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CHAPTER 4 Peace: political participation, peace and access to justice NO POVERTY ZERO HUNGER We are determined to foster peaceful, just and inclusive societies which are free from fear and GOOD HEALTH QUALITY GENDER violence. There AND WELL-BEING can be no EDUCATION sustainable development EQUALITY without peace and no peace without sustainable development. CLEAN WATER AND SANITATION AFFORDABLE AND CLEAN ENERGY DECENT WORK AND ECONOMIC GROWTH – INDUSTRY, The INNOVATION 2030 Agenda REDUCED for Sustainable SUSTAINABLE Development CITIES AND INFRASTRUCTURE INEQUALITIES AND COMMUNITIES RESPONSIBLE CONSUMPTION AND PRODUCTION CLIMATE ACTION LIFE BELOW WATER LIFE ON LAND PEACE, JUSTICE AND STRONG INSTITUTIONS PARTNERSHIPS FOR THE GOALS 95
4 KEY MESSAGES Getting children into school doesn’t result in more peace, but the right type of education can help. Conflict and violence are meanwhile destroying education systems. 1 Education makes people more likely to participate in political processes constructively and non-violently. a. Education and communication campaigns can teach people how to participate in politics and access political information. b. The right type of education and teaching promotes the transition to more participatory political systems. c. Democratic regimes tend to result in more and better quality education. 2 Better education is clearly linked to more women in political leadership. a. Gender equality in politics is far from being achieved. b. Women with more education possess more skills to take up leadership roles. c. When there are more women in politics, gender gaps in education shrink. 3 An education that is provided equally, with inclusive teaching and learning materials, is a powerful preventive tool and antidote for conflict. 4 Conflict is taking an increasingly large toll on education systems. a. Children, teachers and schools are frequently under attack. b. Forcibly displaced people, especially children and youth, are in dire need of access to education. c. Other forms of violence, including school-based bullying and sexual violence, are of concern. 5 Education should be better recognized in peacebuilding agendas for its role in helping with conflict resolution. 6 Education can reduce crime and violence against children and youth. 7 Educational programmes help marginalized people access justice and legal protection. 96 CHAPTER 4 | PEACE: POLITICAL PARTICIPATION, PEACE AND ACCESS TO JUSTICE
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GLOBAL EDUCATION MONITORING REPORT
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This Report is an independent publi
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Foreword The 2016 Global Education
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Acknowledgements This report would
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The Global Education Monitoring Rep
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CHAPTER 6 • Partnerships: enablin
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List of figures, tables, and text b
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Figure 17.2: Most primary schools d
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HIGHLIGHTS Education for people and
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PLACE Urbanization puts strain on e
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Monitoring SDG 4 TARGET 4.1: Primar
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A young boy takes part in a refores
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I INTRODUCTION HIGHLIGHTS Transform
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I of environmental degradation and
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I BOX 0.2 THE SDGS WERE CREATED THR
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I (Box 0.4). These principles state
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I TABLE 0.1: How education is typic
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I The Incheon Declaration affirmed
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I The chapter documents the links b
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Here students in Indonesia learn ab
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1 KEY MESSAGES Living sustainably r
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1 other heat-trapping gases into th
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1 so that even countries with natur
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1 in responding to environmental ch
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1 petition, given more money or tak
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1 to these values are notions such
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1 Ethiopia, Kenya, Liberia, Mali, N
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1 “ If education progress is stal
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1 FIGURE 1.3: Poor children in the
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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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Page 69 and 70: 2 developing regions (de Janvry and
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Page 73 and 74: 2 FIGURE 2.1: Employment is being p
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Page 79 and 80: 2 disproportionately affected, acco
Page 81 and 82: 2 Globally, earnings increase by ap
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Page 85 and 86: 2 In many countries, green growth m
Page 87 and 88: Selina Akter, second year midwifery
Page 89 and 90: 3 KEY MESSAGES Progress in health,
Page 91 and 92: 3 health, water, sanitation, energy
Page 93 and 94: 3 FIGURE 3.2: Women do more unpaid
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Page 97 and 98: 3 FIGURE 3.5: There are large dispa
Page 99 and 100: 3 FIGURE 3.7: Education marginaliza
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Page 103 and 104: 3 FIGURE 3.8: While being underweig
Page 105 and 106: 3 FIGURE 3.10: In most countries, w
Page 107 and 108: 3 2007, to 44 months. By 2007, birt
Page 109 and 110: 3 outcomes in many countries, inclu
Page 111 and 112: 3 that most behaviour changes are n
Page 113 and 114: 3 they were twice as likely to hold
Page 115 and 116: 3 Brazil, Indonesia, Rwanda and Sou
Page 117: Children look through a destroyed c
Page 121 and 122: 4 EDUCATION MATTERS IN INCREASING P
Page 123 and 124: 4 One direct form of political part
Page 125 and 126: 4 tertiary education formed the cor
Page 127 and 128: 4 “ 35% of out-of-school children
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Page 131 and 132: 4 has expanded in recent years to b
Page 133 and 134: 4 Lack of knowledge and education s
Page 135 and 136: Favelas in Rio de Janeiro, which fo
Page 137 and 138: 5 KEY MESSAGES Education must be in
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Page 141 and 142: 5 adequate knowledge of the local l
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Page 149 and 150: 5 BOX 5.5 Better urban planning can
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Page 153 and 154: 5 130 CHAPTER 5 | PLACE: INCLUSIVE
Page 155 and 156: CHAPTER 6 Partnerships: enabling co
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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
Page 561 and 562:
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
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Aghion, P., Veugelers, R. and Serre
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Hanushek, E. A., Schwerdt, G., Wied
Page 571 and 572:
Pritchett, L. 2006. Does learning t
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Bhurosy, T. and Jeewon, R. 2014. Ov
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Gunewardena, D. 2015. Why aren’t
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McBride, D. E. and Parry, J. A. 201
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United Cities and Local Governments
Page 581 and 582:
Campbell, D. E. 2008. Voice in the
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Mendenhall, M. and Chopra, N. 2016.
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Allen, H. 2013. Africa’s First Fu
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Hanson, D. 2013. Assessing the Harl
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Sirin, S. R. and Rogers-Sirin, L. 2
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Fehling, M., Nelson, B. D. and Venk
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Prichard, W. 2010. Taxation and Sta
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Lager, A. C. J. and Torssander, J.
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Bennell, P. and Akyeampong, K. 2007
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Crouch, L. 2015. Stumbling at the f
Page 601 and 602:
Facione, P. A. 1990. Critical Think
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Hardin, B. J., Vardell, R. and de C
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Inter-Agency Working Group on TVET
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Marfo, K. 2011. Envisioning an Afri
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___. 2009b. INES Network for the Co
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Pew Research Center. 2015. Internet
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South Africa Government. 2013. Regu
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UNDP. 2004. Human Development Repor
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UNICEF and WHO. 2015. Progress on S
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Wortham, S. C. 2013. Common Charact
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