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5 SDG 4 targets and related indicators Included in tables Global indicators Placeholders Missing aspects Sources of data 4.2 – By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education 8 Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex Yes 4.2.1 UNICEF MICS Early Childhood Development Index UNICEF MICS 4/5 country reports 9 Percentage of children under 5 years of age experiencing positive and stimulating home learning environments Yes UNICEF MICS 4/5 country reports 10 Participation rate in organized learning (one year before the official primary entry age), by sex Yes 4.2.2 Adjusted net enrolment ratio, one year before the official primary school entry age UIS database 11 Pre-primary gross enrolment ratio Yes UIS database 12 Number of years of (a) free and (b) compulsory pre-primary education guaranteed in legal frameworks Yes Eurydice (2014, 2015, 2016); UNESCO-IBE (2012); national education ministry websites; UIS database 4.3 – By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university 13 Gross enrolment ratio for tertiary education Yes UIS database 14 Participation rate in technical-vocational education programmes (15- to 24-year-olds) No Percentage of youth (15-24) enrolled in secondary technical and vocational education Programmes at tertiary education level and outside education (work-based and other settings) UIS database 15 Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex Yes 4.3.1 Adults enrolled in formal education as a share of total enrolment by level Youth participation rate Eurostat Adult Education Survey 2011 4.4 – By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship 16.1 Percentage of youth and adults who have achieved at least a minimum level of proficiency in digital literacy skills No Percentage of students at each proficiency level in digital literacy skills IEA International Computer and Information Literacy Study 16.2 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill Yes 4.4.1 Eurostat database; ITU World Telecommunication / ICT Indicators database 17 Youth/adult educational attainment rates by age group, economic activity status, levels of education and programme orientation No, but placeholder presented Percentage of adults aged 25 and over by minimum level of education attained Educational attainment rate of youth (15-24) UIS database 4.5 – By 2030, eliminate gender disparities in education and ensure equal access at all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated 18 Percentage of students in primary education whose first or home language is the language of instruction 19 Extent to which explicit formula-based policies reallocate education resources to disadvantaged populations Yes 4.5.1 Data on people with disabilities, indigenous people No No UIS database; GEM Report team calculations based on national and international household surveys (e.g. DHS, MICS) 20 Education expenditure per student by level of education and source of funding No, but placeholder presented Government expenditure per pupil/student by level of education presented, in constant 2013 US$; in constant 2013 PPP$; as % of GDP; as % of GDP per capita UIS database 21 Percentage of total aid to education allocated to low income countries Yes (aid tables) OECD DAC 4.6 – By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy 22 Percentage of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex No, but placeholder presented 4.6.1 Percentage of youth and adults achieving at least a fixed level of proficiency in functional literacy skills and numeracy skills OECD PIAAC 23 Youth/adult literacy rate Yes UIS database 24 Participation rate of youth/adults in literacy programmes No, but placeholder presented Participants in literacy programmes, expressed as percentage of the illiterate population UIS database, regional survey for Latin Amercia and the Caribbean 396 ANNEX | STATISTICAL TABLES
5 SDG 4 targets and related indicators Included in tables Global indicators Placeholders Missing aspects Sources of data 4.7 – By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development 25 Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment Yes 4.7.1 Inclusion in national curricula frameworks of issues relating to global citizenship and sustainable development: gender equality; human rights; sustainable development; and global citizenship Inclusion of the given issues in national education policies, teacher education and student assessments UNESCO IBE (2016) 26 Percentage of students by age group (or education level) showing adequate understanding of issues relating to global citizenship and sustainability No, but placeholder presented Percentage of youth with adequate understanding of issues relating to HIV/AIDS and sexuality education Gender equality, human rights and global citizenship UNAIDS (2011), 2015 UNAIDS AIDSInfo Online Database and DHS StatCompiler 27 Percentage of 15-year-old students showing proficiency in knowledge of environmental science and geoscience No, but placeholder presented Percentage of 15-year-old students performing at or above proficiency level 2 in science literacy as a proxy measure of environmental science and geoscience GEM Report team calculations based on PISA 2012 data (OECD, 2013) 28 Percentage of schools that provide life skills-based HIV and sexuality education 29 Extent to which the framework on the World Programme on Human Rights Education is implemented nationally (as per UNGA Resolution 59/113) Yes Sexuality education UNAIDS (2011), 2015 UNAIDS AIDSInfo Online Database and DHS StatCompiler No 4.a – Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all 30– 32 Proportion of schools with access to (a) electricity; (b) the Internet for pedagogical purposes; (c) computers for pedagogical purposes; (d) adapted infrastructure and materials for students with disabilities; (e) basic drinking water; (f) single-sex basic sanitation facilities; and (g) basic handwashing facilities (as per the water, sanitation and hygiene indicator definitions) Yes 4.a.1 UNICEF (2015); UIS database 33 Percentage of students experiencing bullying, corporal punishment, harassment, violence, sexual discrimination and abuse Yes Corporal punishment, harassment, sexual discrimination and abuse Global School-based Student Health Survey 34 Number of attacks on students, personnel and institutions No 4.b – By 2030, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries 35 Number of higher education scholarships awarded, by beneficiary country 36 Volume of official development assistance flows for scholarships by sector and type of study No No 4.b.1 4.c – By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small islands developing States 37 Percentage of teachers qualified according to national standards, by education level and type of institution Yes Information by type of institution UIS database 38 Pupil/qualified teacher ratio, by education level Yes UIS database 39 Proportion of teachers in: (a) pre-primary, (b) primary, (c) lower secondary; and (d) upper secondary education who have received at least the minimum organized teacher training (e.g. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country Yes 4.c.1 UIS database 40 Pupil/trained teacher ratio by education level Yes UIS database 41 Average teacher salary relative to other professions requiring a comparable level of education qualification No 42 Teacher attrition rate, by education level Yes (long) UIS database 43 Percentage of teachers who received in-service training in the last 12 months, by type of training No Source: GEM Report team. 2016 • GLOBAL EDUCATION MONITORING REPORT 397
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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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14 The parity index must be interpr
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14 BOX 14.2 The Inter-Agency Group
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14 for at least one of five reasons
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14 behaviour, play, development of
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14 trained in the bilingual curricu
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14 MIGRATION AND FORCED DISPLACEMEN
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14 There are important, sometimes i
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15 Literacy is a basic cognitive sk
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15 BOX 15.1 Measuring participation
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15 FIGURE 15.3: In many countries,
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15 The assessment would need to hav
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15 may reduce the assessment’s va
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16 examines several initiatives tha
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16 COMPREHENSIVE SEXUALITY EDUCATIO
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16 ‘global thinking’, and half
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16 “ Close to 50% of secondary sc
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16 rights training in pre-service t
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16 community, including activities
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16 PISA included questions designed
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16 global population issues, which
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16 ENDNOTES 1. The third phase, 201
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17 “ In the least developed count
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17 entering and moving through the
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17 FIGURE 17.3: Electricity access
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17 it is the more common and often
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17 Violence and attacks against civ
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18 funds a programme managed by the
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18 Around 22,500 scholarships were
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18 About 70% of aid to higher educa
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19 FIGURE 19.1: The pupil/teacher r
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19 The coverage of both indicators
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19 educators were rarely experts in
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19 The survey also asked lower seco
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19 BOX 19.3 Upgrading ‘parents’
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19 As information on occupations is
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20 CHAPTER 20 20 Finance (selected
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20 Faced with similar challenges, t
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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
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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: 5 UIS encourages countries to make
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 451 and 452: STATISTICAL TABLES 1 TABLE 4 (Conti
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STATISTICAL TABLES 1 TABLE 8 (Conti
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STATISTICAL TABLES 1 TABLE 9 SDG 4,
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STATISTICAL TABLES 1 TABLE 9 Part 1
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STATISTICAL TABLES 1 TABLE 10 SDG 4
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STATISTICAL TABLES 1 TABLE 10 (Cont
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STATISTICAL TABLES 1 TABLE 13 Part
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STATISTICAL TABLES 1 TABLE 13 Part
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STATISTICAL TABLES 1 TABLE 14 Domes
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477
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5 Aid tables INTRODUCTION 1 The dat
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TABLE 1 Bilateral and multilateral
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DIRECT AID TO POST-SECONDARY EDUCAT
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DIRECT AID TO SECONDARY EDUCATION D
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TABLE 4 ODA recipients (Continued)
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Glossary Adjusted net enrolment rat
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Net attendance rate (NAR). Number o
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Abbreviations AAPS AES AHELO AIDS A
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ILO IMF INES ISCED ISSA LAMP LEARNi
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Index This index covers the Introdu
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home learning environment 215 ICT f
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HIV education 292 NGOs 211 out-of-s
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see also traditional knowledge Cura
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education Education 2030 Framework
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Fiji TVET enrolment 223 violence in
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ole of education 61, 78, 88, 165 gr
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educational attainment 75, 76, 105
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working poverty 57, 61 years of edu
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M Macao, China environmental educat
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perseverance 249 tertiary education
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primary education 314 secondary edu
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tertiary education 228, 229, 230, 2
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women in politics 99 years of educa
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small island developing States stud
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perseverance 249 special educationa
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within country disparity 186, 231 w
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attitudes to business 253 benefits
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
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South Africa Government. 2013. Regu
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UNDP. 2004. Human Development Repor
Page 617 and 618:
UNICEF and WHO. 2015. Progress on S
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Wortham, S. C. 2013. Common Charact
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