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5 Country programmable aid: defined by subtracting from total gross ODA aid that: ■■ is unpredictable by nature (humanitarian aid and debt relief); ■■ entails no cross-border flows (administrative costs, imputed student costs, and costs related to promotion of development awareness, research in donor countries); ■■ is not part of cooperation agreements between governments (food aid and aid from local governments); ■■ is not country programmable by donor (core funding of non-governmental organization). Country programmable aid is not included in the aid tables, but is used in a few places in the Report. EDUCATION AID Direct aid to education: aid to education reported in the CRS database as direct allocations to the education sector. It is the total of direct aid, as defined by the DAC, to: ■■ basic education, defined by the DAC as covering primary education, basic life skills for youth and adults, and early childhood education; ■■ secondary education, both general secondary education and vocational training; ■■ post-secondary education, including advanced technical and managerial training; ■■ education, ‘level unspecified’, which refers to any activity that cannot be attributed solely to the development of a particular level of education, such as education research and teacher training. General education programme support is often reported within this subcategory. Total aid to basic education: direct aid to basic education, plus 10% of general budget support, plus 50% of education, ‘level unspecified’. Commitments and disbursements: A commitment is a firm obligation by a donor, expressed in writing and backed by necessary funds to provide specified assistance to a country or a multilateral organization. Disbursements record the actual international transfer of financial resources or of goods and services. Starting with the 2011 Report, disbursement figures are used in the text and tables, while in previous years commitments were reported. As the aid committed in a given year can be disbursed later, sometimes over several years, the annual aid figures based on commitments cannot be directly compared to disbursements. Reliable figures on aid disbursements have only been available since 2002, which consequently is used as the base year. Current and constant prices: Aid figures in the DAC databases are expressed in US dollars. When comparing aid figures between years, adjustment is required to compensate for inflation and changes in exchange rates. Such adjustments result in aid being expressed in constant dollars, i.e. in dollars fixed at the value they held in a given reference year, including their external value in terms of other currencies. This Report presents most aid data in constant 2014 US dollars. Source: OECD-DAC, 2016. ENDNOTES 1. A full set of statistics and indicators related to the introduction is posted in Excel format on the Global Education Monitoring Report website at www.unesco.org/gemreport. Total aid to education: direct aid to education plus 20% of general budget support (aid provided to governments without being earmarked for specific projects or sectors) to represent the estimated 15% to 25% of budget support that typically benefits the education sector. 480 ANNEX | AID TABLES
TABLE 1 Bilateral and multilateral ODA TOTAL ODA SECTOR-ALLOCABLE ODA DEBT RELIEF AND OTHER ACTIONS RELATING TO DEBT CONSTANT 2014 US$ MILLIONS ODA AS % OF GNI CONSTANT 2014 US$ MILLIONS CONSTANT 2014 US$ MILLIONS 2002–2003 annual average 2013 2014 2015* 2002–2003 annual average 2013 2014 2015* 2002–2003 annual average 2013 2014 2002–2003 annual average 2013 2014 Australia 1,887 3,889 3,498 3,216 0.25 0.33 0.31 0.27 1,294 2,999 2,916 12 10 7 Austria 481 552 637 789 0.23 0.27 0.28 0.32 224 344 327 29 46 109 Belgium 1,662 1,316 1,321 1,338 0.52 0.45 0.46 0.42 739 865 913 740 18 10 Canada 2,498 3,334 3,278 3,454 0.26 0.27 0.24 0.28 1,066 2,191 2,091 6 ... ... Czech Republic** 94 55 63 83 0.09 0.11 0.11 0.12 ... 35 37 ... ... ... Denmark 1,687 2,150 2,131 2,217 0.90 0.85 0.86 0.85 276 1,311 1,264 0 53 0 Finland 438 835 938 826 0.35 0.54 0.59 0.56 299 526 621 0 ... ... France 6,581 6,836 6,514 6,327 0.39 0.41 0.37 0.37 3,037 5,759 6,272 3,482 1,172 108 Germany 5,438 9,616 11,589 16,324 0.28 0.38 0.42 0.52 4,108 9,538 11,367 1,877 623 1,110 Greece 246 42 46 139 0.21 0.10 0.11 0.14 213 14 16 ... ... ... Iceland** 11 32 31 33 0.16 0.25 0.22 0.24 ... 27 24 ... ... ... Ireland 411 546 519 497 0.40 0.46 0.38 0.36 291 340 327 ... 0 0 Italy 1,627 874 1,371 1,958 0.18 0.17 0.19 0.21 212 383 432 959 39 28 Japan 6,630 8,071 6,012 7,024 0.22 0.23 0.19 0.22 3,348 10,454 10,341 622 3,768 ... Kuwait** 91 186 229 ... ... ... ... ... ... 490 525 ... ... ... Luxembourg 241 301 300 288 0.82 1.00 1.06 0.93 ... 200 207 ... ... ... Netherlands 3,989 3,673 4,027 5,069 0.80 0.67 0.64 0.76 1,755 2,933 2,588 473 62 63 New Zealand 230 362 409 419 0.22 0.26 0.27 0.27 150 258 298 ... ... ... Norway 2,558 4,045 3,889 4,273 0.90 1.07 1.00 1.05 1,282 3,043 2,765 14 22 18 Poland** 23 128 82 117 0.02 0.10 0.09 0.10 ... 69 96 ... ... ... Portugal 289 305 246 168 0.25 0.23 0.19 0.16 252 185 206 ... 9 12 Republic of Korea 323 1,369 1,396 1,534 0.06 0.13 0.13 0.14 ... 1,299 1,286 ... ... ... Slovak Republic** 13 16 16 21 0.03 0.09 0.09 0.10 ... 12 9 ... ... ... Slovenia** ... 21 20 28 ... 0.13 0.12 0.15 ... 13 13 ... ... ... Spain 1,681 941 464 681 0.25 0.17 0.13 0.13 983 643 432 173 243 ... Sweden 2,335 3,777 4,343 5,799 0.82 1.01 1.09 1.40 1,104 2,268 2,327 118 ... ... Switzerland 1,450 2,520 2,779 2,903 0.34 0.46 0.50 0.52 769 1,328 1,627 29 ... ... United Arab Emirates** 1,037 5,401 4,950 4,852 ... 1.34 1.26 1.09 ... 2,308 2,353 ... ... ... United Kingdom 5,113 11,289 11,233 12,534 0.33 0.70 0.70 0.71 2,101 9,098 8,822 511 89 5 United States 15,948 26,804 27,509 26,473 0.14 0.18 0.19 0.17 8,904 17,843 18,137 1,887 338 47 Estonia 1 12 15 19 ... 0.13 0.14 0.15 ... 7 9 ... ... ... Hungary 10 34 30 47 ... 0.10 0.11 0.13 ... ... 17 ... ... ... Kazakhstan ... 5 27 ... ... - 0.02 ... ... 2 19 ... ... ... Lithuania 1 18 6 11 0.02 0.11 0.10 0.11 ... ... 2 ... ... ... Romania ... 20 70 ... ... 0.07 0.11 ... ... ... 69 ... ... ... TOTAL bilaterals**** 68,632 108,593 117,955 115,364 0.25 0.31 0.31 0.32 32,406 76,783 78,753 10,933 6,492 1,518 African Development Bank 131 144 137 ... ... ... ... ... ... 9 13 131 134 124 African Development Fund 787 2,188 1,904 ... ... ... ... ... 715 1,851 1,791 157 1 0 Arab Fund for Economic and Social Development ... 388 358 ... ... ... ... ... ... 894 878 ... ... ... Asian Development Bank Special Funds 1,234 1,008 1,477 ... ... ... ... ... ... 2,696 2,773 ... 5 6 Asian Development Fund** ... ... ... ... ... ... ... ... ... ... ... ... ... ... BADEA ... 82 56 ... ... ... ... ... ... 133 126 ... ... ... Climate Investment Funds [CIF] ... 152 350 ... ... ... ... ... ... 152 349 ... ... ... EU Institutions 8,780 15,757 16,389 ... ... ... ... ... 1,531 13,254 13,854 4 2 1 World Bank (IDA) 8,324 8,202 10,262 ... ... ... ... ... 10,073 11,956 13,337 529 101 10 Inter-American Development Bank Special Fund 320 1,937 1,720 ... ... ... ... ... ... 1,309 1,222 ... ... ... International Monetary Fund (Concessional Trust Funds) 936 623 180 ... ... ... ... ... ... ... ... 490 ... ... OPEC Fund for International Development 102 214 249 ... ... ... ... ... ... 402 447 ... ... 11 UNDP 405 467 459 ... ... ... ... ... ... 417 391 ... ... ... UNICEF 847 1,234 1,295 ... ... ... ... ... 510 764 834 ... ... ... UN Peacebuilding Fund ... 43 64 ... ... ... ... ... ... 47 64 ... ... ... UN Relief and Works Agency for Palestine Refugees 583 541 680 ... ... ... ... ... ... 441 499 ... ... ... World Food Programme 477 365 309 ... ... ... ... ... ... 71 53 ... ... ... TOTAL multilaterals**** 26,165 42,395 43,151 … … … … … 13,696 42,167 42,684 1,311 245 154 TOTAL 94,797 150,988 161,105 … … … … … 46,102 118,950 121,437 12,245 6,738 1,671 Source: OECD-DAC, DAC and CRS databases (2015). *Preliminary data. **Kuwait and the United Arab Emirates are not part of the Development Assistance Committee (DAC) but are included in its Creditor Reporting System (CRS) database. Iceland became a member of the DAC in 2012 and now reports to the CRS. The Czech Republic, Poland, the Slovak Republic and Slovenia became members of the DAC in 2013. ***The Asian Development Fund is a donor to education but does not report to the OECD on disbursements. **** The total includes ODA from other bilaterals and multilaterals not listed above. (…) indicates that data are not available, (-) represents a nil value Total ODA data represent net disbursements. Sector-allocable ODA and debt relief and other actions relating to debt represent gross disbursements Total ODA from DAC donors is bilateral ODA only, while ODA as % of GNI includes multilateral ODA. 2016 • GLOBAL EDUCATION MONITORING REPORT 481
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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 4 (Conti
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Page 455 and 456: STATISTICAL TABLES 1 TABLE 5 Part 1
Page 463 and 464: STATISTICAL TABLES 1 TABLE 6 (Conti
Page 477 and 478: STATISTICAL TABLES 1 TABLE 10 SDG 4
Page 479 and 480: STATISTICAL TABLES 1 TABLE 10 (Cont
Page 491 and 492: STATISTICAL TABLES 1 TABLE 13 Part
Page 495 and 496: STATISTICAL TABLES 1 TABLE 13 Part
Page 497 and 498: STATISTICAL TABLES 1 TABLE 14 Domes
Page 501 and 502: 477
Page 503: 5 Aid tables INTRODUCTION 1 The dat
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
Page 549 and 550: 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
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South Africa Government. 2013. Regu
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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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