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10 FIGURE 10.4: Universal secondary completion is a distant target for most countries Completion rate, by level of education, selected countries, 2008–2014 100 90 80 70 Completion rate (%) 60 50 40 30 20 10 0 Niger U. R. Tanzania Burkina Faso Burundi Bhutan Mozambique Madagascar C. A. R. South Sudan Chad Zimbabwe Senegal Rwanda Guyana Benin Ethiopia Cameroon Afghanistan Gabon Mali Togo Haiti Congo Guinea Uganda Cote d’Ivoire Morocco Mauritania Malawi Nicaragua Brazil Iraq Cambodia Pakistan Sierra Leone Belize Lesotho Sudan Suriname Bangladesh Liberia Guatemala Comoros Lao PDR Zambia Timor-Leste Gambia Swaziland D. R. Congo Yemen Honduras Costa Rica India Namibia Ghana China Nigeria Kenya South Africa Tunisia Albania Chile Indonesia Nepal Mexico Viet Nam Jordan Dominican Rep. Tajikistan Bolivia Panama Palestine Maldives Iceland Colombia Mongolia Ecuador Argentina Rep. Moldova Spain Bosnia/Herzeg. Egypt Philippines Denmark Source: GEM Report team analysis using household surveys. FIGURE 10.5: In just 2 out of 90 low and middle income countries have the poorest young people attained at least 12 years of education Years of education attained among 20- to 24-year-olds, by wealth, selected countries, 2008–2014 15 12 Years of education 9 6 3 Richest Average Poorest 0 Niger South Sudan Burkina Faso Afghanistan Mali Chad Burundi Ethiopia Madagascar Senegal C. A. R. Rwanda Mozambique Sudan Guinea Sierra Leone Benin Côte d’Ivoire Bhutan U. R. Tanzania Mauritania Pakistan Morocco S. Tome/Principe Gambia Liberia Iraq Bangladesh Malawi Yemen Uganda Guatemala Togo Cameroon Cambodia Lao PDR Lesotho Nigeria Nepal Timor-Leste Comoros D. R. Congo Haiti Honduras Belize Zambia Congo India Swaziland Gabon Suriname Namibia Kenya Guyana China Colombia Maldives Ghana Costa Rica Indonesia Uruguay Philippines Tajikistan Viet Nam Albania Zimbabwe Bolivia Mexico Dominican Rep. Tunisia Peru Egypt Mongolia Panama Jamaica Ecuador Armenia Argentina Rep. Moldova Barbados Kyrgyzstan Bosnia/Herzeg. Jordan TFYR Macedonia Palestine Belarus Serbia Montenegro Kazakhstan Ukraine Source: GEM Report team analysis using household surveys. 186 CHAPTER 10 | TARGET 4.1 – PRIMARY AND SECONDARY EDUCATION
10 FIGURE 10.6: In almost one-quarter of countries, education is compulsory for fewer than nine years Number of countries by years of compulsory primary and secondary education, 2014 70 60 50 Countries 40 30 Primary Lower secondary Upper secondary 20 10 Netherlands Malta Peru Serbia TFYR Macedonia Germany Jamaica Estonia Saint Lucia Kyrgyzstan Belgium Romania Latvia Poland France Italy Belarus Bulgaria Austria Finland Montenegro Australia Hungary Canada Russian Fed. Israel Slovenia Czech Rep. Lithuania United States Sweden Cyprus Greece Slovakia Barbados Armenia Kazakhstan Croatia Ukraine Georgia 0 No data 5 6 7 8 9 10 11 12 Years of compulsory education Source: UIS database; Eurydice network; UNESCO International Bureau of Education; and national education ministries. accounts, which capture the share of total education expenditure borne by households, will be a strong indication of the extent to which education is free (see Chapter 20). The growth in private schooling in education provision in some countries threatens national commitments to free education. The share of private institutions in total enrolment was 13% in primary education in 2014, up from 10% in 2000. Across regions, it ranged from 1% in Caucasus and Central Asia to 19% in Latin America and the Caribbean. At the secondary level, the share increased from 19% in 2000 to 25% in 2014, ranging from 3% in Caucasus and Central Asia to 28% in South-eastern Asia and 47% in Southern Asia. Differences are apparent within regions. In Latin America, the share of private primary enrolment doubled from 13% to 27% in Peru but was constant at about 8% in Mexico. Information is missing for many countries, while not all forms of private schooling are systematically captured. No regional average of the share of private institutions in primary education is available in Southern Asia, where privatization is known to be above the global average, as shown below. Household surveys are a complementary data source. According to 2008–2011 surveys, about 27% of children of primary school age attended private schools in Southern Asia, driven by India where 26% of primary school-age children attended private schools in 2009/10. In Nepal, 18% of 6- to 10-year old students attended private school in 2009/10. The share ranged from 5% among the poorest quintile of the population to 56% among the richest (Dahal and Nguyen, 2014). Similar analysis of 16 sub-Saharan African countries suggests that administrative data tend to underestimate the share of private school enrolment, especially in countries where the private sector is expanding and some schools operate without official recognition (Wodon, 2014). In Nigeria, private schools accounted for 5% of primary enrolment in 2005 and 8% in 2010, according to the UIS. Yet survey data indicate the share was already 13% in 2004 and reached 24% by 2015 (Nigeria NPC and ORC Macro, 2004; Nigeria NPC and RTI International, 2016). That said, if the main objective is to monitor the extent to which the increase in private education threatens fulfilment of the right to education, not all private 2016 • GLOBAL EDUCATION MONITORING REPORT 187
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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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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..........................
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
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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 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 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
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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 CHAPTER 13 Sustainable Developme
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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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Page 487 and 488:
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Page 491 and 492:
STATISTICAL TABLES 1 TABLE 13 Part
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Page 495 and 496:
STATISTICAL TABLES 1 TABLE 13 Part
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STATISTICAL TABLES 1 TABLE 14 Domes
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Page 501 and 502:
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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Page 513 and 514:
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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
Page 525 and 526:
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
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
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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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