The mother's education was divided into the following categories based on whether a particular level of the Brazilian educational system was completed: incomplete primary education (IPE), complete primary education (CPE), incomplete secondary education (ISE), complete secondary education (CSE), incomplete higher education (IHE), and complete higher education (CHE).
In Nigeria, 28% of girls still do not complete primary education.
In Haiti, only 30percentt of children from low-income households will successfully complete primary school.
For women's education, in order to assess disparities that specifically relate to MDG 2, i.e., to achieve universal primary education, we compare women with complete primary education to those with no or incomplete primary education.
§ Complete primary education includes incomplete secondary level education.
Primary caretaker education was stratified in two groups: no formal education (no education or did not complete primary education) or some formal education (at least completed primary education).
Maternal education had the categories no education, incomplete primary education, complete primary education, incomplete secondary education and complete secondary or higher education.
The sociodemographic variables collected were sex, age and education (incomplete primary education vs. complete primary education in the multivariate model).
Millions of children complete primary education without mastering the foundational skills of basic numeracy and literacy.
This enables students like Mohammad to complete primary education and, when possible, join back the formal education system at post-primary level.
Education level was grouped into three categories based on the highest education level attained: low (illiterate individuals and those who did not complete primary education), medium (completed primary education), and high (completed secondary or higher-level education).
