Description
This indicator measures a government’s commitment to secondary education for girls in terms of access, enrollment, and completion. MCC uses this indicator for countries with a GNI per capita between $4,496 and $7,855 only.
Relationship to Economic Growth
Access to continued education beyond the primary level solidifies the benefits associated with girls’ primary education. Secondary education for girls ensures they receive both the benefits of primary education and the additional benefits linked to further education. Empirical research consistently shows a strong positive correlation between girls’ secondary education and faster economic growth, higher wages, and increased labor productivity.63 According to one estimate, a 1 percent increase in proportion of women enrolled in secondary school will generate a 0.3 percent growth in annual per-capita income.64 A large body of literature also shows that increasing a mother’s schooling has large effect on her children’s health, schooling, and adult productivity. 65 The social benefits of female education are also demonstrated through decreased child and maternal mortality, reduced transmission of HIV, and greater educational achievement by children.66 Overall, studies show that increased schooling for women and girls leads to poverty reduction and economic growth.67
Methodology
Indicator Institution Methodology68
The Girls’ Upper Secondary Education Completion Rate indicator measures the percentage of girls in a particular age cohort that have completed upper secondary school within a few years of their expected graduate date. Upper secondary school is defined as a program typically designed to complete secondary education in preparation for tertiary education or provide skills relevant to employment, or both. Programs at this level offer students more varied, specialized and in-depth instruction than programs at the Lower Secondary level. They are more differentiated, with an increased range of options and streams available. Teachers are often highly qualified in the subjects or fields of specialization they teach, particularly in the higher grades. For FY26, MCC will use the most recent data from 2019 or later. This indicator is sourced from the World Bank’s Databank: https://databank.worldbank.org/id/50213e0c.
MCC Methodology
MCC uses the most recent data point in the past six years
MCC uses the indicator named “Completion rate, upper secondary education, female (%)” from the World Bank’s databank, as noted above.69 MCC uses the observed data instead of the modelled data. To receive an FY26 score, countries must have a value on “Completion rate, upper secondary education, female (%)” from 2019 or later.70 MCC uses the most recent year available; that is, MCC uses the most recent data from the past six years. If a country does not have data at any point from 2019 or later, it does not receive an FY26 score. As better data become available, backward revisions are made to the historical data. MCC uses the observed data not the modelled data.
The Girls’ Upper Secondary Education Completion Rate indicator measures the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of each level of education who have completed that grade. The intended age for the last grade of each level of education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. This data is gathered from population censuses and household surveys that collect data on the highest level of education or grade completed by children and young people in a household.