Expected years schooling boys

Expected years schooling boys aged 6. The expected years of schooling (EYS), indicates the future level of education of the male population. EYS is defined as the number of years of schooling a child of school entrance age can expect to receive, if prevailing patterns of age-specific enrolment rates persist throughout the child’s schooling life.

To compute expected years of schooling for Low- and Middle Income Countries (LMICs), data on educational attendance for children aged 6 to 24 in the regions was used. For each year-group (6, 7, 8…24), the share of children attending school was determined and these shares were added up. The sum of these percentages represents the number of years of schooling a child of school entrance age (age 6) can expect to receive, if prevailing patterns of age-specific enrolment rates of children aged 6–24 would persist throughout the child’s schooling life. For LMICs for which only samples of adults were available, only mean years of education was available. For these countries, the subnational values of expected years of schooling were estimated by applying the variation in mean years of schooling to the national value of expected years of schooling obtained from the UNDP database.

For High Income Countries (HICs), the data on schooling is generally derived from statistical offices. This means that for part of these countries, data on expected years of schooling was lacking, as this data is often not available at statistical offices. An exception is Eurostat, which provides for many EU countries in recent years subnational data on the number of children enrolled in school by age and the total number of children by age, so that for each age in the 6–24 age group the percentage of children in school can be computed. For most EU countries we therefore could include expected years of schooling. Data on mean years of schooling derived from statistical offices and Eurostat is generally available in the form of tables with the numbers or percentages of children at the different educational levels. This data was turned into years of education on the basis of information on the number of years it normally takes to complete a certain level (as discussed above). For 23 countries (Australia, Chili, Cape Verde, Ecuador, Ireland, Canada, China, Cuba, Estonia, Croatia, Japan, South Korea, Kuwait, Lebanon, Libya, Lithuania, Malta, Mauritius, New Zealand, Russia, Saudi Arabia, Slovenia, USA), no data on expected years of schooling was available. For these countries the subnational variation in mean years of schooling was applied to the national UNDP value of expected years of schooling as discussed above.

To obtain the best possible estimate, the national values for the indicator from the UNDP-HDI database have been taken and the subnational values have been scaled in such a way that their population weighted mean for a given year equals the national UNDP value for that year.

To create the Subnational Gender Development INdex (SGDI), separate female and male versions of the SHDI were constructed. To make these gender-specific SHDIs, exactly the same procedure was used as with the general SHDI, but using gender specific versions of the indicators for education, health and standard of living.

For a complete list of sources and surveys used, please refer to the Area Database's Data Sources page.