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1 ANNEX TABLE 9 Part 1 (Continued) Primary completion rate and disparity by location and wealth DISPARITY IN SCHOOL COMPLETION 1 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 World 4 … … … … … … … … 0.55 0.30 23 21 Countries in transition 1.00 0.99 99 99 0.99 0.99 97 98 0.89 0.74 62 75 Developed countries … … … … … … … … 0.95 0.83 78 71 Developing countries 0.74 0.52 47 49 0.56 0.27 18 22 0.39 0.10 4 6 Caucasus and Central Asia 1.00 1.00 100 99 0.99 0.99 98 99 0.95 0.89 89 85 Eastern and South-eastern Asia … … … … … … … … … … … … Eastern Asia … … … … … … … … … … … … South-eastern Asia 0.87 0.58 66 51 0.68 0.36 36 29 0.48 0.17 12 14 Europe and Northern America … … … … … … … … 0.91 0.82 75 69 Latin America and the Caribbean … … … … … … … … … … … … Caribbean … … … … … … … … … … … … Latin America 0.91 0.84 83 81 0.74 0.43 37 37 0.51 0.17 13 11 Northern Africa and Western Asia … … … … … … … … … … … … Northern Africa 0.99 0.92 92 89 0.96 0.77 76 72 0.92 0.55 50 44 Western Asia … … … … … … … … … … … … Pacific … … … … … … … … … … … … Southern Asia 0.86 0.64 56 57 0.74 0.40 27 31 0.54 0.14 5 8 Sub-Saharan Africa 0.60 0.37 24 29 0.36 0.12 4 8 0.19 0.05 0 2 Conflict-affected countries 0.69 0.37 20 40 0.56 0.22 7 24 0.42 0.12 2 12 Countries with low income 0.58 0.32 19 27 0.34 0.12 2 8 0.19 0.04 0 2 Countries with middle income 0.93 0.83 83 80 0.76 0.49 49 44 0.57 0.26 20 19 Lower middle 0.74 0.52 66 54 0.61 0.33 25 26 0.46 0.14 6 10 Upper middle 0.97 0.91 89 88 0.86 0.71 66 62 0.76 0.45 32 35 Countries with high income … … … … … … … … 0.96 0.84 77 70 Sources: GEM Report team calculations, based on data from national and international and household surveys compiled in the World Inequality Database in Education (WIDE). 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. National averages of completion rates are presented in Statistical Tables 2 (primary) and 3 (lower and upper secondary) 2. Location parity index is the ratio of completion rate of students living in rural areas to that of their urban counterparts. 3. Wealth parity index is the ratio of completion rate of students living in the poorest households to that of their richest counterparts. 4. All regional values shown are medians. (…) No data are available. 452
STATISTICAL TABLES 1 TABLE 10 SDG 4, Target 4.6 – Youth and adult literacy and numeracy By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy YOUTH AND ADULT LITERACY 1 BASIC SKILLS ACQUISITION 3 PARTICIPATION IN LITERACY PROGRAMMES Youth literacy (15–24) Adult literacy (15 and over) Percentage of youth and adults achieving at least a fixed level of proficiency (%) in: Participation rate of youth and adults in literacy programmes (%) Youth literacy rate (%) Number of youth illiterates Adult literacy rate (%) Number of adult illiterates Functional literacy skills Numeracy skills Adults (15 and over) Youth (16–24) Adults (16 and over) Youth (16–24) Adults (16 and over) School year ending in 2005–2014 2 2005–2014 2 2005–2014 2 2005–2014 2 2012-2015 2 2012-2015 2 2014 Country or territory Total Total (000) % F Total Total (000) % F Total Total Total Total Total Male Female Caucasus and Central Asia Armenia 100 * 0.8 * 37 * 100 * 6 ** 62 ** ... ... ... ... … … … Azerbaijan 100 * 0.7 * 72 * 100 * 16 * 68 * ... ... ... ... … … … Georgia 100 ** 1 ** 35 ** 100 ** 8 ** 60 ** ... ... ... ... … … … Kazakhstan 100 * 5 * 41 * 100 * 33 * 62 * ... ... ... ... … … … Kyrgyzstan 100 * 3 * 40 * 99 * 29 * 69 * ... ... ... ... … … … Tajikistan 100 ** 2 ** 44 ** 100 ** 13 ** 61 ** ... ... ... ... … … … Turkmenistan 100 ** 2 ** 29 ** 100 ** 12 ** 63 ** ... ... ... ... … … … Uzbekistan 100 * - * - * 100 * 4 * 63 * ... ... ... ... … … … Eastern and South-eastern Asia Brunei Darussalam 99 * 0.5 * 35 * 96 * 12 * 66 * ... ... ... ... … … … Cambodia 87 * 396 * 54 * 74 * 2,438 * 69 * ... ... ... ... … … … China 100 * 843 * 54 * 95 * 53,767 * 74 * ... ... ... ... … … … DPR Korea 100 * 0.0 * 34 * 100 * 0.3 * 71 * ... ... ... ... … … … Hong Kong, China … … … … … … ... ... ... ... Indonesia 100 * 139 * 49 * 95 * 8,942 * 67 * ... ... ... ... … … … Japan … … … … … … … 99 99 99 … … … Lao People’s Democratic Republic 84 * 198 * 66 * 73 * 938 * 69 * ... ... ... ... … … … Macao, China 100 * 0.3 * 48 * 96 * 21 * 76 * ... ... ... ... … … … Malaysia 98 * 90 * 48 * 93 * 1,412 * 67 * ... ... ... ... … … … Mongolia 98 * 9 * 35 * 98 * 35 * 48 * ... ... ... ... … … … Myanmar 96 ** 357 ** 51 ** 93 ** 2,721 ** 67 ** ... ... ... ... … … … Philippines 98 * 364 * 31 * 96 * 2,371 * 45 * ... ... ... ... … … … Republic of Korea … … … … … … … 98 99 96 … … … Singapore 100 * 0.7 * 47 * 97 * 152 * 79 * 99 90 98 87 … … … Thailand 98 * 155 * 40 * 94 * 3,465 * 63 * ... ... ... ... … … … Timor-Leste 80 * 43 * 52 * 58 * 259 * 56 * ... ... ... ... … … … Viet Nam 97 * 515 * 54 * 94 * 4,297 * 68 * ... ... ... ... … … … Europe and Northern America Albania 99 * 4 * 59 * 97 * 64 * 70 * ... ... ... ... … … … Andorra … … … … … … ... ... ... ... … … … Austria … … … … … … 98 98 98 97 … … … Belarus 100 * 3 * 42 * 100 * 31 * 72 * ... ... ... ... … … … Belgium … … … … … … ... ... ... ... … … … Bosnia and Herzegovina 100 ** 2 ** 49 ** 98 ** 53 ** 86 ** ... ... ... ... … … … Bulgaria 98 * 18 * 53 * 98 * 105 * 63 * ... ... ... ... … … … Canada … … … … … … 97 96 96 94 … … … Croatia 100 * 1 * 47 * 99 * 32 * 80 * ... ... ... ... … … … Cyprus 100 * 0.3 * 43 * 99 * 12 * 72 * 99 98 97 97 … … … Czech Republic … … … … … … 99 98 98 98 … … … Denmark … … … … … … 98 96 98 97 … … … Estonia 100 * 0.1 * 39 * 100 * 1 * 43 * 99 98 99 98 … … … Finland … … … … … … 99 97 98 97 … … … France … … … … … … 98 95 95 91 … … … Germany … … … … … … 99 97 97 95 … … … Greece 99 ** 7 ** 56 ** 98 ** 232 ** 70 ** 95 95 94 94 … … … Hungary … … … … … … ... ... ... ... … … … Iceland … … … … … … ... ... ... ... … … … Ireland … … … … … … 98 96 95 93 … … … Italy 100 * 8 * 46 * 99 * 590 * 64 * 97 94 94 92 … … … Latvia 100 * 0.4 * 39 * 100 * 2 * 49 * ... ... ... ... … … … Liechtenstein … … … … … … ... ... ... ... Lithuania 100 * 0.6 * 45 * 100 * 5 * 50 * … 98 99 97 … … … Luxembourg … … … … … … ... ... ... ... … … … Malta 99 * 0.6 * 26 * 93 * 23 * 39 * ... ... ... ... … … … Monaco … … … … … … ... ... ... ... … … … Montenegro 99 * 0.7 * 58 * 98 * 8 * 82 * ... ... ... ... … … … Netherlands … … … … … … 99 97 98 97 … … … Norway … … … … … … 98 97 96 96 … … … Poland … … … … … … 99 96 97 94 … … … Portugal 99 * 6 * 45 * 94 * 497 * 68 * ... ... ... ... … … … Republic of Moldova 100 ** - ** - ** 99 ** 23 ** 78 ** ... ... ... ... … … … Romania 99 * 24 * 49 * 99 * 236 * 67 * ... ... ... ... … … … Russian Federation 100 * 62 * 41 * 100 * 384 * 61 * 99 98 99 98 … … … San Marino … … … … … … ... ... ... ... … … … Serbia 99 * 8 * 51 * 98 * 152 * 83 * ... ... ... ... … … … Slovakia … … … … … … 98 98 97 97 … … … Slovenia 100 ** 0.3 ** 31 ** 100 ** 5 ** 54 ** 98 94 98 93 … … … Spain 100 * 12 * 55 * 98 * 751 * 68 * 97 93 95 90 … … … Sweden … … … … … … 98 96 97 96 … … … Switzerland … … … … … … ... ... ... ... … … … TFYR Macedonia 99 ** 4 ** 54 ** 98 ** 39 ** 74 ** ... ... ... ... … … … 453
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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
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5 SDG 4 targets and related indicat
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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 475: STATISTICAL TABLES 1 TABLE 9 Part 1
Page 479 and 480: STATISTICAL TABLES 1 TABLE 10 (Cont
Page 481 and 482: STATISTICAL TABLES 1 TABLE 11 SDG 4
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
Page 523 and 524: ILO IMF INES ISCED ISSA LAMP LEARNi
Page 525 and 526: 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
Page 553 and 554:
small island developing States stud
Page 555 and 556:
perseverance 249 special educationa
Page 557 and 558:
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
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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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