UIS Education and Disability data from 49 countries.pdf


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Education and Disability

Executive summary
Sustainable Development Goal (SDG) 4 calls for “inclusive and quality education for all”. Persons with
a disability are among the population groups most likely to suffer from exclusion from education but
data that permit an analysis of the links between disability and education remain scarce.
This paper examines educational disparities linked to disability based on data from 49 countries and
territories for five education indicators:


Proportion of 15- to 29-year-olds who ever attended school



Out-of-school rate (primary school age, lower secondary school age)



Completion rate (primary education, lower secondary education)



Mean years of schooling of the population 25 years and older



Adult literacy rate (population 15 years and older)

The education indicators were calculated with data from three sources, collected between 2005 and
2015: Demographic and Health Surveys (DHS) sponsored by USAID, School-to-Work Transition Surveys
(SWTS) by ILO, and population census data compiled by IPUMS-International.
Comparability of the data across countries is limited because only some of the surveys and censuses
used questions developed by the Washington Group on Disability Statistics to identify persons with a
disability. The accuracy of the indicator estimates is also affected by sampling and non-sampling
errors in the data, the small sample size of many of the surveys that were analysed, and the relatively
small proportion of persons with disabilities in each country’s population. Moreover, because of the
scarcity of national data, it is currently not possible to generate statistics on the status of persons with
disabilities with regard to education that are regionally or globally representative.
Despite the limitations regarding quality and comparability of the data, the paper provides a good
overview of inequalities linked to disability and of the gaps that must be overcome to achieve equity
in education as defined in the SDGs.
The results of the analysis confirm that persons with disabilities are nearly always worse off than
persons without disabilities: on average, the former are less likely to ever attend school, they are more
likely to be out of school, they are less likely to complete primary or secondary education, they have
fewer years of schooling, and they are less likely to possess basic literacy skills.
15- to 29-year-olds with disabilities are less likely to have attended school than those without
disabilities in almost all of the 37 countries for which data were available. On average, 87% of persons
without disabilities attended school, compared to 77% of persons with disabilities. In absolute terms,