people and planet

5
Senegal, Solomon Islands, Sri Lanka, Sudan, Swaziland,
Syrian Arab Republic, Tajikistan, Timor-Leste, Ukraine,
Uzbekistan, Vanuatu, Viet Nam, Yemen, Zambia.
■■
Upper middle income (54 countries)
Albania, Algeria, Angola, Azerbaijan, Belarus, Belize,
Bosnia and Herzegovina, Botswana, Brazil, Bulgaria,
China, Colombia, Costa Rica, Cuba, Dominica,
Dominican Republic, Ecuador, Fiji, Gabon, Grenada,
Islamic Republic of Iran, Iraq, Jamaica, Jordan,
Kazakhstan, Lebanon, Libya, Malaysia, Maldives,
Marshall Islands, Mauritius, Mexico, Mongolia,
Montenegro, Montserrat, Namibia, Nauru, Palau,
Panama, Paraguay, Peru, Romania, Saint Lucia,
Saint Vincent and the Grenadines, Serbia, South
Africa, Suriname, Thailand, The former Yugoslav
Republic of Macedonia, Tonga, Tunisia, Turkey,
Turkmenistan, Tuvalu.
■■
High income (73 countries/territories)
Andorra, Anguilla, Antigua and Barbuda, Argentina,
Aruba, Australia, Austria, Bahamas, Bahrain, Barbados,
Belgium, Bermuda, British Virgin Islands, Brunei
Darussalam, Canada, Cayman Islands, Chile, Cook
Islands, Croatia, Curaçao, Cyprus, Czech Republic,
Denmark, Equatorial Guinea, Estonia, Finland, France,
Germany, Greece, Hong Kong (China), Hungary,
Iceland, Ireland, Israel, Italy, Japan, Kuwait, Latvia,
Liechtenstein, Lithuania, Luxembourg, Macao (China),
Malta, Monaco, Netherlands, New Zealand, Niue,
Norway, Oman, Poland, Portugal, Qatar, Republic
of Korea, Russian Federation, Saint Kitts and Nevis,
Saint Martin, San Marino, Saudi Arabia, Seychelles,
Singapore, Sint Maarten, Slovakia, Slovenia, Spain,
Sweden, Switzerland, Trinidad and Tobago, Turks
and Caicos Islands, United Arab Emirates, United
Kingdom, United States, Uruguay, Bolivarian Republic
of Venezuela.
3. This means 2013/14 for countries with a school year that overlaps two
calendar years, and 2014 for those with a calendar school year. The most
recent reference year for education finance for the UOE countries (see
below) is the year ending in 2013.
4. Djibouti, Ghana, Kazakhstan, Mauritania, Montenegro, Nepal, the Republic of
Korea, Sao Tome and Principe, Tajikistan and Turks and Caicos Islands.
5. The countries concerned are most European countries as well as Australia,
Brazil, Canada, Chile, China, India, Indonesia, Israel, Japan, Jordan, Mexico,
New Zealand, Republic of Korea, Turkey and United States.
6. Where obvious inconsistencies exist between enrolment reported by
countries and the United Nations population data, the UIS may decide not
to calculate or publish enrolment ratios. This is the case, for instance, with
Armenia, Australia, Bahrain, the Plurinational State of Bolivia, Hong Kong
(China), Jamaica, Kuwait, Macao (China), Malaysia, Maldives, Oman, Qatar,
Saint Lucia, Singapore and the United Arab Emirates.
7. That is the definition long used by UNESCO, but a parallel definition arose
with the introduction in 1978 of the notion of functional literacy, which
emphasizes the use of literacy skills. That year the UNESCO General
Conference approved defining as functionally literate those who can engage
in all activities in which literacy is required for the effective functioning
of their group and community and also for enabling them to continue to
use reading, writing and calculation for their own and the community’s
development.
8. In the data released by the UIS, some literacy rates are based on direct
tests rather than individuals’ declarations. This is the case for Benin,
Central African Republic, Congo, Côte d’Ivoire, the Democratic Republic of
the Congo, Egypt, Gabon, Guyana, Haiti, Jordan, Kenya, Lesotho, Liberia,
Madagascar, Malawi, Mauritania, Niger, Nigeria, Rwanda, Swaziland and
Zimbabwe. Care should therefore be taken when analysing trends over time
and when interpreting these results.
9. For reliability and consistency reasons, the UIS does not publish literacy
data based on educational attainment proxies. Only data reported by
countries based on self-declaration or household declaration are included
in the statistical tables. However, in the absence of such data, educational
attainment proxies for some countries, particularly developed ones, are used
to compute regional weighted averages.
10. For a description of the GALP methodology, see UNESCO (2005, p. 261) and
UIS (2006).
11. This is a UNSD classification in three main country groupings as per the May
2015 version published online at http://unstats.un.org/unsd/methods/m49/
m49regin.htm.
ENDNOTES
1. A full set of statistics and indicators related to this introduction is found in
Excel tables on the GEM Report website at http://en.unesco.org/gem-report.
2. The thematic indicators were proposed by the Technical Advisory Group
on post-2015 education indicators – now the Technical Cooperation Group,
whose secretariat is based at the UNESCO Institute for Statistics (UIS) – to
monitor progress towards the targets at the global, regional and national
levels. The global indicators were approved at the 47th session of the UN
Statistical Commission in March 2016. At time of publication, consultations
were still under way on the other thematic indicators, which were to be
officially adopted in October 2016.
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ANNEX | STATISTICAL TABLES