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TABLE 2 Bilateral and multilateral aid to education TOTAL AID TO EDUCATION TOTAL AID TO BASIC EDUCATION DIRECT AID TO EDUCATION DIRECT AID TO BASIC EDUCATION CONSTANT 2014 US$ MILLIONS CONSTANT 2014 US$ MILLIONS CONSTANT 2014 US$ MILLIONS CONSTANT 2014 US$ MILLIONS DIRECT AID TO SECONDARY EDUCATION CONSTANT 2014 US$ MILLIONS 2002–2003 annual average 2013 2014 2002–2003 annual average 2013 2014 2002–2003 annual average 2013 2014 2002–2003 annual average 2013 2014 2002–2003 annual average 2013 2014 Australia 198 391 529 64 221 306 195 390 529 43 116 126 30 19 9 Austria 71 145 147 6 3 3 71 144 146 3 0 0 3 23 20 Belgium 154 109 101 29 34 30 149 109 101 16 17 18 18 31 29 Canada 258 262 245 107 137 140 254 255 242 74 92 95 11 53 34 Czech Republic* ... 8 10 ... 1 1 ... 8 10 ... 1 0 ... 1 1 Denmark 28 150 122 15 67 72 26 138 114 5 22 37 1 5 4 Finland 43 59 80 24 28 42 41 52 74 9 11 14 2 3 3 France 1,444 1,519 1,477 185 224 125 1,399 1,466 1,433 25 141 47 37 147 211 Germany 851 1,770 1,815 136 279 297 850 1,762 1,808 105 152 167 74 120 149 Greece 58 11 11 28 1 1 58 11 11 23 ... ... 20 ... ... Iceland* ... 4 2 ... 3 2 ... 4 2 ... 3 2 ... 0 0 Ireland 70 53 48 40 25 25 64 48 46 16 8 13 1 5 6 Italy 48 56 72 18 22 31 45 54 71 1 12 15 2 11 13 Japan 492 1,139 588 139 471 181 440 657 515 79 102 54 36 49 70 Kuwait* ... 29 42 ... 5 4 ... 29 42 ... 0 ... ... 12 13 Luxembourg ... 48 53 ... 14 25 ... 48 53 ... 9 21 ... 29 24 Netherlands 337 229 170 222 92 55 305 224 170 185 81 52 1 22 11 New Zealand 98 83 77 27 28 25 96 79 74 11 24 21 11 3 3 Norway 205 291 305 120 214 216 191 275 291 93 179 181 10 5 8 Poland* ... 29 46 ... 1 9 ... 29 46 ... 0 1 ... 1 0 Portugal 76 54 57 11 12 11 76 53 56 7 0 0 8 7 6 Republic of Koreay ... 226 227 ... 48 45 ... 226 227 ... 23 25 ... 69 78 Slovak Republic* ... 5 4 ... 1 1 ... 5 4 ... 0 0 ... 1 1 Slovenia* ... 5 7 ... 1 1 ... 5 7 ... 0 0 ... 0 0 Spain 197 80 53 65 35 21 197 78 53 43 11 8 45 12 9 Sweden 114 137 178 74 79 112 95 115 169 46 46 85 3 6 8 Switzerland 72 98 120 34 42 53 65 91 113 26 32 42 29 34 43 United Arab Emirates* ... 713 184 ... 356 94 ... 100 140 ... 1 22 ... 1 4 United Kingdom 308 1,582 1,374 212 801 636 189 1,536 1,356 126 382 326 8 233 302 United States 428 977 1,084 271 714 878 241 858 1,049 166 604 820 0 30 15 Estonia ... 1 2 ... 0 0 ... 1 2 ... ... 0 ... 0 0 Hungary ... - 8 ... - 0 ... ... 8 ... ... 0 ... ... 0 Kazakhstan ... 0 18 ... 0 8 ... ... 18 ... ... ... ... ... ... Lithuania ... - 1 ... - 0 ... ... 1 ... ... ... ... ... 0 Romania ... - 57 ... - 17 ... ... 57 ... ... 0 ... ... 0 Total bilaterals 5,549 10,260 9,315 1,829 3,957 3,467 5,046 8,853 9,039 1,103 2,067 2,192 352 930 1,076 African Development Bank ... 0 0 ... - 0 ... 0 0 ... ... ... ... ... ... African Development Fund 98 182 112 53 56 26 75 95 69 11 ... ... 2 53 37 Arab Fund for Economic and Social Development ... 5 4 ... 1 2 ... 5 4 ... ... ... ... 0 ... Asian Development Bank Special Funds ... 222 223 ... 80 61 ... 222 223 ... 31 21 ... 74 99 Asian Development Fund** ... ... ... ... - - ... ... ... ... ... ... ... ... ... BADEA ... 8 5 ... 2 1 ... 8 5 ... 0 0 ... 0 1 Climate Investment Funds [CIF] ... - 0 ... - - ... ... 0 ... ... ... ... ... 0 EU Institutions 220 1,050 1,016 105 400 429 78 862 773 26 166 161 14 90 71 World Bank (IDA) 1,153 1,149 1,629 775 477 737 1,153 1,148 1,622 646 339 546 105 366 520 Inter-American Development Bank Special Fund ... 42 54 ... 36 40 ... 42 54 ... 34 30 ... 1 1 International Monetary Fund (Concessional Trust Funds) 421 243 166 211 122 83 ... ... ... ... ... ... ... ... ... OPEC Fund for International Development ... 17 21 ... 7 5 ... 17 21 ... 6 3 ... 6 13 UNDP ... 2 2 ... 1 1 ... 2 2 ... 0 0 ... 0 0 UNICEF 75 74 82 74 54 53 75 74 82 74 35 25 0 0 0 UN Peacebuilding Fund ... - - ... - - ... ... ... ... ... ... ... ... ... UN Relief and Works Agency for Palestine Refugees ... 351 395 ... 351 395 ... 351 395 ... 351 395 ... ... ... World Food Programme ... 41 31 ... 41 30 ... 41 31 ... 41 30 ... ... ... Total multilaterals 1,967 3,386 3,740 1,218 1,628 1,863 1,381 2,867 3,281 757 1,003 1,211 121 591 742 Total 7,516 13,646 13,055 3,047 5,585 5,330 6,427 11,720 12,320 1,860 3,070 3,403 473 1,520 1,818 Source: OECD-DAC, CRS database (2015). * Estonia, Hungary, Kazakhstan, Kuwait, Lithuania, Romania and the United Arab Emirates are not part of the DAC but are included in its 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. Aid from France, the United Kingdom and New Zealand includes funds disbursed to overseas territories (see Table 3). (…) indicates that data are not available, (-) represents a nil value All data represent gross disbursements. The share of ODA disbursed to the education sector is as a percentage of gross ODA disbursements as reported in the CRS statistical tables. Total ODA figures in Table 1 represent net disbursements as reported in the DAC statistical tables. 482 ANNEX | AID TABLES
DIRECT AID TO POST-SECONDARY EDUCATION DIRECT AID TO EDUCATION, LEVEL UNSPECIFIED CONSTANT 2014 US$ MILLIONS CONSTANT 2014 US$ MILLIONS SHARE OF EDUCATION IN TOTAL ODA (%) SHARE OF DIRECT AID TO EDUCATION IN TOTAL SECTOR-ALLOCABLE ODA (%) SHARE OF BASIC EDUCATION IN TOTAL AID TO EDUCATION (%) 2002–2003 annual average 2013 2014 2002–2003 annual average 2013 2014 2002–2003 annual average 2013 2014 2002–2003 annual average 2013 2014 2002–2003 annual average 2013 2014 83 47 34 39 209 359 11 10 15 15 13 18 32 56 58 60 116 120 5 5 6 15 26 23 32 42 45 8 2 2 92 28 31 23 33 22 9 8 8 20 13 11 19 31 29 106 27 26 62 84 86 10 8 7 24 12 12 42 52 57 ... 6 8 ... 1 1 ... 15 16 ... 24 27 ... 14 7 1 32 10 19 80 62 2 7 6 9 11 9 56 45 59 2 11 7 28 28 50 10 7 9 14 10 12 56 48 52 1,062 1,066 1,062 274 112 113 22 22 23 46 25 23 13 15 8 611 1,244 1,239 61 247 253 16 18 16 21 18 16 16 16 16 4 9 9 10 1 1 23 25 24 27 78 67 49 6 7 ... ... ... ... 0 0 ... 11 7 ... 13 9 ... 90 92 4 6 6 43 29 21 17 10 9 22 14 14 57 47 51 11 12 11 31 20 32 3 6 5 21 14 16 38 40 43 257 250 211 68 257 180 7 14 10 13 6 5 28 41 31 ... 8 21 ... 10 9 ... 16 18 ... 6 8 ... 17 10 ... 0 0 ... 9 8 ... 16 18 ... 24 26 ... 29 47 77 104 101 42 17 7 8 6 4 17 8 7 66 40 32 43 48 46 30 4 4 42 23 19 64 31 25 28 34 32 49 36 46 39 56 57 8 7 8 15 9 11 58 74 71 ... 27 28 ... 1 16 ... 23 56 ... 42 48 ... 3 21 52 23 28 9 23 22 26 18 23 30 29 27 15 22 20 ... 83 84 ... 50 41 ... 16 16 ... 17 18 ... 21 20 ... 3 3 ... 1 1 ... 30 27 ... 42 49 ... 19 15 ... 3 5 ... 1 1 ... 24 32 ... 37 51 ... 12 10 64 9 10 45 46 26 12 8 11 20 12 12 33 43 40 8 19 31 37 44 45 5 4 4 9 5 7 65 58 63 1 11 12 10 13 15 5 4 4 8 7 7 47 43 44 ... 1 13 ... 96 101 ... 13 4 ... 4 6 ... 50 51 1 129 126 53 792 602 6 14 12 9 17 15 69 51 46 53 123 133 22 102 81 3 4 4 3 5 6 63 73 81 ... 0 1 ... 0 1 ... 7 11 ... 12 19 ... 13 25 ... ... 7 ... ... 0 ... - 25 ... ... 44 ... ... 3 ... ... 1 ... ... 17 ... 2 65 ... ... 91 ... 50 47 ... ... 1 ... ... 1 ... - 22 ... ... 58 ... ... 29 ... ... 22 ... ... 34 ... - 82 ... ... 83 ... ... 30 2,641 3,484 3,497 950 2,373 2,274 8 9 8 16 12 11 33 39 37 ... 0 0 ... ... 0 ... 0 0 ... 1 4 ... - 10 0 17 24 61 25 8 12 8 6 10 5 4 54 31 23 ... 3 ... ... 2 4 ... 1 1 ... 1 0 ... 16 50 ... 20 22 ... 98 81 ... 22 15 ... 8 8 ... 36 27 ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... 3 3 ... 5 2 ... 9 10 ... 6 4 ... 32 19 ... ... ... ... ... ... ... - 0 ... ... 0 ... ... - 22 325 249 17 281 293 3 7 6 5 7 6 48 38 42 145 168 182 257 274 374 14 14 16 11 10 12 67 41 45 ... 2 2 ... 5 21 ... 2 3 ... 3 4 ... 86 75 ... ... ... ... ... ... 45 39 93 ... ... ... 50 50 50 ... 3 1 ... 2 4 ... 8 8 ... 4 5 ... 41 23 ... 0 0 ... 1 1 ... 0 0 ... 1 0 ... 50 42 0 ... ... ... 38 56 9 6 6 15 10 10 99 74 65 ... ... ... ... ... ... ... - - ... ... ... ... ... ... ... ... ... ... ... ... ... 65 58 ... 80 79 ... 100 100 ... ... ... ... ... 0 ... 11 10 ... 57 57 ... 100 100 167 541 483 336 732 844 8 8 9 11 8 9 62 48 50 2,809 4,025 3,980 1,286 3,105 3,119 8 9 8 14 11 11 41 41 41 2016 • GLOBAL EDUCATION MONITORING REPORT 483
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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 457 and 458: STATISTICAL TABLES 1 TABLE 5 SDG 4,
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 and 504: 5 Aid tables INTRODUCTION 1 The dat
Page 505: TABLE 1 Bilateral and multilateral
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
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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