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1 ANNEX TABLE 2 Part 2 (Continued) Existence of nationally representative learning assessment In early grades (2 or 3) of primary education At the end of primary education LEARNING ASSESSMENTS AND OUTCOMES 4 Percentage of pupils in early primary education grades (2 or 3) achieving at least a minimum proficiency level (%) 6 in: Percentage of pupils at end of primary education achieving at least a minimum proficiency level (%) 6 in: 414 Country or territory Most recent survey year Most recent survey year Reading Mathematics Reading Mathematics 2009–2014 5 2009–2014 5 2009–2014 5 2009–2014 5 2009–2014 5 2009–2014 5 Total Total Total Total Switzerland ... ... ... ... ... ... TFYR Macedonia No No ... ... ... ... Ukraine No No ... ... ... ... United Kingdom Yes N Yes N ... ... ... ... United States 8 Yes I No ... 97 I ... ... Latin America and the Caribbean Anguilla 8 Yes N Yes N ... ... ... ... Antigua and Barbuda ... ... ... ... ... ... Argentina Yes R, N Yes R, N 62 R 61 R 83 R 63 R Aruba ... ... ... ... ... ... Bahamas Yes N Yes N ... ... ... ... Barbados Yes N No ... ... ... ... Belize Yes N Yes N ... ... ... ... Bermuda ... ... ... ... ... ... Bolivia, P.S. 7 Yes N Yes N ... ... ... ... Brazil 8,9 Yes R, N Yes N 66 R 63 R 89 R 60 R British Virgin Islands 9 ... ... ... ... ... ... Cayman Islands 7 ... ... ... ... ... ... Chile Yes R, N Yes R, N 90 R 85 R 95 R 84 R Colombia 8 Yes R, N Yes N 68 R 52 R 90 R 58 R Costa Rica Yes R, N Yes R, N 82 R 77 R 96 R 70 R Cuba Yes N Yes N ... ... ... ... Curaçao ... ... ... ... ... ... Dominica ... ... ... ... ... ... Dominican Republic Yes R, N Yes R 26 R 15 R 62 R 20 R Ecuador Yes R, N Yes R 62 R 52 R 79 R 55 R El Salvador Yes N Yes N ... ... ... ... Grenada ... ... ... ... ... ... Guatemala Yes R, N Yes R, N 54 R 40 R 80 R 44 R Guyana Yes N Yes N ... ... ... ... Haiti ... ... ... ... ... ... Honduras Yes R, N Yes R, N 54 R 44 R 75 R 38 R Jamaica Yes N Yes N ... ... ... ... Mexico Yes R, N Yes R, N 67 R 70 R 90 R 77 R Montserrat 7 ... ... ... ... ... ... Nicaragua Yes R, N Yes R, N 44 R 32 R 74 R 29 R Panama Yes R, N Yes R, N 51 R 40 R 74 R 33 R Paraguay Yes R, N Yes R, N 43 R 33 R 66 R 31 R Peru Yes R, N Yes R, N 68 R 60 R 82 R 62 R Saint Kitts and Nevis Yes N Yes N ... ... ... ... Saint Lucia ... ... ... ... ... ... Saint Martin ... ... ... ... ... ... St. Vincent and the Grenadines ... ... ... ... ... ... Sint-Maarten 7 ... ... ... ... ... ... Suriname ... ... ... ... ... ... Trinidad and Tobago 8 Yes I,N Yes I,N 78 I ... ... ... Turks and Caicos Islands 7 ... ... ... ... ... ... Uruguay Yes R, N Yes R, N 71 R 68 R 89 R 74 R Venezuela, B.R. Yes N Yes N ... ... ... ... Northern Africa and Western Asia Algeria ... ... ... ... ... ... Bahrain 7,8 Yes I,N Yes N … 67 I … … Egypt Yes I No … ... … … Iraq ... ... ... ... ... ... Israel 8 Yes I,N Yes N 93 I ... ... ... Jordan 8 Yes I Yes N … ... … … Kuwait 8 No Yes I ... ... 58 I 28 I Lebanon 8 Yes I Yes I 93 I 88 I 90 I 91 I Libya ... ... ... ... ... ... Morocco 8 Yes I,N Yes N 19 I 24 I ... ... Oman No Yes I,N … ... 46 I 45 I Palestine No Yes N … ... … … Qatar 7,8 Yes I Yes N 58 I 55 I ... ... Saudi Arabia 8 Yes I,N Yes N 65 I 54 I ... ... Sudan Yes N No ... ... ... ... Syrian Arab Republic No No ... ... ... ... Tunisia 8 Yes I Yes N ... 33 I ... ... Turkey No Yes I ... ... ... 78 I United Arab Emirates Yes N Yes I,N ... ... 63 I 64 I Yemen 8 Yes I No ... 8 I ... ... The Pacific Australia 7 Yes N Yes N 94 N 95 N 95 N 95 N
STATISTICAL TABLES 1 TABLE 2 Part 2 (Continued) Existence of nationally representative learning assessment In early grades (2 or 3) of primary education At the end of primary education LEARNING ASSESSMENTS AND OUTCOMES 4 Percentage of pupils in early primary education grades (2 or 3) achieving at least a minimum proficiency level (%) 6 in: Percentage of pupils at end of primary education achieving at least a minimum proficiency level (%) 6 in: Country or territory Most recent survey year Most recent survey year Reading Mathematics Reading Mathematics 2009–2014 5 2009–2014 5 2009–2014 5 2009–2014 5 2009–2014 5 2009–2014 5 Total Total Total Total Cook Islands 9 Yes N Yes R ... ... ... ... Fiji 8 Yes R, N Yes R, N ... ... ... ... Kiribati 8 Yes R, N Yes R, N ... ... ... ... Marshall Islands 8 Yes R Yes R ... ... ... ... Micronesia F.S. 8 Yes R Yes R ... ... ... ... Nauru 8,9 Yes R Yes R ... ... ... ... New Zealand 8 Yes I No 92 I 85 I ... ... Niue 8,9 Yes R Yes R ... ... ... ... Palau 8,9 Yes R Yes R ... ... ... ... Papua New Guinea 8 Yes R Yes R ... ... ... ... Samoa 8 Yes R, N Yes R ... ... ... ... Solomon Islands 8 Yes R, N Yes R ... ... ... ... Tokelau 8 Yes R Yes R ... ... ... ... Tonga Yes I Yes N ... ... ... ... Tuvalu 8,9 Yes R, N Yes R ... ... ... ... Vanuatu Yes I Yes R ... ... ... ... Southern Asia Afghanistan No Yes N ... ... ... ... Bangladesh Yes N Yes N ... ... ... ... Bhutan 8 No Yes N ... ... ... ... India Yes N Yes N ... ... ... ... Iran, Islamic Republic of 8 Yes I No 76 I 64 I ... ... Maldives 7,8 Yes N Yes N ... ... ... ... Nepal Yes I, N Yes N ... ... ... ... Pakistan No Yes N ... ... ... ... Sri Lanka 8 No Yes N ... ... ... ... Sub-Saharan Africa Angola Yes I No ... ... ... ... Benin Yes I, N Yes I 85 I 72 I 95 I 75 I Botswana 8 Yes I No 55 I 59 I ... ... Burkina Faso Yes I, N Yes I, N 92 I 90 I 98 I 87 I Burundi Yes I, N Yes I 100 I 100 I 100 I 99 I Cabo Verde Yes N Yes N ... ... ... ... Cameroon Yes I Yes I 91 I 90 I 94 I 70 I Central African Republic ... ... ... ... ... ... Chad Yes I Yes I 89 I 82 I 80 I 56 I Comoros 8 Yes I Yes I ... ... 53 I 58 I Congo Yes I Yes I 95 I 97 I 96 I 72 I Côte d’Ivoire Yes I, N Yes I, N 92 I 83 I 95 I 71 I D.R. Congo No No ... ... ... ... Djibouti ... ... ... ... ... ... Equatorial Guinea ... ... ... ... ... ... Eritrea Yes N No ... ... ... ... Ethiopia Yes I, N No ... ... ... ... Gabon No No ... ... ... ... Gambia 8 Yes I, N Yes N ... ... ... ... Ghana Yes I, N Yes I, N ... ... ... ... Guinea Yes N Yes N ... ... ... ... Guinea-Bissau Yes N No ... ... ... ... Kenya Yes R, N Yes R 32 R 30 R 83 R 92 R Lesotho 8 Yes N Yes N ... ... ... ... Liberia Yes I No ... ... ... ... Madagascar Yes N Yes N ... ... ... ... Malawi Yes I, N Yes R ... ... ... ... Mali Yes I, N Yes N 78 I 79 I 84 I 55 I Mauritania No Yes N ... ... ... ... Mauritius Yes N No ... ... ... ... Mozambique Yes N No ... ... ... ... Namibia No Yes N ... ... ... ... Niger Yes I, N Yes I, N 67 I 61 I 68 I 32 I Nigeria Yes N Yes N ... ... ... ... Rwanda Yes I, N Yes I, N ... ... ... ... Sao Tome and Principe … ... ... ... ... ... Senegal Yes I, N Yes I, N 86 I 87 I 96 I 85 I Seychelles No Yes N ... ... ... ... Sierra Leone ... ... ... ... ... ... Somalia ... ... ... ... ... ... South Africa 8 Yes N Yes N 56 I ... ... ... South Sudan No Yes R ... ... ... ... Swaziland No Yes N ... ... ... ... Togo Yes I, N Yes I 79 I 76 I 94 I 79 I Uganda 8 Yes R, N Yes R, N 27 R 18 R 73 R 71 R 415
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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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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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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 437: STATISTICAL TABLES 1 TABLE 2 SDG 4,
Page 451 and 452: STATISTICAL TABLES 1 TABLE 4 (Conti
Page 477 and 478: STATISTICAL TABLES 1 TABLE 10 SDG 4
Page 479 and 480: STATISTICAL TABLES 1 TABLE 10 (Cont
Page 489 and 490:
STATISTICAL TABLES 1 TABLE 13 SDG 4
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STATISTICAL TABLES 1 TABLE 13 Part
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STATISTICAL TABLES 1 TABLE 13 SDG 4
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STATISTICAL TABLES 1 TABLE 13 Part
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STATISTICAL TABLES 1 TABLE 14 Domes
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STATISTICAL TABLES 1 TABLE 14 (Cont
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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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Page 513 and 514:
Page 515 and 516:
TABLE 4 ODA recipients (Continued)
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Glossary Adjusted net enrolment rat
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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
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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
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