肯尼亚：小学女生失学率（占小学学龄女生的百分比）

趋势图表

数据一览

肯尼亚：小学女生失学率（占小学学龄女生的百分比）历年数据

单位：% of Total

指标解释

World Bank official description / 世界银行官方说明

The share of female children of primary-school age who are out of school or schooling deprived. This dimension is linked to the indicator 4.1.4 from the SDG 4 thematic framework. This element reflects the belief that all primary-age children should be learning in schools of some type, a belief that every country has enshrined in law and that is enshrined in the SDGs. In addition to fulfilling a universal right and serving as a necessary condition for sustained learning, schooling offers many benefits beyond learning. It contributes to children’s health and well-being such as promoting safety, nutrition, and socialization, and facilitating parents' labor market participation and, at the macro level, schooling can help build social cohesion, democracy, and peace. All those complementary functions mean that schooling has value over and above the measured cognitive learning that it leads to, and they justify including schooling deprivation in the concept of learning poverty.

可供参考的中文翻译：小学学龄女生中失学或被剥夺受教育机会的比例。该维度与可持续发展目标4中指标4.1.4相关联。这一指标基于以下信念：所有小学适龄儿童都应在某种类型的学校中学习，这一信念已得到每个国家的法律确认，并被纳入可持续发展目标。除了满足普适权利和作为持续学习的必要条件外，学校教育还提供许多超越学习本身的好处。它有助于儿童的健康和福祉，如促进安全、营养和社会化，并促进家长参与劳动力市场；在宏观层面，学校教育有助于建立社会凝聚力、民主与和平。所有这些补充功能意味着学校教育的价值超出了其带来的可衡量的认知学习，这为将受教育剥夺纳入学习贫困概念提供了依据。

数据口径与风险提示

• 该指标仅有中国2015年和2019年两个数据点，无法支持长期趋势判断
• 世界数据同样仅覆盖2015-2019年，2020年后数据缺失
• 中国在多个十年期间无数据记录，中美横向比较受限
• 不同国家和地区的入学统计口径可能存在差异
• 该指标仅涵盖小学阶段，不能反映初中及以上教育阶段的情况
• 失学率是比例指标，不代表绝对失学人数规模

肯尼亚WDI数据常见问题