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16 FIGURE 16.1: In 32 countries, fewer than half of schools provide life skills-based HIV education Percentage of schools that provided life skills-based HIV education at either the primary or secondary level in the previous academic year, selected countries, 2009-2010 Sub-Saharan Africa Eastern/ South-east. Asia Europe/N. America Caucasus/ C. Asia Latin America/Caribbean Paific Togo Liberia Côte d’Ivoire Burkina Faso Nigeria C. A. R. Comoros Eritrea Ethiopia Djibouti Mali Burundi D. R. Congo Chad Ghana Niger Guinea Swaziland Lesotho Botswana Cabo Verde Kenya South Africa Zimbabwe Timor-Leste Cambodia Lao PDR Japan Singapore Croatia Belarus Bulgaria Montenegro Greece Lithuania Ukraine Czech Rep. Romania Russian Fed. Finland Luxembourg Sweden Tajikistan Kazakhstan Kyrgyzstan Azerbaijan Uzbekistan Suriname Guatemala Dominican Rep. Honduras Haiti Belize Jamaica St Kitts/Nevis Saint Lucia Ecuador Bahamas Barbados Nicaragua Uruguay Grenada Antigua/Barbuda Dominica St Vincent/Grenad. El Salvador Venezuela, B. R. Vanuatu Papua N. Guinea Tuvalu Session country reporting system (Clarke and Aggleton, 2012). However, there were no standard guidelines for what constituted life skills-based education in response to HIV, and the information was self-reported, making its quality difficult to establish. Despite such drawbacks, the indicators suggested how life skills-based HIV education was being carried out (Figure 16.1). In 2009, in sub-Saharan Africa, it had been provided in Burkina Faso, Côte d’Ivoire, Liberia and Togo in less than 10% of schools in the past academic year, compared with over 85% in some countries including Botswana, Swaziland and Zimbabwe (UNAIDS, 2011). The inclusion of this indicator in education management information systems and school-based surveys has been field-tested in some countries, including the United Republic of Tanzania and Zambia, and will allow for better future monitoring (UNESCO, 2015h). TOWARDS A GLOBAL MECHANISM TO MONITOR CURRICULUM CONTENT These brief reviews of mechanisms that monitor the integration of human rights and comprehensive sexuality education into curricula show scope for improvement, particularly the need to include additional concepts and improve country coverage in monitoring. Analysis for this Report reviewed over 110 national curriculum framework documents for primary and secondary education in 78 countries 2 for 2005–2015, focusing on five topics in target 4.7: human rights; gender equality; peace, non-violence and human security; sustainable development; and global citizenship/ interconnectedness. The documents were coded using a standard protocol with a set number of key terms on each topic (IBE, 2016a). This analysis highlights which topics and themes countries emphasize in their curricula. Elements pertaining to human rights are the most prevalent. Among the 78 countries, key terms such as rights (88%) and democracy (79%) were the most common. There was also some emphasis on sustainable development issues in about three-quarters of the countries, though key terms such as social and economic sustainability were present in less than one-third of the curricula. Southern Asia Northern Africa/ W. Asia Source: UNAIDS (2011). Nepal India Yemen Sudan Oman 0 10 20 30 40 50 60 70 80 90 100 % Countries make less reference in curricula to key terms related to global citizenship, with only about 10% including concepts such as ‘global inequality’ and 292 CHAPTER 16 | TARGET 4.7 – SUSTAINABLE DEVELOPMENT AND GLOBAL CITIZENSHIP
16 ‘global thinking’, and half mentioning globalization, multiculturalism and interculturalism. Gender equality is also less prevalent: less than 15% of the countries integrate key terms such as gender empowerment, gender parity or gender-sensitive, while half mention gender equality (Figure 16.2). FIGURE 16.2: Human rights is the most prevalent concept in national curricula Percentage of countries including each of the key terms in their national curriculum frameworks, 2005–2015 In Latin America and the Caribbean, key terms related to sustainable development are common in Guatemala and Nicaragua, but much less so in Argentina, Belize, Dominica and Haiti. In sub-Saharan Africa, almost all key words related to sustainable development are found in Mauritius, but none in the United Republic of Tanzania and 10% in the Democratic Republic of the Congo and Niger. Terms related to global citizenship are much less prevalent. In Europe and Northern America, none are found in the United Kingdom, and only 30% were included in Croatia, France and Hungary (Figure 16.3). The limited availability of curricular data poses a challenge for monitoring the intended content of education. While data for this new analysis cover many more countries than any other previous study, much less than half of the world’s countries were included. Further research into subject curricula would aid in understanding progress on target 4.7. Systematic lists of national curriculum frameworks and related materials are needed, which would require close collaboration between national education ministries and a leading international coordinating body such as the UNESCO International Bureau of Education (IBE). As national curricula are usually updated every five to seven years, on average, such global monitoring could be carried out in a similar time-frame (IBE, 2016a). Whole-school approach Education for global citizenship and sustainable development is not necessarily an additional subject to the curriculum. It is best adopted in a whole-school approach, with these themes explicitly expressed in school-wide priorities and school ethos, involving everyone from learners to the wider community. Whole-school approaches require more participatory and democratic decision-making that engages all stakeholders, including community members, school management, principals, teachers, parents and students (Bourn et al., 2016; UNESCO, 2015f). The 2016 International Civic and Citizenship Education Study (ICCS) includes items that reflect components of the whole-school approach. Principals are asked about Human rights Sustainable development Peace and non-violence Global citizenship Gender equality Rights Democracy Freedom Social justice Human rights education Sustainable development Ecology Environmental education Environmental sustainability Climate change Renewable energy sources Waste management Economic sustainability Social sustainability Education for sustainable development Peace Abuse/harassment/violence Peace education Globalization Multiculturalism/interculturalism Global citizen(ship) Migration/immigration Global competition Global–local thinking Global inequality Gender equality Gender equity Gender sensitivity Gender parity Empowerment Note:The analysis is based on a sample of 78 countries. Source: IBE (2016a). 0 10 20 30 40 50 60 70 80 90 100 % 2016 • GLOBAL EDUCATION MONITORING REPORT 293
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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
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11 FIGURE 11.5: About three-quarter
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12 A typology of TVET recognizes th
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12 are operated by the General Depa
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12 Within its Systems Approach for
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12 Administrative sources provide e
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12 FIGURE 12.6: There are vast diff
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12 But data in this area are still
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12 University rankings Ever since f
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12 for participation is job related
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12 while in Latvia it declined unti
Page 265 and 266: 12 Since the 1990s, Mozambique has
Page 267 and 268: 13 CHAPTER 13 Sustainable Developme
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
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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: 16 COMPREHENSIVE SEXUALITY EDUCATIO
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
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
Page 345 and 346: 18 funds a programme managed by the
Page 347 and 348: 18 Around 22,500 scholarships were
Page 349 and 350: 18 About 70% of aid to higher educa
Page 353 and 354: 19 FIGURE 19.1: The pupil/teacher r
Page 355 and 356: 19 The coverage of both indicators
Page 357 and 358: 19 educators were rarely experts in
Page 359 and 360: 19 The survey also asked lower seco
Page 361 and 362: 19 BOX 19.3 Upgrading ‘parents’
Page 363 and 364: 19 As information on occupations is
Page 365 and 366: 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
Page 543 and 544:
M Macao, China environmental educat
Page 545 and 546:
perseverance 249 tertiary education
Page 547 and 548:
primary education 314 secondary edu
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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
Page 555 and 556:
perseverance 249 special educationa
Page 557 and 558:
within country disparity 186, 231 w
Page 559 and 560:
attitudes to business 253 benefits
Page 561 and 562:
Introduction Carson, R. 1962. Silen
Page 563 and 564:
Das, P. K. 2010. Climate Change and
Page 565 and 566:
Reyhner, J. and Eder, J. 2015. Amer
Page 567 and 568:
Aghion, P., Veugelers, R. and Serre
Page 569 and 570:
Hanushek, E. A., Schwerdt, G., Wied
Page 571 and 572:
Pritchett, L. 2006. Does learning t
Page 573 and 574:
Bhurosy, T. and Jeewon, R. 2014. Ov
Page 575 and 576:
Gunewardena, D. 2015. Why aren’t
Page 577 and 578:
McBride, D. E. and Parry, J. A. 201
Page 579 and 580:
United Cities and Local Governments
Page 581 and 582:
Campbell, D. E. 2008. Voice in the
Page 583 and 584:
Mendenhall, M. and Chopra, N. 2016.
Page 585 and 586:
Allen, H. 2013. Africa’s First Fu
Page 587 and 588:
Hanson, D. 2013. Assessing the Harl
Page 589 and 590:
Sirin, S. R. and Rogers-Sirin, L. 2
Page 591 and 592:
Fehling, M., Nelson, B. D. and Venk
Page 593 and 594:
Prichard, W. 2010. Taxation and Sta
Page 595 and 596:
Lager, A. C. J. and Torssander, J.
Page 597 and 598:
Bennell, P. and Akyeampong, K. 2007
Page 599 and 600:
Crouch, L. 2015. Stumbling at the f
Page 601 and 602:
Facione, P. A. 1990. Critical Think
Page 603 and 604:
Hardin, B. J., Vardell, R. and de C
Page 605 and 606:
Inter-Agency Working Group on TVET
Page 607 and 608:
Marfo, K. 2011. Envisioning an Afri
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___. 2009b. INES Network for the Co
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Pew Research Center. 2015. Internet
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South Africa Government. 2013. Regu
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UNDP. 2004. Human Development Repor
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UNICEF and WHO. 2015. Progress on S
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Wortham, S. C. 2013. Common Charact
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