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1 ANNEX TABLE 6 (Continued) 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) Country or territory 2014 2014 2014 2009–2015 2 2009–2015 2 2009–2015 2 2009–2015 2 Total Total Total Total Male Female Total Male Female Total Male Female Total Male Female Median Median Median Median Median Median Median World ... ... ... 91 93 89 69 72 69 54 54 52 21 20 21 Countries in transition ... ... ... 99 99 98 96 97 94 85 87 83 25 27 24 Developed countries 69 48 26 99 99 98 91 92 91 75 77 73 31 29 29 Developing countries ... ... ... … … … … … … … … … … … … Caucasus and Central Asia ... ... ... 99 99 99 97 97 96 90 92 90 28 29 27 Eastern and South-eastern Asia ... ... ... 88 90 86 68 71 66 51 52 50 21 18 23 Eastern Asia ... ... ... 95 95 96 77 75 77 64 62 65 22 19 25 South-eastern Asia ... ... ... 80 82 77 65 69 59 31 35 28 … … … Europe and Northern America 67 47 24 99 99 98 89 94 89 74 77 73 29 28 28 Latin America and the Caribbean ... ... ... 82 83 81 57 57 57 40 40 41 … … … Caribbean ... ... ... … … … … … … … … … … … … Latin America ... ... ... 79 81 77 55 54 55 38 38 38 14 14 15 Northern Africa and Western Asia ... ... ... … … … … … … … … … … … … Northern Africa ... ... ... … … … … … … … … … … … … Western Asia ... ... ... 83 85 77 57 64 56 41 41 41 19 19 21 Pacific ... ... ... … … … … … … … … … … … … Southern Asia ... ... ... … … … … … … … … … … … … Sub-Saharan Africa ... ... ... … … … … … … … … … … … … Conflict-affected countries ... ... ... … … … 45 50 41 … … … … … … Countries with low income ... ... ... … … … … … … … … … … … … Countries with middle income ... ... ... … … … … … … … … … … … … Lower middle ... ... ... … … … … … … … … … … … … Upper middle ... ... ... 88 92 82 65 70 65 45 46 46 15 16 14 Countries with high income ... ... ... 97 98 96 84 88 83 73 74 70 30 29 29 Source: UIS database, except where noted. 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. Eurostat database; ITU World Telecommunication/ICT Indicators database. 2. Data are for the most recent year available during the period specified. (…) No data are available. 440
STATISTICAL TABLES 1 TABLE 7 SDG 4, Target 4.5 – Gender – Eliminating gender disparity in education By 2030, eliminate gender disparities in education and ensure equal access at all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations GENDER DISPARITY IN PARTICIPATION IN EDUCATION GENDER DISPARITY IN SCHOOOL COMPLETION 1 GENDER DISPARITY IN LEARNING OUTCOMES 2 GENDER DISPARITY IN LITERACY GENDER DISPARITY IN ADULT LITERACY AND NUMERACY SKILLS 3 Gender parity index (GPI) of gross enrolment ratio (GER) in: Gender disparity index (GPI) in completion rate in: Gender disparity index (GPI) in percentage of students with minimum level of proficiency in reading and mathematics Gender disparity index (GPI) in youth and adult literacy rate Disparity in percentage of adults achieving at least a fixed level of proficiency in: Preprimary Primary Secondary Tertiary Primary Lower secondary Upper secondary Last grade of primary pupils Last grade of lower secondary school students Youth (15–24) Adult (15 and over) Functional literacy skills Numeracy skills School year ending in School year ending in Reading Mathematics Reading Mathematics literacy literacy Adults Adults (16 and over) (16 and over) 2014 2014 2009–2014 4 2009–2014 4 2009–2014 4 2005–2014 4 2012–2015 4 2012–2015 4 Country or territory GPI (F/M) GPI (F/M) GPI (F/M) GPI (F/M) GPI (F/M) GPI (F/M) GPI (F/M) GPI (F/M) GPI (F/M) GPI (F/M) GPI (F/M) GPI (F/M) GPI (F/M) GPI (F/M) GPI (F/M) Caucasus and Central Asia Armenia 1.30 y ... ... 1.21 1.00 1.011 1.087 ... 1.05 I ... 1.07 I 1.00 * 1.00 * ... ... Azerbaijan 5 1.04 * 0.99* 0.99* 1.14* … … … 1.06 I 1.03 I 1.07 I 0.97 I 1.00 * 1.00 * ... ... Georgia ... 1.01 1.00 1.26 … 1.000 1.001 ... ... ... I 1.02 I 1.00 ** 1.00 ** ... ... Kazakhstan 1.11 1.00 1.03 1.28 1.00 1.003 1.021 ... 1.02 I 1.06 I 1.02 I 1.00 * 1.00 * ... ... Kyrgyzstan 1.00 0.99 1.01 1.30 1.00 1.018 1.040 ... ... 1.37 I 1.05 I 1.00 * 0.99 * ... ... Tajikistan 0.91 1.00 0.90 z 0.67 0.99 0.903 0.637 ... ... ... ... 1.00 ** 1.00 ** ... ... Turkmenistan 0.97 0.98 0.96 0.64 … … … ... ... ... ... 1.00 ** 1.00 ** ... ... Uzbekistan ... ... ... ... … … … ... ... ... ... 1.00 * 1.00 * ... ... Eastern and South-eastern Asia Brunei Darussalam 1.02 1.00 1.00 1.69 … … … ... ... ... ... 1.00 * 0.97 * ... ... Cambodia 1.00 0.95 ... ... 1.21 0.979 1.115 ... ... ... ... 0.97 * 0.80 * ... ... China 1.00 1.00 1.02 1.16 1.02 1.011 0.952 ... ... ... ... 1.00 * 0.95 * ... ... DPR Korea ... ... ... ... … … … ... ... ... ... 1.00 * 1.00 * ... ... Hong Kong, China ... 0.99 0.96 1.15 … … … ... ... 1.00 I 1.00 I … … ... ... Indonesia 1.03 0.98 0.99 1.12 1.02 1.068 0.944 ... ... 1.04 I 0.97 I 1.00 * 0.97 * ... ... Japan ... 1.00z 1.00 z 0.91 z … … … ... ... 1.01 I 1.00 I … … 1.00 1.00 Lao PDR 1.04 0.95 0.91 0.93 0.95 0.831 0.879 ... ... ... ... 0.88 * 0.77 * ... ... Macao, China ... ... 0.98 1.31 … … … ... ... 1.01 I 1.01 I 1.00 * 0.96 * ... ... Malaysia ... ... ... ... … … … ... ... 1.07 I 1.06 I 1.00 * 0.95 * ... ... Mongolia 1.01 y 0.98 1.03 1.44 1.02 1.115 1.366 ... ... ... ... 1.01 * 1.00 * ... ... Myanmar 1.04 0.97 1.03 1.23 y … … … ... ... ... ... 1.00 0.96 ** ... ... Philippines ... 1.00z 1.10 z 1.28 1.10 1.248 1.248 ... ... ... ... ** 1.01 * ... ... Republic of Korea 1.00 z 0.99z 0.99 z 0.75 z … … … ... ... 1.01 I 1.00 I 1.01 * … 0.99 0.98 Singapore ... ... ... ... … … … ... ... 1.01 I 1.02 I … 0.96 * 0.98 0.97 Thailand 0.99 1.01 1.07 z 1.33 … … … ... ... 1.02 I 1.06 I 1.00 * 0.97 * ... ... Timor-Leste 1.05 0.99 1.08 ... 1.15 1.106 1.058 ... ... ... ... 1.01 * 0.83 * ... ... Viet Nam 0.97 0.99 ... 1.05 1.01 1.096 1.172 ... ... 1.00 I 1.00 I 0.98 * 0.95 * ... ... Europe and Northern America Albania 0.98 0.98 0.93 1.41 ... ... ... ... ... 1.02 I 1.02 I 1.00 * 0.98 * ... ... Andorra ... ... ... ... … … … ... ... ... ... … … ... ... Austria 0.99 0.99 0.95 1.20 … … 0.954 1.00 I 0.99 I 1.01 I 0.98 I … … 1.00 1.00 Belarus 0.96 1.00 0.98 1.33 0.99 1.004 1.079 ... ... ... ... 1.00 * 1.00 * ... ... Belgium 0.99 1.00 1.13 1.31 … … 1.072 ... ... 1.02 I 1.00 I … … ... ... Bosnia and Herzegovina 0.94 1.00 1.03 1.34 1.00 1.007 1.246 ... ... ... ... 1.00 ** 0.98 ** ... ... Bulgaria 0.99 0.99 0.97 1.25 … … 0.982 1.02 I ... 1.10 I 1.04 I 1.00 * 0.99 * ... ... Canada 0.99 z 1.01 z 1.00 z ... … … 1.081 ... ... 1.01 I 1.00 I … … 1.00 0.98 Croatia 0.98 1.00 1.04 1.37 … … 0.974 1.01 I 1.00 I 1.01 I 1.00 I 1.00 * 0.99 * ... ... Cyprus 5 1.01 * 1.01* 1.00 * 1.42 * … … 1.083 ... ... 1.10 I 1.07 I 1.00 * 0.99 * 1.00 0.99 Czech Republic 0.98 1.00 1.00 1.40 … … 1.012 1.00 I 0.99 I 1.01 I 1.00 I … … 0.99 0.99 Denmark 1.01 0.99 1.04 1.40 … … 1.138 ... ... 1.01 I 0.99 I … … 1.01 1.00 Estonia 0.97 y 0.99 z 0.99 z 1.50 z … … 1.063 ... ... 1.00 I 1.00 I 1.00 * 1.00 * 1.01 1.01 Finland 0.99 1.00 1.09 1.21 … … 1.042 ... ... 1.01 I 1.01 I … … 1.01 1.00 France 1.00 0.99 1.01 1.23 … … 1.061 1.00 I ... 1.03 I 1.00 I … … 1.00 0.98 Germany 0.99 0.99 0.95 0.94 … … 0.998 1.00 I 0.99 I 1.01 I 0.99 I … … 0.99 0.98 Greece 0.98 z 0.99 z 0.96 z 1.00 z … … 1.022 ... ... 1.04 I 1.03 I 1.00 ** 0.98 ** 1.01 0.98 Hungary 0.98 0.99 1.00 1.29 … … 1.004 1.03 I 1.02 I 1.01 I 1.00 I … … ... ... Iceland 0.98 y 1.00 y 0.99 y 1.72 y … … 1.327 ... ... 1.03 I 1.03 I … … ... ... Ireland 1.03 z 1.01 z 1.02 y 1.06 z … … … ... ... 1.00 I 0.99 I … … 1.01 0.99 Italy 0.98 z 0.99 z 0.98 z 1.40 z … … 1.110 ... ... 1.02 I 0.99 I 1.00 * 0.99 * 1.01 0.98 Latvia 0.99 0.99 0.98 1.43 … … 1.163 ... ... 1.01 I 1.01 I 1.00 * 1.00 * ... ... Liechtenstein 5 0.94 * 0.99* 0.81 * 0.48 * … … … ... ... 1.00 I 0.97 I … … ... ... Lithuania 0.99 1.00 0.96 1.47 … … 1.088 1.02 I 1.01 I 1.01 I 1.02 I 1.00 * 1.00 * 1.01 1.00 Luxembourg 1.00 z 1.01 z 1.03 z 1.14 y … … 1.100 ... ... 1.02 I 0.96 I … … ... ... Malta 1.06 0.95 0.89 1.15 … … 1.300 ... ... ... ... 1.01 * 1.03 * ... ... Monaco ... ... ... ... … … … ... ... ... ... … … ... ... Montenegro 0.94 0.98 1.00 ... 1.01 0.979 1.037 ... ... 1.07 I 1.03 I 1.00 * 0.98 * ... ... Netherlands 1.01 0.99 ... 1.10 … … 1.228 ... ... 1.01 I 0.99 I … … 1.00 0.99 Norway 1.00 1.00 0.97 y … … 1.018 ... ... 1.02 I 1.01 I … … 1.00 1.00 Poland 0.99 z 1.00 z 0.96 z 1.45 … … 1.121 ... ... 1.01 I 1.01 I … … 1.02 1.02 Portugal 0.97 0.96 0.98 1.55 z … … 1.443 ... ... 1.02 I 1.01 I 1.00 * 0.96 * ... ... Republic of Moldova 5 0.99 * 1.00* 1.01 * 1.16 1.00 1.040 1.168 ... ... ... ... 1.00 ** 0.99 ** ... ... Romania 1.00 0.98 y 0.99 1.29 *, z … … 1.063 1.04 I 1.00 I 1.03 I 1.00 I 1.00 * 0.99 * ... ... Russian Federation 0.99 1.01 0.98 1.24 1.00 1.005 0.996 1.01 I 1.00 I 1.01 I 1.01 I 1.00 * 1.00 * 1.01 1.02 San Marino 5 1.02 *, y 0.99 *, y 1.03 *, y 1.21 … … … ... ... ... ... … … ... ... Serbia 5 1.01 * 1.00* 1.02 * 1.38 *, y 1.00 1.028 1.167 ... 0.99 I 1.03 I 0.98 I 1.00 * 0.97 * ... ... Slovakia 0.98 0.99 1.01 1.31 * … … 1.037 1.01 I 0.99 I 1.02 I 0.99 I … … 1.00 1.00 Slovenia 0.97 1.00 1.00 1.55 … … 1.062 ... ... 1.02 I 1.00 I 1.00 ** 1.00 ** 1.01 1.00 441
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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
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CHAPTER 24 Epilogue 385
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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 463: 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
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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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
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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
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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
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