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1 ANNEX TABLE 5 Part 1 (Continued) 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 Latin America and the Caribbean Anguilla ... ... ... ... ... ... ... ... ... Antigua and Barbuda 4 5 3 53 y 53 y 52 y 2 2 1 Argentina . z . z . z . z . z . z . z . z . z Aruba 13 y 16 y 9 y . . . ... ... ... Bahamas ... ... ... ... ... ... ... ... ... Barbados . . . 66 72 60 . . . Belize 3 3 3 . z . z . z 2 2 2 Bermuda . . . . . . . . . Bolivia, Plurinational States of - z - z - z . z . z . z - z - z - z Brazil 2 4 z 3 z 4 z 100 z 100 z 100 z 2 *, z 2 *, z 2 *, z British Virgin Islands 0,9 1 1 ... ... ... 0 * ... ... Cayman Islands . z . z . z . y . y . y ... ... ... Chile 21 22 20 . . . 10 10 10 Colombia 7 7 8 . . . 4 4 4 Costa Rica 22 21 23 . . . 7 7 7 Cuba 24 29 19 100 100 100 14 z 17 z 11 z Curaçao 72 z 76 z 69 z 100 z 100 z 100 z ... ... ... Dominica ... ... ... - - - ... ... ... Dominican Republic 5 4 6 . . . 2 2 3 Ecuador 32 z 33 z 32 z ... ... ... 19 z 19 z 18 z El Salvador 18 17 19 . . . 9 9 9 Grenada . . . 100 100 100 . . . Guatemala 27 25 29 . . . 9 9 9 Guyana 5 y 6 y 4 y 21 y 28 y 15 y ... ... ... Haiti ... ... ... ... ... ... ... ... ... Honduras 32 33 31 . . . 7 7 8 Jamaica . . . 84 86 82 . . . Mexico 17 y 15 y 18 y . . . 3 y 3 y 3 y Montserrat . . . ... ... ... . . . Nicaragua ... ... ... ... ... ... ... ... ... Panama 14 y 15 y 13 y ... ... ... 8 y 8 y 7 y Paraguay 16 y 16 y 15 y . y . y . y 5 y 5 y 5 y Peru 1 1 2 . . . 0 0 0 Saint Kitts and Nevis . . . 100 100 100 . . . Saint Lucia 1,0 1 0,4 66 67 66 - z - z - z Saint-Martin ... ... ... ... ... ... ... ... ... Saint Vincent and the Grenadines ... ... ... 40 y 58 y 31 y ... ... ... Sint-Maarten 59 67 51 . . . ... ... ... Suriname 29 z 43 z 18 z ... ... ... 15 z 19 z 11 z Trinidad and Tobago ... ... ... ... ... ... ... ... ... Turks and Caicos Islands 3 . . . . . . . . . Uruguay 23 z 28 z 19 z . z . z . z 9 z 10 z 7 z Venezuela, Bolivarian Republic of 5 5 5 . . . 2 2 2 Northern Africa and Western Asia Algeria ... ... ... . . . ... ... ... Bahrain 8 14 2 99 99 98 3 5 1 Egypt 21 23 18 18 22 12 10 12 9 Iraq ... ... ... ... ... ... ... ... ... Israel 20 20 19 . . . 13 13 13 Jordan ... ... ... . y . y . y ... ... ... Kuwait 2 ** 3 ** 2 ** 100 z 100 z 100 z - y - y - y Lebanon 15 z 18 z 11 z . z . z . z 5 **, y 6 **, y 4 **, y Libya ... ... ... ... ... ... ... ... ... Morocco 6 y 7 y 5 y 100 100 100 2 **, y ... 2 **, y Oman 3 0,02 0,04 - . . . - - - Palestine 0,4 0,7 0,1 100 100 100 0 0 0 Qatar 0,7 1 - . . . ... ... ... Saudi Arabia 5 ** 8 ** 2 ** . . . 2 ** 2 ** 1 ** Sudan 1 z 2 z 1 z . z . z . z ... ... ... Syrian Arab Republic 5 z 6 z 4 z 86 z 92 z 77 z 2 z 2 z 2 z Tunisia 6 ... ... 100 ... ... ... ... ... Turkey 21 z 23 z 20 z . z . z . z 13 z 14 z 12 z United Arab Emirates 2 2 1 . . . ... ... ... Yemen 0,7 z 1 z 0 z . z . z . z 0 **, y ... ... The Pacific Australia 33 37 30 100 100 100 11 z 14 z 8 z Cook Islands 2 4 y 6 y 2 y . . . 3 *, y 5 *, y 2 *, y Fiji 1 y 2 y 1 y 100 z 100 z 100 z 1 y 1 y 0 y Kiribati ... ... ... . . . ... ... ... Marshall Islands ... ... ... ... ... ... ... ... ... Micronesia (Federated States of) ... ... ... . . . ... ... ... Nauru . . . . . . . * . * . * New Zealand 17 16 19 100 z 100 z 100 z 6 7 6 Niue ... ... ... . . . ... ... ... Palau 2 . . . ... ... ... . * . * . * Papua New Guinea 8 y 10 y 5 y ... ... ... ... ... ... 430
STATISTICAL TABLES 1 TABLE 5 Part 1 (Continued) 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 Samoa . . . . . . . . . Solomon Islands . y . y . y . y . y . y . y . y . y Tokelau ... ... ... ... ... ... ... ... ... Tonga 3 6 1 ... ... ... 2 4 1 Tuvalu - - - . . . - * - * - * Vanuatu ... ... ... ... ... ... ... ... ... Southern Asia Afghanistan 1,0 1 0,2 93 94 92 0 1 0 Bangladesh 3 z 4 z 2 z 95 z 96 z 86 z 1 **, z 1 **, z 1 **, z Bhutan 2 2 1 100 z 100 z 100 z - - - India 1 z 2 z 0,5 z 100 z 100 z 100 z ... ... ... Iran, Islamic Republic of 15 19 11 100 y 100 y 100 y 6 7 4 Maldives ... ... ... ... ... ... ... ... ... Nepal ... ... ... . . . - - - Pakistan 3 3 3 100 100 100 1 1 1 Sri Lanka 6 z 6 z 5 z 100 z 100 z 100 z ... ... ... Sub-Saharan Africa Angola ... ... ... ... ... ... ... ... ... Benin 3 3 3 ... ... ... 1 z 1 z 1 z Botswana 5 z 6 z 4 z ... ... ... - z - z - z Burkina Faso 3 3 3 100 z 100 z 100 z 1 z 1 z 1 z Burundi 6 7 6 . . . 2 2 1 Cabo Verde 3 4 2 100 100 100 1 2 1 Cameroon 22 26 18 16 18 14 7 9 5 Central African Republic 3 y 3 y 3 y . y . y . y 0 y 0 y 0 y Chad 1 y 1 y 2 y ... ... ... ... ... ... Comoros 0,5 z 1 z 0,1 z ... ... ... - z - z - z Congo 10 y 10 y 10 y ... ... ... ... ... ... Côte d’Ivoire 7 6 8 ... ... ... ... ... ... Democratic Rep. of the Congo 19 20 17 . . . ... ... ... Djibouti 7 8 6 . z . z . z ... ... ... Equatorial Guinea ... ... ... ... ... ... ... ... ... Eritrea 1 z 1 z 1 z 100 z 100 z 100 z 0 z 0 z 0 z Ethiopia 4 y 4 y 5 y ... ... ... ... ... ... Gabon ... ... ... ... ... ... ... ... ... Gambia ... ... ... 100 y 100 y 100 y ... ... ... Ghana 2 3 1 ... ... ... 1 ** 1 ** 0 ** Guinea 4 3 4 . . . 1 1 1 Guinea-Bissau ... ... ... ... ... ... ... ... ... Kenya ... ... ... 81 y 84 y 76 y - y - y - y Lesotho 2 2 2 100 100 100 - - - Liberia ... ... ... ... ... ... ... ... ... Madagascar 2 2 1 100 100 100 1 1 0 Malawi . . . 100 y 100 y 100 y . . . Mali 13 15 12 100 100 100 4 5 3 Mauritania 1 1 1 . . . 0 0 0 Mauritius 14 18 10 32 45 20 ... ... ... Mozambique 5 6 4 . . . 1 1 0 Namibia ... ... ... ... ... ... ... ... ... Niger 8 6 12 100 100 100 1 1 1 Nigeria ... ... ... ... ... ... ... ... ... Rwanda 15 17 13 100 100 100 ... ... ... Sao Tome and Principe 7 8 7 . . . - y - y - y Senegal ... ... ... . y . y . y ... ... ... Seychelles 4 6 2 87 87 86 2 3 1 Sierra Leone ... ... ... ... ... ... ... ... ... Somalia ... ... ... ... ... ... ... ... ... South Africa 7 ** 8 ** 7 ** 100 ** 100 ** 100 ** 3 z 3 z 3 z South Sudan ... ... ... ... ... ... ... ... ... Swaziland 0,4 z 0,6 z 0,3 z 100 z 100 z 100 z - z - z - z Togo ... ... ... ... ... ... ... ... ... Uganda 4 z 5 z 4 z . z . z . z ... ... ... United Republic of Tanzania 12 z 12 z 12 z 84 y 83 y 85 y ... ... ... Zambia ... ... ... . z . z . z ... ... ... Zimbabwe . z . z . z ... ... ... . z . z . z 431
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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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23 facilitate well-informed and mea
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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 and 452: STATISTICAL TABLES 1 TABLE 4 (Conti
Page 453: STATISTICAL TABLES 1 TABLE 5 SDG 4,
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
Page 503 and 504: 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:
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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
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
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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
Page 555 and 556:
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
Page 609 and 610:
___. 2009b. INES Network for the Co
Page 611 and 612:
Pew Research Center. 2015. Internet
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South Africa Government. 2013. Regu
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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