people and planet

More documents

Recommendations

Info

16 FIGURE 16.3: Prevalence of key terms relating to global citizenship and sustainable development varies across countries Percentage of key terms related to sustainable development and global citizenship in national curriculum frameworks, selected countries, 2005–2015 Latin America/Caribbean Sub-Saharan Africa Europe/N. America Luxembourg Ireland Lithuania Belgium Hungary Norway United Kingdom Canada Malta Serbia Croatia Portugal Estonia France Iceland Sweden U. R. Tanzania D. R. Congo Niger Côte d’Ivoire Djibouti Ghana South Africa South Sudan Lesotho Seychelles Gambia Rwanda Zambia Namibia Mauritius Argentina Haiti Belize Dominica Brazil Grenada Paraguay Mexico Uruguay Venezuela, B. R. Chile Dominican Rep. El Salvador Honduras Panama Peru Guatemala Nicaragua initiatives to create environments in which sustainable development principles are respected and students experience them by, for example, saving energy, reducing and separating waste, purchasing environment-friendly items and, more generally, having environment-friendly behaviour encouraged. Teachers are asked about their involvement in initiatives and programmes related to environmental sustainability (Schulz et al., 2016). Evaluating implementation of this approach will be challenging, as data will mainly draw on self-reporting and address only some aspects. Some progress has been made in evaluating participation and decision-making. The 2012 Programme for International Student Assessment (PISA) asked principals the proportion of parents participating in activities including school governance. The results showed less than 5% involved in countries such as Belgium, the Netherlands, New Zealand and the United Kingdom and over 50% in Colombia, Indonesia and Kazakhstan (OECD, 2013b). International standard-setting instruments are also used to monitor democratic school governance. In 2010, 50 countries adopted the Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education. In 2012, the first monitoring of its implementation involved responses from 40 of the 50 countries, with over 90% reporting that they promoted democratic governance through student participation and parental involvement in decisionmaking. A follow-up questionnaire will be sent to governments in 2017 (Kerr, 2012). TEXTBOOKS Textbooks are a valuable source of information about national commitment to sustainable development. They tend to reflect classroom reality more closely (in terms of both contents and pedagogy) than official curricular policy statements (Torney-Porta et al., 2001). Recent advances in textbook content analysis are promising for gauging curricular content, especially if applied to large samples of textbooks from many countries. 0 20 40 60 80 % Sustainable development Global citizenship Source: IBE (2016a). 100 An analysis of over 500 secondary education history, social science and geography textbooks, spanning 1970 to 2008, found that specific mentions of international events increased from 30% in the early 1970s to over 40% in 2005. While almost none of the textbooks mentioned 294 CHAPTER 16 | TARGET 4.7 – SUSTAINABLE DEVELOPMENT AND GLOBAL CITIZENSHIP
16 “ Close to 50% of secondary school textbooks mention human rights over 2000–2013, compared with around 5% over 1890–1913 globalization in 1970, nearly 40% did in 2005 (Buckner and Russell, 2013). Between 1975-1994 and 1995-2010, depictions of children as victims of mistreatment more than tripled, and descriptions of discrimination against women more than doubled (Terra and Bromley, 2012). ” FIGURE 16.4: Some progress has been achieved in the extent to which textbooks include gender equality Percentage of textbooks that include an explicit statement on women’s rights In the Republic of Korea, a study documented the rapid rise of global citizenship education by describing trends in civic education textbooks, based on the average number of mentions of major national and global themes by page. National citizenship topics and themes remain core elements but emphasis on them has weakened over time, while global citizenship topics and themes have increased, especially in the 1990s and 2000s. In addition, textbook content and presentation have become more ‘progressive’ and increasingly learner centred, encouraging students to become self-directed, empowered individuals in a global society (Moon and Koo, 2011). % 40 35 30 25 20 15 10 5 0 1946–1969 1970–1979 1980–1989 1990–1999 2000–2013 Women’s rights Violence against women Women’s movement Discrimination against women Women’s contribution to society Global women’s movement Analysis for this Report took a similar approach. Three data sets on secondary school textbooks in history, civics, social studies and geography were compiled. The vast majority of textbooks were drawn from the most extensive collection of textbooks from around the world, at the Georg Eckert Institute for International Textbook Research in Germany. Textbooks were coded using standardized protocols developed after much piloting and intercoder reliability testing (Bromley et al., 2016). Analysis showed close to 50% of the textbooks mentioning human rights over 2000–2013, compared with around 5% over 1890–1913. The proportion of textbooks mentioning international human rights documents rose from 12% in the 1950s to 28% in the 2000s. The proportion mentioning women’s rights has increased since 1980 (Figure 16.4), but with considerable regional variation, from just above 10% in Northern Africa and Western Asia to 40% in Europe and Northern America and in sub-Saharan Africa (Bromley et al., 2016). Five indicators were used to measure the extent to which textbooks explicitly emphasized environmental issues, Notes: Sample sizes for each period: 54 textbooks over 1950–1959, 88 over 1960–1969, 108 over 1970–1979, 103 over 1980–1989, 131 over 1990–1999 and 219 over 2000–2011 and 2000–2013. The latest data sets on women’s rights and discrimination are for 2000–2013; for the other statements, the data sets are for 2000–2011. Source: Bromley et al. (2016). including if environmental protection or damage was discussed in at least one paragraph, if this issue was linked to rights, and if it was discussed as a global issue. Coverage of issues related to environmental protection or damage has increased: in the 1950s, just under 5% of textbooks discussed the issue in at least one paragraph, while 50% did in 2000–2011 (Figure 16.5). This analysis shows it is possible to develop valid and reliable measures using textbooks. A regular monitoring mechanism should be established to provide globally comparable data on textbook contents across countries and systems and over time (Bromley et al., 2016). Data collection needs to take into account subject and grade. There will be trade-offs between breadth and depth. Instead of analysing all textbooks in each subject and grade, the focus should be on the social sciences – 2016 • GLOBAL EDUCATION MONITORING REPORT 295
Page 1 and 2:
GLOBAL EDUCATION MONITORING REPORT
Page 3 and 4:
This Report is an independent publi
Page 5 and 6:
Foreword The 2016 Global Education
Page 7 and 8:
Acknowledgements This report would
Page 9 and 10:
The Global Education Monitoring Rep
Page 11 and 12:
CHAPTER 6 • Partnerships: enablin
Page 13 and 14:
List of figures, tables, and text b
Page 15 and 16:
Figure 17.2: Most primary schools d
Page 17 and 18:
HIGHLIGHTS Education for people and
Page 19 and 20:
PLACE Urbanization puts strain on e
Page 21 and 22:
Monitoring SDG 4 TARGET 4.1: Primar
Page 23 and 24:
A young boy takes part in a refores
Page 25 and 26:
I INTRODUCTION HIGHLIGHTS Transform
Page 27 and 28:
I of environmental degradation and
Page 29 and 30:
I BOX 0.2 THE SDGS WERE CREATED THR
Page 31 and 32:
I (Box 0.4). These principles state
Page 33 and 34:
I TABLE 0.1: How education is typic
Page 35 and 36:
I The Incheon Declaration affirmed
Page 37 and 38:
I The chapter documents the links b
Page 39 and 40:
Here students in Indonesia learn ab
Page 41 and 42:
1 KEY MESSAGES Living sustainably r
Page 43 and 44:
1 other heat-trapping gases into th
Page 45 and 46:
1 so that even countries with natur
Page 47 and 48:
1 in responding to environmental ch
Page 49 and 50:
1 petition, given more money or tak
Page 51 and 52:
1 to these values are notions such
Page 53 and 54:
1 Ethiopia, Kenya, Liberia, Mali, N
Page 55 and 56:
1 “ If education progress is stal
Page 57 and 58:
1 FIGURE 1.3: Poor children in the
Page 59 and 60:
A man stands in a crop of cassava t
Page 61 and 62:
2 KEY MESSAGES Education has a key
Page 63 and 64:
2 on human welfare. Education helps
Page 65 and 66:
2 BOX 2.1 Green industries demand p
Page 67 and 68:
2 considerations and risk managemen
Page 69 and 70:
2 developing regions (de Janvry and
Page 71 and 72:
2 and supporting good governance (A
Page 73 and 74:
2 FIGURE 2.1: Employment is being p
Page 75 and 76:
2 growth does not necessarily mean
Page 77 and 78:
2 jobs and decent earnings, even in
Page 79 and 80:
2 disproportionately affected, acco
Page 81 and 82:
2 Globally, earnings increase by ap
Page 83 and 84:
2 with tertiary education, while th
Page 85 and 86:
2 In many countries, green growth m
Page 87 and 88:
Selina Akter, second year midwifery
Page 89 and 90:
3 KEY MESSAGES Progress in health,
Page 91 and 92:
3 health, water, sanitation, energy
Page 93 and 94:
3 FIGURE 3.2: Women do more unpaid
Page 95 and 96:
3 called for. Women’s empowerment
Page 97 and 98:
3 FIGURE 3.5: There are large dispa
Page 99 and 100:
3 FIGURE 3.7: Education marginaliza
Page 101 and 102:
3 Tanzania revealed that many docto
Page 103 and 104:
3 FIGURE 3.8: While being underweig
Page 105 and 106:
3 FIGURE 3.10: In most countries, w
Page 107 and 108:
3 2007, to 44 months. By 2007, birt
Page 109 and 110:
3 outcomes in many countries, inclu
Page 111 and 112:
3 that most behaviour changes are n
Page 113 and 114:
3 they were twice as likely to hold
Page 115 and 116:
3 Brazil, Indonesia, Rwanda and Sou
Page 117 and 118:
Children look through a destroyed c
Page 119 and 120:
4 KEY MESSAGES Getting children int
Page 121 and 122:
4 EDUCATION MATTERS IN INCREASING P
Page 123 and 124:
4 One direct form of political part
Page 125 and 126:
4 tertiary education formed the cor
Page 127 and 128:
4 “ 35% of out-of-school children
Page 129 and 130:
4 “ Refugee children and adolesce
Page 131 and 132:
4 has expanded in recent years to b
Page 133 and 134:
4 Lack of knowledge and education s
Page 135 and 136:
Favelas in Rio de Janeiro, which fo
Page 137 and 138:
5 KEY MESSAGES Education must be in
Page 139 and 140:
5 FIGURE 5.1A: We live in an increa
Page 141 and 142:
5 adequate knowledge of the local l
Page 143 and 144:
5 it in urban economies is importan
Page 145 and 146:
5 “ Education gaps are often wide
Page 147 and 148:
5 In the United States, the 1954 Su
Page 149 and 150:
5 BOX 5.5 Better urban planning can
Page 151 and 152:
5 FIGURE 5.4A: In Medellín, Colomb
Page 153 and 154:
5 130 CHAPTER 5 | PLACE: INCLUSIVE
Page 155 and 156:
CHAPTER 6 Partnerships: enabling co
Page 157 and 158:
6 Finance..........................
Page 159 and 160:
6 strategic aid, non-traditional pa
Page 161 and 162:
6 Even with substantial increases i
Page 163 and 164:
6 FIGURE 6.4: Inequities in aid to
Page 165 and 166:
6 instructive examples of national
Page 167 and 168:
6 vertical integration is often con
Page 169 and 170:
6 projects had satisfactory outcome
Page 171 and 172:
6 funds; mobilized civil society an
Page 173 and 174:
CHAPTER 7 Projections: forecasting
Page 175 and 176:
7 Projecting global educational att
Page 177 and 178:
7 TABLE 7.2: Projected attainment r
Page 179 and 180:
7 TABLE 7.3: Percentage of countrie
Page 181 and 182:
7 FIGURE 7.4: Universal upper secon
Page 183 and 184:
CHAPTER 8 Education and sustainable
Page 185 and 186:
8 Policy recommendations...........
Page 187 and 188:
8 Evidence gathered for this report
Page 189 and 190:
8 PROSPERITY In order to reduce pov
Page 191 and 192:
8 PARTNERSHIPS In order to ensure a
Page 193 and 194:
CHAPTER 9 The challenges of monitor
Page 195 and 196:
9 Reaching consensus on the post-20
Page 197 and 198:
9 skills in information and communi
Page 199 and 200:
9 The Incheon Declaration requested
Page 201 and 202:
9 offer policy-makers sufficient in
Page 203 and 204:
10 CHAPTER 10 Sustainable Developme
Page 205 and 206:
10 FIGURE 10.1: More than 4 in 10 c
Page 207 and 208:
10 TABLE 10.2: Countries with the l
Page 209 and 210:
10 TABLE 10.3: Completion rates by
Page 211 and 212:
10 FIGURE 10.6: In almost one-quart
Page 213 and 214:
10 SYSTEMS LEARNERS SCHOOL AND CLAS
Page 215 and 216:
10 PROCESSES: CLASSROOM OBSERVATION
Page 217 and 218:
10 and classroom climate to policy-
Page 219 and 220:
10 FIGURE 10.9: In Latin America, a
Page 221 and 222:
10 BOX 10.3 A new module on learnin
Page 223 and 224:
10 assessment between 2007 and 2013
Page 225 and 226:
10 The second issue is that resourc
Page 227 and 228:
10 was administered For global moni
Page 229 and 230:
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 245 and 246:
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 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
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: 16 ‘global thinking’, and half
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
Page 367 and 368: 20 Faced with similar challenges, t
Page 369 and 370:
20 TABLE 20.1: Selected education f
Page 371 and 372:
20 suggests the lower limit of the
Page 373 and 374:
20 FIGURE 20.5: Information on even
Page 375 and 376:
20 new module on equity and inclusi
Page 377 and 378:
20 “ There is a 42% financing gap
Page 379 and 380:
20 countries is that estimates excl
Page 381 and 382:
20 middle income countries suggests
Page 383 and 384:
21 CHAPTER 21 Education systems (se
Page 385 and 386:
21 DIAGNOSTIC TOOLS FOR MONITORING
Page 387 and 388:
21 While SABER has extended the evi
Page 389 and 390:
21 LOOKING AHEAD In essence, polici
Page 391 and 392:
22 CHAPTER 22 Education in the othe
Page 393 and 394:
22 governments. It measures the num
Page 395 and 396:
22 b. Under-5 mortality rate (death
Page 397 and 398:
22 LIFELONG LEARNING AS A FACTOR CO
Page 399 and 400:
23 CHAPTER 23 Priorities for monito
Page 401 and 402:
23 facilitate well-informed and mea
Page 403 and 404:
23 government and non-government sc
Page 405 and 406:
23 not the main concern. Countries
Page 407 and 408:
23 In light of the expanded scope o
Page 409 and 410:
CHAPTER 24 Epilogue 385
Page 411 and 412:
24 “ When the High-Level Politica
Page 413 and 414:
24 ‘robust, voluntary, effective,
Page 415 and 416:
Annex Statistical Tables Introducti
Page 417 and 418:
5 Statistical tables 1 INTRODUCTION
Page 419 and 420:
5 UIS encourages countries to make
Page 421 and 422:
5 SDG 4 targets and related indicat
Page 423 and 424:
5 Switzerland, The former Yugoslav
Page 425 and 426:
TABLE 1 Background demographic stat
Page 427 and 428:
TABLE 1 Part 1 (Continued) DEMOGRAP
Page 429 and 430:
STATISTICAL TABLES 1 TABLE 1 Backgr
Page 431 and 432:
STATISTICAL TABLES 1 TABLE 1 Part 2
Page 433 and 434:
STATISTICAL TABLES 1 TABLE 2 SDG 4,
Page 435 and 436:
Page 437 and 438:
Page 439 and 440:
Page 441 and 442:
Page 443 and 444:
Page 445 and 446:
Page 447 and 448:
Page 449 and 450:
Page 451 and 452:
STATISTICAL TABLES 1 TABLE 4 (Conti
Page 453 and 454:
Page 455 and 456:
Page 457 and 458:
Page 459 and 460:
Page 461 and 462:
Page 463 and 464:
Page 465 and 466:
Page 467 and 468:
Page 469 and 470:
Page 471 and 472:
Page 473 and 474:
Page 475 and 476:
Page 477 and 478:
STATISTICAL TABLES 1 TABLE 10 SDG 4
Page 479 and 480:
STATISTICAL TABLES 1 TABLE 10 (Cont
Page 481 and 482:
Page 483 and 484:
Page 485 and 486:
Page 487 and 488:
Page 489 and 490:
Page 491 and 492:
STATISTICAL TABLES 1 TABLE 13 Part
Page 493 and 494:
Page 495 and 496:
STATISTICAL TABLES 1 TABLE 13 Part
Page 497 and 498:
STATISTICAL TABLES 1 TABLE 14 Domes
Page 499 and 500:
Page 501 and 502:
477
Page 503 and 504:
5 Aid tables INTRODUCTION 1 The dat
Page 505 and 506:
TABLE 1 Bilateral and multilateral
Page 507 and 508:
DIRECT AID TO POST-SECONDARY EDUCAT
Page 509 and 510:
DIRECT AID TO SECONDARY EDUCATION D
Page 511 and 512:
Page 513 and 514:
Page 515 and 516:
TABLE 4 ODA recipients (Continued)
Page 517 and 518:
Glossary Adjusted net enrolment rat
Page 519 and 520:
Net attendance rate (NAR). Number o
Page 521 and 522:
Abbreviations AAPS AES AHELO AIDS A
Page 523 and 524:
ILO IMF INES ISCED ISSA LAMP LEARNi
Page 525 and 526:
Index This index covers the Introdu
Page 527 and 528:
home learning environment 215 ICT f
Page 529 and 530:
HIV education 292 NGOs 211 out-of-s
Page 531 and 532:
see also traditional knowledge Cura
Page 533 and 534:
education Education 2030 Framework
Page 535 and 536:
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
Page 541 and 542:
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
Page 549 and 550:
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
Page 609 and 610:
___. 2009b. INES Network for the Co
Page 611 and 612:
Pew Research Center. 2015. Internet
Page 613 and 614:
South Africa Government. 2013. Regu
Page 615 and 616:
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
show all

people and planet

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?