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1 ANNEX TABLE 4 (Continued) Country or territory CHILD MORTALITY 1 AND PARTICIPATION IN PRE-PRIMARY EDUCATION SCHOOL READINESS 5 MALNUTRITION 2 Under-5 mortality rate (deaths per 1,000 live births) Total 2015 Under-5 moderate or severe stunting rate (%) Total enrolment in pre-primary education School year ending in 2014 Gross enrolment ratio (GER) in pre-primary education (%) School year ending in 2014 Adjusted net enrolment ratio (ANER) one year before the official primary school entry age (%) 4 Percentage of children under 5 experiencing positive and stimulating home learning environments (%) 6 Percentage of children under 5 living in households with three or more children’s books Percentage of children under 5 who are developmentally on track in health, learning and psychosocial well-being (%) 7 School year ending in 2014 2009–2015 3 2009–2015 3 2009–2015 3 Total Total 2009–2014 3 (000) % F Total Male Female Total Male Female Total Total Total Weighted Median Sum % F Weighted average Weighted average Median Median Median average World 43 24 155,000 ** 48 ** 44 ** 44 ** 44 ** 67 ** 67 ** 66 ** … … … Countries in transition 19 12 8,661 48 62 62 62 73 73 73 … … … Developed countries 5 … 28,820 49 87 87 87 94 95 94 … … … Developing countries 48 26 117,519 ** 48 ** 39 ** 39 ** 38 ** 64 ** 62 **, z 62 **, z … … … Caucasus and Central Asia 32 16 2,008 ** 49 ** 34 ** 34 ** 34 ** 49 ** 49 ** 50 ** … … … Eastern and South-eastern Asia 17 25 57,653 47 76 76 76 79 ** ... ... … … … Eastern Asia 10 9 43,974 46 83 82 83 ... ... ... … … … South-eastern Asia 27 32 13,679 49 60 60 60 78 78 78 … … … Europe and Northern America 6 23 31,685 49 85 85 85 93 94 93 … … … Latin America and the Caribbean 18 … 19,989 ** 49 ** 73 ** 73 ** 73 ** 90 ** 89 ** 91 ** … … … Caribbean … … 1,494 ** 50 ** 76 ** 75 ** 77 ** 81 ** 80 ** 83 ** … … … Latin America 17 14 18,495 ** 49 ** 73 ** 72 ** 73 ** 91 ** 90 ** 91 ** … … … Northern Africa and Western Asia 29 12 6,500 ** 48 ** 29 ** 29 ** 29 ** 51 ** 51 ** 50 ** … … … Northern Africa 35 15 3,538 48 40 40 39 59 ** 60 ** 58 ** … … … Western Asia 22 10 2,962 ** 49 ** 22 ** 22 ** 22 ** 43 ** 43 ** 42 ** … … … Pacific 24 … 1,148 ** 48 ** 98 ** 98 ** 97 ** 76 ** 76 ** 76 ** … … … Southern Asia 51 36 18,810 ** 46 ** 18 ** 19 ** 18 ** ... ... ... … … … Sub-Saharan Africa 84 33 17,207 ** 50 ** 22 ** 21 ** 22 ** 41 **, z 40 **, z 42 **, z … … … Conflict-affected countries 57 35 39,512 ** 48 ** 23 ** 23 ** 22 ** 58 **, y 59 **, y 58 **, y … … … Countries with low income 76 35 9,277 ** 49 ** 17 ** 17 ** 17 ** 41 ** 41 ** 41 ** … … … Countries with middle income 42 19 106,272 ** 47 ** 42 ** 43 ** 42 ** 67 ** 65 **, y 65 **, y … … … Lower middle 53 28 42,487 ** 48 ** 26 ** 26 ** 26 ** 60 **, y 60 **, y 59 **, y … … … Upper middle 20 11 63,784 47 73 73 73 76 ** 75 **, z 77 **, z … … … Countries with high income 7 … 39,451 49 83 83 83 91 91 91 … … … Source: UIS database, except where noted. Enrolment ratios are based on the United Nations Population Division estimates, revision 2015 (United Nations, 2015), median variant. Note: The country groupings by level of income are as defined by the World Bank but include only countries listed in the table. They are based on the list of countries by income group as revised in July 2015. 1. Under-5 mortality rates are the updated estimates generated by the UN Inter-agency Group for Child Mortality Estimation in September 2015. They are based on the median variant. 2. UNICEF, WHO and World Bank (2015). 3. Data are for the most recent year available during the period specified. 4. ANER one year before the official primary school entry age is the percentage of children at the intended age a year before entry into primary education who are enrolled in either pre-primary or primary education. 5. UNICEF-MICS 4 and 5, country reports. 6. Data refer to the MICS indicator “Adult support for learning”, which is the percentage of children 36 to 59 months old with whom an adult has engaged in four or more of the following activities to promote learning and school readiness in the previous 3 days: (a) reading books to the child, (b) telling stories to the child, (c) singing songs to the child, (d) taking the child outside the home, (e) playing with the child, and (f) spending time with the child naming, counting or drawing things. 7. Data refer to the MICS indicator “Early Child Development Index”, which is the percentage of children who are developmentally on track in at least three of the following domains: (a) literacy-numeracy, (b) physical development, (c) social-emotional development, and (d) learning (ability to follow simple instructions, ability to occupy herself/himself independently). 8. National population data were used to calculate enrolment ratios due to inconsistencies in the United Nations population data or lack of United Nations population by age. 9. Enrolment ratios was not calculated due to inconsistencies in the United Nations population data or lack of United Nations population by age. Data in bold are for the school year ending in 2015. (z) Data are for the school year ending in 2013. (y) Data are for the school year ending in 2012. (*) National estimate. (**) For country level data: UIS partial estimate; for regional and other country grouping sums and weighted averages: partial imputation due to incomplete country coverage (between 33% and 60% of population for the region or other country grouping). (-) Magnitude nil or negligible (.) The category is not applicable or does not exist. (…) No data are available. 428
STATISTICAL TABLES 1 TABLE 5 SDG 4, Target 4.3 – Universal access to technical, vocational and tertiary education By 2030, ensure equal access for all women and men to affordable quality technical, vocational and tertiary education, including university – part 1 PARTICIPATION IN TECHNICAL AND VOCATIONAL EDUCATION PROGRAMMES Share of technical and vocational education in total enrolment (%) by level Total secondary education Post-secondary non-tertiary education Percentage of youth (15–24) enrolled in secondary technical and vocational education (%) 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 Male Female Caucasus and Central Asia Armenia 11 12 10 . . . 3 y 4 y 3 y Azerbaijan 2 20 18 22 100 100 100 11 * 10 * 11 * Georgia 5 5 5 100 100 100 2 2 2 Kazakhstan 11 12 11 100 100 100 7 7 7 Kyrgyzstan 10 11 9 100 z 100 z 100 z 6 6 5 Tajikistan 1 z 2 z 0.3 z ... ... ... ... ... ... Turkmenistan 8 9 6 . . . ... ... ... Uzbekistan ... ... ... ... ... ... ... ... ... Eastern and South-eastern Asia Brunei Darussalam 11 12 11 . . . 7 8 6 Cambodia ... ... ... ... ... ... ... ... ... China 22 23 21 38 42 32 ... ... ... Democratic People’s Republic of Korea ... ... ... ... ... ... ... ... ... Hong Kong, China 2 3 0.5 68 79 53 1 * 1 * 0 * Indonesia 19 22 15 . . . 10 12 8 Japan 12 z 13 z 10 z 100 y 100 y 100 y 6 y 7 y 5 y Lao People’s Democratic Republic 1 1 2 100 100 100 0 0 0 Macao, China 4 5 4 . . . 2 2 1 Malaysia 11 13 9 100 100 100 6 ... ... Mongolia 10 12 8 100 100 100 5 6 4 Myanmar - - - ... ... ... - - - Philippines . z . z . z 100 z 100 z 100 z . z . z . z Republic of Korea 9 z 10 z 8 z . z . z . z 5 z 5 z 5 z Singapore 3 ... ... ... ... ... ... ... ... ... Thailand 16 z 19 z 13 z . . . 8 y 9 y 7 y Timor-Leste 5 5 4 . . . 2 3 2 Viet Nam ... ... ... 100 100 100 ... ... ... Europe and Northern America Albania 8 12 4 100 100 100 4 7 2 Andorra 3 8 9 8 100 100 100 ... ... ... Austria 36 39 34 100 100 100 ... ... ... Belarus 13 16 10 100 100 100 7 9 5 Belgium 46 47 45 93 95 90 22 24 20 Bosnia and Herzegovina 39 42 36 . y . y . y ... ... ... Bulgaria 32 36 28 100 100 100 15 18 12 Canada 4 z 5 z 4 z ... ... ... ... ... ... Croatia 40 43 38 . . . 25 27 23 Cyprus 2 8 12 3 100 100 100 4 * 6 * 2 * Czech Republic 39 42 36 16 24 12 ... ... ... Denmark 24 26 21 . . . 12 15 10 Estonia 19 z 25 z 13 z 100 z 100 z 100 z 9 z 12 z 6 z Finland 47 47 46 100 100 100 22 23 20 France 19 20 17 51 40 57 14 16 12 Germany 19 22 15 91 88 93 ... ... ... Greece 18 z 21 z 15 z ... ... ... 10 y 12 y 8 y Hungary 14 16 12 100 100 100 9 11 7 Iceland 22 y 25 y 18 y 100 y 100 y 100 y 12 y 15 y 9 y Ireland 16 y 15 y 17 y 100 z 100 z 100 z 8 y 7 y 8 y Italy 36 z 42 z 30 z 100 z 100 z 100 z 23 z 28 z 19 z Latvia 22 26 18 100 100 100 11 13 9 Liechtenstein 2 35 41 29 . . . 26 * 33 * 19 * Lithuania 10 12 7 100 100 100 6 8 4 Luxembourg 32 z 33 z 31 z 100 z 100 z 100 z 22 z 22 z 21 z Malta 8 9 7 96 97 96 4 5 4 Monaco 12 14 10 44 46 42 ... ... ... Montenegro 33 35 30 . y . y . y ... ... ... Netherlands 48 y 50 y 46 y 100 100 100 25 y 27 y 24 y Norway 29 34 24 100 100 100 17 21 14 Poland 28 z 34 z 22 z 100 z 100 z 100 z 15 z 19 z 12 z Portugal 28 31 24 100 100 100 17 20 14 Republic of Moldova 2 13 15 11 100 100 100 6 * 6 * 5 * Romania 29 32 25 100 100 100 21 z 24 z 18 z Russian Federation 16 19 13 100 100 100 ... ... ... San Marino 2 22 y 30 y 14 y . y . y . y ... ... ... Serbia 2 37 39 36 100 100 100 25 * 26 * 24 * Slovakia 32 34 30 100 100 100 ... ... ... Slovenia 42 46 37 . . . 26 29 22 Spain 17 18 16 . . . 9 11 7 Sweden 27 28 26 72 70 74 14 15 12 Switzerland 37 41 33 - - - 23 26 19 The former Yugoslav Rep. of Macedonia 30 y 32 y 27 y . y . y . y ... ... ... Ukraine 9 11 7 100 y 100 y 100 y 4 6 3 United Kingdom 32 32 32 . . . 18 19 17 United States . . . 100 100 100 . . . 429
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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
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22 governments. It measures the num
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22 b. Under-5 mortality rate (death
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22 LIFELONG LEARNING AS A FACTOR CO
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23 CHAPTER 23 Priorities for monito
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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 451: STATISTICAL TABLES 1 TABLE 4 (Conti
Page 463 and 464: STATISTICAL TABLES 1 TABLE 6 (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
Page 495 and 496: STATISTICAL TABLES 1 TABLE 13 Part
Page 497 and 498: STATISTICAL TABLES 1 TABLE 14 Domes
Page 501 and 502: 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
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
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___. 2009b. INES Network for the Co
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Pew Research Center. 2015. Internet
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South Africa Government. 2013. Regu
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UNDP. 2004. Human Development Repor
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UNICEF and WHO. 2015. Progress on S
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Wortham, S. C. 2013. Common Charact
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