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CHAPTER 16 • Target 4.7: Sustainable development and global citizenship.......................................................................286 International standard-setting instruments...................................................................................................................................289 Curricula.............................................................................................................................................................................................................289 Textbooks..........................................................................................................................................................................................................294 Teacher education.........................................................................................................................................................................................296 Activities outside the classroom............................................................................................................................................................298 Outcomes..........................................................................................................................................................................................................299 CHAPTER 17 • Target 4.A: Education facilities and learning environments.........................................................................306 School infrastructure...................................................................................................................................................................................308 Information and communication technology in schools............................................................................................................311 Violence and attacks in schools..............................................................................................................................................................314 CHAPTER 18 • Target 4.B: Scholarships..................................................................................................................................................318 Number of scholarships...................................................................................................................................................................................320 Aid data on scholarships................................................................................................................................................................................. 324 CHAPTER 19 • Target 4.C: Teachers......................................................................................................................................................... 326 Adequate supply of qualified teachers..................................................................................................................................................... 328 Teacher motivation and support..................................................................................................................................................................333 CHAPTER 20 • Finance..................................................................................................................................................................................340 National education accounts................................................................................................................................................................... 342 Improving financial data............................................................................................................................................................................346 CHAPTER 21 • Education systems.......................................................................................................................................................... 358 Diagnostic tools for monitoring education systems....................................................................................................................361 Looking ahead................................................................................................................................................................................................. 365 CHAPTER 22 • Education in the other SDGs.......................................................................................................................................366 Direct references to education in global SDG indicators ..........................................................................................................368 Indirect references to education in global SDG indicators ......................................................................................................369 Lifelong learning as a factor contributing across the SDGs......................................................................................................373 CHAPTER 23 • Priorities for monitoring education in the Sustainable Development Goals.......................................374 Synthesis of monitoring challenges and opportunities..............................................................................................................377 Recommendations on monitoring the education agenda........................................................................................................ 379 CHAPTER 24 • Epilogue................................................................................................................................................................................384 The GEM Report as an informed and honest broker on issues of education and sustainable development........387 Strengthening accountability in the SDG follow-up and review architecture – and in education........................388 Annex............................................................................................................................................................ 390 Statistical Tables............................................................................................................................................................................................ 401 Aid Tables...........................................................................................................................................................................................................478 Glossary..............................................................................................................................................................................................................493 Abbreviations...................................................................................................................................................................................................497 Index.....................................................................................................................................................................................................................501 The references for the 2016 Global Education Monitoring Report can be downloaded at the following link: https://en.unesco.org/gem-report/sites/gem-report/files/2016ReportReferences.pdf 2016 • GLOBAL EDUCATION MONITORING REPORT ix
List of figures, tables, and text boxes FIGURES Figure 0.1: Lifelong learning opportunities for all........................................................................................................................................................................................8 Figure 1.1: Global environmental health faces critical thresholds on several fronts................................................................................................................. 20 Figure 1.2a: High levels of human development have come at an ecological cost.....................................................................................................................22 Figure 1.2b: Some nations have raised the quality of human development while maintaining a low ecological footprint....................................23 Figure 1.3: Poor children in the countries most at risk for climate change disasters are less likely to complete secondary school..................34 Figure 2.1: Employment is being polarized by skill category on the global level............................................................................................................................50 Figure 2.2: Large proportions of workers remain in poverty.................................................................................................................................................................... 52 Figure 2.3: Inequality has grown across rich and poor regions...............................................................................................................................................................53 Figure 2.4: Increasing levels of education are associated with lower working poverty...............................................................................................................57 Figure 2.5: Upper secondary attainment can substantially lower the risk of vulnerable and informal employment.................................................. 58 Figure 2.6: Tertiary education is largely required for employment in high skill occupations................................................................................................... 59 Figure 3.1: There has been progress in improving basic education and health outcomes and providing essential basic services, but major challenges remain...........................................................................................................................................................................................................69 Figure 3.2: Women do more unpaid work than men, and often are more likely to be employed in the informal sector............................................70 Figure 3.3: Men and women work in different formal occupations.......................................................................................................................................................70 Figure 3.4: Few women hold leadership positions in corporations and governments in middle and high income countries................................... 71 Figure 3.5: There are large disparities within countries in educational attainment by wealth and gender.......................................................................74 Figure 3.6: Many rural areas have low levels of literacy, particularly among poor females.......................................................................................................75 Figure 3.7: Education marginalization is compounded on ethnic and regional lines, particularly for women................................................................. 76 Figure 3.8: While being underweight is more common in lower income countries, being overweight is more prevalent in many upper middle and high income countries.....................................................................................................................................................................................................80 Figure 3.9: In most countries, women with secondary and higher levels of education are less likely to report having experienced spousal violence.........................................................................................................................................................................................................................................................81 Figure 3.10: In most countries, women with higher levels of education are less likely to have undergone female genital mutilation............... 82 Figure 3.11: Almost all young children reach the age of 5 in countries where most women are literate............................................................................. 83 Figure 3.12: Many countries with discriminatory social institutions have worse gender gaps in lower secondary completion rates................ 87 Figure 3.13: Women consistently earn less than men in OECD countries, even though gender gaps in secondary attainment vary.................88 Figure 3.14: Growth in female lower secondary completion rates is not always linked to higher female labour force participation...................89 Figure 4.1: In the Philippines, children and youth in a conflict-affected region are left behind ........................................................................................... 105 Figure 4.2: Education conditions for refugee children vary widely.....................................................................................................................................................106 Figure 4.3:Violence in school affects students’ ability to achieve minimal numeracy skills..................................................................................................109 Figure 5.1a: We live in an increasingly urban world….................................................................................................................................................................................... 116 Figure 5.1b: … and much future urban growth is expected to happen in lower income countries........................................................................................ 116 Figure 5.2: Developing countries have rural–urban disparity but also very high intra-urban disparity............................................................................122 Figure 5.3: In Kisumu, Kenya, the concentration of primary schools, primary school toilets and private schools depends on location ........123 Figure 5.4a: In Medellín, Colombia, education reform was targeted to improve inclusion…...................................................................................................128 Figure 5.4b: … and linked to crime reduction .................................................................................................................................................................................................128 Figure 5.5: Local government officials view the education sector as led by the national or state level............................................................................129 Figure 6.1: What type of integration and support are needed to achieve the sustainable development agenda?.......................................................134 Figure 6.2: Increased allocation to education spending can happen at every level of economic development............................................................136 Figure 6.3: Aid to basic education is not related to need.....................................................................................................................................................................138 Figure 6.4: Inequities in aid to basic education persist........................................................................................................................................................................139 Figure 6.5: Donors prioritize levels of education that are less accessible to the poor................................................................................................................139 Figure 7.1: Not even universal primary completion will be achieved by 2030 in low and lower middle income countries, on past trends..... 154 Figure 7.2: Achieving universal secondary completion by 2030 will require unprecedented acceleration...................................................................... 154 Figure 7.3: Achieving the SDG education target would save millions of children’s lives.............................................................................................................156 Figure 7.4: Universal upper secondary completion by 2030 could lift millions out of poverty by 2050 in low income countries.......................157 Figure 10.1: More than 4 in 10 children not in school will never enrol.................................................................................................................................................. 181 Figure 10.2: Almost 30% of the poorest children in low income countries have never been to school............................................................................... 181 Figure 10.3: Over-age attendance especially affects girls and the poor in some countries.................................................................................................... 184 Figure 10.4: Universal secondary completion is a distant target for most countries................................................................................................................ 186 x 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 and 10: The Global Education Monitoring Rep
Page 11: CHAPTER 6 • Partnerships: enablin
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
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Page 61 and 62: 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
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Aghion, P., Veugelers, R. and Serre
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Hanushek, E. A., Schwerdt, G., Wied
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Pritchett, L. 2006. Does learning t
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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
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United Cities and Local Governments
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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
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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
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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
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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