Education of Disadvantaged Children in OIC:
The Key to Escape from Poverty
11
Figure 1 Conceptual framework
Source: Authors’ elaboration.
The barriers that are focused on in the report are i) poverty (ii) location of residence, iii)
gender, iv) having disability and special needs, v) language and being minority. In addition
to these barriers, system wide problems such as low level of financing of the education system
and lack of quality education are also added as barriers that affect education outcomes of all
children in the country. When these barriers are not addressed by the governments then
children become disadvantaged and they could be left behind and prevented from realising their
potential in thriving in life through education. However these barriers and bottlenecks can be
overcome with governments’ efforts and with good policies and strategies.
1.1 STATUS AND TRENDS IN ACCESS TO EDUCATION IN THE WORLD
Overall the world is close to achieving universal primary enrolment but there are
disparities in between regions and in between income groups of countries. As of 2012, 91
percent of primary school age children in the world were enrolled in school (See .26
Primary school enrolment improved in the last decades. Adjusted primary net enrolment rate
was at a lower rate in 1999 with 84 percent. However, regional disparities and disparities based
on countries’ income group continue to remain. In 2012, 83 percent of primary school age
children were enrolled in school in low-income countries on average as opposed to 96 percent
26 UNESCO (2015)