School Entrance Age: Primary school - Age 5 Duration and Official Ages for School Cycle: Primary : 7 years - Ages 5 - 11 Lower secondary : 3 years - Ages 12 - 14 Upper secondary : 2 years - Ages 15 - 16 Academic Calendar: Starting month : September Ending month : July The percentage of out of school children in a country shows what proportion of children are not currently participating in the education system and who are, therefore, missing out on the benefits of school. Dominica In Dominica, the academic year begins in September and ends in July, and the official primary school entrance age is 5. The system is structured so that the primary school cycle lasts 7 years, lower secondary lasts 3 years, and upper secondary lasts 2 years. Dominica has a total of 13,000 pupils enrolled in primary and secondary education. Of these pupils, about 7,000 (56%) are enrolled in primary education. SCHOOL PARTICIPATION AND EFFICIENCY OVERVIEW Region: Latin America and the Caribbean Income Group: Upper Middle Income Source for region and income groupings: World Bank 2018 National Education Profile 2018 Update Primary 7 Lower Secondary 4 Upper Secondary 2 Data Source: UNESCO Institute for Statistics 2015-2016 FIG 2. NUMBER OF PUPILS BY SCHOOL LEVEL (IN 1000S) #N/A #N/A #N/A #N/A #N/A #N/A #N/A 0 10 20 30 40 50 60 70 80 90 100 Male Female Urban Rural Richest Quintile Poorest Quintile Total Gender Urbanicity Income Total % o f C h ild re n O u t o f Sc h o o l FIG 4. PERCENTAGE OF CHILDREN OF PRIMARY SCHOOL AGE OUT OF SCHOOL no data FIG 3. EDUCATIONAL ATTAINMENT, YOUTH AGES 15-24 no data FIG 1. EDUCATION SYSTEM Data source: UNESCO Institute for Statistics #N/A #N/A #N/A #N/A #N/A #N/A #N/A 0 10 20 30 40 50 60 70 80 90 100 Male Female Urban Rural Richest Quintile Poorest Quintile Total Gender Urbanicity Income Total % o f C h ild re n O u t o f Sc h o o l FIG 5. PERCENTAGE OF CHILDREN OF SECONDARY SCHOOL AGE OUT OF SCHOOL no data This section provides information on indicators of learning, which lend insight into the quality of educational provision. In this profile, learning is measured through literacy rates, which are important because literacy is a foundational skill needed to attain higher levels of learning, and national performance on learning assessments. Figures 6 and 7 look at indicators of participation, completion, and progression in the education system. Figure 6 displays gross indicators (which include under- and over-age students) and net indicators (which include only on-time students of official school age) for student intake, participation, and flows. In Dominica, the gross enrollment rate in primary education is 112% for both girls and boys combined. This increases to 115% in lower secondary, with a student transition rate to secondary school of 96%. In Dominica, the primary net enrollment rate is 96% and the primary completion rate is 118%. Both of these indicators provide a sense of the progress a country is making towards universal primary education -- a key UN Millenium Development Goal -- and, for Dominica, suggest that the country has yet to achieve universal primary education. Figure 7 displays the repetition rate in primary education, showing the specific grades in which students are more likely to repeat. It suggests that of the first 5 grades of primary in Dominica, students are more likely to repeat grade 1. The repetition rate in grade 1 is 7.3% (for both males and females), which is 4.5 points higher than the average repetition rate across primary grades of 2.8%. LEARNING 25 50 75 100 25 50 75 100 Other countries Dominica Li te ra cy (Y o u th ) Access (Primary NER) 33rd percentile 33rd percentile 66 th percentile 66 th percentile Data source: UNESCO Institute for Statistics (UIS) (see Data Table for year) FIG 8. COMPARISON OF ACCESS AND LITERACY #N/A #N/A 99 97 #N/A #N/A 99 94 0 20 40 60 80 100 age 15-24 age 15+ age 15-24 age 15+ D o m in ic a U p p e r M id d le In co m e co u n tr ie s (m ed ia n ) % Male Female Data source: UNESCO Institute for Statistics (UIS) (see Data Table for year) Male Female FIG 9. LITERACY RATE AMONG YOUTH AND ADULT POPULATION 106 75 114 95 116 100 120 85 104 73 111 96 119 93 111 94 0.0 20.0 40.0 60.0 80.0 100.0 120.0 140.0 Gross Intake Net Intake Gross Enrollment Net Enrollment Completion Transition to lower secondary Gross Enrollment Gross Enrollment Primary Lower Secondary Upper Secondary % Male Female Data sources: UNESCO Institute for Statistics (UIS), EPDC calculation based on UIS data (see Data Table for year) Male Female FIG 6. STUDENT INTAKE AND FLOW FROM PRIMARY TO SECONDARY SCHOOLS 9.0 3.8 0.9 2.1 4.0 5.5 2.1 1.0 1.0 0.6 0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10.0 Prim G1 Prim G2 Prim G3 Prim G4 Prim G5 % male by grade female by grade male primary female primary Data source: EPDC calculation based on UIS data (see Data Table for year) FIG 7. STUDENT REPETITION BY GRADE AND LEVEL IN PRIMARY SCHOOL 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Dominica Dominica Reading Mathematics Pe rc en t o f St u d en ts At the highest performance benchmark Below the lowest performance benchmark FIG 10. PERFORMANCE ON LEARNING ASSESSMENTS no data no data KEY INDICATOR VALUE YEAR DATA SOURCE 104 2016 63% 70% 58% UNESCO Institute for Statistics (UIS) 106 2016 69% 75% 61% UNESCO Institute for Statistics (UIS) 73 2016 51% 71% 58% UNESCO Institute for Statistics (UIS) 75 2016 54% 71% 60% UNESCO Institute for Statistics (UIS) 111 2016 85% 83% 81% UNESCO Institute for Statistics (UIS) 114 2016 82% 79% 77% UNESCO Institute for Statistics (UIS) 111 2015 86% 75% 88% UNESCO Institute for Statistics (UIS) 120 2015 92% 83% 94% UNESCO Institute for Statistics (UIS) 94 2016 63% 75% 83% UNESCO Institute for Statistics (UIS) 85 2016 58% 66% 78% UNESCO Institute for Statistics (UIS) 96 2016 68% 70% 78% UNESCO Institute for Statistics (UIS) 95 2016 62% 75% 73% UNESCO Institute for Statistics (UIS) 97 2016 91% 100% 98% UNESCO Institute for Statistics (UIS) 90 2016 75% 95% 92% UNESCO Institute for Statistics (UIS) 2 2014 57% 79% 66% Education Policy and Data Center (EPDC)* 4 2014 42% 31% 50% Education Policy and Data Center (EPDC)* 23 2014 26% 14% 35% Education Policy and Data Center (EPDC)* 19 2014 33% 19% 43% Education Policy and Data Center (EPDC)* 78 2014 22% 4% 30% Education Policy and Data Center (EPDC)* 90 2014 43% 39% 55% Education Policy and Data Center (EPDC)* 119 2016 98% 100% 98% UNESCO Institute for Statistics (UIS) 116 2016 98% 100% 98% UNESCO Institute for Statistics (UIS) 93 2014 34% 31% 45% Education Policy and Data Center (EPDC)* 100 2014 85% 90% 93% Education Policy and Data Center (EPDC)* 13 2016 79% 92% 94% UNESCO Institute for Statistics (UIS) 14 2014 57% 77% 76% UNESCO Institute for Statistics (UIS) 7 2016 95% 100% 98% UNESCO Institute for Statistics (UIS) 15 2015 48% 34% 58% UNESCO Institute for Statistics (UIS) 19 2015 56% 56% 61% UNESCO Institute for Statistics (UIS) ˠ Lower data values indicate better performance on these indicators DATA TABLE Transition rate, to Secondary, Male Net enrollment rate, Secondary, Male Repetition rate, Primary, Femaleˠ Repetition rate, Primary, Maleˠ Dropout rate, Primary, Maleˠ Survival rate, to Prim G5, Female In this table, the values of different education indicators for Dominica are compared to all countries, to Latin America & Caribbean, and to low and middle income countries. The percentile rank that is given indicates Dominica's standing relative to these country groups. A higher percentile rank indicates better relative performance than a lower percentile rank. Percentile rankings above 66% are considered high and colored in green, rankings between 33% and 66% are considered average and colored in yellow, and rankings below 33% are considered low and colored in red. For example, the gross enrollment rate for females in primary education in Dominica is 111%. For this indicator, Dominica ranks in the 85 percentile relative to all countries, meaning that 85% of countries have lower gross enrollment rates than Dominica. As another example, the survival rate to grade 5 of primary school for males in Dominica is 90%, and Dominica ranks in the 43 percentile relative to all countries, in the 39 percentile relative to Latin America & Caribbean, and in the 55 percentile relative to low and middle income countries for this indicator. Transition rate, to Secondary, Female Percentage of children out of school, Primary, Richest Quintileˠ Percentage of children out of school, Primary, Poorest Quintileˠ Percentage of children out of school, Secondary, Poorest Quintileˠ Pupil teacher ratio, Lower Secondaryˠ Pupil teacher ratio, Upper Secondaryˠ Public education expenditure per pupil (% of GDP per capita), Primary Percentage of children out of school, Secondary, Richest Quintileˠ Percentage of children out of school, Primary, Urbanˠ Pupil teacher ratio, Primaryˠ Dropout rate, Primary, Femaleˠ Percentage of children out of school, Primary, Femaleˠ Percentage of children out of school, Secondary, Femaleˠ Percentage of children out of school, Primary, Totalˠ Percentage of children out of school, Secondary, Totalˠ ‡ Includes World Bank classified low and middle income countries Percentage of children out of school, Secondary, Urbanˠ Percentage of children out of school, Primary, Ruralˠ Percentage of children out of school, Secondary, Ruralˠ Percentage of children out of school, Primary, Maleˠ Percentage of children out of school, Secondary, Maleˠ Completion rate, Primary, Female Completion rate, Primary, Male Survival rate, to Prim G5, Male Literacy rate, 15+, Female Literacy rate, 15+, Male Literacy rate, 15-24, Female Literacy rate, 15-24, Male Gross intake rate, Primary, Female Gross intake rate, Primary, Male Net intake rate, Primary, Female Net intake rate, Primary, Male Gross enrollment rate, Primary, Female Gross enrollment rate, Primary, Male Gross enrollment rate, Lower Secondary, Female Gross enrollment rate, Lower Secondary, Male * EPDC calculation based on UIS data Public education expenditure per pupil (% of GDP per capita), Secondary Net enrollment rate, Primary, Male Net enrollment rate, Secondary, Female Low and Middle Income‡ Figures 11 and 12 compare Dominica's per pupil expenditure (PPE) and pupil teacher ratio (PTR), where data is available, to those of other upper middle income countries. PPE indicates a country's commitment to education at each school level. In Dominica, PPE in primary education as a percentage of GDP per capita is 15%, lower than the median PPE in primary for upper middle income countries, which is 16%. In Dominica, the PPE in primary is lower than the PPE in secondary. PTR is a proxy learning quality and resource availability indicator. In Dominica, the PTR in primary education is 13.1, meaning that on average there is one teacher for every 13.1 primary school students. This is lower than the median PTR in primary for upper middle income countries, which is 18. In Dominica, the PTR in primary is higher than the PTR in secondary. All Countries Latin America & Caribbean PERCENTILE RANK RELATIVE TO… EDUCATION EXPENDITURE Gross enrollment rate, Upper Secondary, Female Gross enrollment rate, Upper Secondary, Male Net enrollment rate, Primary, Female 18 14 13 13 14 7 0 2 4 6 8 10 12 14 16 18 20 Primary Lower Secondary Upper Secondary P u p il te ac h er r at io ( P TR ) Upper Middle Income countries (median) Dominica Data source: UNESCO Institute for Statistics (UIS) (see Data Table for year) FIG 12. PUPIL TEACHER RATIO (PTR) BY SCHOOL LEVEL 16 19 15 19 0 5 10 15 20 25 Primary Secondary % o f G D P p er c ap it a Upper Middle Income countries (median) Dominica Data source: UNESCO Institute for Statistics (UIS) (see Data Table for year) FIG 11. PER PUPIL EXPENDITURE (PPE) BY SCHOOL LEVEL (% OF GDP PER CAPITA) INDICATORS AND DEFINITIONS Completion Rate Dropout Rate Educational Attainment Gross Enrollment Rate (GER) Gross Intake Ratio (GIR) Literacy Rate Net Enrollment Rate (NER) Net Intake Rate (NIR) Percentage of Children Out of School Public Education Expenditure per Pupil (PPE) Pupil Teacher Ratio (PTR) Repetition Rate Survival Rate Transition Rate Both Poorest Quintile Richest Quintile DATA SOURCES AND LEARNING ASSESSMENTS Demographic and Health Survey (DHS) Multiple Indicator Cluster Survey (MICS) UNESCO Institute for Statistics (UIS) Analysis Programme of the CONFEMEN Education Systems (PASEC)* Progress in International Reading Literacy Study (PIRLS)* Trends in International Mathematics and Science Study (TIMSS)* Second Regional Comparative and Explanatory Study (SERCE)* Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)* Highest Performance Benchmark* Lowest Performance Benchmark* * Learn more about assessment data and what competencies correspond with performance benchmarks at www.epdc.org/data-about-epdc-data/about-epdc-learning-outcomes-data. Average nationally of: Total number of pupils/Total number of teachers. Rates may vary significantly throughout the country. Total number of new entrants in the first grade of primary education, regardless of age, expressed as a percentage of the population at the official primary school-entrance age. New entrants in the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the population of the same age. Total enrollment in a specific level of education, regardless of age, expressed as a percentage of the official school-age population corresponding to the same level of education in a given school-year. Often higher than 100% because of repetition and overage students. The ability to read and write with understanding a simple statement related to one's daily life. Literacy often involves a continuum of reading and writing skills. Enrollment of the official age-group for a given level of education expressed as a percentage of the corresponding population. Proportion of pupils from a cohort enrolled in a given grade at a given year who are no longer enrolled in the following school year. The total number of students completing (or graduating from) the final year of primary or secondary education, regardless of age, expressed as a percentage of the population of the official primary or secondary graduation age. The highest test-specific performance or learning levels of an assessment. These benchmarks are different for each assessment because each assessment uses different constructs, tools, and procedures. Additionally, assessments vary in the standards for each learning achievement benchmark, the number of benchmarks according to which test-takers can be evaluated, and the youth populations they test. Proportion of pupils from a cohort enrolled in a given grade at a given school-year who study in the same grade in the following school-year. Percentage of a cohort of pupils enrolled in the first grade level or cycle of education in a given school year who are expected to survive through a certain grade regardless of repetition. The number of pupils admitted to the first grade of a higher level of education in a given year, expressed as a percentage of the number of pupils enrolled in the last grade of the lower level of education in the previous year. The SACMEQ assessment is designed to assess student abilities in mathematics and reading English. SACMEQ reading and math assessments have been carried out in countries in Anglophone East Africa in 1995, 2000, and 2007. SACMEQ is administered in school to children in the 6th grade of formal school. The SERCE assessment was administered in 16 countries in Latin America and the Caribbean by the Latin American Laboratory for Assessment of the Quality of Education (LLECE) in 2006. SERCE was administered to children in the 3rd and 6th grades of formal school. It measures student ability in the areas of reading, mathematics, and science. Measures using "Both" in their title combine male and female rates. Proportion of pupils who belong to the bottom 20% of a country's population, based on household wealth measured by an index of household assets. Proportion of pupils who belong to the top 20% of a country's population, based on household wealth measured by an index of household assets. The PIRLS reading assessment, which is carried out by the International Association for the Evaluation of Educational Achievement (IEA) is an assessment of reading comprehension skills. In most countries, PIRLS is administered in school to children in the 4th grade of formal school, every five years since 2001. In a small number of countries, it may be administered at a different grade. The TIMSS math assessment, which is carried out by the International Association for the Evaluation of Educational Achievement (IEA), assesses pupils knowledge and understanding of mathematical concepts. TIMMS has been administered to children in the 4th and 8th grades of formal schools every four years since 1995. In a small number of countries, it may be administered at different grade levels. PASEC has been administered in 13 countries in Francophone West Africa. PASEC is designed to assess student abilities in mathematics and reading French. The program is managed by CONFEMEN (La Conférence des Ministres de l’Education des pays ayant le français en partage) and has been in place since 1993. It is typically administered to students in 2nd and 5th grades. Nationally-representative household surveys that provide data for a wide range of indicators in the areas of population, health, and nutrition. They have large sample sizes (between 3,000 to 50,000 households) and are typically conducted about every 5 years in developing countries. It is funded by USAID and implemented by ICF International. Household surveys that produce internationally comparable estimates of a range of indicators in the areas of health, education, child protection and HIV/AIDS.  It is developed by UNICEF to provide statistically rigorous data on the situation of children and women. Since the mid-1990s, there has been 4 rounds of the MICS survey, with the latest in 2009-2011. Statistical office of UNESCO and the primary UN depository for cross-nationally comparable statistics on education, science and technology, culture, and communication covering more than 200 countries and territories. It was established in 1999 and collects data directly from the national statistics agencies of its members. GLOSSARY Total number of pupils/Total education budget. Proportion of children of a given age group who are not currently enrolled in any schooling. The lowest test-specific performance or learning levels of an assessment. These benchmarks are different for each assessment because each assessment uses different constructs, tools, and procedures. Additionally, assessments vary in the standards for each learning achievement benchmark, the number of benchmarks according to which test-takers can be evaluated, and the youth populations they test. The highest level of education an individual has achieved.