people and planet

5
motorized transport (Clean Air Asia, 2013). Educational
tools have been important in the mass adoption of two
forms of more sustainable transport: bus rapid transit
(Box 5.2) and cycling (Box 5.3).
EDUCATION AND KNOWLEDGE
CAN CONTRIBUTE TO
INEQUALITY IN CITIES
Education is not invariably a positive influence in urban
areas. It can both embody and reflect existing inequity,
and can contribute to or cause inequality. Knowledgedriven
economic development has been a factor in rising
inequality and vanishing middle skill jobs (see Chapter 2:
Prosperity). To ensure that education does not exacerbate
unequal patterns of social stratification, governments
need to acknowledge the relationship between education
and inequality, and balance education-related activities
that can improve the competitiveness of a city with
those that can improve social inclusion.
BOX 5.2
Education for awareness and consensus-building has been
important for smooth adoption of bus rapid transit systems
Bus rapid transit (BRT) is a high capacity mass transit system with features such
as dedicated bus lanes and off-board fare collection, which improve efficiency and
reduce traffic congestion. The BRT model is a key component of the concept of global
sustainable urban mobility. Two hundred and three cities around the world have BRT
systems, partly due to advocacy by mayors.
Experience with BRT systems shows that information and communication strategies
are especially important to engage stakeholders who may be adversely affected by
introduction of the system, such as other transit operators and private vehicle users.
In Johannesburg, South Africa, inadequate communication among stakeholders (local
government and two private taxi organizations) at an early stage of the discussion led to
lack of trust among parties, severely delaying implementation of the system. By contrast,
in Lagos, Nigeria, local government engaged stakeholders in a communication programme
from the beginning, including in planning and implementation. This helped Lagos avoid
deadlock with stakeholders and the project was implemented relatively quickly.
Sources: Allen (2013); EMBARQ (2015); Kumar et al. (2012).
INEQUALITY IN EDUCATION IS RELATED TO
LOCATION, WEALTH AND OTHER FACTORS
Location and wealth
There is substantial inequality in education between rural
and urban areas (see Chapter 3: People). In-depth data
also suggest strong intra-urban inequality. According to
GEM Report team calculations, while urban areas often
provide greater access to education, the urban poor have
worse primary completion rates than the average rural
household in 26 out of the 35 countries with available
data. In the case of lower secondary completion rates,
which entail a more select group of households and
students, the urban poor disadvantage is even more
pronounced: Outcomes among the urban poor are much
worse than those of the rural poor in many lower income
countries. This is likely attributable to factors such as
the opportunity cost of forgoing paid employment and
difficulty affording education (Figure 5.2).
Thus, the potential positive benefits of being located in
an urban area can be undermined by a lack of policies
that address inequity.
Various spatial and social patterns in most major cities –
gentrification, slums, urban sprawl, housing discrimination,
immigrant enclaves – separate residents in terms of
wealth, access and privilege (UN Habitat, 2009a). These
BOX 5.3
Education is a critical component of making cycling the norm
in urban transport
In countries with best-practice cities, such as Denmark, Germany and the Netherlands,
cycling became the norm for transport as a result of both urban planning and education,
with right of way for cyclists, bike parking, comprehensive traffic education and training for
cyclists and motorists, and a range of promotional events to generate support. Education
is woven into an integrated approach in which Danish, Dutch and German children from
an early age receive extensive training in safe and effective cycling – in classrooms and
on the road – as part of their curriculum by the fourth grade. Police officers test children,
who receive official certificates and stickers for their bikes once they pass the test.
Starting early ensures that children begin cycling when they are young. A
comprehensive approach provides greater impact than individual, uncoordinated
measures. Policies also de-incentivized driving through taxes and restrictions on car
ownership and use, while education shifted public opinion in favour of walking, cycling
and public transport in reaction to the negative impact of car use.
Paris’s bike-sharing or ‘public bicycle’ system, Vélib, has reduced traffic in private
vehicles and increased daily bicycle trips enormously. Similar systems have been
adopted in over 50 countries and over 700 cities. Education is important to promote
public understanding and frequent use of such systems. Bike-sharing programmes
are being widely adopted in Latin American cities, including Buenos Aires, Mexico City
and Rio de Janeiro.
Sources: Ferreiro (2015); Godefrooij et al. (2009); Pucher et al. (2010); Pucher and Buehler (2008).
2016 • GLOBAL EDUCATION MONITORING REPORT 121