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17 countries, such as Burkina Faso, Comoros, Guinea, Madagascar and Niger, ICT is not a relevant curricular objective and courses related to basic computer skills or computing may not even be available in primary or secondary education. Using ICT in schools requires readily and regularly available electricity. Secondary schools, which are more likely to be in urban areas, are better connected. But in many sub-Saharan African countries, the lack of mains electricity hampers the use of ICT, despite the increasing availability of solar panels and other solutions. In the Central African Republic, practically no primary or secondary school was connected to an electrical grid (Figure 17.2). Even if schools are connected to a power source, power surges and brownouts are common, further impeding the reliable usage of ICT (Mudenda et al., 2014; Practical Action, 2013). Electricity is a poor predictor of access to the internet in many countries. Despite full electrification, internet access was 56% in Trinidad and Tobago, 30% in Palestine, 27% in Azerbaijan and 6% in Kyrgyzstan (Figure 17.3). Internet connectivity depends on the national telecommunications infrastructure, geography and schools’ ability Internet connectivity to pay. In Mongolia, 91% of primary depends on the national and secondary telecommunications schools had internet infrastructure, geography connection in 2012. When some schools and schools’ ability to pay began disconnecting due to high costs, the Ministry of Education, Culture and Science provided central funds to ensure connectivity (ADB, 2012). Measuring internet connectivity requires information on the type and speed of connection as well as distinguishing between its use for administrative and pedagogical purposes. The Broadband Commission’s target of Broadband for All by 2020 commits the international community to monitor school connectivity (Broadband Commission, 2013). Private sector internet service providers should contribute relevant data.. To ensure that computer- and internet-assisted instruction meets all pupils’ needs, enough computers must be available. Pupil/computer ratios around 2:1 or FIGURE 17.2: Most primary schools do not have electricity in some of the poorest countries Proportion of primary and secondary schools with electricity, 2009–2014 100 80 Schools with electricity (%) 60 40 20 0 C. A. R. Madagascar Sierra Leone Burundi Niger Nepal Myanmar Mali D. R. Congo Togo Guinea Comoros U. R. Tanzania Malawi Lao PDR Senegal Benin Nicaragua Zambia Gambia Côte d’Ivoire Ghana Eritrea India Venezuela, B. R. Bangladesh Namibia Bhutan Cabo Verde Botswana Ecuador Indonesia Philippines Belize Morocco S. Tome/Principe Costa Rica Suriname Brazil Paraguay Argentina Swaziland El Salvador South Africa Uruguay Algeria Thailand Jordan Iran, Isl. Rep. Seychelles Mauritius Maldives Singapore Rep. of Korea Malaysia Hong Kong, China Qatar Palestine Source: UIS database. 312 CHAPTER 17 | TARGET 4.A – EDUCATION FACILITIES AND LEARNING ENVIRONMENTS
17 FIGURE 17.3: Electricity access does not automatically translate to internet access in schools Proportion of schools with electricity and internet, primary and secondary schools, selected countries, 2009–2014 100 Schools with electricity and internet (%) 80 60 40 20 Electricity Internet 0 Madagascar Liberia Guinea Guatemala Nepal Suriname Kyrgyzstan Cambodia Paraguay S. Tome/Principe Sri Lanka Gambia Ecuador El Salvador Azerbaijan Palestine Argentina Bhutan Brazil Egypt Turks/Caicos Is Trinidad/Tobago Montserrat Qatar Grenada St. Vincent/Grenad. Colombia Dominica Oman Jordan Iran, Isl. Rep. Antigua/Barbuda Malaysia Mongolia Mauritius Uruguay Thailand Maldives Singapore Rep. of Korea Hong Kong, China Brunei Daruss. Georgia Armenia Source: UIS database. Secondary Primary Oman Egypt Turks/Caicos Is Trinidad/Tobago Sint Maarten St Vincent/Grenad. Saint Lucia St Kitts/Nevis Montserrat Jamaica Grenada Dominica Curaçao Cuba Cayman Is Br. Virgin Is Barbados Bahamas Aruba Antigua/Barbuda Anguilla Kyrgyzstan Georgia Armenia Belarus 100 80 60 40 20 0 3:1 promote collaborative learning. In many developing countries, however, the number of learners per computer may be so high that time on task per pupil is too limited. In Guinea and Madagascar, the pupil/computer ratio was at least 500:1. In most countries, pupil/computer ratios decrease from primary to secondary education. For example, in the Islamic Republic of Iran, the pupil/ computer ratio was 83:1 in primary education, 28:1 in lower secondary education and 17:1 in upper secondary education in 2012 (Figure 17.4). Several countries have invested in well-publicized projects to increase computer availability. Rwanda has reduced its pupil/computer ratio in primary and secondary schools as part of the One Laptop per Child project, which manufactures low cost, durable computers for schools in developing countries. Georgia reduced its ratio from more than 200:1 in 2004 to 7:1 in 2012 as a result of spearheading the ambitious Deer Leap programme to ensure computers were placed in all schools (UIS, 2014b). However, national averages mask differences within countries. In China, computer availability is twice as high in 2016 • GLOBAL EDUCATION MONITORING REPORT 313
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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
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12 Since the 1990s, Mozambique has
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13 in the social and political life
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13 by a large task. The four themes
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13 found that workers who scored be
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13 A Standard & Poor’s module wit
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13 CONCLUSION This chapter has revi
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14 INEQUALITY MEASURES Measuring in
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14 index equal to 0.86, and at the
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Page 287 and 288: 14 BOX 14.2 The Inter-Agency Group
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Page 299 and 300: 15 CHAPTER 15 Sustainable Developme
Page 301 and 302: 15 Literacy is a basic cognitive sk
Page 303 and 304: 15 BOX 15.1 Measuring participation
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Page 307 and 308: 15 The assessment would need to hav
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Page 315 and 316: 16 COMPREHENSIVE SEXUALITY EDUCATIO
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Page 329 and 330: 16 ENDNOTES 1. The third phase, 201
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Page 335: 17 entering and moving through the
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Page 341 and 342: 17 Violence and attacks against civ
Page 345 and 346: 18 funds a programme managed by the
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Page 349 and 350: 18 About 70% of aid to higher educa
Page 353 and 354: 19 FIGURE 19.1: The pupil/teacher r
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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
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Page 385 and 386: 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
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women in politics 99 years of educa
Page 553 and 554:
small island developing States stud
Page 555 and 556:
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
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Hanson, D. 2013. Assessing the Harl
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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.
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Bennell, P. and Akyeampong, K. 2007
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Crouch, L. 2015. Stumbling at the f
Page 601 and 602:
Facione, P. A. 1990. Critical Think
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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
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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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