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11 Early learning in Dublin, Ireland. CREDIT: Jason Clarke Photography/ Department of Children and Youth Affairs, Ireland KEY MESSAGES Comparing rates of participation in pre-primary education is difficult because age groups and starting ages differ a lot across countries. Pre-primary education is compulsory in 50 countries, and free and compulsory for at least one year in 38. Globally, 67% of children of pre-primary school age are attending school. However, available data sources do not yet allow a reliable global estimate of how many children benefit from at least one year of pre-primary education. Available data sources also do not fully capture the diversity of services providing learning opportunities for young children. Among 3- to 4-year-olds, the richest children are almost 6 times more likely to attend an early childhood education programme than the poorest. Quality standards of early childhood care and education need to be set, monitored and enforced. Early childhood development can be assessed in four areas: executive function, social and emotional development, motor development, and early literacy and numeracy. According to UNICEF, about 70% of 3-year-olds and 80% of 4-year-olds are developmentally on track in 56 low and middle income countries. However, this measure focuses strongly on literacy and numeracy. More research is needed on normative development of children in diverse cultures and contexts. 204 CHAPTER 11 | TARGET 4.2 – EARLY CHILDHOOD
11 CHAPTER 11 Sustainable Development Goal 4.2 TARGET 4.2 Early childhood By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education GLOBAL INDICATOR 4.2.1 – Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex GLOBAL INDICATOR 4.2.2 – Participation rate in organized learning (one year before the official primary entry age), by sex THEMATIC INDICATOR 9 – Percentage of children under 5 years of age experiencing positive and stimulating home learning environments THEMATIC INDICATOR 11 – Gross pre-primary enrolment ratio THEMATIC INDICATOR 12 – Number of years of (i) free and (ii) compulsory pre-primary education guaranteed in legal frameworks 2016 • GLOBAL EDUCATION MONITORING REPORT 205
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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..........................
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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
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: 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
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 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
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14 CHAPTER 14 Sustainable Developme
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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
Page 543 and 544:
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
Page 553 and 554:
small island developing States stud
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perseverance 249 special educationa
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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
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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
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McBride, D. E. and Parry, J. A. 201
Page 579 and 580:
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
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
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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
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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