chapter  7
Education and rural development: proposing an alternative paradigm
ByAnna Robinson-Pant
Pages 13

These statements in UNESCO’s (2013a) Education Transforms Lives are backed up by statistical data illustrating, for instance, the wage gap between women with secondary education as compared to women with primary education only. The graphics in this publication extrapolate from such statistics to show what the situation might be if Education for All were to be achieved – for example, if all women completed primary education in sub-Saharan Africa, there could be a 70% reduction in mothers dying in childbirth. The breakdown of country data implies the mechanism by which this reduction might be achieved – “In Cameroon, 54% of literate mothers from poor households have the benefit of a skilled attendant, compared with 19% of mothers who are not literate”. The UNESCO document thus puts forward a powerful case that education “needs to be a central part of any post-2015 global development framework”, and that “to unlock the wider benefits of education, all children need the chance to complete not only primary school but also lower secondary school” (p. 2).