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12 FIGURE 12.11: Adult education participation rates in Europe are higher among the more educated Adult education participation rate by type of opportunity and education attainment, European Union countries, 2011 Adult education participation rate (%) 100 90 80 70 60 50 40 30 20 10 0 Romania Non-formal, adults with tertiary education Non-formal, adults with secondary education Formal, adults with tertiary education Formal, adults with secondary education Greece Poland Ireland Bulgaria Lithuania Latvia Italy United Kingdom Malta Slovenia Czech Rep. Belgium Spain EUROPEAN UNION Hungary Slovakia Cyprus Portugal Austria Estonia Germany France Finland Denmark Netherlands Luxembourg Sweden Source: Eurostat (2016). TABLE 12.4: Key differences in adult education participation questions in the European Union Labour Force Survey and the Adult Education Survey Issue European Union Labour Force Survey Adult Education Survey Reference period 4 weeks 12 months Definition of education and training Excludes some activities, such as guided on-the-job training All types of non-formal activities Sequence of questions and prompts Rationale for education Source: ICF (2015). Captures only formal education courses lasting at least one semester Uses simple questionnaire and emphasizes work-related training Narrow range of outcomes: related to current/prospective job – or not Captures all formal courses of short duration Uses terms capturing slightly wider variety of activities, such as ‘private lessons, courses, conferences, talks, workshops, seminars and activities designed to train you for a job’ A slightly broader range of outcomes outside work such as meeting other people or other personal reasons, or updating knowledge in the field Participation rates in adult education differ considerably by the level of education already attained. In general, adults who have attained tertiary education have more access to formal adult education opportunities than adults who have attained only secondary education (Figure 12.11). Large gaps in formal education participation rates between the more and less educated are found in Poland, Slovakia and Sweden. The smallest gaps are observed in Finland and Slovenia, while in Portugal those with secondary education have a higher chance of formal education (Box 12.3). By contrast, the LFS indicated the average adult education participation rate during the four weeks prior to the survey was closer to 10%. In Germany and Italy, the rate remained more or less constant over 2005–2013, BOX 12.3 The adult education system in Portugal supports the more disadvantaged Portugal was the only country in Europe where the participation rate in formal education was higher for adults with secondary education (15%) than for adults with tertiary education (13%). This is exceptional: those who are more educated usually have access to a higher number of formal adult education opportunities. Portugal has by far the European Union’s highest rate of adults with less than lower secondary education (39% in 2013, well above secondhighest Greece with 19%) and less than upper secondary education (60% in 2013, compared with number two Spain at 44%). The adult education system is oriented towards helping these adults catch up. More than 5% of all Portuguese adults aged 25 to 64 acquired an upper secondary education certificate in adulthood, the highest rate in southern Europe in 2013. Provision comes under the umbrella Programa de Formação em Competências Básicas, a basic skills training programme introduced in 2010. In addition, Portuguese adults with secondary education are more likely to enter non-formal education (55%) than their counterparts in France (48%), Italy (40%) and Spain (36%). Under the New Opportunities Initiative, the largest public programme in recent decades, qualification and vocational training centres were established as ‘one-stop shops’ to deliver three lifelong learning services in an integrated way through guidance, validation of nonformal and informal learning, and provision of training programmes. There are also strong incentives to participate in adult education, such as income tax deductions and employer-funded training leave. Sources: CEDEFOP (2011); European Commission/EACEA/Eurydice (2015a); Nico and Nico (2011); OECD (2005a); UNEVOC (2014). 238 CHAPTER 12 | TARGET 4.3 – TECHNICAL, VOCATIONAL, TERTIARY AND ADULT EDUCATION
12 while in Latvia it declined until 2011. Adults in Slovenia were more likely to enrol in some kind of training than in the other countries (Figure 12.12). The LFS and AES diverged not only in their estimates of average adult education participation rates but also in their estimates of participation rate trends over time. For example, between 2007 and 2011, a negative trend was observed for 10 countries in the AES and for 8 countries in the LFS – but with only three countries in common (ICF, 2015), underlining how differing definitions lead to very different conclusions. To summarize, the proposed global indicator of adult participation in education during the previous 12 months presents several challenges. Consensus will be needed on the equivalency of diverse types of education experience. The tools to collect this information will need to be standardized accordingly to improve cross-country comparability of results. The experience of attempts to standardize related questions in Europe offers a basis for discussion. FIGURE 12.12: Different surveys point to different levels of adult education participation Adult education participation rate, selected countries, 2005–2013 Adult education participation rate (%) 50 40 30 20 10 Labour Force Survey Adult Education Survey, formal Adult Education Survey, non-formal AFFORDABILITY 0 2005 2007 2009 2011 2013 2005 2007 2009 2011 2013 2005 2007 2009 2011 2013 2005 2007 2009 2011 2013 Even more than in technical-vocational and tertiary education, assessment of affordability in adult education is constrained by the lack of information on participation and public expenditure. Germany Source: Eurostat (2016). Italy Latvia Slovenia The 2009 Belém Framework for Action on adult learning and education called on countries to work towards ‘increased investment in adult learning and education’ but set no financing targets. The Global Report on Adult Learning and Education (GRALE), published every three years, requests countries to report the share of adult education in government spending. One-quarter of the over 90 countries that provided information (but 41% of high income countries) reported spending more than 4% on adult education. This, combined with information on public expenditure on education as a share of the gross domestic product (GDP), indicates that fewer than one in six countries spent more than 0.3% of GDP on adult education, all of them high income countries except for Kyrgyzstan and the United Republic of Tanzania. Future editions of GRALE will need to collect more precise information, but it is clear that adult education remains a low priority in budgets. Government expenditure is critical because it is more likely to cater for disadvantaged groups. For example, adult professional education and training in France accounted for 1.52% of GDP in 2012. This was shared between the state (53%), firms (43%) and households (4%). But the share of the state was 76% for apprentices and 84% for the unemployed (DARES, 2015). Overall, more information on public expenditure is needed to understand how it is targeted at the groups most in need. Government funding may take the form of direct provision of adult education courses or subsidies to accredited providers so that participants pay no fees. It can also take the form of support to individual adults to pay for education (through grants, vouchers and loans) or support to firms to encourage them to provide more education and training opportunities. A review of relevant policies in Europe found examples of co-funding arrangements that were successfully targeted at groups in need. For example, in Sweden, which has a system of grants and loans to encourage adults to return to education, the grant component of total support was higher for those with up to upper secondary education (73%) than for other learners (31%). In Latvia, unemployed adults participating in a training programme received 2016 • GLOBAL EDUCATION MONITORING REPORT 239
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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
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7 TABLE 7.2: Projected attainment r
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7 TABLE 7.3: Percentage of countrie
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7 FIGURE 7.4: Universal upper secon
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CHAPTER 8 Education and sustainable
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8 Policy recommendations...........
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8 Evidence gathered for this report
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8 PROSPERITY In order to reduce pov
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8 PARTNERSHIPS In order to ensure a
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CHAPTER 9 The challenges of monitor
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9 Reaching consensus on the post-20
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9 skills in information and communi
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9 The Incheon Declaration requested
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9 offer policy-makers sufficient in
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10 CHAPTER 10 Sustainable Developme
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10 FIGURE 10.1: More than 4 in 10 c
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10 TABLE 10.2: Countries with the l
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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: 11 CHAPTER 11 Sustainable Developme
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: 12 for participation is job related
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
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 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
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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
Page 537 and 538:
ole of education 61, 78, 88, 165 gr
Page 539 and 540:
educational attainment 75, 76, 105
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working poverty 57, 61 years of edu
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M Macao, China environmental educat
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perseverance 249 tertiary education
Page 547 and 548:
primary education 314 secondary edu
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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
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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
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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
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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
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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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