARY 64% 36% PRIMARY 63% 37% whereas at junior secondary
level there are more out-of-
0% 20 % 40 % 60 % 80 % 10 0% 0% 20 % 40 % 60 % 80 % 10 0% school children in rural areas.
Male Female Urban Rural • Of the children out of school in
primary and junior secondary,
very few belong to the highest
wealth quintile.
FIGURE 18 Profile of children out of school, by wealth quintile
• In primary and senior secondary
level, more than 50 per cent of
Lowest
SENIOR children who are out of school
SECONDARY 25% 19% 21% 22% 14% Second
are in South Tarawa. In junior
Middle
secondary as well, South Tarawa
JUNIOR Fourth
SECONDARY 35% 26% 19% 19% 1%
1% Highest
has the highest proportion of
children who are out of school.
For all levels of education,
PRIMARY 20% 17% 24% 26% 12%
following South Tarawa, Northern
Gilbert group has the next
0% 10 % 20 % 30 % 40 % 50 % 60 % 70 % 80 % 90 % 10 0%
highest proportion of children
who are out of school.
FIGURE 19 Profile of children out of school, by island group
SENIOR South Tarawa
SECONDARY 52% 23% 6% 11% 8% Northern Gilbert
Central Gilbert
JUNIOR Southern Gilbert
SECONDARY 40% 33% 8% 11% 8%
Line and Phoenix
PRIMARY 63% 16% 6% 9% 6%
0% 10 % 20 % 30 % 40 % 50 % 60 % 70 % 80 % 90 % 10 0%
Topic 2: Out-of-School Children 13TABLE 1. OUT OF SCHOOL
Out-of-school rates (%) Headcount of children out of school
Rates & headcounts by various
socioeconomic characteristics
Primary Junior secondary Senior secondary Primary Junior secondary Senior secondary
TOTAL 3% 10% 38% 523 665 3,041
Male 4% 14% 45% 333 513 1,939
Sex
Female 2% 5% 29% 190 152 1,102
Urban 4% 8% 35% 334 265 1,573
Area
Rural 2% 11% 41% 188 400 1,467
Lowest 3% 15% 52% 104 230 758
Second 2% 11% 36% 87 175 577
Wealth quintile Middle 4% 10% 42% 120 128 630
Fourth 4% 9% 40% 143 121 651
Highest 2% 1% 23% 68 10 425
South Tarawa 4% 8% 35% 334 265 1,573
Northern Gilbert 3% 15% 41% 76 223 703
Island group Central Gilbert 3% 12% 37% 30 55 171
Southern Gilbert 2% 7% 34% 49 70 340
Line and Phoenix 2% 9% 60% 33 52 253
* Headcounts based on population data from UNSD.
14 Kiribati Education Fact Sheets 2021 I Analyses for learning and equity using MICS dataPer centages and headcounts, by various socioeconomic characteristics
These charts show the trade-off between per centages and population size, where the height on the Y-axis of the bubble represents the per centage of children who are out of school at each level, meaning that, the higher the bubble, the
larger the per centage. Population size is represented by the size of the bubble.
FIGURE
5% 20 Primary out-of school rate and headcount of children not attending school
Findings
4% 4% 4% 4% 4% 4%
Across all three levels:
• Males have higher out-of-school rates and higher
3% 3% 3% 3% TOTAL
headcounts as well compared with females.
• Out-of-school rates differ along socioeconomic
lines at junior and senior secondary levels.
2% 2% 2% 2% 2% 2% 2%
Although the lowest wealth quintile comprises
20 per cent of the population, the per centage of
1%
Male Female Urban Rural Lowest Second Middle Fourth Highest South Northern Central Southern Line and children belonging to the lowest wealth quintile
Tarawa Gilbert Gilbert Gilbert Phoenix
who are out of school and the headcount are
large for all three levels compared with the
FIGURE 21 Junior secondary out-of-school rate and headcount of children not attending school
0% highest wealth quintile.
18%
Primary level:
16%
• At primary level, the out-of-school rates for
15% 15%
14% 14% children belonging to the middle and second rich
wealth quintiles is higher than for other groups.
12% 12%
This shows that, rather than the poorest, the
11% 11%
10% 10% TOTAL middle class may face some barriers that lead to
9% 9% children being out of school in primary.
8% 8% 8%
7% • In terms of island groups, at the primary level,
6%
South Tarawa has the highest per centage and
5%
4%
the largest headcount of out-of-school children.
2%
Male Female Urban Rural Lowest Second Middle Fourth Highest South Northern Central Southern Line and Junior secondary level:
1%
Tarawa Gilbert Gilbert Gilbert Phoenix • At junior secondary level, Northern Gilbert
0% and South Tarawa island groups have similar
FIGURE
70% 22 Senior secondary out-of-school rate and headcount of children not attending school headcounts of children who are out of school
but the out-of-school children rate in Northern
60% 60% Gilbert is higher.
50%
52% Senior secondary level:
• At senior secondary level, Line and Phoenix
45%
41% 42% 41% has the highest out-of-school children rate
40% 40%
36% 37% TOTAL but a small headcount. This owes to the small
35% 35% 34%
30%
population size of this island group, whereby,
29%
given the small population size, the high per
23% centage does not translate to large numbers of
20%
out-of-school children.
Male Female Urban Rural Lowest Second Middle Fourth Highest South Northern Central Southern Line and
10% Tarawa Gilbert Gilbert Gilbert Phoenix
0%
Topic 2: Out-of-School Children 15Topic 3 Completion Rates
1. At which level of education 2. What regions have the 3. What is the profile of children 4. What are the socioeconomic
Guiding is the completion rate the lowest completion rates who do not complete each characteristics of children who not
questions lowest? at each level? level of education? complete each level of education?
Overview
What is the completion rate?
The completion rate reflects the per centage of a cohort FIGURE 23 Overview of completion rates 10 0%
of children or young people 3–5 years older than the 90 %
intended age for the last grade of each level of education
80 %
(primary, junior secondary or senior secondary) who have
Richest 96% 89% 45% 70 %
completed that level of education. For example, if the
official age of entry into primary education is 6 years, Urban 96% 83% 29%
60 %
and primary school has 6 grades, then the intended age 50 %
for the last grade of primary education is 11 years. In Total 94% 78% 20% 40 %
this case, the reference age group for calculation of the 30 %
primary completion rate would be 14–16 years (11 + 3
Rural 93% 71% 8%
20 %
= 14 and 11 + 5 = 16). This indicator is used to calculate Poorest 88% 62% 4% 10 %
SDG4.1.2 – completion rate (primary education, lower
secondary education, upper secondary education). JUNIOR SENIOR 0%
PRIMARY
SECONDARY SECONDARY PRIMARY JUNIOR SECONDARY SENIOR SECONDARY
FIGURE 24 Primary completion rate FIGURE 25 Junior secondary completion rate
94% 96% 96% 93% 93% 96% 97% 96%
10 0% 92% 10 0%
88% 89%
88%
90 % 90 % 83% 81% 82%
78%
80 % 80 % 69% 71% 72%
70 % 70 % 62%
60 % 60 %
50 % 50 %
40 % 40 %
30 % 30 %
20 % 20 %
10 % 10 %
0% 0%
Male Female Urban Rural Lowest Second Middle Fourth Highest Male Female Urban Rural Lowest Second Middle Fourth Highest
TOTAL TOTAL
SEX AREA WEALTH QUINTILE SEX AREA WEALTH QUINTILE
16 Kiribati Education Fact Sheets 2021 I Analyses for learning and equity using MICS dataFIGURE 26 Senior secondary completion rate
Findings
10 0% • About 94 per cent of children complete • This gap between children from
90 % primary education. However, the the lowest and the highest wealth
80 % completion rate declines steeply for quintiles reveals a picture of inequity in
70 % junior and senior secondary education, completing education.
60 % with only 78 per cent completing
45% • There are gaps by gender and location
50 % junior secondary and only 20 per cent
as well. At all levels, a higher per
40 % 29% completing senior secondary.
centage of females and children from
30 % 24% 21%
20% • The declining completion rate can be urban areas complete a level.
16% 15%
20 %
8% 6% attributed to dropout, push out and
10 % 4%
repetition or delayed completion – this
0%
Male Female Urban Rural Lowest Second Middle Fourth Highest means that higher levels of education Note
TOTAL
SEX AREA WEALTH QUINTILE
experience these internal inefficiencies
more than primary. • When interpreting location/geographic
completion rates, it is important that
• Boys have a lower completion rate
these are based on “current location”
than girls at all levels. The difference
and the completion rate looks at the
in the completion rate between
cohort of children three to five years
boys and girls is the highest at junior
over the age of a level. Therefore,
secondary level.
individuals may have migrated
• Children belonging to the lowest from one location to another after
wealth quintile and those living in rural completing a level but this analysis
areas have particularly low completion notes only the location where the data
rates. At all levels, rural and poor was collected, and not the migration.
children complete below the national
average whereas urban and richest
children complete at levels higher than
the national average.
• The gap between the completion
rates of children from the highest and
the lowest wealth quintile widens
starkly as they progress through
the education system. At primary
level, the gap in the completion rate
between richest and poorest is of 8
per centage points (in favour of the
richest). At junior secondary level, it
increases to 27 per centage points
and at senior secondary it is at 41
per centage points. This increasing
gap indicates that children complete
a level of education based along
socioeconomic lines.
Topic 3: Completion Rates 17Regional disaggregation
FIGURE 27 Completion rates, by island group
10 0% 96% 92% 92% 95%
91% Primary
90 % 83% Junior secondary
78% 75% Senior secondary
80 %
70%
70 %
60 %
56%
50 %
40 %
29%
30 %
20 %
8% 8% 6% 9%
10 %
0%
SOUTH TARAWA NORTHERN GILBERT CENTRAL GILBERT SOUTHERN GILBERT LINE AND PHOENIX
Findings
Primary completion rate: Senior secondary completion rate:
• There is little regional disparity in completion rates in • The senior secondary completion rate sees the most
primary education. All island groups have a completion drastic decline in all regions compared with the primary
rate greater than 90 per cent but some are slightly and junior secondary completion rates.
higher than others. For example, South Tarawa and
• The decline in completion rates between junior
Southern Gilbert have primary completion rates at
secondary and senior secondary is as follows: South
around 95 per cent whereas Northern and Central
Tarawa (54 per centage points), Northern Gilbert (62
Gilbert and Line and Phoenix have primary completion
per centage points), Central Gilbert (70 per centage
rates at around 92 per cent.
points), Southern Gilbert (69 per centage points) and
Junior secondary completion rate: Line and Phoenix (47 per centage points).
• The regional disparity in completion rates increases • Southern Gilbert has the most drastic decline in
between primary and junior secondary. completion rates between education levels. It
• Among all island groups, South Tarawa has the highest decreases from a 95 per cent primary completion rate
lower secondary completion rate at 83 per cent and to a 6 per cent senior secondary completion rate.
Line and Phoenix has the lowest at 56 per cent. The • Between island groups, South Tarawa has the highest
gap between the two is of 27 per centage points. senior secondary completion rate (albeit this rate is
lower than at other levels) whereas Southern Gilbert
has the lowest.
18 Kiribati Education Fact Sheets 2021 I Analyses for learning and equity using MICS dataProfile of children not completing school
The profiles of children not completing school for each level of education are based on the per centage of children not completing a level of education – i.e., of the 6 per cent not completing primary, the 22 per cent not completing junior
secondary and the 80 per cent not completing senior secondary.
FIGURE 28 Profile of children not completing, by sex FIGURE 29 Profile of children not completing, by area
Findings
SENIOR SENIOR
SECONDARY 53% 47% SECONDARY 52% 48% • Among those not completing
their education, across all levels, a
higher per centage of boys do not
JUNIOR JUNIOR
SECONDARY 75% 25% SECONDARY 44% 56% complete their respective levels.
In particular, in primary and junior
secondary, boys make up about 73
PRIMARY 73% 27% PRIMARY 39% 61% and 75 per cent of those who do
not complete. In senior secondary,
0% 20 % 40 % 60 % 80 % 10 0% 0% 20 % 40 % 60 % 80 % 10 0%
53 per cent of those who do not
Male Female Urban Rural
complete are boys. Girls make up
only 27 per cent of those who do
not complete primary level and
25 per cent of those who do not
FIGURE 30 Profile of children not completing, by wealth quintile complete junior secondary, but
this increases to 47 per cent in
senior secondary.
SENIOR Lowest
SECONDARY 21% 21% 20% 21% 16% Second • More children not completing
Middle education in primary and junior
JUNIOR Fourth secondary live in rural areas, which
SECONDARY
31% 23% 17% 18% 11% could be a result of the larger
Highest
population size of rural children.
However, in senior secondary, the
PRIMARY 37% 26% 11% 10% 15%
trend reverses, with more urban
children not completing the level.
0% 10 % 20 % 30 % 40 % 50 % 60 % 70 % 80 % 90 % 10 0%
• The poorest two wealth quintiles
make up over half of those who
have not completed primary and
junior secondary level although
FIGURE 31 Profile of children not completing, by island group
they comprise two-fifths of
the population.
SENIOR South Tarawa • Of those not completing each
SECONDARY 52% 18% 7% 14% 9% Northern Gilbert level, more than 50 per cent are in
Central Gilbert South Tarawa and Northern Gilbert.
JUNIOR Southern Gilbert
SECONDARY 44% 25% 5% 15% 11%
Line and Phoenix
PRIMARY 39% 31% 10% 12% 8%
0% 10 % 20 % 30 % 40 % 50 % 60 % 70 % 80 % 90 % 10 0%
Note: Numbers may not sum to 100 per cent owing to rounding.
Topic 3: Completion Rates 19TABLE 2. NON-COMPLETION
Non-completion rates (%) Headcount of children not completing
Rates & headcounts by various
socioeconomic characteristics Primary Junior secondary Senior secondary Primary Junior secondary Senior secondary
TOTAL 6% 22% 80% 358 1,426 5,271
Male 8% 31% 84% 262 1,069 2,777
Sex
Female 4% 12% 76% 96 357 2,494
Urban 4% 17% 71% 139 638 2,762
Area
Rural 7% 29% 92% 219 788 2,510
Lowest 12% 38% 96% 135 434 1,095
Second 7% 28% 94% 92 331 1,124
Wealth quintile Middle 4% 19% 85% 42 235 1,077
Fourth 3% 18% 79% 35 263 1,107
Highest 4% 11% 55% 54 163 867
South Tarawa 4% 17% 71% 139 638 2,762
Northern Gilbert 8% 30% 92% 110 351 941
Island group Central Gilbert 8% 22% 92% 34 74 364
Southern Gilbert 5% 25% 94% 43 211 741
Line and Phoenix 9% 44% 91% 31 152 463
* Headcounts based on population data from UNSD.
20 Kiribati Education Fact Sheets 2021 I Analyses for learning and equity using MICS dataPercentages and headcounts, by various socioeconomic characteristics
These charts show the trade-off between per centages and population size, where the height of the bubble on the Y-axis represents the per centage of children who have not completed a level, meaning that, the higher the bubble, the larger
the per centage. Population size is represented by the size of the bubble, meaning that, the bigger the bubble, the larger the population not completing.
FIGURE 32
16% Primary non-completion rates and headcount of children not completing
Findings
14%
12% 12% Trends across all three levels:
• At all three levels, the non-completion rate and
10%
headcount of the richest children is lower than for other
9%
8% 8% 8% 8% socioeconomic groups. This means other groups may
7% 7% face additional hindrances that children from the richest
6% TOTAL
quintile do not face or are able to overcome in Kiribati.
5%
4% 4% 4% 4% 4% 4%
3%
Primary level:
2% • At primary level, South Tarawa and Northern Gilbert have
Male Female Urban Rural Lowest Second Middle Fourth Highest South Northern Central Southern Line and the highest headcount of children not completing, with
0%
Tarawa Gilbert Gilbert Gilbert Phoenix
100% the other island groups having a much smaller headcount.
In terms of per centages, Line and Phoenix island group
90%
has the highest non-completion rate, followed by Central
80%
FIGURE 33 Junior secondary non-completion rates and headcount of children not completing Gilbert and Northern Gilbert island groups. Given the
70%
high non-completion rate as well as high headcount of
60% Northern Gilbert, focusing on this region to improve the
50% completion rate can have a scaled impact at this level.
44%
40%
38% Junior secondary level:
30% 31% 29% 30% • At junior secondary level, South Tarawa has the highest
28%
25% TOTAL headcount of children not completing, followed by
20%
19% 22%
17% 18% 17% Northern Gilbert and Southern Gilbert, meaning that,
10% 12% 11%
if Kiribati wants to improve completion rates for many
0%
children, it can target one of these island groups.
Male Female Urban Rural Lowest Second Middle Fourth Highest South Northern Central Southern Line and Alternatively, the non-completion rate is extremely high
Tarawa Gilbert Gilbert Gilbert Phoenix in Line and Phoenix group, indicating that children in this
island group are the most disadvantaged compared with
their peers in other island groups.
FIGURE 34 Senior secondary non-completion rates and headcount of children not completing Senior secondary level:
• At senior secondary level, South Tarawa has the
highest headcount of children not completing but has
100%
96% a comparatively low non-completion rate. At senior
92% 94% 92% 92% 94%
90% 91% secondary level, South Tarawa has the highest headcount
84% 85%
80%
79% TOTAL of children not completing but has a comparatively low
76%
70% 71% 71% non-completion rate. Other island groups have a high
60%
non-completion rate, which is similar above 90%. This
55% indicates that children across all island groups except
50%
South Tarawa are not completing senior secondary level.
40%
The focus therefore should be to nationally improve
30% completion rates across all island groups.
Male Female Urban Rural Lowest Second Middle Fourth Highest South Northern Central Southern Line and
20% Tarawa Gilbert Gilbert Gilbert Phoenix
10%
0%
Topic 3: Completion Rates 21Topic 4 Repetition, Dropouts and Non-Transitions
1. Which level or grade 2. What is the profile of 3. What is the profile of 4. What is the profile of children
Guiding has the highest rates of children who repeat a children who drop out of who do not transition to the
questions repetitions, dropouts and grade? school? next level of education?
non-transitions?
Overview
What is the repetition rate?
The repetition rate measures the share of children in a FIGURE 35 Repetition rate by grade
given grade in a given school year who repeated that
grade as a per centage of the total number of children who 6%
attended the grade in the previous year. 5% 5%
5%
What is the dropout rate? 4%
4%
The dropout rate measures the proportion of children 3% 3% 3% 3% 3% 3%
from a cohort attending a given grade in a given school 3%
year who are no longer attending school in the following 2% 2%
year. It is worth clarifying that children who repeat are still 2%
considered to be in school and are therefore not included 1%
1%
in the calculation for the dropout rate.
0%
0%
Who is a non-transitioner? Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Form 1 Form 2 Form 3 Form 4 Form 5 Form 6 Form 7
Non-transitioners refer to those children who attended the PRIMARY JUNIOR SECONDARY SENIOR SECONDARY
last grade of a level but did not continue to the next level.
FIGURE 36 Dropout rate by grade FIGURE 37 Per centage of non-transitioners from last grade of a level to a higher level
40 % 36% 60 %
52%
35 %
50 %
30 %
40 %
25 %
20 %
18% 30 %
15 %
20 %
10 %
8% 8% 13%
2% 2% 3% 3% 10 %
5% 1% 1% 2%
0% 0%
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Form 1 Form 2 Form 4 Form 5 Form 6 Grade 6 to Form 1 Form 3 to Form 4 Form 7 to higher
PRIMARY JUNIOR SECONDARY SENIOR SECONDARY PRIMARY TO JUNIOR SECONDARY JUNIOR SECONDARY TO SENIOR SECONDARY SENIOR SECONDARY TO HIGHER
22 Kiribati Education Fact Sheets 2021 I Analyses for learning and equity using MICS dataFIGURE 38 Education attendance, by age
0 0 0 0 0 0 0 0 0
10 0%
1% 1% 1% 1% 1% 3% Vocational or
11% higher education
90 % Senior secondary
24%
Junior secondary
33%
80 % Primary
49% 41% ECE/pre-primary
57% Out of school
70 %
54%
72% 73%
60 %
86% 83% 0%
92% 92% 74%
97% 97% 94%
50 % 97%
40 % 0%
73% 26%
63%
30 % 8%
0% 56%
0%
20 % 41%
21% 0%
28% 7% 27%
24%
10 % 0%
14% 15%
4% 0% 0% 0% 0% 9%
7% 1% 0% 6%
0%
4% 4% 3% 3% 2% 5% 3%
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
ECE-GOING AGE PRIMARY-GOING AGE JUNIOR SECONDARY-GOING AGE SENIOR SECONDARY-GOING AGE
Findings
• Repetition rates vary widely • In primary and junior secondary, the • Of the junior secondary age group, the
for each grade of primary and non-transition rate is 2 and 13 per majority of 12–14 year olds are in junior
secondary education. cent, respectively. However, in senior secondary. Some 12 and 13 year olds
secondary it is 52 per cent, meaning continue to be in primary when they
• In primary, Kiribati has comparatively
that most children did not continue should be in junior secondary.
high repetition rates in the early
education after attending the last grade
grades. In junior and senior secondary, • Among children aged 14–18, the per
of senior secondary.
repetition is high for the end grades of centage of children who are out of
the level. • The age for early childhood education school increases substantially. This
(ECE) in Kiribati is 3–5, for primary also reinforces that Kiribati schools
• One explanation for the high repetition
it is 6–11, for junior secondary it is lose most children at the senior
rate in early primary grades could be
12–14 and for senior secondary it is secondary level.
early entry. 33 per cent of five year olds
15–18. Most of the 6–10 year olds are
attend primary education even though
in primary but some (24 per cent) 11
the primary beginning age is six.
year olds have already progressed to
• Dropout is low in primary but increases junior secondary when they should
in junior and senior secondary. be in primary.
Topic 4: Repetition, Dropouts and Non-Transitions 23Profile of repeaters, dropouts and non-transitioners (including primary, junior secondary and senior secondary levels)
These profiles are based on the per centage of children who repeat, drop out or do not transition to the next level – i.e., 3 per cent of repeaters, 7 per cent of dropouts and 2 per cent of non-transitioners.
FIGURE 39 Profile of repeaters, dropouts and non-transitioners, by sex FIGURE 40 Profile of repeaters, dropouts and non-transitioners, by area
Findings
NON- NON-
TRANSITIONERS 50% 50% TRANSITIONERS 67% 33% • Of the children who are non-
transitioners, the distribution is almost
evenly split between girls and boys.
DROPOUTS 57% 43% DROPOUTS 63% 37%
However, among those who are
repeaters or who drop out, there are
REPEATERS 53% 47% REPEATERS 48% 52% more boys than girls.
• Of those who drop out and are non-
0% 20 % 40 % 60 % 80 % 10 0% 0% 20 % 40 % 60 % 80 % 10 0%
transitioners, children from urban areas
Male Female Urban Rural form the majority. This means that
more urban children drop out and are
unable to transition from the last grade
of a level to another level of education.
FIGURE 41 Profile of repeaters, dropouts and non-transitioners, by wealth quintile
• Among dropouts and non-transitioners,
the per centage representing children
NON- Lowest of the lowest wealth quintile is lower
TRANSITIONERS 16% 18% 22% 24% 20% Second
than for other indicators: the poorest
Middle
20 per cent of children are 17 per cent
Fourth
DROPOUTS 17% 18% 25% 19% 21% of dropouts and 16 per cent of non-
Highest
transitioners. But the trend reverses
among repeaters.
REPEATERS 25% 21% 18% 18% 18%
• In terms of level of education, most
0% 10 % 20 % 30 % 40 % 50 % 60 % 70 % 80 % 90 % 10 0% repeaters are repeating a grade of
primary education. In fact, 56 per
cent of repeaters are at the primary
level whereas most dropouts and
most non-transitioners are in senior
FIGURE 42 Profile of repeaters, dropouts and non-transitioners, level of education
secondary. One reason for this is that
most children are in school in primary,
NON- whereas in junior and senior secondary
TRANSITIONERS
9% 39% 52% Primary
Junior secondary children drop out and non-transition
Senior secondary more than they repeat. The reason
DROPOUTS 19% 18% 64% for higher dropouts and higher non-
transitioners at secondary level could
be high stake examinations that screen
REPEATERS 56% 27% 16% students to transit to secondary level.
0% 10 % 20 % 30 % 40 % 50 % 60 % 70 % 80 % 90 % 10 0%
24 Kiribati Education Fact Sheets 2021 I Analyses for learning and equity using MICS dataTABLE 3. REPETITION, DROPOUTS Headcount of children who
AND NON-TRANSITIONS Repetition, dropout and non-transition rates (%)
repeat, drop out or transition
Rates & headcounts by various
socioeconomic characteristics Repetition Dropout Non-transition Repetition Dropout Non-transition
TOTAL 3% 7% 12% 906 1559 543
Male 4% 7% 12% 534 883 278
Sex
Female 3% 6% 12% 372 677 264
Urban 4% 8% 14% 567 1035 357
Area
Rural 3% 5% 9% 339 524 186
Lowest 3% 5% 11% 155 229 92
Second 3% 5% 11% 142 269 99
Wealth quintile Middle 2% 8% 14% 132 376 117
Fourth 4% 6% 14% 200 298 132
Highest 4% 8% 9% 277 387 103
South Tarawa 4% 8% 14% 567 1035 357
Northern Gilbert 3% 5% 11% 140 217 100
Island group Central Gilbert 2% 5% 6% 38 74 16
Southern Gilbert 2% 5% 8% 88 162 50
Line and Phoenix 4% 4% 6% 73 72 21
Topic 4: Repetition, Dropouts and Non-Transitions 25Per centages and headcounts, by various socioeconomic characteristics
These charts show the trade-off between per centages and population size, where the height of the bubble on the Y-axis represents the per centage of children who are repeaters (top), dropouts (middle) and non-transitioners (bottom),
meaning that, the higher the bubble, the larger the per centage. Population size is represented by the size of the bubble.
FIGURE 43 Per centage and headcount of repeaters
5% Findings
Repetition rate:
4% 4% 4% 4% 4% 4% 4% • The per centage of repeaters varies across
groups. Repetition rates are higher among
3% 3% 3% 3% 3% 3% TOTAL wealthier children.
Dropout rate:
• Dropout rates also vary by group. The rate is
2% 2% 2% 2%
higher in urban areas and in South Tarawa.
Male Female Urban Rural Lowest Second Middle Fourth Highest South Northern Central Southern Line and • The headcount for dropout is largest in
1% Tarawa Gilbert Gilbert Gilbert Phoenix
South Tarawa.
Non-transitioners
0%
FIGURE 44 Per centage and headcount of dropouts • The per centage and headcount of
non-transitioners is high in urban areas
10%
compared with rural areas. Among regions,
9% South Tarawa and Northern Gilbert have a
8% 8% 8% 8% 8% higher per centage compared with other
7% 7% TOTAL island groups, with South Tarawa having the
6% 6% 6%
biggest headcount.
5% 5% 5% 5% 5% 5% 5%
4% 4%
3%
2% Male Female Urban Rural Lowest Second Middle Fourth Highest South Northern Central Southern Line and
Tarawa Gilbert Gilbert Gilbert Phoenix
1%
0%
20%
FIGURE 45 Per centage and headcount of non-transitioners
18%
16%
14% 14% 14% 14% 14%
12% 12% 12% 11% 11%
11%
10% TOTAL
9% 9%
8% 8%
6%
6%
6%
4%
Male Female Urban Rural Lowest Second Middle Fourth Highest South Northern Central Southern Line and
2% Tarawa Gilbert Gilbert Gilbert Phoenix
0%
26 Kiribati Education Fact Sheets 2021 I Analyses for learning and equity using MICS dataTopic 5 Early Childhood Attendance and Development
1. Which children are 2. Which level(s) of 3. Do children attend 4. What is the profile 5. What is the profile of children
Guiding developmentally on education do young Grade 1 at the of children not who are not developmentally
questions track (as measured children attend? right age? attending ECE? on track (as measured by the
by the ECDI)? ECDI)?
Overview
What is the FIGURE 46 Age distribution at Grade 1 of primary education FIGURE 47 Per centage of children of specific age attending school by school level
Early Child 2% 1%
Development 10 0%
0% 1%
Index (ECDI)? 8% 90 %
80 %
33%
The ECDI is a 10-item
module that UNICEF 28% Two or more years younger 70 %
One year younger 60 % Primary
has developed to 86%
Right age 50 % 92% 92% Pre-primary or ECE
measure the per
One year older Out of school
centage of children aged 40 %
63%
Two or more years older
three to four who are 30 %
developmentally on track 20 %
in literacy, numeracy, 10 %
14% 4%
61% 7% 4% 4%
physical, social-emotional 0%
3 4 5 6
and learning domains.
Per centage of 3–4 year olds attending early childhood
FIGURE 48 Per centage of 3–4 year olds who are developmentally on track using ECDI FIGURE 49
education
10 0%
10 0%
90 % 80% 82% 83% 83% 81%
78% 76% 76% 78% 90 %
80 % 77% 78% 75% 76% 77% 76%
80 % 72% 69% 75% 68% 70% 73%
70 % 66% 66% 66%
70 %
60 %
60 %
50 %
50 %
40 % 40 %
30 % 30 %
20 % 20 %
10 % 10 %
0% 0%
Junior Senior
Male Female Urban Rural 3 4 No Yes Male Female Urban Rural 3 4 Primary secondary secondary Lowest Second Middle Fourth Highest
TOTAL Total
HIGHEST EDUCATION LEVEL
SEX AREA AGE ATTENDING ECE SEX AREA AGE OBTAINED BY MOTHER/CAREGIVER
WEALTH QUINTILE
28 Kiribati Education Fact Sheets 2021 I Analyses for learning and equity using MICS dataParticipation rate in organized learning
Findings
FIGURE 50 Per centage of children age one year younger than the official primary school entry age attending ECE or primary education
• Around 80 per cent of children aged three
to four are developmentally on track, based
10 0% 100%
on the ECDI.
98%
• The per centage of children 98 % 97% 97% 97% 97%
developmentally on track is higher for girls
96% 96% 96%
and urban children. 96 %
95% 95% 95% 95% 95% 95%
• The per centage of children attending ECE 94%
who are developmentally on track is about 94 %
3 per centage points higher than that of
92 %
children not attending ECE. However, this
difference is not statistically significant.
90 %
• More girls than boys attend ECE. ECE South Northern Southern Junior Senior
Male Female Urban Rural Lowest Second Middle Fourth Highest Primary
Tarawa Gilbert Gilbert secondary secondary
attendance is higher among rural children TOTAL
HIGHEST EDUCATION LEVEL
and children who are four years old. SEX AREA WEALTH QUINTILE ISLAND GROUP
OBTAINED BY MOTHER/CAREGIVER
• Mother/caregiver’s level of education
and ECE attendance do not show a clear
relationship.
• Wealth quintile and ECE attendance do not
show a clear relationship. Findings
• Based on level of education attended by • Nationally, 96 per cent of children aged one year
age, the majority of three to four year olds younger than the official primary starting age are
in Kiribati are attending ECE or pre-primary. attending either pre-primary or primary education.
86 per cent of three year olds are in ECE
• The rates are over 90 per cent across all
or pre-primary and 92 per cent of four year
socioeconomic and demographic groups.
olds are in ECE or pre-primary.
• All five-year-old children from the highest wealth
• Six is the official starting age for primary
quintile are in primary or in pre-primary whereas
school in Kiribati with 92 per cent of six
95 per cent of children from the poorest wealth
year olds attending primary.
quintile are in primary or pre-primary.
• However, younger children attend primary
• The participation rate in organized learning is
as well, with 33 per cent of five year olds
higher for girls compared with boys, and among
attending primary.
urban children compared with rural children.
• In Grade 1, the majority of students are at
• Between island groups, South Tarawa has higher
the official starting age. However, 28 per
rates and Southern Gilbert has the lowest (Central
cent of children are a year younger and 8
Gilbert and Line and Phoenix groups are not
per cent of children are a year older than
shown in Figure 50 because there were fewer
the right age.
than 50 unweighted observations)
Topic 5: Early Childhood Attendance and Development 29Regional disaggregation
FIGURE 51 Per centage of 3–4 year olds who are attending ECE FIGURE 52 Per centage of 3–4 year olds who are developmentally on track
10 0% 10 0%
90 % 82% 90 % 83%
79% 80%
76%
80 % 73% 72% 80 % 72% 72%
68%
70 % 70 %
60 % 60 %
50 % 50 %
40 % 40 %
30 % 30 %
20 % 20 %
10 % 10 %
0% 0%
SOUTH TARAWA NORTHERN GILBERT CENTRAL GILBERT SOUTHERN GILBERT LINE AND PHOENIX SOUTH TARAWA NORTHERN GILBERT CENTRAL GILBERT SOUTHERN GILBERT LINE AND PHOENIX
Findings
• ECE attendance is highest in the
Northern Gilbert island group and
lowest in South Tarawa. There is
a 14 per centage point difference
between the two island groups.
• Despite the difference in ECE
attendance, the per centage of
children who are developmentally
on track in South Tarawa is the
highest of all regions.
• The Central Gilbert island group
has both comparatively low ECE
attendance and a low per centage
of children on track in ECDI.
30 Kiribati Education Fact Sheets 2021 I Analyses for learning and equity using MICS dataProfile of young children not attending ECE or not developmentally on track
These charts are based on the per centage of three to four year olds not attending ECE and not developmentally on track – i.e., of the 28 per cent not attending ECE and the 20 per cent not on track on ECDI.
Profile of young children aged 3–4 not attending ECE or Profile of young children aged 3–4 not attending ECE or not
FIGURE 53 FIGURE 54
not developmentally on track, by sex developmentally on track, by area
Findings
NOT NOT • More boys than girls are not
ATTENDING 56% 44% ATTENDING 60% 40% attending ECE and are not on
ECE ECE
track on the ECDI.
• More rural children are not on track
NOT ON 56% 44% NOT ON 43% 57% on the ECDI but urban children
TRACK TRACK
are the majority among those not
attending ECE.
0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%
• Socioeconomic background affects
Male Female Urban Rural the ECDI: a large per centage
of children not developmentally
on track (56 per cent) belong
to the poorest two-fifths of
FIGURE 55 Profile of young children aged 3–4 not attending ECE or not developmentally on track, by wealth quintile
the population.
• Among children who are not
Lowest
NOT attending ECE, 60 per cent are
ATTENDING Second
ECE
20% 16% 27% 22% 15% in South Tarawa, followed by
Middle
Southern Gilbert. South Tarawa also
Fourth
has the majority of children not
Highest
on track on the ECDI followed by
NOT ON
TRACK 34% 22% 20% 14% 10% the Northern and Southern Gilbert
island groups.
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
FIGURE 56 Profile of young children aged 3–4 not attending ECE or not developmentally on track, by island group
South Tarawa
NOT
ATTENDING 60% 12% 6% 16% 7% Northern Gilbert
ECE Central Gilbert
Southern Gilbert
Line and Phoenix
NOT ON
TRACK
43% 18% 8% 18% 13%
0% 10 % 20 % 30 % 40 % 50 % 60 % 70 % 80 % 90 % 10 0%
Topic 5: Early Childhood Attendance and Development 31TABLE 4. EARLY CHILDHOOD
ATTENDANCE AND DEVELOPMENT Rate of children aged 3–4 (%) Headcount of children
Rates & headcounts by various
socioeconomic characteristics Not on track on ECDI Not attending ECE Not on track on ECDI Not attending ECE
TOTAL 20% 28% 1,144 1,580
Male 22% 31% 635 884
Sex
Female 18% 25% 509 696
Urban 17% 32% 492 946
Area
Rural 24% 23% 652 633
Lowest 30% 24% 391 309
Second 22% 23% 252 258
Wealth quintile Middle 18% 34% 231 428
Fourth 16% 34% 159 345
Highest 11% 24% 112 241
South Tarawa 17% 32% 492 946
Northern Gilbert 20% 18% 207 186
Island group Central Gilbert 28% 27% 96 92
Southern Gilbert 24% 28% 203 246
Line and Phoenix 28% 21% 146 108
* Headcounts based on population data from UNSD.
32 Kiribati Education Fact Sheets 2021 I Analyses for learning and equity using MICS dataPer centages and headcounts, by various socioeconomic characteristics
These charts show the trade-off between per centages and population size, where the height of the bubble on the Y-axis represents the per centage of children who are not on track on the ECDI (top) and who are not attending ECE (bottom),
meaning that, the higher the bubble, the larger the per centage. Population size is represented by the size of the bubble.
FIGURE 57 Per centage and headcount of children who are not on track on the ECDI
Findings
35%
Children not on track on the ECDI:
• The per centage for children from the
30% 30%
28% 28%
Central Gilbert and Line and Phoenix
island groups is higher than that
25%
24% 24% for other island groups. However,
22% 22% the headcount of children not on
20% 20% TOTAL
track on the ECDI is the largest for
18% 18%
17%
16%
17% South Tarawa, followed by Northern
15%
Gilbert and Southern Gilbert. One
explanation for this is the larger
11%
10%
population of children aged three to
four in these island groups, which
5%
results in lower per centages being
Male Female Urban Rural Lowest Second Middle Fourth Highest South Northern Central Southern Line and
Tarawa Gilbert Gilbert Gilbert Phoenix translated to higher headcounts.
0%
• The children in the two poorest
wealth quintiles are at least twice
as likely not to be on track on the
FIGURE 58 Per centage and headcount of children who are not attending ECE ECDI compared with children in
the highest wealth quintile. On
the ECDI, higher per centages of
40%
comparatively poorer children are not
developmentally on track whereas
35% in ECE attendance higher per
34% 34%
centages of children from the middle
32% 32%
31% and fourth wealth quintiles are not
30%
TOTAL attending ECE.
28%
27%
Children not attending ECE:
25% 25%
24% 24% • For children who are not attending
23% 23%
21% ECE, South Tarawa has both the
20%
highest per centage of children
18%
not attending ECE and the largest
15% headcount. Central Gilbert and
Southern Gilbert have similar per
10%
centages of children not attending
ECE, but the headcount in Southern
Gilbert is larger.
5% Male Female Urban Rural Lowest Second Middle Fourth Highest South Northern Central Southern Line and
Tarawa Gilbert Gilbert Gilbert Phoenix
0%
Topic 5: Early Childhood Attendance and Development 33You can also read
