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14 FIGURE 14.12: Kenya and Uganda followed different routes in implementing their language of instruction policy Selected indicators of language use in primary education, selected regions of Kenya and Uganda, 2009 a. Language used in classroom and spoken at home % 0 20 40 60 80 100 Kenya Central Nyanza Classroom Home Classroom Home 92 84 18 11 100 90 c. Use of mother tongue, by grade 80 Uganda Uganda Central Lango Classroom Home Classroom Home 82 93 74 68 % 70 60 50 40 b. Instructional time, by subject and language 30 Kenya 0 20 40 % 60 80 100 20 Kenya Uganda Mathematics Social studies Mathematics Social studies 92 90 13 8 10 0 1 2 3 4 5 6 7 Grade English Kiswahili Mother tongue Other Source: Piper and Miksic (2011). immigrant students still spoke a different language at home (OECD, 2015d). For Latin America and sub-Saharan Africa, information on language use at home and school can be compiled from three regional assessment programmes: the Analysis Programme of the CONFEMEN Education Systems (PASEC), the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) and the Second Regional Comparative and Explanatory Study (SERCE). Analysis of PASEC countries by the GEM Report team shows the percentage of grade 5 students who did not speak the language of assessment at home to be very high, ranging from nearly 70% in Cameroon and Gabon to over 90% in Senegal and Togo. Among countries taking part in SACMEQ, 90% of sixth-graders did not speak the language of assessment at home in Malawi and Swaziland. Across Latin America, the largest shares of grade 6 students who did not speak the test language at home were found in Guatemala (16%) and Paraguay (45%). The continuing neglect of mother tongue-based multilingual education in linguistically diverse countries helps explain large disparities in education outcomes. While tracking language of instruction is fraught with technical and possibly political challenges, it is a key issue that countries and regions need to tackle head-on if no one is to be left behind. 270 CHAPTER 14 | TARGET 4.5 – EQUITY
14 MIGRATION AND FORCED DISPLACEMENT Voluntary and forced population movement affects the education opportunities and needs of hundreds of millions of children, young people and adults around the world. It also increases challenges for host governments. Four groups are discussed in this section: internal migrants, international migrants, internally displaced people and refugees. The largest population movement is internal migration, usually rural to urban. Migration statistics rely on censuses, carried out every 10 years. As a result, regional and global estimates are available only with considerable delay. The latest estimates, from 2005, suggest that globally 763 million were living outside their region of birth (UNDESA, 2013). It is more important for education planners to know the intensity of internal migration flows; over the past five years, it has been above average in countries including Chile, the Republic of Korea and Senegal (Bell et al., 2015). China has experienced what is considered the largest migration in human history (Chan, 2013). A household registration system restricted access to public schools for children of rural migrants in order to discourage them from moving to cities. Substandard private schools were created to serve rural migrant children, attended by 60% of those in Shanghai and 75% in Guangzhou in the early 2000s. The government then abolished fees for rural migrant children in urban public schools and provided additional funding to the schools to help absorb these students. By 2010, the proportion of migrant students attending public schools had increased to 74% (Hao and Yu, 2015). Despite problems in accommodating the influx of rural migrants, who often move into slum or peri-urban areas where public school access is limited, migration to urban areas generally facilitates access to public services. Analysis for the 2015 GMR showed that even if primary completion rates had remained constant in urban and rural areas in sub-Saharan Africa, the increase in the share of people living in urban areas would have been enough to raise the average primary completion rate by 1.5 percentage points between 2000 and 2010 (UNESCO, 2015d). Although much smaller in magnitude, international migration attracts far more attention. In 2015, 244 million people were living outside their country of birth and the proportion of international migrants in the total population was 3.3%, compared with 2.8% in 2000. South–South migration exceeded South–North migration for the first time in 2015, though immigrants remain a significant share of the population in high income countries in Europe (10%), Northern America (e.g. 15% in the United States) and the Pacific (e.g. 28% in Australia) (GMDAC, 2016). In high income countries, the In high income countries, education-related experiences first-generation immigrant of immigrant students scored about students are of 50 points below students concern. Firstgeneration without an immigrant immigrant background in reading and students scored mathematics about 50 points below students without an immigrant background in reading and mathematics in the 2012 PISA in OECD countries, while secondgeneration immigrant students scored about 20 points below. Still, the difference in mathematics performance between students with and without an immigrant background shrank by around 10 points between 2003 and 2012 (OECD, 2015d). The challenge for policy-makers is that students with an immigrant background tend to be concentrated in schools in socio-economically disadvantaged areas. If the socio-economic status of students and schools is taken into account, the average difference in mathematics performance in OECD countries between students who attend schools where more than 25% of students are immigrants compared to students who attend schools with no immigrant students drops by almost 75% (OECD, 2015d). Voluntary migration can disrupt education but can also have benefits. Both domestic migrants in China and international migrants in OECD countries may not do as well in school as their peers in host communities, but tend to do much better than if they had stayed in their communities of origin. In contrast, forced displacement tends to lead to gross violations of the right to education. The number of internally displaced people (IDPs) has been growing. At the end of 2014, 38 million IDPs were 2016 • GLOBAL EDUCATION MONITORING REPORT 271
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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
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10 was administered For global moni
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11 “ In 2014, 44% of children wer
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11 ratio was 44%, while the percent
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11 Because of the range and diversi
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11 30 country reports in 3 areas, n
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11 BOX 11.1 Defining positive and s
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11 At the start of the process to d
Page 243 and 244: 11 FIGURE 11.5: About three-quarter
Page 245 and 246: 12 CHAPTER 12 Sustainable Developme
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
Page 281 and 282: 14 INEQUALITY MEASURES Measuring in
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Page 285 and 286: 14 The parity index must be interpr
Page 287 and 288: 14 BOX 14.2 The Inter-Agency Group
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Page 291 and 292: 14 behaviour, play, development of
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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
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Page 323 and 324: 16 community, including activities
Page 325 and 326: 16 PISA included questions designed
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Page 329 and 330: 16 ENDNOTES 1. The third phase, 201
Page 333 and 334: 17 “ In the least developed count
Page 335 and 336: 17 entering and moving through the
Page 337 and 338: 17 FIGURE 17.3: Electricity access
Page 339 and 340: 17 it is the more common and often
Page 341 and 342: 17 Violence and attacks against civ
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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
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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
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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