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14 Jaspreet, a girl at the Patiala School for Deaf and Blind, Punjab, India. CREDIT: Shivam Kapoor/UNESCO KEY MESSAGES The SDG agenda requires a major shift in monitoring, reporting and policy-making on inequality. Measurement focuses on disparity in results, such as how many girls are in school compared to boys, but tends to ignore the contributing causes, such as textbook bias, discriminatory classroom practices or social norms, and the policies that could address them. There are two challenges with inequality measures. First, as they can be used for any education indicator and broken down by any characteristic, such as gender, location or wealth, there is too much information to absorb. Second, different measures can give very different, even contradictory, results. Disparity by wealth is the most extreme. In low income countries, for every 100 among the richest youth who complete primary education, only 36 do so among the poorest; in lower and upper secondary education the corresponding figures are 19 and 7. Global or regional averages mask substantial gender gaps in education. While parity was achieved globally in 2014, only 63% of countries achieved parity in primary education, 46% in lower secondary and 23% in upper secondary. More comprehensive monitoring of gender equality in education is needed, which requires evaluating curricula, textbooks, assessments and teacher education. People with disabilities are routinely denied their right to education. Across 30 education systems in Europe, 4.6% of pupils were identified as having a special educational need in 2010. Yet monitoring is difficult because disability takes different forms and degrees. About 40% of people around the world are not taught in a language they speak or understand. Monitoring should assess whether policies help students gain access to education in their home language, whether these policies are implemented and whether teachers are prepared. Migrants have specific education needs. In high income countries, first-generation immigrant students scored well below their peers in reading and mathematics. Forcibly displaced populations are among the most neglected. According to the UN refugee agency, 50% of primary school-age refugees and 75% of secondary school-age refugees are out of school worldwide. 254 CHAPTER 14 | TARGET 4.5 – EQUITY
14 CHAPTER 14 Sustainable Development Goal 4.5 TARGET 4.5 Equity By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations GLOBAL INDICATOR 4.5.1 – Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous people and conflict-affected as data become available) for all indicators on this list that can be disaggregated THEMATIC INDICATOR 18 – Percentage of students in primary education whose first or home language is the language of instruction (reviewed in the Finance chapter) THEMATIC INDICATOR 19 – Extent to which explicit formula-based policies reallocate education resources to disadvantaged populations THEMATIC INDICATOR 20 – Education expenditure per student by level of education and source of funding THEMATIC INDICATOR 21 – Percentage of total aid to education allocated to low-income countries 2016 • GLOBAL EDUCATION MONITORING REPORT 255
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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
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10 FIGURE 10.6: In almost one-quart
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10 SYSTEMS LEARNERS SCHOOL AND CLAS
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10 PROCESSES: CLASSROOM OBSERVATION
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10 and classroom climate to policy-
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10 FIGURE 10.9: In Latin America, a
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10 BOX 10.3 A new module on learnin
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10 assessment between 2007 and 2013
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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 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: 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
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
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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
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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
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small island developing States stud
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perseverance 249 special educationa
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within country disparity 186, 231 w
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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
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Pritchett, L. 2006. Does learning t
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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
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United Cities and Local Governments
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Campbell, D. E. 2008. Voice in the
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Mendenhall, M. and Chopra, N. 2016.
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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
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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
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Facione, P. A. 1990. Critical Think
Page 603 and 604:
Hardin, B. J., Vardell, R. and de C
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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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