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1 ANNEX TABLE 8 (Continued) GENDER EQUALITY IN EDUCATION Female presence in teaching staff Gender-sensitive national curriculum frameworks and learning environments 1 Gender discrimination and unequal social norms Child domestic work 7 Preprimary Percentage of female teachers (%) Primary Total secondary School year ending in Tertiary Inclusion of gender equality issues 2 in national curriculum frameworks 3 Percentage of schools with basic sanitation facilities or toilets (%) Total Of which: single-sex toilets Percentage of students aged 13–15 experiencing school-related gender-based violence by type of violence (%) Bullying Physical violence Early marriage and pregnancies Early marriage Percentage of the population aged 15–19 who are currently married (%) 5 Early pregnancies Age-specific fertility rate (births per 1,000 women aged 15–19) 6 Percentage of adolescents ages 12–14 involved in household chores during the previous week For 28 hours and more Country or territory 2014 2005–2015 4 2014 2014 2009–2015 4 2009–2015 4 2009–2014 4 2016 2009–2014 4 % F % F % F % F Total (%) GPI (F/M) Total GPI (F/M) Female Total GPI (F/M) Togo 94 16 ... 6 ... 22 … ... ... ... ... 13.2 92 1.8 3.00 Uganda 86 z 42 z 24 z ... ... 75 … ... ... ... ... 18.2 97 ... ... United Republic of Tanzania ... 52 z 28 y 30 y LOW 11 47 26.9 1.1 30.9 0.8 20.6 114 ... ... Zambia ... ... ... ... MEDIUM 45 40 ... ... ... ... 16.7 78 ... ... Zimbabwe 93 z 56 z 46 z 32 z ... 43 … ... ... ... ... 22.1 a 106 ... ... Weighted Average Median Median Median Weighted Average Median World 94 ** 64 ** 53 ** 42 ** ... 69 … … … … … 13.9 42 ... ... ... ... Countries in transition 98 **, y 94 76 **, z 54 **, z ... 86 … … … … … 7.4 23 ... ... Developed countries 95 ** 83 ** 60 ** 41 ... … … … … … … 1.5 11 ... ... Developing countries 93 59 ** 49 ** 40 ** ... 67 … … … … … 15.2 46 ... ... Caucasus and Central Asia 98 ** 90 ** 70 **, y 54 ** ... 70 … … … … … 8.5 28 ... ... Eastern and South-eastern Asia 97 64 52 40 **, y ... 53 … … … … … 5.2 22 ... ... Eastern Asia 98 62 50 38 **, y ... … … … … … … 2.0 7 ... ... South-eastern Asia 97 68 58 49 ... 53 … … … … … 11.5 45 ... ... Europe and Northern America 95 ** 86 67 ** 47 ** ... … … … … … … 3.4 13 ... ... Latin America and the Caribbean 95 ** 77 58 ** 41 ** ... 87 … … … … … … 62 ... ... Caribbean 95 **, z 68 ** 54 51 ... 100 … … … … … … 57 ... ... Latin America 95 78 59 ** 40 ** ... 68 … … … … … 10.4 62 ... ... Northern Africa and Western Asia 93 ** 60 ** 48 ** 39 ** ... 99 … … … … … … 40 ... ... Northern Africa 87 ** 60 44 ** 39 ... 86 … … … … … … 41 ... ... Western Asia 98 ** 61 ** 50 ** 39 ** ... 100 … … … … … … 39 ... ... Pacific ... ... ... 44 ** ... 68 … 38.9 40.1 … 47.3 … 27 ... ... Southern Asia ... 49 ** 42 ** 36 ** ... 68 … … … … … … 29 ... ... Sub-Saharan Africa 76 ** 44 ** 29 ** 21 ** ... 48 … … … … … 22.6 97 ... ... Conflict-affected countries 94 **, y 55 ** 49 ** 41 ** ... 53 … … … … … 19.5 44 ... ... Countries with low income 82 ** 40 23 ** 18 ** ... 48 … … … … … 23.2 91 ... ... Countries with middle income 94 61 ** 51 ** 42 ** ... 68 … … … … … 14.0 38 ... ... Lower middle 91 ** 56 ** 48 ** 40 ** ... 63 … … … … … 20.5 43 ... ... Upper middle 96 66 55 43 ** ... 85 … … … … … 5.4 30 ... ... Countries with high income 96 ** 82 ** 62 ** 42 ** ... … … … … … … 3.4 16 ... ... 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. UNESCO-IBE (2016); UNICEF-WASH-Report (2015); Global School-based Student Health Survey. 2. Key terms included are a) gender equality, b) gender equity, c) empowerment of girls/women, d) gender sensitive(ity) and e) gender parity. The degree of inclusion of the issue in curricula is assessed as LOW if 1 or 2 of the 5 items are covered, MEDIUM if 3 are covered and HIGH if 4 or 5 are covered; 0 indicates no inclusion of any items. 3. Curricula referred to are for primary education, lower secondary education or both. 4. Data are for the most recent year available in the period specified. For details see relevant sources. 5. United Nations, Department of Economic and Social Affairs, Population Division: World Marriage Data 2015 (POP/DB/ Marr/Rev2015); GEM Report team calculations for total values and weighted averages. 6. The fertility indicators are from the United Nations Population Division estimates, revision 2015 (United Nations, 2015). They are based on the median variant. 7. UNICEF-MICS 4 and 5, country reports. Child domestic work refers to household chores such as cooking, cleaning and caring for children, as well as collecting firewood and fetching water. a. Includes consensual unions 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. 448
STATISTICAL TABLES 1 TABLE 9 SDG 4, Target 4.5 - Equity - Equal completion of school for vulnerable groups 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 DISPARITY IN SCHOOL COMPLETION 1 Primary completion rate and disparity by location and wealth Lower secondary completion rate and disparity by location and wealth Upper secondary completion rate and disparity by location and wealth Location Wealth Completion rate (%) of the poorest students Location Wealth Completion rate (%) of the poorest students Location Wealth Completion rate (%) of the poorest students Location parity index 2 Wealth parity index 3 Poorest females Poorest males Location parity index 2 Wealth parity index 3 Poorest females Poorest males Location parity index 2 Wealth parity index 3 Poorest females Poorest males Country or territory 2009– 2014 2009– 2014 2009– 2014 2009– 2014 2009– 2014 2009– 2014 2009– 2014 2009– 2014 2009– 2014 2009– 2014 2009– 2014 2009– 2014 Reference years and surveys Caucasus and Central Asia Armenia 1.00 1.00 100 100 0.99 0.99 100 98 0.96 0.90 94 82 2010 DHS Azerbaijan … … … … … … … … … … … … … Georgia … … … 0.99 0.99 96 100 0.98 0.89 92 85 2013 HIS Kazakhstan 1.00 1.00 100 100 1.00 1.00 99 100 0.95 0.89 88 88 2010 MICS Kyrgyzstan 1.00 1.00 100 99 0.99 1.01 98 99 0.90 0.92 89 86 2012 DHS Tajikistan 0.99 0.98 97 98 0.95 0.88 77 90 0.77 0.66 38 66 2012 DHS Turkmenistan … … … … … … … … … … … … … Uzbekistan … … … … … … … … … … … … … Eastern and South-eastern Asia Brunei Darussalam … … … … … … … … … … … … … Cambodia 0.80 0.46 49 33 0.57 0.27 19 17 0.28 0.09 5 3 2014 DHS China 0.93 0.91 89 88 0.81 0.71 66 60 0.47 0.49 32 21 2010 CFPS DPR Korea … … … … … … … … … … … … … Hong Kong, China … … … … … … … … … … … … … Indonesia 0.95 0.88 88 86 0.78 0.55 50 53 0.54 0.26 20 24 2012 DHS Japan … … … … … … … … … … … … … Lao PDR 0.72 0.35 29 40 0.35 0.05 2 5 0.26 0.03 1 3 2011 MICS Macao, China … … … … … … … … … … … … … Malaysia … … … … … … … … … … … … … Mongolia 0.97 0.94 97 92 0.72 0.54 62 46 0.47 0.29 45 14 2010 MICS Myanmar … … … … … … … … … … … … … Philippines 0.94 0.70 84 63 0.82 0.40 53 31 0.81 0.36 45 29 2013 DHS Republic of Korea … … … … … … … … … … … … … Singapore … … … … … … … … … … … … … Thailand … … … … … … … … … … … … … Timor-Leste 0.71 0.39 31 32 0.56 0.33 22 26 0.41 0.13 5 10 2009 DHS Viet Nam 0.98 0.89 88 86 0.88 0.57 61 51 0.68 0.21 19 19 2013 MICS Europe and Northern America Albania … … … … … … … … … … … … … Andorra … … … … … … … … … … … … … Austria … … … … … … … … 1.12 0.88 82 81 2013 EU-SILC Belarus 1.00 1.00 100 100 1.01 1.00 99 100 0.93 0.74 59 75 2012 MICS Belgium … … … … … … … … 0.65 71 49 2013 EU-SILC Bosnia and Herzegovina 1.02 0.99 98 100 0.94 0.89 89 89 0.81 0.50 61 35 2011 MICS Bulgaria … … … … … … … … 0.78 0.53 … … 2013 EU-SILC Canada … … … … … … … … 0.94 0.78 78 67 2010 SLID Croatia … … … … … … … … 0.99 0.94 88 98 2013 EU-SILC Cyprus … … … … … … … … 1.01 0.85 94 75 2013 EU-SILC Czech Republic … … … … … … … … 1.02 0.78 79 74 2013 EU-SILC Denmark … … … … … … … … 0.76 0.86 75 71 2013 EU-SILC Estonia … … … … … … … … 0.89 0.85 75 73 2013 EU-SILC Finland … … … … … … … … 0.95 1.01 82 83 2013 EU-SILC France … … … … … … … … 0.98 0.84 79 74 2013 EU-SILC Germany … … … … … … … … 1.04 0.77 69 73 2013 EU-SILC Greece … … … … … … … … 0.90 0.89 92 83 2013 EU-SILC Hungary … … … … … … … … 0.91 0.64 63 63 2013 EU-SILC Iceland … … … … … … … … 0.79 1.04 71 55 2013 EU-SILC Ireland … … … … … … … … … … … … … Italy … … … … … … … … 0.99 0.73 80 64 2013 EU-SILC Latvia … … … … … … … … 0.90 0.68 74 55 2013 EU-SILC Liechtenstein … … … … … … … … … … … … … Lithuania … … … … … … … … 0.88 0.89 96 83 2013 EU-SILC Luxembourg … … … … … … … … 1.00 0.64 53 51 2013 EU-SILC Malta … … … … … … … … … 0.59 58 50 2013 EU-SILC Monaco … … … … … … … … … … … … … Montenegro 1.01 0.96 98 94 0.93 0.83 72 88 0.83 0.68 62 63 2013 MICS Netherlands … … … … … … … … … 1.00 90 67 2013 EU-SILC Norway … … … … … … … … 0.79 0.96 67 68 2013 EU-SILC Poland … … … … … … … … 0.99 0.81 82 69 2013 EU-SILC Portugal … … … … … … … … 0.90 0.42 45 28 2013 EU-SILC Republic of Moldova 0.99 0.98 97 98 0.97 0.79 … … 0.59 0.14 16 10 2012 MICS Romania … … … … … … … … 0.82 0.69 71 65 2013 EU-SILC Russian Federation 0.99 1.00 100 100 1.01 1.01 100 100 0.89 0.92 80 90 2013 RLMS-HES San Marino … … … … … … … … … … … … … Serbia 1.01 0.89 86 91 0.96 0.73 76 70 0.84 0.49 50 42 2014 MICS Slovakia … … … … … … … … 1.01 0.95 90 88 2013 EU-SILC Slovenia … … … … … … … … … 0.83 83 73 2013 EU-SILC Spain … … … … … … … … 0.84 0.56 55 49 2013 EU-SILC Sweden … … … … … … … … 0.99 0.93 93 82 2013 EU-SILC Switzerland … … … … … … … … 1.04 0.85 69 64 2013 EU-SILC TFYR Macedonia 1.02 0.93 94 93 0.76 0.49 30 63 0.71 0.38 26 43 2011 MICS 449
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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
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24 ‘robust, voluntary, effective,
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Annex Statistical Tables Introducti
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5 Statistical tables 1 INTRODUCTION
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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 471: STATISTICAL TABLES 1 TABLE 8 (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
Page 515 and 516: TABLE 4 ODA recipients (Continued)
Page 517 and 518: Glossary Adjusted net enrolment rat
Page 519 and 520: Net attendance rate (NAR). Number o
Page 521 and 522: 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
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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
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Crouch, L. 2015. Stumbling at the f
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Facione, P. A. 1990. Critical Think
Page 603 and 604:
Hardin, B. J., Vardell, R. and de C
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Inter-Agency Working Group on TVET
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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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people and planet

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