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1 ANNEX TABLE 10 (Continued) 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 Country or territory 2005–2014 2 2005–2014 2 2005–2014 2 2005–2014 2 2012-2015 2 2012-2015 2 2014 Total Total (000) % F Total Total (000) % F Total Total Total Total Total Male Female Weighted average Sum % F Weighted average Sum % F Median Median World 91 ** 114,127 ** 59 ** 85 ** 757,920 ** 63 ** … … … … … … … Countries in transition 100 ** 110 ** 43 ** 100 ** 993 ** 69 ** … … … … … … … Developed countries … ** … … … … … … … … … … … … Developing countries 89 ** 113,577 ** 59 ** 82 ** 748,926 ** 63 ** … … … … … … … Caucasus and Central Asia 100 ** 15 ** 41 ** 100 ** 120 ** 65 ** … … … … … … … Eastern and South-eastern Asia 99 ** 3,217 ** 51 ** 95 ** 84,135 ** 71 ** … … … … … … … Eastern Asia 100 ** 960 ** 54 ** 96 ** 57,130 ** 73 ** … … … … … … … South-eastern Asia 98 ** 2,257 ** 49 ** 94 ** 27,006 ** 65 ** … … … … … … … Europe and Northern America … … … … … … … … … … … … … Latin America and the Caribbean 98 ** 2,266 ** 44 ** 93 ** 33,373 ** 54 ** … … … … 6 6 11 Caribbean 90 ** 638 ** 51 ** 85 ** 3,928 ** 53 ** ... ... ... ... … … … Latin America 98 ** 1,628 ** 41 ** 93 ** 29,445 ** 55 ** ... ... ... ... … … … Northern Africa and Western Asia 93 ** 6,073 ** 63 ** 82 ** 52,878 ** 67 ** ... ... ... ... … … … Northern Africa 91 ** 3,824 ** 63 ** 75 ** 36,784 ** 65 ** ... ... ... ... … … … Western Asia 95 ** 2,250 ** 62 ** 90 ** 16,094 ** 70 ** ... ... ... ... … … … Pacific … … … … … … ... ... ... ... … … … Southern Asia 84 ** 52,848 ** 60 ** 68 ** 389,408 ** 63 ** ... ... ... ... … … … Sub-Saharan Africa 71 ** 48,765 ** 59 ** 60 ** 188,315 ** 61 ** ... ... ... ... … … … ... ... ... ... Conflict-affected countries 85 ** 78,749 ** 61 ** 75 ** 496,010 ** 64 ** ... ... ... ... … … … ... ... ... ... Countries with low income 68 ** 35,078 ** 59 ** 57 134,811 61 ... ... ... ... … … … Countries with middle income 92 ** 78,258 ** 60 ** 84 608,126 64 ... ... ... ... … … … Lower middle 86 ** 72,405 ** 60 ** 74 493,776 63 ... ... ... ... … … … Upper middle 99 ** 5,854 ** 53 ** 94 114,350 67 ... ... ... ... … … … Countries with high income … … … … … … ... ... ... ... … … … Sources: UIS database, except where noted. Note A: 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. Note B: For countries indicated with (*), national observed literacy data are used. For all others, UIS literacy estimates are used (**). The estimates were generated using the UIS Global Age-specific Literacy Projections model. Those in the most recent period are for 2014 and are based on the most recent observed data available for each country. Note C: The population used to generate the number of illiterates is from the United Nations Population Division estimates, revision 2015 (United Nations, 2015). It is based on the median variant. For countries with national observed literacy data, the population corresponding to the year of the census or survey was used. For countries with UIS estimates, populations used are for 2014. 1. Literacy data presented in these columns are based on conventional assessment methods – either self- and third-party declarations or educational attainment proxies – and thus should be interpreted with caution; they are not based on any test and may overestimate actual literacy levels. 2. Data are for the most recent year available during the period specified. For literacy data, see the introduction to the statistical tables and the table of metadata on literacy statistics (published on the GEM Report Website) for a broader explanation of national literacy definitions, assessment methods, and sources and years of data. 3. Data on basic skills acquisition are from Survey of Adult Skills (PIAAC 2012-2015) (OECD, 2013, 2016). (a) Literacy data are based on direct reading tests in national and international household surveys. (*) For country level data: national estimate. (**) For country level data: UIS estimate/projection; 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). (…) No data are available. 456
STATISTICAL TABLES 1 TABLE 11 SDG 4, Target 4.7 – Education for sustainable development and global citizenship By 2030, ensure all learners acquire knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development PROMOTING SUSTAINABLE DEVELOPMENT AND GLOBAL CITIZENSHIP IN CURRICULA KNOWLEDGE ACQUISITION ON SUSTAINABLE DEVELOPMENT AND GLOBAL CITIZENSHIP Inclusion in national curricula frameworks of issues relating to global citizenship and sustainable development 1,2 Percentage of schools providing life skills-based Percentage of students and youth with adequate understanding of issues relating to global citizenship and sustainable development Gender equality 3 Human rights 4 Sustainable development 5 Global citizenship 6 HIV/AIDS education 7 Science literacy 9,10 HIV/AIDS and sexuality education 7 2005-2015 8 2005-2015 8 2005-2015 8 2005-2015 8 2009–2010 8 2012 2009–2015 8 Country or territory Total Male Female Total Male Female Caucasus and Central Asia Armenia 0 MEDIUM LOW LOW ... ... ... ... 20 23 19 Azerbaijan 0 MEDIUM 0 LOW 100 ... ... ... 15 … 15 Georgia ... ... ... ... ... ... ... ... ... ... ... Kazakhstan ... ... ... ... 81 58 55 61 ... ... ... Kyrgyzstan ... ... ... ... 84 ... ... ... 23 29 22 Tajikistan ... ... ... ... 5 ... ... ... 54 59 48 Turkmenistan ... ... ... ... ... ... ... ... ... ... ... Uzbekistan ... ... ... ... 100 ... … ... 13 14 11 Eastern and South-eastern Asia Brunei Darussalam 0 LOW 0 LOW ... ... ... ... ... ... ... Cambodia ... ... ... ... 34 ... ... ... 40 46 38 China ... ... ... ... ... ... ... ... ... ... ... Democratic People’s Republic of Korea ... ... ... ... ... ... ... ... ... ... ... Hong Kong, China LOW MEDIUM MEDIUM LOW ... 94 94 95 ... ... ... Indonesia LOW LOW 0 0 ... 33 33 34 ... 10 11 Japan ... ... ... ... 100 92 91 92 ... ... ... Lao People’s Democratic Republic ... ... ... ... 74 ... ... ... ... ... ... Macao, China ... ... ... ... ... 91 90 93 ... ... ... Malaysia ... ... ... ... ... 54 51 58 41 40 42 Mongolia ... ... ... ... ... ... ... ... 18 19 16 Myanmar 0 LOW LOW LOW ... ... ... ... ... ... ... Philippines 0 0 0 0 ... ... ... ... ... ... 15 Republic of Korea LOW LOW LOW LOW ... 93 92 94 ... ... ... Singapore ... ... ... ... 100 90 89 92 ... ... ... Thailand LOW MEDIUM MEDIUM LOW ... 66 60 71 ... ... ... Timor-Leste ... ... ... ... 0 ... ... ... 14 20 12 Viet Nam ... ... ... ... ... 93 92 94 42 44 41 Europe and Northern America Albania ... ... ... ... ... 47 45 49 … 22 36 Andorra ... ... ... ... ... ... ... ... ... ... ... Austria ... ... ... ... ... 84 84 85 ... ... ... Belarus ... ... ... ... 13 ... ... ... 70 68 72 Belgium 0 MEDIUM LOW LOW ... 82 81 83 ... ... ... Bosnia and Herzegovina ... ... ... ... ... ... ... ... ... ... ... Bulgaria ... ... ... ... 17 63 58 68 23 21 25 Canada ... ... ... ... ... 90 89 90 ... ... ... Croatia LOW MEDIUM MEDIUM LOW 5 83 81 85 ... ... ... Cyprus ... ... ... ... ... 62 58 66 ... ... ... Czech Republic ... ... ... ... 59 86 85 87 ... ... ... Denmark ... ... ... ... ... 83 84 83 ... ... ... Estonia LOW HIGH MEDIUM LOW ... 95 94 96 ... ... ... Finland ... ... ... ... 100 92 90 94 ... ... ... France LOW MEDIUM MEDIUM LOW ... 81 79 83 ... ... ... Germany ... ... ... ... ... 88 87 89 ... ... ... Greece ... ... ... ... ... 74 70 79 38 27 50 Hungary LOW LOW LOW LOW ... 82 81 83 ... ... ... Iceland LOW HIGH MEDIUM LOW ... 76 74 78 ... ... ... Ireland LOW LOW LOW LOW ... 89 88 89 ... ... ... Italy ... ... ... ... ... 81 80 82 ... ... ... Latvia ... ... ... ... ... 88 85 91 ... ... ... Liechtenstein ... ... ... ... ... 90 92 87 ... ... ... Lithuania LOW LOW LOW LOW ... 84 81 87 71 72 68 Luxembourg HIGH LOW 0 LOW 100 78 80 76 ... ... ... Malta 0 HIGH LOW LOW ... ... ... ... ... ... ... Monaco ... ... ... ... ... ... ... ... ... ... ... Montenegro ... ... ... ... 27 49 45 53 ... ... ... Netherlands ... ... ... ... ... 87 87 87 ... ... ... Norway 0 MEDIUM LOW LOW ... 80 79 82 ... ... ... Poland ... ... ... ... ... 91 90 92 ... ... ... Portugal 0 MEDIUM MEDIUM LOW ... 81 80 82 ... ... ... Republic of Moldova ... ... ... ... 0 ... ... ... ... ... ... Romania ... ... ... ... 67 63 61 65 ... ... ... Russian Federation ... ... ... ... 92 81 80 83 37 35 39 San Marino ... ... ... ... ... ... ... ... ... ... ... Serbia LOW HIGH LOW MEDIUM ... 65 63 67 ... ... ... Slovakia ... ... ... ... ... 73 73 73 ... ... ... Slovenia ... ... ... ... ... 87 85 89 ... ... ... Spain ... ... ... ... ... 84 84 84 ... ... ... Sweden LOW HIGH HIGH LOW 100 78 75 80 60 59 61 Switzerland ... ... ... ... ... 87 87 87 ... ... ... The former Yugoslav Rep. of Macedonia ... ... ... ... ... ... ... ... ... ... ... 457
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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
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TABLE 1 Background demographic stat
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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 477 and 478: STATISTICAL TABLES 1 TABLE 10 SDG 4
Page 479: STATISTICAL TABLES 1 TABLE 10 (Cont
Page 483 and 484: STATISTICAL TABLES 1 TABLE 11 (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
Page 523 and 524: ILO IMF INES ISCED ISSA LAMP LEARNi
Page 525 and 526: Index This index covers the Introdu
Page 527 and 528: home learning environment 215 ICT f
Page 529 and 530: HIV education 292 NGOs 211 out-of-s
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see also traditional knowledge Cura
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education Education 2030 Framework
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Fiji TVET enrolment 223 violence in
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ole of education 61, 78, 88, 165 gr
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educational attainment 75, 76, 105
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working poverty 57, 61 years of edu
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M Macao, China environmental educat
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perseverance 249 tertiary education
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primary education 314 secondary edu
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tertiary education 228, 229, 230, 2
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women in politics 99 years of educa
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small island developing States stud
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perseverance 249 special educationa
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within country disparity 186, 231 w
Page 559 and 560:
attitudes to business 253 benefits
Page 561 and 562:
Introduction Carson, R. 1962. Silen
Page 563 and 564:
Das, P. K. 2010. Climate Change and
Page 565 and 566:
Reyhner, J. and Eder, J. 2015. Amer
Page 567 and 568:
Aghion, P., Veugelers, R. and Serre
Page 569 and 570:
Hanushek, E. A., Schwerdt, G., Wied
Page 571 and 572:
Pritchett, L. 2006. Does learning t
Page 573 and 574:
Bhurosy, T. and Jeewon, R. 2014. Ov
Page 575 and 576:
Gunewardena, D. 2015. Why aren’t
Page 577 and 578:
McBride, D. E. and Parry, J. A. 201
Page 579 and 580:
United Cities and Local Governments
Page 581 and 582:
Campbell, D. E. 2008. Voice in the
Page 583 and 584:
Mendenhall, M. and Chopra, N. 2016.
Page 585 and 586:
Allen, H. 2013. Africa’s First Fu
Page 587 and 588:
Hanson, D. 2013. Assessing the Harl
Page 589 and 590:
Sirin, S. R. and Rogers-Sirin, L. 2
Page 591 and 592:
Fehling, M., Nelson, B. D. and Venk
Page 593 and 594:
Prichard, W. 2010. Taxation and Sta
Page 595 and 596:
Lager, A. C. J. and Torssander, J.
Page 597 and 598:
Bennell, P. and Akyeampong, K. 2007
Page 599 and 600:
Crouch, L. 2015. Stumbling at the f
Page 601 and 602:
Facione, P. A. 1990. Critical Think
Page 603 and 604:
Hardin, B. J., Vardell, R. and de C
Page 605 and 606:
Inter-Agency Working Group on TVET
Page 607 and 608:
Marfo, K. 2011. Envisioning an Afri
Page 609 and 610:
___. 2009b. INES Network for the Co
Page 611 and 612:
Pew Research Center. 2015. Internet
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South Africa Government. 2013. Regu
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UNDP. 2004. Human Development Repor
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UNICEF and WHO. 2015. Progress on S
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Wortham, S. C. 2013. Common Charact
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