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1 ANNEX TABLE 5 Part 2 (Continued) ACCESS, PARTICIPATION IN TERTIARY EDUCATION PARTICIPATION IN EDUCATION AND TRAINING Transition from upper secondary to tertiary education (ISCED levels 5, 6 and 7 combined) (%) Gross intake rate (GIR) in tertiary education (%) Total students enrolled in tertiary education Gross enrolment ratio (GER) in tertiary education (%) Participation rate of adults (25–64) 1 in formal or non-formal education and training in the last 12 months School year ending in 2014 School year ending in 2014 School year ending in 2014 School year ending in 2014 Most recent survey year 2011 Country or territory Total Male Female Total Male Female Total (000) F % Total Male Female Total Male Female Median Median Sum % F Weighted Average Median World ... ... ... ... ... ... 207,272 ** 51 ** 34 ** 33 ** 36 ** ... ... ... Countries in transition ... ... ... ... ... ... 12,396 53 58 53 63 ... ... ... Developed countries ... ... ... 67 63 75 47,264 55 74 66 83 ... ... ... Developing countries ... ... ... ... ... ... 147,612 ** 50 ** 29 ** 28 ** 29 ** ... ... ... Caucasus and Central Asia ... ... ... ... ... ... 1,956 50 24 24 25 ... ... ... Eastern and South-eastern Asia ... ... ... 20 18 25 67,351 51 39 37 41 ... ... ... Eastern Asia ... ... ... ... ... ... 50,250 50 42 40 44 ... ... ... South-eastern Asia ... ... ... ... ... ... 17,101 53 31 29 34 ... ... ... Europe and Northern America ... ... ... 67 ... ... 51,870 55 75 66 85 39 40 39 Latin America and the Caribbean ... ... ... ... ... ... 23,845 ** 56 ** 44 ** 39 ** 50 ** ... ... ... Caribbean ... ... ... ... ... ... 935 ** 59 ** 29 ** 23 ** 35 ** ... ... ... Latin America ... ... ... ... ... ... 22,910 ** 56 ** 45 ** 40 ** 51 ** ... ... ... Northern Africa and Western Asia ... ... ... ... ... ... 15,261 ** 49 ** 37 ** 38 ** 37 ** ... ... ... Northern Africa 109 ... ... 34 29 38 5,866 51 29 28 30 ... ... ... Western Asia ... ... ... ... ... ... 9,395 ** 47 ** 46 ** 47 ** 44 ** ... ... ... Pacific ... ... ... ... ... ... 1,748 57 62 ** 52 ** 72 ** ... ... ... Southern Asia ... ... ... 29 23 37 38,097 ** 46 ** 23 ** 24 ** 22 ** ... ... ... Sub-Saharan Africa ... ... ... ... ... ... 7,145 ** 41 ** 8 ** 10 ** 7 ** ... ... ... Conflict-affected countries ... ... ... ... ... ... 70,521 ** 48 ** 26 ** 26 ** 26 ** ... ... ... Countries with low income ... ... ... ... ... ... 4,460 ** 35 ** 8 ** 10 ** 5 ** ... ... ... Countries with middle income ... ... ... ... ... ... 137,371 ** 50 ** 30 ** 29 ** 31 ** ... ... ... Lower middle ... ... ... ... ... ... 58,642 ** 48 ** 22 ** 22 ** 22 ** ... ... ... Upper middle ... ... ... ... ... ... 78,729 52 41 38 44 ... ... ... Countries with high income ... ... ... ... ... ... 65,441 54 74 66 83 ... ... ... Source: UIS database, except where noted. GIR and GER 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. Data are from 2011 Eurostat Adult Education Survey, which focuses on people aged 25 to 64 living in private households. 2. National population data were used to calculate GIR and GER due to inconsistencies in the United Nations population data or lack of United Nations population by age. 3. GIR and GER were 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. 436
STATISTICAL TABLES 1 TABLE 6 SDG 4, Target 4.4 – Youth and adult skills for employment, decent jobs and entrepreneurship By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship ICT SKILLS ACQUISITION Percentage of adults (15 and over) with ICT skills by type of skills (%) 1 ADULT EDUCATIONAL ATTAINMENT Percentage of adults (25 and over) (%) who have attained at least: Sending email with attached files Using basic arithmetic formulas in a spreadsheet Finding, downloading, installing and configuring software Primary education Lower secondary education Upper secondary education Short-cycle tertiary education (ISCED level 1 to 8) (ISCED level 2 to 8) (ISCED level 3 to 8) (ISCED level 5 to 8) 2014 2014 2014 2009–2015 2 2009–2015 2 2009–2015 2 2009–2015 2 Country or territory Total Total Total Total Male Female Total Male Female Total Male Female Total Male Female Caucasus and Central Asia Armenia ... ... ... 99 100 99 97 97 96 90 90 90 44 42 45 Azerbaijan ... ... ... 99 99 98 96 98 94 89 92 85 25 27 24 Georgia ... ... ... 99 99 99 97 97 96 92 93 91 31 31 31 Kazakhstan 48 17 19 ... ... ... ... ... ... ... ... ... ... ... ... Kyrgyzstan ... ... ... 98 99 97 96 97 95 88 90 87 18 16 19 Tajikistan ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... Turkmenistan ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... Uzbekistan ... ... ... 100 100 100 100 100 100 92 93 90 . . . Eastern and South-eastern Asia Brunei Darussalam ... ... ... … … … … … … … … … … … … Cambodia ... ... ... 36 48 25 16 22 10 6 10 3 … … … China ... ... ... … … … 65 72 59 22 25 19 9 10 8 DPR Korea ... ... ... … … … … … … … … … … … … Hong Kong, China ... ... ... 95 93 97 77 75 81 61 60 63 21 18 23 Indonesia ... ... ... 77 81 72 47 52 43 31 35 27 9 9 8 Japan ... ... ... 100 100 100 … … … 81 82 79 35 37 32 Lao PDR ... ... ... … … … … … … … … … … … … Macao, China ... ... ... 88 90 85 69 71 66 45 47 43 17 18 17 Malaysia ... ... ... 91 94 88 68 71 65 51 52 50 … … … Mongolia ... ... ... 95 95 96 85 84 85 68 64 71 24 20 27 Myanmar ... ... ... … … … … … … … … … … … … Philippines ... ... ... 84 82 86 70 69 71 58 57 60 27 25 28 Republic of Korea ... ... ... 94 98 91 83 89 77 73 80 66 35 41 30 Singapore 55 24 23 85 88 82 79 82 76 70 72 67 42 46 39 Thailand ... ... ... 61 65 58 41 44 39 29 31 28 17 16 17 Timor-Leste ... ... ... … … … … … … … … … … … … Viet Nam ... ... ... … … … 65 71 59 26 30 21 7 8 6 Europe and Northern America Albania ... ... ... 96 97 94 87 89 85 45 46 44 13 13 12 Andorra ... ... ... 97 97 96 73 74 72 48 48 48 21 21 22 Austria 71 49 38 … … … 99 99 99 78 85 72 26 30 23 Belarus ... ... ... 99 100 99 92 95 89 85 88 82 52 48 54 Belgium 72 43 21 94 95 93 82 85 80 64 66 62 32 31 32 Bosnia and Herzegovina ... ... ... 78 87 69 … … … 60 73 48 11 13 10 Bulgaria 42 27 8 … … … 94 96 93 74 75 73 24 20 28 Canada ... ... ... … … … … … … 83 83 83 48 45 51 Croatia 45 37 ... 97 99 95 89 94 85 71 79 63 18 18 18 Cyprus 49 37 15 94 96 92 79 81 77 69 71 68 35 34 36 Czech Republic 70 43 ... 100 100 100 100 100 100 90 94 85 19 20 18 Denmark 83 58 38 100 100 100 91 91 92 77 77 76 33 37 29 Estonia 65 52 33 … … … … … … 90 87 92 37 28 45 Finland 78 63 57 … … … … … … 73 72 73 34 30 37 France 72 52 37 98 98 97 83 86 80 69 72 65 29 28 29 Germany 69 48 37 100 100 100 97 97 97 83 88 78 25 30 20 Greece 47 39 19 95 97 93 68 72 64 56 58 55 23 24 22 Hungary 69 34 12 100 100 99 97 98 96 74 79 70 21 20 22 Iceland 84 69 ... ... ... ... ... ... ... ... ... ... ... ... ... Ireland 64 41 ... … … … 83 82 85 66 64 69 32 29 34 Italy 55 36 17 94 96 93 76 81 71 47 48 46 13 12 13 Latvia 59 47 ... 100 100 100 99 99 99 87 85 90 29 22 34 Liechtenstein ... ... ... … … … … … … … … … … … … Lithuania 57 49 23 99 99 98 93 96 91 83 86 81 31 28 34 Luxembourg 79 63 43 … … … … … … 79 83 76 43 46 40 Malta 55 43 17 98 99 98 77 81 73 36 37 34 16 17 16 Monaco ... ... ... … … … … … … … … … … … … Montenegro ... ... ... 97 99 96 89 95 84 73 80 65 20 21 18 Netherlands 84 48 39 98 99 98 89 91 87 69 74 65 30 33 28 Norway 81 65 50 100 100 100 99 99 99 77 78 76 36 34 38 Poland 50 36 25 99 99 98 84 87 81 83 86 81 24 21 26 Portugal 53 47 ... 90 94 87 51 52 51 34 32 36 . . . Republic of Moldova ... ... ... 99 99 99 96 97 95 75 77 73 34 29 37 Romania 43 16 4 99 99 98 89 92 86 63 69 58 14 14 13 Russian Federation ... 20 3 99 100 99 94 95 92 85 86 83 62 60 64 San Marino ... ... ... … … … … … … … … … … … … Serbia ... ... ... 94 97 91 87 92 82 69 75 62 19 19 19 Slovakia 73 50 11 100 100 100 99 100 99 85 90 81 18 18 19 Slovenia 58 48 26 100 100 100 97 98 96 80 85 75 25 23 28 Spain 60 42 28 90 92 88 74 77 71 47 48 47 29 29 29 Sweden 79 57 ... 100 100 100 89 90 89 74 75 74 31 27 35 Switzerland 74 ... ... … … … 97 98 96 85 89 81 36 43 28 TFYR Macedonia 46 29 6 ... ... ... ... ... ... ... ... ... ... ... ... 437
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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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23 government and non-government sc
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23 not the main concern. Countries
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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 451 and 452: STATISTICAL TABLES 1 TABLE 4 (Conti
Page 459: STATISTICAL TABLES 1 TABLE 5 Part 2
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
Page 505 and 506: TABLE 1 Bilateral and multilateral
Page 507 and 508: DIRECT AID TO POST-SECONDARY EDUCAT
Page 509 and 510: DIRECT AID TO SECONDARY EDUCATION D
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DIRECT AID TO SECONDARY EDUCATION D
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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
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
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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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