people and planet

Figure 17.2: Most primary schools do not have electricity in some of the poorest countries................................................................................................312
Figure 17.3: Electricity access does not automatically translate to internet access in schools.............................................................................................313
Figure 17.4: In many countries, the pupil/computer ratio is too high to enable meaningful learning...............................................................................314
Figure 17.5: In Latin America, psychological bullying is twice as prevalent as physical bullying..........................................................................................315
Figure 17.6: Many adolescents across the world are involved in physical fights............................................................................................................................316
Figure 18.1: Many students from small island developing states are studying abroad.............................................................................................................323
Figure 18.2: Half of all aid for scholarships and imputed student costs is concentrated in 13 middle income countries ........................................324
Figure 18.3: Most aid to higher education is directed to scholarships and imputed student costs....................................................................................325
Figure 19.1: The pupil/teacher ratio is not the same as the number of students in a classroom..........................................................................................329
Figure 19.2: More than half of pre-primary and one quarter of secondary school teachers in sub-Saharan Africa are not trained....................331
Figure 19.3: In half of countries, more than one in four pre-primary teachers are not trained..............................................................................................331
Figure 19.4: Teacher motivation results from interaction of external factors with individual traits, values and skills..............................................334
Figure 19.5: The percentage of contract teachers varies between and within countries......................................................................................................... 337
Figure 19.6: Teachers in Latin America earn less than other professionals......................................................................................................................................338
Figure 20.1: There are multiple sources and uses of education financing........................................................................................................................................343
Figure 20.2: Taking household expenditure into account can transform understanding of national education financing................................... 344
Figure 20.3: One in four countries falls below both international education financing benchmarks.................................................................................347
Figure 20.4: Myanmar is making an effort to reach minimum benchmarks in education financing.................................................................................348
Figure 20.5: Information on even the most basic education financing indicators is often missing..................................................................................349
Figure 20.6: Expenditure on education has increased since 2000......................................................................................................................................................349
Figure 20.7: Aid to education has yet to return to 2010 levels..............................................................................................................................................................353
Figure 20.8: The share of aid to education to low income and least developed countries has remained constant...................................................354
Figure 20.9: There are differences in the focus on low income countries across donors and over time..........................................................................355
Figure 20.10: Loans are a considerable part of official development assistance, even in education..................................................................................356
Figure 20.11: Education remains an underprioritized and underfunded sector of humanitarian aid.................................................................................. 357
Figure 21.1: The SABER programme covers a wide range of aspects of education systems...................................................................................................362
Figure 22.1: Education is positively associated with desirable development outcomes..........................................................................................................370
Figure 22.2: There is vast disparity in the availability of scientific and technical personnel.................................................................................................. 372
TABLES
Table 0.1: How education is typically linked with other Sustainable Development Goals.......................................................................................................10
Table 0.2: Sustainable education learning outcomes............................................................................................................................................................................... 11
Table 1.1: Population growth is slowing but will remain a challenge in lower income countries...........................................................................................21
Table 1.2: Environmental education has evolved over the years.........................................................................................................................................................25
Table 7.1: Projection scenarios.................................................................................................................................................................................................................................152
Table 7.2: Projected attainment rates in 2030 and year of achieving universal attainment in the trend scenario, by education level.............153
Table 7.3: Percentage of countries that would achieve selected targets at the highest rate of improvement in
education previously achieved in their region..........................................................................................................................................................................................155
Table 10.1: Primary and secondary education participation indicators, 2014..................................................................................................................................182
Table 10.2: Countries with the largest out-of-school numbers and rates, 2014 or latest available year............................................................................183
Table 10.3: Completion rates by education level, income group, sex and wealth, 2008–2014 (%)........................................................................................ 185
Table 10.4: A framework for education quality.............................................................................................................................................................................................. 188
Table 11.1: Distribution of countries by pre-primary education duration and starting age, and whether it is free and compulsory..................207
Table 11.2: Setting and enforcing standards on the pupil/teacher ratio in public early childhood education institutions,
selected countries, 2012–2015...........................................................................................................................................................................................................................213
Table 11.3: Early childhood development tools................................................................................................................................................................................................218
Table 12.1: A typology of technical and vocational education and training provision.................................................................................................................223
Table 12.2: Indicators of tertiary education....................................................................................................................................................................................................228
Table 12.3: Tertiary education participation indicators..............................................................................................................................................................................229
Table 12.4: Key differences in adult education participation questions in the European Union Labour Force Survey and the
Adult Education Survey.......................................................................................................................................................................................................................................238
Table 13.1: Computer-related activities included in the definition of ICT skills..............................................................................................................................245
Table 13.2: Dimensions of entrepreneurial skills............................................................................................................................................................................................252
Table 14.1: Gender parity index, by region and country income group, 2014 .................................................................................................................................262
Table 14.2: Potential indicators of gender inequality in education, by domain.............................................................................................................................264
Table 14.3: Selected questions from the Washington Group/UNICEF Survey Module on Child Functioning........................................................................ 267
Table 15.1: Youth and adult literacy .................................................................................................................................................................................................................... 280
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2016 • GLOBAL EDUCATION MONITORING REPORT