people and planet

More documents

Recommendations

Info

Table 17.1: UIS core indicators on ICT in education.......................................................................................................................................................................................311 Table 19.1: Support opportunities for new primary school teachers, selected countries, 2010–2014.................................................................................335 Table 20.1: Selected education financing indicators based on national education accounts ................................................................................................345 Table 20.2: Public education expenditure, by region and country income group, 2014............................................................................................................346 Table 20.3: A framework to assess country commitment to equity through financing............................................................................................................351 Table 20.4: Aid disbursements to education, by region and income level, 2010 and 2014.......................................................................................................354 Table: Proposed thematic and global indicators presented in the statistical tables..................................................................................................................393 TEXT BOXES Box 0.1: The Millennium Development Goals failed to ensure environmental sustainability......................................................................................................5 Box 0.2: The Sustainable Development Goals.....................................................................................................................................................................................................6 Box 0.3: SDG 4: the education goal and targets.................................................................................................................................................................................................7 Box 0.4: Historical international agreements that affirm the right to education.............................................................................................................................8 Box 1.1: Governments have adopted local community practices of buen vivir.................................................................................................................................27 Box 1.2: Leading by example: nudging people to act green........................................................................................................................................................................ 31 Box 1.3: Climate change and natural disasters severely affect education systems and outcomes.......................................................................................33 Box 1.4: Small island states use the entire education system to prepare for climate change..................................................................................................35 Box 2.1: Green industries demand particular skills......................................................................................................................................................................................... 42 Box 2.2: What is decent work?................................................................................................................................................................................................................................. 55 Box 4.1: Better education and women’s involvement in national and local decision-making bodies are closely linked.............................................99 Box 5.1: Dealing with declining populations with rural school consolidation...................................................................................................................................117 Box 5.2: Education for awareness and consensus-building has been important for smooth adoption of bus rapid transit systems................121 Box 5.3: Education is a critical component of making cycling the norm in urban transport...................................................................................................121 Box 5.4: A cradle-to-career approach can integrate education with community development............................................................................................125 Box 5.5: Better urban planning can foster inclusion of slum dwellers................................................................................................................................................126 Box 5.6: Curitiba used both explicit and implicit education initiatives to become a green city............................................................................................127 Box 6.1: School feeding and school health as integrated delivery mechanisms...........................................................................................................................140 Box 6.2: The MDG Achievement Fund and the SDG Fund........................................................................................................................................................................ 144 Box 7.1: Key considerations in projecting educational attainment .....................................................................................................................................................152 Box 10.1: Monitoring quality in SDG 4................................................................................................................................................................................................................ 188 Box 10.2: Collecting comparable classroom observation data in sub-Saharan Africa................................................................................................................. 191 Box 10.3: A new module on learning outcomes in Multiple Indicator Cluster Surveys...............................................................................................................197 Box 10.4: Assessing learning outcomes in Nigeria....................................................................................................................................................................................... 198 Box 10.5: Multiple assessments but no national learning assessment system in the United Republic of Tanzania ................................................. 201 Box 11.1: Defining positive and stimulating home learning environments........................................................................................................................................215 Box 12.1: In Colombia, a strong management information system provides policy-specific data on tertiary education.......................................232 Box 12.2: In Chile, persistent student demands for affordable higher education triggered reform....................................................................................234 Box 12.3: The adult education system in Portugal supports the more disadvantaged.............................................................................................................238 Box 13.1: The fundamental but elusive skills of creativity, critical thinking and collaboration.............................................................................................. 248 Box 13.2: Nurturing entrepreneurship skills in Palestine...........................................................................................................................................................................253 Box 14.1: Different measures can lead to different conclusions on inequality ..............................................................................................................................258 Box 14.2: The Inter-Agency Group on Education Inequality Indicators ..........................................................................................................................................263 Box 15.1: Measuring participation in literacy programmes in Niger....................................................................................................................................................279 Box 15.2: Differences between national and international numeracy assessments ..................................................................................................................283 Box 16.1: Monitoring Holocaust education in curricular content......................................................................................................................................................... 290 Box 16.2: Monitoring classroom interactions on sustainable development is challenging.....................................................................................................298 Box 16.3: Assessment of global competence in the 2018 PISA assessment ..................................................................................................................................303 Box 17.1: A school infrastructure index in Paraguay.................................................................................................................................................................................... 308 Box 19.1: Monitoring the preparedness and development of school leaders..................................................................................................................................332 Box 19.2: Directly assessing teacher skills....................................................................................................................................................................................................... 333 Box 19.3: Upgrading ‘parents’ teachers’ in Cameroon................................................................................................................................................................................ 337 Box 20.1: Ending a legacy of very low public spending on education in Myanmar.....................................................................................................................348 Box 20.2: Promoting equity through education financing policies in Morocco...........................................................................................................................352 Box 21.1: Engaging in multiple initiatives to diagnose education systems – the case of Brazil............................................................................................364 2016 • GLOBAL EDUCATION MONITORING REPORT xiii
HIGHLIGHTS Education for people and planet: key facts and figures PLANET Education is the most effective tool for reducing fertility rates: For example, one extra year of education in Madagascar increased spaces between births by 0.5 years. Environmental education can increase green knowledge: 73% of 78 countries’ curricula mention ‘sustainable development’, 55% mention ‘ecology’ and 47% ‘environmental education’. Sustainability practices continue outside of school: A 2008 survey reported that over 40% of global executives thought it important for their companies to align sustainability with their business. Education is crucial for disaster preparedness: If education progress is stalled, it could lead to a 20% increase in disaster-related fatalities per decade. Education systems should not encourage unsustainable lifestyles and can learn much from indigenous communities: They should respect local cultures and plural knowledge systems, and provide instruction in local languages. PROSPERITY Education can help increase agricultural productivity: Farm output needs to rise by at least 70% by 2050. Field schools and extension education help farmers increase productivity by 12% and net revenue by 19%. xiv HIGHLIGHTS
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 and 12: CHAPTER 6 • Partnerships: enablin
Page 13 and 14: List of figures, tables, and text b
Page 15: Figure 17.2: Most primary schools d
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
Page 61 and 62: 2 KEY MESSAGES Education has a key
Page 63 and 64: 2 on human welfare. Education helps
Page 65 and 66: 2 BOX 2.1 Green industries demand p
Page 67 and 68:
2 considerations and risk managemen
Page 69 and 70:
2 developing regions (de Janvry and
Page 71 and 72:
2 and supporting good governance (A
Page 73 and 74:
2 FIGURE 2.1: Employment is being p
Page 75 and 76:
2 growth does not necessarily mean
Page 77 and 78:
2 jobs and decent earnings, even in
Page 79 and 80:
2 disproportionately affected, acco
Page 81 and 82:
2 Globally, earnings increase by ap
Page 83 and 84:
2 with tertiary education, while th
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
Page 95 and 96:
3 called for. Women’s empowerment
Page 97 and 98:
3 FIGURE 3.5: There are large dispa
Page 99 and 100:
3 FIGURE 3.7: Education marginaliza
Page 101 and 102:
3 Tanzania revealed that many docto
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 and 118:
Children look through a destroyed c
Page 119 and 120:
4 KEY MESSAGES Getting children int
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
Page 129 and 130:
4 “ Refugee children and adolesce
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
Page 139 and 140:
5 FIGURE 5.1A: We live in an increa
Page 141 and 142:
5 adequate knowledge of the local l
Page 143 and 144:
5 it in urban economies is importan
Page 145 and 146:
5 “ Education gaps are often wide
Page 147 and 148:
5 In the United States, the 1954 Su
Page 149 and 150:
5 BOX 5.5 Better urban planning can
Page 151 and 152:
5 FIGURE 5.4A: In Medellín, Colomb
Page 153 and 154:
5 130 CHAPTER 5 | PLACE: INCLUSIVE
Page 155 and 156:
CHAPTER 6 Partnerships: enabling co
Page 157 and 158:
6 Finance..........................
Page 159 and 160:
6 strategic aid, non-traditional pa
Page 161 and 162:
6 Even with substantial increases i
Page 163 and 164:
6 FIGURE 6.4: Inequities in aid to
Page 165 and 166:
6 instructive examples of national
Page 167 and 168:
6 vertical integration is often con
Page 169 and 170:
6 projects had satisfactory outcome
Page 171 and 172:
6 funds; mobilized civil society an
Page 173 and 174:
CHAPTER 7 Projections: forecasting
Page 175 and 176:
7 Projecting global educational att
Page 177 and 178:
7 TABLE 7.2: Projected attainment r
Page 179 and 180:
7 TABLE 7.3: Percentage of countrie
Page 181 and 182:
7 FIGURE 7.4: Universal upper secon
Page 183 and 184:
CHAPTER 8 Education and sustainable
Page 185 and 186:
8 Policy recommendations...........
Page 187 and 188:
8 Evidence gathered for this report
Page 189 and 190:
8 PROSPERITY In order to reduce pov
Page 191 and 192:
8 PARTNERSHIPS In order to ensure a
Page 193 and 194:
CHAPTER 9 The challenges of monitor
Page 195 and 196:
9 Reaching consensus on the post-20
Page 197 and 198:
9 skills in information and communi
Page 199 and 200:
9 The Incheon Declaration requested
Page 201 and 202:
9 offer policy-makers sufficient in
Page 203 and 204:
10 CHAPTER 10 Sustainable Developme
Page 205 and 206:
10 FIGURE 10.1: More than 4 in 10 c
Page 207 and 208:
10 TABLE 10.2: Countries with the l
Page 209 and 210:
10 TABLE 10.3: Completion rates by
Page 211 and 212:
10 FIGURE 10.6: In almost one-quart
Page 213 and 214:
10 SYSTEMS LEARNERS SCHOOL AND CLAS
Page 215 and 216:
10 PROCESSES: CLASSROOM OBSERVATION
Page 217 and 218:
10 and classroom climate to policy-
Page 219 and 220:
10 FIGURE 10.9: In Latin America, a
Page 221 and 222:
10 BOX 10.3 A new module on learnin
Page 223 and 224:
10 assessment between 2007 and 2013
Page 225 and 226:
10 The second issue is that resourc
Page 227 and 228:
10 was administered For global moni
Page 229 and 230:
Page 231 and 232:
11 “ In 2014, 44% of children wer
Page 233 and 234:
11 ratio was 44%, while the percent
Page 235 and 236:
11 Because of the range and diversi
Page 237 and 238:
11 30 country reports in 3 areas, n
Page 239 and 240:
11 BOX 11.1 Defining positive and s
Page 241 and 242:
11 At the start of the process to d
Page 243 and 244:
11 FIGURE 11.5: About three-quarter
Page 245 and 246:
Page 247 and 248:
12 A typology of TVET recognizes th
Page 249 and 250:
12 are operated by the General Depa
Page 251 and 252:
12 Within its Systems Approach for
Page 253 and 254:
12 Administrative sources provide e
Page 255 and 256:
12 FIGURE 12.6: There are vast diff
Page 257 and 258:
12 But data in this area are still
Page 259 and 260:
12 University rankings Ever since f
Page 261 and 262:
12 for participation is job related
Page 263 and 264:
12 while in Latvia it declined unti
Page 265 and 266:
12 Since the 1990s, Mozambique has
Page 267 and 268:
Page 269 and 270:
13 in the social and political life
Page 271 and 272:
13 by a large task. The four themes
Page 273 and 274:
13 found that workers who scored be
Page 275 and 276:
13 A Standard & Poor’s module wit
Page 277 and 278:
13 CONCLUSION This chapter has revi
Page 279 and 280:
Page 281 and 282:
14 INEQUALITY MEASURES Measuring in
Page 283 and 284:
14 index equal to 0.86, and at the
Page 285 and 286:
14 The parity index must be interpr
Page 287 and 288:
14 BOX 14.2 The Inter-Agency Group
Page 289 and 290:
14 for at least one of five reasons
Page 291 and 292:
14 behaviour, play, development of
Page 293 and 294:
14 trained in the bilingual curricu
Page 295 and 296:
14 MIGRATION AND FORCED DISPLACEMEN
Page 297 and 298:
14 There are important, sometimes i
Page 299 and 300:
Page 301 and 302:
15 Literacy is a basic cognitive sk
Page 303 and 304:
15 BOX 15.1 Measuring participation
Page 305 and 306:
15 FIGURE 15.3: In many countries,
Page 307 and 308:
15 The assessment would need to hav
Page 309 and 310:
15 may reduce the assessment’s va
Page 311 and 312:
Page 313 and 314:
16 examines several initiatives tha
Page 315 and 316:
16 COMPREHENSIVE SEXUALITY EDUCATIO
Page 317 and 318:
16 ‘global thinking’, and half
Page 319 and 320:
16 “ Close to 50% of secondary sc
Page 321 and 322:
16 rights training in pre-service t
Page 323 and 324:
16 community, including activities
Page 325 and 326:
16 PISA included questions designed
Page 327 and 328:
16 global population issues, which
Page 329 and 330:
16 ENDNOTES 1. The third phase, 201
Page 331 and 332:
Page 333 and 334:
17 “ In the least developed count
Page 335 and 336:
17 entering and moving through the
Page 337 and 338:
17 FIGURE 17.3: Electricity access
Page 339 and 340:
17 it is the more common and often
Page 341 and 342:
17 Violence and attacks against civ
Page 343 and 344:
Page 345 and 346:
18 funds a programme managed by the
Page 347 and 348:
18 Around 22,500 scholarships were
Page 349 and 350:
18 About 70% of aid to higher educa
Page 351 and 352:
Page 353 and 354:
19 FIGURE 19.1: The pupil/teacher r
Page 355 and 356:
19 The coverage of both indicators
Page 357 and 358:
19 educators were rarely experts in
Page 359 and 360:
19 The survey also asked lower seco
Page 361 and 362:
19 BOX 19.3 Upgrading ‘parents’
Page 363 and 364:
19 As information on occupations is
Page 365 and 366:
20 CHAPTER 20 20 Finance (selected
Page 367 and 368:
20 Faced with similar challenges, t
Page 369 and 370:
20 TABLE 20.1: Selected education f
Page 371 and 372:
20 suggests the lower limit of the
Page 373 and 374:
20 FIGURE 20.5: Information on even
Page 375 and 376:
20 new module on equity and inclusi
Page 377 and 378:
20 “ There is a 42% financing gap
Page 379 and 380:
20 countries is that estimates excl
Page 381 and 382:
20 middle income countries suggests
Page 383 and 384:
21 CHAPTER 21 Education systems (se
Page 385 and 386:
21 DIAGNOSTIC TOOLS FOR MONITORING
Page 387 and 388:
21 While SABER has extended the evi
Page 389 and 390:
21 LOOKING AHEAD In essence, polici
Page 391 and 392:
22 CHAPTER 22 Education in the othe
Page 393 and 394:
22 governments. It measures the num
Page 395 and 396:
22 b. Under-5 mortality rate (death
Page 397 and 398:
22 LIFELONG LEARNING AS A FACTOR CO
Page 399 and 400:
23 CHAPTER 23 Priorities for monito
Page 401 and 402:
23 facilitate well-informed and mea
Page 403 and 404:
23 government and non-government sc
Page 405 and 406:
23 not the main concern. Countries
Page 407 and 408:
23 In light of the expanded scope o
Page 409 and 410:
CHAPTER 24 Epilogue 385
Page 411 and 412:
24 “ When the High-Level Politica
Page 413 and 414:
24 ‘robust, voluntary, effective,
Page 415 and 416:
Annex Statistical Tables Introducti
Page 417 and 418:
5 Statistical tables 1 INTRODUCTION
Page 419 and 420:
5 UIS encourages countries to make
Page 421 and 422:
5 SDG 4 targets and related indicat
Page 423 and 424:
5 Switzerland, The former Yugoslav
Page 425 and 426:
TABLE 1 Background demographic stat
Page 427 and 428:
TABLE 1 Part 1 (Continued) DEMOGRAP
Page 429 and 430:
STATISTICAL TABLES 1 TABLE 1 Backgr
Page 431 and 432:
STATISTICAL TABLES 1 TABLE 1 Part 2
Page 433 and 434:
STATISTICAL TABLES 1 TABLE 2 SDG 4,
Page 435 and 436:
Page 437 and 438:
Page 439 and 440:
Page 441 and 442:
Page 443 and 444:
Page 445 and 446:
Page 447 and 448:
Page 449 and 450:
Page 451 and 452:
STATISTICAL TABLES 1 TABLE 4 (Conti
Page 453 and 454:
Page 455 and 456:
Page 457 and 458:
Page 459 and 460:
Page 461 and 462:
Page 463 and 464:
Page 465 and 466:
Page 467 and 468:
Page 469 and 470:
Page 471 and 472:
Page 473 and 474:
Page 475 and 476:
Page 477 and 478:
STATISTICAL TABLES 1 TABLE 10 SDG 4
Page 479 and 480:
STATISTICAL TABLES 1 TABLE 10 (Cont
Page 481 and 482:
Page 483 and 484:
Page 485 and 486:
Page 487 and 488:
Page 489 and 490:
Page 491 and 492:
STATISTICAL TABLES 1 TABLE 13 Part
Page 493 and 494:
Page 495 and 496:
STATISTICAL TABLES 1 TABLE 13 Part
Page 497 and 498:
STATISTICAL TABLES 1 TABLE 14 Domes
Page 499 and 500:
Page 501 and 502:
477
Page 503 and 504:
5 Aid tables INTRODUCTION 1 The dat
Page 505 and 506:
TABLE 1 Bilateral and multilateral
Page 507 and 508:
DIRECT AID TO POST-SECONDARY EDUCAT
Page 509 and 510:
DIRECT AID TO SECONDARY EDUCATION D
Page 511 and 512:
Page 513 and 514:
Page 515 and 516:
TABLE 4 ODA recipients (Continued)
Page 517 and 518:
Glossary Adjusted net enrolment rat
Page 519 and 520:
Net attendance rate (NAR). Number o
Page 521 and 522:
Abbreviations AAPS AES AHELO AIDS A
Page 523 and 524:
ILO IMF INES ISCED ISSA LAMP LEARNi
Page 525 and 526:
Index This index covers the Introdu
Page 527 and 528:
home learning environment 215 ICT f
Page 529 and 530:
HIV education 292 NGOs 211 out-of-s
Page 531 and 532:
see also traditional knowledge Cura
Page 533 and 534:
education Education 2030 Framework
Page 535 and 536:
Fiji TVET enrolment 223 violence in
Page 537 and 538:
ole of education 61, 78, 88, 165 gr
Page 539 and 540:
educational attainment 75, 76, 105
Page 541 and 542:
working poverty 57, 61 years of edu
Page 543 and 544:
M Macao, China environmental educat
Page 545 and 546:
perseverance 249 tertiary education
Page 547 and 548:
primary education 314 secondary edu
Page 549 and 550:
tertiary education 228, 229, 230, 2
Page 551 and 552:
women in politics 99 years of educa
Page 553 and 554:
small island developing States stud
Page 555 and 556:
perseverance 249 special educationa
Page 557 and 558:
within country disparity 186, 231 w
Page 559 and 560:
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
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
Page 613 and 614:
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
show all

people and planet

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?