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1 ANNEX TABLE 12 (Continued) EDUCATION FACILITIES AND INTERNATIONALLY INBOUND AND OUTBOUND TERTIARY STUDENTS SAFE, NON-VIOLENT, INCLUSIVE AND EFFECTIVE LEARNING ENVIRONMENTS Education facilities INTERNATIONALLY MOBILE STUDENTS IN TERTIARY EDUCATION Student international mobility Water, sanitation and hygiene in schools 1 Information, communication and technology Internationally mobile students (inbound) Internationally mobile students (outbound) Percentage of schools (%) with: Percentage of schools (%) with: Basic drinking water Basic sanitation or toilets Of which: single-sex toilets Basic handwashing facilities Electricity Internet used for pedagogical purposes Computers used for pedagogical purposes Number enrolled in tertiary education (000) Inbound mobility rate (%) 2 Number enrolled in tertiary education (000) Outbound mobility rate (%) 3 2014 2014 2014 School year ending in 2014 School year ending in 2014 School year ending in 2014 School year ending in 2014 School year ending in 2014 School year ending in 2014 School year ending in 2014 School year ending in 2014 Country or territory Total Total Total Total Sao Tome and Principe 86 87 … … ... … … ... ... 0.5 **, z … Senegal 55 66 … … ... … … ... ... 11.3 **, z … Seychelles 5 100 100 … … 100 y … … - - 0.5 **, z 198.3 z Sierra Leone 23 62 … … ... … … ... ... 0.9 **, z … Somalia 58 45 … … ... … … ... ... 4.1 **, z … South Africa 94 100 … … ... … … 42 z 4.1 z 6.7 **, z 0.6 z South Sudan 45 42 … … ... … … ... ... ... … Swaziland 65 72 … … ... … … 0.0 z 0.5 z 2.7 **, z 33.3 z Togo 42 22 … … ... … … ... ... 3.3 **, z 5.2 z Uganda 74 75 … 37 ... … … ... ... 4.7 **, z … United Republic of Tanzania 59 11 47 1 ... … … ... ... 5.0 **, z 3.1 z Zambia 84 45 40 … ... … 11 y ... ... 4.0 **, z … Zimbabwe 52 43 … … ... … … 0.4 y 0.4 y 15.9 **, z 16.9 z Median Median Sum Weighted Weighted Sum average average World 75 69 … … ... … … 4,056 **, z 2.0 **, z 3,545 **, z 1.8 z Countries in transition 92 86 … … ... … … 238 **, z 1.8 z 249 **, z 1.9 z Developed countries … … … … ... … … 2,878 z 6.1 z 807 z 1.7 z Developing countries 72.5 67 … … ... … … 940 **, z 0.7 **, z 2,490 z 1.8 z Caucasus and Central Asia 75 70 … … ... … … 35 z 1.7 z 166 z 8.3 z Eastern and South Eastern Asia 60 53 … … ... … … 591 **, z 1.0 z 1,264 **, z 2.1 z Eastern Asia … … … … ... … … 451 z 1.1 z 1,033 **, z 2.4 z South-eastern Asia 60 53 … … ... … … 140 **, z 0.8 z 231 z 1.4 z Europe and Northern America … … … … ... … … 2,606 z 4.9 z 910 z 1.7 z Latin America and the Caribbean 91.5 87 … … ... … … 90 **, z 0.4 **, z 208 z 0.9 z Caribbean 100 100 … … ... … … ... ** ... ... ... Latin America 74 68 … … ... … … ... ... ... ... Northern Africa and Western Asia 96 99 … … ... … … 285 z 1.9 z 334 z 2.2 z Northern Africa 76 86 … … ... … … ... ... ... ... Western Asia 99 100 … … ... … … ... ... ... ... Pacific 82 68 … … ... … … 299 z 17.8 z 33 z 1.9 z Southern Asia 81 68 … … ... … … 38 **, z 0.1 **, z 359 z 1.0 z Sub-Saharan Africa 53.5 48 … … ... … … 112 **, z 1.6 **, z 271 z 3.9 z Conflict-affected countries 67 53 … … ... … … 314 **, z 0.4 **, z 733 z 1.0 z Countries with low income 48 48 … … ... … … 47 **, z 1.1 **, z 207 z 4.8 z Countries with middle income 81 68 … … ... … … 742 **, z 0.6 **, z 2,175 z 1.7 z Lower middle 70 63 … … ... … … 207 **, z 0.4 **, z 740 z 1.3 z Upper middle 90 85 … … ... … … 536 z 0.8 z 1,435 z 2.0 Countries with high income … … … … ... … … 3,267 z 5.0 z 1,164 z 1.8 Sources: UIS database; GEM Report team calculations for inbound and outbound mobility rates. 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. UNICEF-WASH Report (2015). 2. Number of students from abroad studying in a given country, expressed as a percentage of total tertiary enrolment in that country. 3. Number of students from a given country abroad studying abroad, expressed as a percentage of total tertiary enrolment in that country. 4. The percentage of schools with internet refer to public institutions only. 5. The percentage of schools with computers refer to public institutions only. 6. The percentage of schools with electricity refer to public institutions only. 7. The percentages of schools with internet and computer refer to West Bank schools only. 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. (x) Data are for the school year ending in 2011. (w) Data are for the school year ending in 2010. (v) Data are for the school year ending in 2009. (…) No data available. (-) Magnitude nil or negligible 464
STATISTICAL TABLES 1 TABLE 13 SDG 4, Means of implementation 4.c – Teaching staff, teacher qualifications and training in pre-primary, primary, secondary and tertiary education – part 1 By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States PRE-PRIMARY EDUCATION PRIMARY EDUCATION Teaching staff Teacher qualifications Teacher training Number of classroom teachers Qualified classroom teachers (%) 1 Trained classroom teachers (%) 2 Pupil/ teacher ratio 3 Pupil/ qualified teacher ratio 3 Pupil/ trained teacher ratio 3 Teaching staff Number of classroom teachers Teacher qualification Qualified classroom teachers (%) 1 School year ending in 2014 School year ending in 2014 School year ending in 2014 School year ending in 2014 School year ending in 2014 School year ending in 2014 School year ending in 2014 School year ending in 2014 Country or territory Total (000) Total Male Female Total Male Female Total (000) Total Male Female Caucasus and Central Asia Armenia 7 y ... ... ... 80 y ... ... 9 y ... 12 y ... ... ... ... Azerbaijan 10 64 100 64 85 100 85 11 17 13 41 ... ... ... Georgia ... ... ... ... ... ... ... ... ... ... 31 ... ... ... Kazakhstan 82 100 100 100 100 100 100 9 9 9 74 100 100 100 Kyrgyzstan ... ... ... ... ... ... ... ... 33 z 94 z 17 74 74 74 Tajikistan 6 89 ... ... 100 ... ... 14 16 14 31 95 96 95 Turkmenistan ... ... ... ... ... ... ... ... ... ... ... ... ... ... Uzbekistan ... ... ... ... ... ... ... ... ... ... ... ... ... ... Eastern and South-eastern Asia Brunei Darussalam 0,8 30 66 28 64 75 64 17 58 26 4 48 49 48 Cambodia 6 100 100 100 100 100 100 31 31 31 48 100 100 100 China 1,851 ... ... ... ... ... ... 21 ... ... 5,860 ... ... ... DPR Korea ... ... ... ... ... ... ... ... ... ... ... ... ... ... Hong Kong, China ... ... ... ... ... ... ... ... ... ... 23 100 100 100 Indonesia 428 ... ... ... ... ... ... 13 ... ... 1,802 ... ... ... Japan 112 z ... ... ... ... ... ... 26 z ... ... 407 z ... ... ... Lao People’s Democratic Republic 8 48 31 48 91 93 91 19 40 21 35 83 80 86 Macao, China 0.8 100 100 100 92 82 92 16 16 17 2 100 100 100 Malaysia 50 100 100 100 100 100 100 18 18 18 278 100 100 100 Mongolia 5 y ... ... ... 94 y 85 y 94 y 27 y ... 29 y 9 98 95 98 Myanmar 16 ... ... ... 48 ... ... 28 ... 58 188 ... ... ... Philippines ... ... ... ... ... ... ... ... ... ... 461 z 99 z 98 z 100 z Republic of Korea 88 z ... ... ... ... ... ... 14 z ... ... 166 z ... ... ... Singapore ... ... ... ... ... ... ... ... ... ... ... ... ... ... Thailand ... ... ... ... ... ... ... ... ... ... 337 100 ... ... Timor-Leste ... ... ... ... ... ... ... ... ... ... ... ... ... ... Viet Nam 205 98 85 98 98 85 98 18 18 18 387 100 99 100 Europe and Northern America Albania 4 71 . 71 ... ... ... 18 26 ... 10 72 51 77 Andorra 0.2 100 100 100 100 100 100 14 14 14 0.4 100 100 100 Austria 20 ... ... ... ... ... ... 12 ... ... 31 ... ... ... Belarus 42 45 5 45 92 84 92 8 17 8 22 99 99 99 Belgium 34 ... ... ... ... ... ... 13 ... ... 69 ... ... ... Bosnia and Herzegovina 1 y ... ... ... ... ... ... 14 y ... ... 10 ... ... ... Bulgaria 19 ... ... ... ... ... ... 13 ... ... 15 ... ... ... Canada ... ... ... ... ... ... ... ... ... ... ... ... ... ... Croatia 8 ... ... ... ... ... ... 13 ... ... 12 ... ... ... Cyprus 1 ... ... ... ... ... ... 16 ... ... 4 ... ... ... Czech Republic 26 z ... ... ... ... ... ... 14 z ... ... 26 z ... ... ... Denmark ... ... ... ... ... ... ... ... ... ... ... ... ... ... Estonia 8 y ... ... ... ... ... ... 7 y ... ... 7 z ... ... ... Finland 16 z ... ... ... ... ... ... 12 z ... ... 26 z ... ... ... France 126 z ... ... ... ... ... ... 20 z ... ... 229 z ... ... ... Germany 272 ... ... ... ... ... ... 8 ... ... 233 ... ... ... Greece 14 ... ... ... ... ... ... ... ... ... 67 ... ... ... Hungary 26 ... ... ... ... ... ... 13 ... ... 35 ... ... ... Iceland 3 z ... ... ... ... ... ... ... ... ... 3 z ... ... ... Ireland ... ... ... ... ... ... ... ... ... ... 32 y ... ... ... Italy 133 z ... ... ... ... ... ... 13 z ... ... 238 z ... ... ... Latvia 7 ... ... ... ... ... ... 11 ... ... 10 ... ... ... Liechtenstein 0,1 y ... ... ... ... ... ... 11 y ... ... 0.3 y ... ... ... Lithuania 13 ... ... ... ... ... ... 8 ... ... 8 ... ... ... Luxembourg 2 y ... ... ... ... ... ... 10 y ... ... 4 y ... ... ... Malta 0,9 ... ... ... ... ... ... 10 ... ... 2 ... ... ... Monaco ... ... ... ... ... ... ... ... ... ... ... ... ... ... Montenegro ... ... ... ... ... ... ... ... ... ... ... ... ... ... Netherlands 33 ... ... ... ... ... ... 15 ... ... 105 ... ... ... Norway ... ... ... ... ... ... ... ... ... ... 48 ... ... ... Poland 81 z ... ... ... ... ... ... 15 z ... ... 211 z ... ... ... Portugal 16 ... ... ... ... ... ... 17 ... ... 50 ... ... ... Republic of Moldova 12 y ... ... ... 92 y . y 92 y 10 y ... 11 y 8 ... ... ... Romania 35 ... ... ... ... ... ... 16 ... ... 51 ... ... ... Russian Federation ... ... ... ... ... ... ... ... ... ... 289 ... ... ... San Marino 0.1 y ... ... ... ... ... ... 8 y ... ... 0.3 y ... ... ... Serbia 12 100 100 100 69 y ... ... 13 13 19 y 18 100 100 100 Slovakia 13 ... ... ... ... ... ... 13 ... ... 14 ... ... ... Slovenia 6 z ... ... ... ... ... ... 9 z ... ... 6 z ... ... ... Spain ... ... ... ... ... ... ... ... ... ... 224 y ... ... ... Sweden ... ... ... ... ... ... ... ... ... ... 62 y ... ... ... Switzerland 14 ... ... ... ... ... ... 12 ... ... 48 ... ... ... TFYR Macedonia 2 y ... ... ... ... ... ... 8 y ... ... 7 z ... ... ... 465
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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
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STATISTICAL TABLES 1 TABLE 1 Backgr
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STATISTICAL TABLES 1 TABLE 1 Part 2
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STATISTICAL TABLES 1 TABLE 2 SDG 4,
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STATISTICAL TABLES 1 TABLE 2 Part 1
Page 437 and 438: STATISTICAL TABLES 1 TABLE 2 SDG 4,
Page 439 and 440: STATISTICAL TABLES 1 TABLE 2 Part 2
Page 451 and 452: STATISTICAL TABLES 1 TABLE 4 (Conti
Page 477 and 478: STATISTICAL TABLES 1 TABLE 10 SDG 4
Page 479 and 480: STATISTICAL TABLES 1 TABLE 10 (Cont
Page 487: STATISTICAL TABLES 1 TABLE 12 (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
Page 531 and 532: see also traditional knowledge Cura
Page 533 and 534: education Education 2030 Framework
Page 535 and 536: Fiji TVET enrolment 223 violence in
Page 537 and 538: ole of education 61, 78, 88, 165 gr
Page 539 and 540:
educational attainment 75, 76, 105
Page 541 and 542:
working poverty 57, 61 years of edu
Page 543 and 544:
M Macao, China environmental educat
Page 545 and 546:
perseverance 249 tertiary education
Page 547 and 548:
primary education 314 secondary edu
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tertiary education 228, 229, 230, 2
Page 551 and 552:
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
Page 611 and 612:
Pew Research Center. 2015. Internet
Page 613 and 614:
South Africa Government. 2013. Regu
Page 615 and 616:
UNDP. 2004. Human Development Repor
Page 617 and 618:
UNICEF and WHO. 2015. Progress on S
Page 619 and 620:
Wortham, S. C. 2013. Common Charact
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