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Contents Foreword ........................................................................................................................................................... i Acknowledgements ...................................................................................................................................iv Contents .........................................................................................................................................................vii Highlights......................................................................................................................................................xiv Monitoring SDG 4......................................................................................................................................xiii INTRODUCTION • Sustainable development: a strategy for people, planet and prosperity.......................................... 1 The 2030 Agenda unites development and environmental sustainability............................................................................ 5 Education within sustainable development...........................................................................................................................................7 Reader’s guide to the report........................................................................................................................................................................12 CHAPTER 1 • Planet: environmental sustainability.............................................................................................................................16 Global environmental challenges are pressing................................................................................................................................... 19 Reversing climate change requires an integrated approach to learning...............................................................................32 To meet these challenges, learning is essential.................................................................................................................................24 Conclusion............................................................................................................................................................................................................35 CHAPTER 2 • Prosperity: sustainable and inclusive economies..................................................................................................36 Current models of economic growth cause environmental destruction.............................................................................40 Sustainable transformation will require clean new industries and greener existing ones..........................................40 Agricultural practices need transformation....................................................................................................................................... 44 Education and lifelong learning contribute to long-term economic growth......................................................................47 Economic growth does not mean prosperity for all........................................................................................................................51 Education can help increase inclusion...................................................................................................................................................53 Education improves labour market and decent work outcomes..............................................................................................55 Conclusion............................................................................................................................................................................................................62 CHAPTER 3 • People: inclusive social development.......................................................................................................................... 64 Inclusive social development is critical for sustainable futures for all...................................................................................67 Education improves social development outcomes....................................................................................................................... 77 Social development influences education........................................................................................................................................... 84 Integrated social and education interventions are needed........................................................................................................87 Conclusion............................................................................................................................................................................................................93 CHAPTER 4 • Peace: political participation, peace and access to juctice.............................................................................. 94 Education and literacy contribute to more participatory politics...........................................................................................97 The relationship between education and conflict is multifaceted.........................................................................................103 Education can play a key role in building a functioning justice system..............................................................................110 Conclusion............................................................................................................................................................................................................111 CHAPTER 5 • Place: inclusive and sustainable cities........................................................................................................................112 Cities affect education planning..............................................................................................................................................................116 Education has a positive influence on cities......................................................................................................................................118 Education and knowledge can contribute to inequality in cities.............................................................................................121 Education can influence urban planning.............................................................................................................................................124 A city can transform by placing education and lifelong learning at its heart..................................................................126 Conclusion..........................................................................................................................................................................................................129 2016 • GLOBAL EDUCATION MONITORING REPORT vii
CHAPTER 6 • Partnerships: enabling conditions to achieve SDG 4 and other SDGs.......................................................130 Finance................................................................................................................................................................................................................. 133 Policy coherence.............................................................................................................................................................................................139 Partnerships......................................................................................................................................................................................................145 Conclusion..........................................................................................................................................................................................................147 CHAPTER 7 • Projections..............................................................................................................................................................................148 Projecting global educational attainment to 2030 and beyond..............................................................................................151 Predicting effects of education on development outcomes.................................................................................................... 153 CHAPTER 8 • Education and sustainable development: conclusions and policy recommendations......................158 Policy recommendations............................................................................................................................................................................163 CHAPTER 9 • The challenges of monitoring education in the Sustainable Development Goals...............................168 Reaching consensus on the post-2015 education targets.......................................................................................................... 172 Opportunities and challenges in global education monitoring and the role of the GEM Report............................ 175 Outline of the monitoring part.................................................................................................................................................................177 CHAPTER 10 • Target 4.1: Primary and secondary education......................................................................................................178 Access, participation and completion................................................................................................................................................. 180 Compulsory and free education..............................................................................................................................................................185 Quality.................................................................................................................................................................................................................188 Learning outcomes........................................................................................................................................................................................193 CHAPTER 11 • Target 4.2: Early childhood............................................................................................................................................204 Access and participation............................................................................................................................................................................206 Quality.................................................................................................................................................................................................................210 Child development outcomes.................................................................................................................................................................. 213 CHAPTER 12 • Target 4.3: Technical, vocational, tertiary and adult education..................................................................220 Technical and vocational education and training.......................................................................................................................... 222 Tertiary education..........................................................................................................................................................................................227 Adult education.............................................................................................................................................................................................. 236 CHAPTER 13 • Target 4.4: Skills for work...............................................................................................................................................242 Cognitive skills................................................................................................................................................................................................244 Non-cognitive skills...................................................................................................................................................................................... 247 Combinations of cognitive and non-cognitive skills for work.................................................................................................250 Conclusion......................................................................................................................................................................................................... 253 CHAPTER 14 • Target 4.5: Equity..............................................................................................................................................................254 Inequality measures.....................................................................................................................................................................................257 Gender................................................................................................................................................................................................................. 262 Disability............................................................................................................................................................................................................ 265 Language........................................................................................................................................................................................................... 267 Migration and forced displacement...................................................................................................................................................... 271 CHAPTER 15 • Target 4.6: Literacy and numeracy........................................................................................................................... 274 Participation in adult literacy programmes............................................................................................................................................277 Literacy rates........................................................................................................................................................................................................ 278 Literacy and numeracy proficiency levels..............................................................................................................................................280 Conclusion..............................................................................................................................................................................................................285 viii 2016 • GLOBAL EDUCATION MONITORING REPORT
Page 1 and 2: GLOBAL EDUCATION MONITORING REPORT
Page 3 and 4: This Report is an independent publi
Page 5 and 6: Foreword The 2016 Global Education
Page 7 and 8: Acknowledgements This report would
Page 9: The Global Education Monitoring Rep
Page 13 and 14: List of figures, tables, and text b
Page 15 and 16: Figure 17.2: Most primary schools d
Page 17 and 18: HIGHLIGHTS Education for people and
Page 19 and 20: PLACE Urbanization puts strain on e
Page 21 and 22: Monitoring SDG 4 TARGET 4.1: Primar
Page 23 and 24: A young boy takes part in a refores
Page 25 and 26: I INTRODUCTION HIGHLIGHTS Transform
Page 27 and 28: I of environmental degradation and
Page 29 and 30: I BOX 0.2 THE SDGS WERE CREATED THR
Page 31 and 32: I (Box 0.4). These principles state
Page 33 and 34: I TABLE 0.1: How education is typic
Page 35 and 36: I The Incheon Declaration affirmed
Page 37 and 38: I The chapter documents the links b
Page 39 and 40: Here students in Indonesia learn ab
Page 41 and 42: 1 KEY MESSAGES Living sustainably r
Page 43 and 44: 1 other heat-trapping gases into th
Page 45 and 46: 1 so that even countries with natur
Page 47 and 48: 1 in responding to environmental ch
Page 49 and 50: 1 petition, given more money or tak
Page 51 and 52: 1 to these values are notions such
Page 53 and 54: 1 Ethiopia, Kenya, Liberia, Mali, N
Page 55 and 56: 1 “ If education progress is stal
Page 57 and 58: 1 FIGURE 1.3: Poor children in the
Page 59 and 60: A man stands in a crop of cassava t
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2 KEY MESSAGES Education has a key
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2 on human welfare. Education helps
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2 BOX 2.1 Green industries demand p
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2 considerations and risk managemen
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2 developing regions (de Janvry and
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2 and supporting good governance (A
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2 FIGURE 2.1: Employment is being p
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2 growth does not necessarily mean
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2 jobs and decent earnings, even in
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2 disproportionately affected, acco
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2 Globally, earnings increase by ap
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2 with tertiary education, while th
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2 In many countries, green growth m
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Selina Akter, second year midwifery
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3 KEY MESSAGES Progress in health,
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3 health, water, sanitation, energy
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3 FIGURE 3.2: Women do more unpaid
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3 called for. Women’s empowerment
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3 FIGURE 3.5: There are large dispa
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3 FIGURE 3.7: Education marginaliza
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3 Tanzania revealed that many docto
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3 FIGURE 3.8: While being underweig
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3 FIGURE 3.10: In most countries, w
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3 2007, to 44 months. By 2007, birt
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3 outcomes in many countries, inclu
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3 that most behaviour changes are n
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3 they were twice as likely to hold
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3 Brazil, Indonesia, Rwanda and Sou
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Children look through a destroyed c
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4 KEY MESSAGES Getting children int
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4 EDUCATION MATTERS IN INCREASING P
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4 One direct form of political part
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4 tertiary education formed the cor
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4 “ 35% of out-of-school children
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4 “ Refugee children and adolesce
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4 has expanded in recent years to b
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4 Lack of knowledge and education s
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Favelas in Rio de Janeiro, which fo
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5 KEY MESSAGES Education must be in
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5 FIGURE 5.1A: We live in an increa
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5 adequate knowledge of the local l
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5 it in urban economies is importan
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5 “ Education gaps are often wide
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5 In the United States, the 1954 Su
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5 BOX 5.5 Better urban planning can
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5 FIGURE 5.4A: In Medellín, Colomb
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5 130 CHAPTER 5 | PLACE: INCLUSIVE
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CHAPTER 6 Partnerships: enabling co
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6 Finance..........................
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6 strategic aid, non-traditional pa
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6 Even with substantial increases i
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6 FIGURE 6.4: Inequities in aid to
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6 instructive examples of national
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6 vertical integration is often con
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6 projects had satisfactory outcome
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6 funds; mobilized civil society an
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CHAPTER 7 Projections: forecasting
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7 Projecting global educational att
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7 TABLE 7.2: Projected attainment r
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7 TABLE 7.3: Percentage of countrie
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7 FIGURE 7.4: Universal upper secon
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CHAPTER 8 Education and sustainable
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8 Policy recommendations...........
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8 Evidence gathered for this report
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8 PROSPERITY In order to reduce pov
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8 PARTNERSHIPS In order to ensure a
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CHAPTER 9 The challenges of monitor
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9 Reaching consensus on the post-20
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9 skills in information and communi
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9 The Incheon Declaration requested
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9 offer policy-makers sufficient in
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10 CHAPTER 10 Sustainable Developme
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10 FIGURE 10.1: More than 4 in 10 c
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10 TABLE 10.2: Countries with the l
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10 TABLE 10.3: Completion rates by
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10 FIGURE 10.6: In almost one-quart
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10 SYSTEMS LEARNERS SCHOOL AND CLAS
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10 PROCESSES: CLASSROOM OBSERVATION
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10 and classroom climate to policy-
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10 FIGURE 10.9: In Latin America, a
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10 BOX 10.3 A new module on learnin
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10 assessment between 2007 and 2013
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10 The second issue is that resourc
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10 was administered For global moni
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11 “ In 2014, 44% of children wer
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11 ratio was 44%, while the percent
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11 Because of the range and diversi
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11 30 country reports in 3 areas, n
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11 BOX 11.1 Defining positive and s
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11 At the start of the process to d
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11 FIGURE 11.5: About three-quarter
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12 A typology of TVET recognizes th
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12 are operated by the General Depa
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12 Within its Systems Approach for
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12 Administrative sources provide e
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12 FIGURE 12.6: There are vast diff
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12 But data in this area are still
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12 University rankings Ever since f
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12 for participation is job related
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12 while in Latvia it declined unti
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12 Since the 1990s, Mozambique has
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13 in the social and political life
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13 by a large task. The four themes
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13 found that workers who scored be
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13 A Standard & Poor’s module wit
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13 CONCLUSION This chapter has revi
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14 INEQUALITY MEASURES Measuring in
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14 index equal to 0.86, and at the
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14 The parity index must be interpr
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14 BOX 14.2 The Inter-Agency Group
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14 for at least one of five reasons
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14 behaviour, play, development of
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14 trained in the bilingual curricu
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14 MIGRATION AND FORCED DISPLACEMEN
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14 There are important, sometimes i
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15 Literacy is a basic cognitive sk
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15 BOX 15.1 Measuring participation
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15 FIGURE 15.3: In many countries,
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15 The assessment would need to hav
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15 may reduce the assessment’s va
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16 examines several initiatives tha
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16 COMPREHENSIVE SEXUALITY EDUCATIO
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16 ‘global thinking’, and half
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16 “ Close to 50% of secondary sc
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16 rights training in pre-service t
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16 community, including activities
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16 PISA included questions designed
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16 global population issues, which
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16 ENDNOTES 1. The third phase, 201
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17 “ In the least developed count
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17 entering and moving through the
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17 FIGURE 17.3: Electricity access
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17 it is the more common and often
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17 Violence and attacks against civ
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18 funds a programme managed by the
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18 Around 22,500 scholarships were
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18 About 70% of aid to higher educa
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19 FIGURE 19.1: The pupil/teacher r
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19 The coverage of both indicators
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19 educators were rarely experts in
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19 The survey also asked lower seco
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19 BOX 19.3 Upgrading ‘parents’
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19 As information on occupations is
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20 CHAPTER 20 20 Finance (selected
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20 Faced with similar challenges, t
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20 TABLE 20.1: Selected education f
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20 suggests the lower limit of the
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20 FIGURE 20.5: Information on even
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20 new module on equity and inclusi
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20 “ There is a 42% financing gap
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20 countries is that estimates excl
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20 middle income countries suggests
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21 CHAPTER 21 Education systems (se
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21 DIAGNOSTIC TOOLS FOR MONITORING
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21 While SABER has extended the evi
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21 LOOKING AHEAD In essence, polici
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22 CHAPTER 22 Education in the othe
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22 governments. It measures the num
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22 b. Under-5 mortality rate (death
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22 LIFELONG LEARNING AS A FACTOR CO
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23 CHAPTER 23 Priorities for monito
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23 facilitate well-informed and mea
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23 government and non-government sc
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23 not the main concern. Countries
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23 In light of the expanded scope o
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CHAPTER 24 Epilogue 385
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24 “ When the High-Level Politica
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24 ‘robust, voluntary, effective,
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Annex Statistical Tables Introducti
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5 Statistical tables 1 INTRODUCTION
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5 UIS encourages countries to make
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5 SDG 4 targets and related indicat
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5 Switzerland, The former Yugoslav
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TABLE 1 Background demographic stat
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TABLE 1 Part 1 (Continued) DEMOGRAP
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STATISTICAL TABLES 1 TABLE 1 Backgr
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STATISTICAL TABLES 1 TABLE 1 Part 2
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STATISTICAL TABLES 1 TABLE 2 SDG 4,
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STATISTICAL TABLES 1 TABLE 4 (Conti
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STATISTICAL TABLES 1 TABLE 10 SDG 4
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STATISTICAL TABLES 1 TABLE 10 (Cont
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STATISTICAL TABLES 1 TABLE 13 Part
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STATISTICAL TABLES 1 TABLE 13 Part
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STATISTICAL TABLES 1 TABLE 14 Domes
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477
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5 Aid tables INTRODUCTION 1 The dat
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TABLE 1 Bilateral and multilateral
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DIRECT AID TO POST-SECONDARY EDUCAT
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DIRECT AID TO SECONDARY EDUCATION D
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TABLE 4 ODA recipients (Continued)
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Glossary Adjusted net enrolment rat
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Net attendance rate (NAR). Number o
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Abbreviations AAPS AES AHELO AIDS A
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ILO IMF INES ISCED ISSA LAMP LEARNi
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Index This index covers the Introdu
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home learning environment 215 ICT f
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HIV education 292 NGOs 211 out-of-s
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see also traditional knowledge Cura
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education Education 2030 Framework
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Fiji TVET enrolment 223 violence in
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ole of education 61, 78, 88, 165 gr
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educational attainment 75, 76, 105
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working poverty 57, 61 years of edu
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M Macao, China environmental educat
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perseverance 249 tertiary education
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primary education 314 secondary edu
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tertiary education 228, 229, 230, 2
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women in politics 99 years of educa
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small island developing States stud
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perseverance 249 special educationa
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within country disparity 186, 231 w
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attitudes to business 253 benefits
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Introduction Carson, R. 1962. Silen
Page 563 and 564:
Das, P. K. 2010. Climate Change and
Page 565 and 566:
Reyhner, J. and Eder, J. 2015. Amer
Page 567 and 568:
Aghion, P., Veugelers, R. and Serre
Page 569 and 570:
Hanushek, E. A., Schwerdt, G., Wied
Page 571 and 572:
Pritchett, L. 2006. Does learning t
Page 573 and 574:
Bhurosy, T. and Jeewon, R. 2014. Ov
Page 575 and 576:
Gunewardena, D. 2015. Why aren’t
Page 577 and 578:
McBride, D. E. and Parry, J. A. 201
Page 579 and 580:
United Cities and Local Governments
Page 581 and 582:
Campbell, D. E. 2008. Voice in the
Page 583 and 584:
Mendenhall, M. and Chopra, N. 2016.
Page 585 and 586:
Allen, H. 2013. Africa’s First Fu
Page 587 and 588:
Hanson, D. 2013. Assessing the Harl
Page 589 and 590:
Sirin, S. R. and Rogers-Sirin, L. 2
Page 591 and 592:
Fehling, M., Nelson, B. D. and Venk
Page 593 and 594:
Prichard, W. 2010. Taxation and Sta
Page 595 and 596:
Lager, A. C. J. and Torssander, J.
Page 597 and 598:
Bennell, P. and Akyeampong, K. 2007
Page 599 and 600:
Crouch, L. 2015. Stumbling at the f
Page 601 and 602:
Facione, P. A. 1990. Critical Think
Page 603 and 604:
Hardin, B. J., Vardell, R. and de C
Page 605 and 606:
Inter-Agency Working Group on TVET
Page 607 and 608:
Marfo, K. 2011. Envisioning an Afri
Page 609 and 610:
___. 2009b. INES Network for the Co
Page 611 and 612:
Pew Research Center. 2015. Internet
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South Africa Government. 2013. Regu
Page 615 and 616:
UNDP. 2004. Human Development Repor
Page 617 and 618:
UNICEF and WHO. 2015. Progress on S
Page 619 and 620:
Wortham, S. C. 2013. Common Charact
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