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1 ANNEX TABLE 3 Part 1 (Continued) ACCESS AND PARTICIPATION IN SECONDARY EDUCATION Effective transition from primary to lower secondary general education (%) Percentage of students over-age for grade in lower secondary education (%) 1 Total enrolment in secondary education Gross enrolment ratio (GER) (%) Total secondary education Lower secondary adjusted net enrolment ratio (ANER) (%) School year ending in 2013 School year ending in 2014 School year ending in 2014 School year ending in 2014 School year ending in 2014 Country or territory Total Male Female Total Male Female Total (000) % F Total Male Female Total Male Female U.R. Tanzania 56 y 59 y 54 y ... ... ... 2,052 z 48 z 32 z 34 z 31 z ... ... ... Zambia 64 y 66 y 62 y ... ... ... ... ... ... ... ... ... ... ... Zimbabwe 78 y 77 y 79 y 26 z 31 z 21 z 957 z 50 z 48 z 48 z 47 z 92 z 94 z 90 z Median Median Sum % F Weighted average Weighted average World 97 97 98 10 11 7 567,755 48 75 76 75 84 84 84 Countries in transition 100 99 100 0,9 1 0,7 23,716 48 98 99 97 96 ... ... Developed countries 100 100 100 3 4 2 81,283 49 107 107 107 98 99 z 99 z Developing countries 95 100 89 17 19 15 462,755 48 71 71 70 82 82 82 Caucasus and Central Asia 99 99 100 0,7 0,8 0,6 9,539 48 95 96 95 96 ... ... Eastern and South-eastern Asia 91 90 92 5 6 4 150,710 48 88 87 88 91 90 91 Eastern Asia ... ... ... 2 2 2 102,689 48 95 94 96 94 94 94 South-eastern Asia 90 90 90 12 12 12 48,021 49 75 75 75 86 85 87 Europe and Northern America 100 100 100 2 2 1 84,867 49 106 105 106 98 98 z 98 z Latin America and the Caribbean 97 96 98 16 18 14 63,883 51 94 91 97 92 92 93 Caribbean ... ... ... 12 16 7 2,906 51 70 68 72 88 88 89 Latin America 97 97 96 20 24 17 60,976 51 96 93 99 93 92 93 Northern Africa and Western Asia 99 98 99 5 5 4 41,982 47 79 82 77 86 89 83 Northern Africa 93 92 95 16 19 13 18,387 49 78 79 78 90 92 87 Western Asia 99 100 99 5 6 4 23,595 46 80 84 77 84 87 81 Pacific ... ... ... 7 9 6 3,504 47 101 104 98 98 97 y 98 y Southern Asia 97 95 98 7 7 7 158,987 47 65 66 65 80 79 82 Sub-Saharan Africa 85 ... ... 35 40 30 54,283 46 43 46 39 66 68 64 Conflict-affected countries 95 100 87 16 16 16 245,411 47 65 66 64 76 ** 79 ** 74 ** Countries with low income 79 80 77 ... ... ... 35,328 45 41 45 37 65 69 62 Countries with middle income 97 96 97 12 14 10 425,760 48 75 75 75 85 84 85 Lower middle 93 93 93 22 22 18 239,014 48 65 66 65 80 79 81 Upper middle 97 97 98 7 7 5 186,746 49 93 91 94 93 93 93 Countries with high income 100 100 99 4 4 3 106,667 49 105 105 105 98 98 z 98 z 420
STATISTICAL TABLES 1 TABLE 3 SDG 4, Target 4.1 - Universal access, participation and completion, secondary education – part 2 By 2030, ensure that all girls and boys complete free, equitable and quality secondary education leading to relevant and effective learning outcomes ACCESS AND PARTICIPATION IN SECONDARY EDUCATION COMPLETION IN SECONDARY EDUCATION LEARNING ASSESSMENTS AND OUTCOMES 6 Lower secondary out-of-school adolescents 2 Upper secondary adjusted net enrolment ratio (ANER) (%) Upper secondary out-of-school adolescents and youth 3 Gross intake rate (GIR) to last grade of lower secondary education (%) Lower secondary completion rate 4 Upper secondary completion rate 4 Existence of nationally representative learning assessment at the end of lower secondary education Percentage of students at end of lower secondary education achieving at least a minimum proficiency level (%) 7 in: Reading Mathematics School year ending in 2014 School year ending in 2014 School year ending in 2014 School year ending in 2014 2009 2009 2009 2009 2009 –2014 5 –2014 5 –2014 5 –2014 5 –2014 5 Country or territory Total (000) % F Total Male Female Total (000) % F Total Male Female Total Total Total Total Caucasus and Central Asia Armenia 8 ... ... ... ... ... ... ... ... ... ... 100 93 Yes I ... 77 I Azerbaijan 9,10 82 * 51 * 99 *, z ... ... 2 *, z ... 87 * 87 * 86 * … … Yes I 90 I 89 I Georgia 10 1 ... 88 87 89 19 45 101 103 100 99 96 Yes N ... I 61 I Kazakhstan 3z ... 95 ... ... 21 ... 108 107 109 99 93 Yes I, N 96 I 85 I Kyrgyzstan 42 48 57 58 56 93 50 91 90 91 97 86 Yes I 70 I 35 I Tajikistan ... ... ... ... ... ... ... 96 99 94 89 60 No ... ... Turkmenistan ... ... ... ... ... ... ... ... ... ... … … ... ... ... Uzbekistan 10 ... ... ... ... ... ... ... ... ... ... … … Yes N ... ... Eastern and South-eastern Asia Brunei Darussalam 0.3 ... 86 85 86 5 46 106 107 105 … … ... ... ... Cambodia 160 54 ... ... ... ... ... 45 45 45 41 19 Yes N ... ... China ... ... ... ... ... ... ... 98 97 100 81 43 Yes N ... ... DPR Korea ... ... ... ... ... ... ... ... ... ... … … ... ... ... Hong Kong, China 10 8 ** 60 ** 88 ** 88 ** 87 ** 27 ** 50 ** 93 94 92 … … Yes I 100 I 97 I Indonesia 1,937 ** 43 ** 70 ** 73 ** 67 ** 4,032 ** 54 ** 86 83 90 78 51 Yes I 96 I 58 I Japan 10 2 z ... 97 z 96 z 98 z 105 z 36 z ... ... ... … … Yes I, N 99 I 97 I Lao PDR 123 53 50 53 46 231 53 54 56 52 35 27 No ... ... Macao, China 10 2 45 81 81 81 4 48 96 92 101 … … Yes I 100 I 97 I Malaysia 10 170 ... 55 ... ... 993 ... 85 ... ... … … Yes I 94 I 77 I Mongolia 10 0.8 ... 89 84 93 16 30 114 112 116 84 65 Yes N ... ... Myanmar 1,857 ... 39 ... ... 1,217 49 ** 49 47 50 … … No ... ... Philippines 272 z 18 z 80 z 77 z 85 z 396 z 38 z 82 z 77 z 88 z 75 72 No ... ... Republic of Korea 10 10 z ... 94 z 95 z 94 z 117 z 52 z 97 z 98 z 97 z … … Yes I, N 100 I 97 I Singapore ... ... ... ... ... ... ... ... ... ... … … Yes I 100 I 98 I Thailand 10 ... ... ... ... ... ... ... 89 88 90 … … Yes I, N 99 I 81 I Timor-Leste 8 49 73 71 74 21 46 72 z 68 z 76 z 45 27 ... ... ... Viet Nam 10 ... ... ... ... ... ... ... 94 95 92 81 55 Yes I, N 100 I 96 I Europe and Northern America Albania 10 8 64 81 82 81 30 51 92 94 91 ... ... Yes I 88 I 67 I Andorra 8 ... ... ... ... ... ... ... ... ... ... … … ... ... ... Austria 10 ... ... ... ... ... ... ... 96 97 96 … 84 Yes I, N 99 I 94 I Belarus 0.4 ... 98 97 99 4 21 110 109 110 100 83 ... ... ... Belgium 10 0.3 ... 99 99 99 4 40 96 94 97 … 82 Yes I, N 98 I 93 I Bosnia and Herzegovina ... ... ... ... ... ... ... 84 83 86 94 69 No ... ... Bulgaria 10 5 51 81 84 79 49 54 47 52 43 … 84 Yes I, N 92 I 80 I Canada 10 ... ... ... ... ... ... ... ... ... ... … 86 Yes I, N 100 I 96 I Croatia 10 3 18 91 89 94 17 36 95 94 97 … 95 Yes I, N 99 I 91 I Cyprus 9,10 0.1 * ... 93 * 92 * 94 * 2 * 43 * 101 * 100 * 101 * … 93 Yes I 94 I 81 I Czech Republic 10 ... ... ... ... ... ... ... 98 98 99 … 90 Yes I 99 I 93 I Denmark 5 39 89 88 89 24 47 96 96 97 … 73 Yes I 99 I 96 I Estonia 0.3 z ... 87 z 85 z 89 z 5 z 40 z 106 z 108 z 104 z … 79 Yes I 100 I 98 I Finland 3 64 92 92 92 15 50 97 98 97 … 85 Yes I, N 99 I 97 I France 10 2 ... 100 ... ... 5 ... 103 103 104 … 83 Yes I, N 98 I 91 I Germany ... ... ... ... ... ... ... 56 57 56 … 78 Yes I 99 I 94 I Greece 10 3 z 97 z 95 z 95 z 94 z 17 z 54 z 98 z 99 z 97 z … 93 Yes I 97 I 86 I Hungary 10 5 56 92 92 93 31 49 94 94 94 … 85 Yes I, N 99 I 90 I Iceland 0.3 y 67 y 82 y 81 y 84 y 3 y 45 y 97 y 98 y 96 y … 63 Yes I, N 98 I 93 I Ireland ... ... 99 y ... ... 1 y ... ... ... ... … … Yes I 100 I 95 I Italy 10 8 z ... 93 z 93 z 93 z 200 z 49 z 103 z 103 z 103 z … 83 Yes I, N 98 I 91 I Latvia 0.2 z ... 89 89 89 6 48 106 105 107 … 82 Yes I, N 99 I 95 I Liechtenstein 9 0.1 * ... 88 * ... ... 0.2 * ... 99 * 114 * 85 * … … Yes I 100 I 97 I Lithuania 10 0.0 ... 91 90 92 7 42 99 100 99 … 91 Yes I 99 I 91 I Luxembourg 10 1 z 41 z 83 z 82 z 85 z 4 z 44 z 99 z 99 z 98 z … 60 Yes I, N 98 I 91 I Malta 2 76 79 84 75 4 63 90 94 87 … 73 No ... ... Monaco 8 ... ... ... ... ... ... ... ... ... ... … … ... ... ... Montenegro 10 ... ... ... ... ... ... ... 90 89 90 94 85 Yes I, N 96 I 72 I Netherlands 10 1 y ... 97 y 97 y 97 y 20 y 50 y ... ... ... … 73 Yes I, N 99 I 96 I Norway 1 33 91 91 91 18 47 97 97 98 … 68 Yes I 98 I 93 I Poland 56 z 49 z 91 z 91 z 92 z 118 z 46 z 95 z 96 z 95 z … 83 Yes I 100 I 97 I Portugal 10 3 ... 99 ... ... 4 ... ... ... ... … 60 Yes I 99 I 91 I Republic of Moldova 9 27 * 50 * 61 * 60 * 62 * 35 * 47 * 85 * 86 * 84 * 95 66 ... ... ... Romania 10 54 y 51 y ... ... ... ... ... 89 88 89 … 82 Yes I 97 I 86 I Russian Federation ... ... ... ... ... ... ... 99 98 100 99 87 Yes I 99 I 93 I San Marino 9 ... ... ... ... ... ... ... 92 *, y 91 *, y 93 *, y … … ... ... ... Serbia 9,10 3 * 39 * 88 * 86 * 89 * 37 * 42 * 96 * 96 * 97 * 92 75 Yes I 97 I 85 I Slovakia 10 ... ... ... ... ... ... ... 88 88 88 … 93 Yes I, N 96 I 89 I Slovenia 10 1 48 95 95 96 4 45 94 93 95 … 89 Yes I, N 99 I 95 I Spain 2 ... 97 97 97 35 45 94 91 97 … 67 Yes I, N 99 I 92 I Sweden 0.5 ... 93 94 92 24 53 105 105 104 … 92 Yes I, N 97 I 90 I 421
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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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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
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 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 443: STATISTICAL TABLES 1 TABLE 3 Part 1
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 491 and 492: 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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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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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
Page 539 and 540:
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
Page 545 and 546:
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
Page 553 and 554:
small island developing States stud
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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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