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TABLE 3 Recipients of aid to education (Continued) TOTAL AID TO EDUCATION TOTAL AID TO BASIC EDUCATION TOTAL AID TO BASIC EDUCATION PER PRIMARY SCHOOL-AGE CHILD DIRECT AID TO EDUCATION DIRECT AID TO BASIC EDUCATION CONSTANT 2014 US$ MILLIONS CONSTANT 2014 US$ MILLIONS CONSTANT 2014 US$ CONSTANT 2014 US$ MILLIONS 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 Uganda 222 122 126 156 47 40 29 6 5 190 122 120 109 43 31 Zambia 134 55 77 84 34 47 38 12 15 92 45 72 46 18 20 Zimbabwe 14 59 62 6 44 44 2 16 16 14 59 62 4 37 39 Overseas territories** 247 75 72 123 25 24 2,198 7,180 7,262 241 71 69 1 12 13 Anguilla (UK) 1 1 - 0 0 - … … … 1 0 - - 0 - Mayotte (France) 173 - - 86 - - … … … 173 - - - - - Montserrat (UK) 5 4 3 3 2 1 6,525 … … 0 2 2 0 0 - Saint Helena (UK) 0 1 1 0 0 0 … … … 0 1 1 - 0 - Tokelau (New Zealand) 6 2 2 3 1 1 13,883 7,180 7,262 5 - 0 0 - 0 Turks and Caicos Islands (UK) 1 - - 1 - - 242 … … 1 - - 1 - - Wallis and Futuna (France) 61 67 66 31 21 22 … … … 61 67 66 - 12 13 Unallocated by region or country 482 1,329 1,528 72 607 705 … … … 481 1,324 1,528 35 471 502 Total 7,516 13,646 13,055 3,047 5,585 5,330 5 9 9 6,427 11,720 12,320 1,860 3,070 3,403 Low income countries 1,786 2,831 2,810 1,029 1,488 1,509 14 15 15 1,352 2,468 2,487 631 832 961 Lower middle income countries 3,048 6,133 5,504 1,368 2,658 2,267 5 9 7 2,578 4,702 5,256 934 1,305 1,477 Upper middle income countries 1,669 2,620 2,655 346 660 694 2 4 4 1,495 2,519 2,511 183 367 376 High income countries 327 173 158 138 52 41 10 4 3 320 167 154 7 22 16 Unallocated by income 685 1,888 1,927 167 727 818 … … … 682 1,865 1,912 105 544 573 Total 7,516 13,646 13,055 3,047 5,585 5,330 5 10 9 6,427 11,720 12,320 1,860 3,070 3,403 Caucasus and Central Asia 94 239 213 30 45 47 5 9 9 59 224 208 8 15 19 Europe and Northern America 195 426 503 68 54 110 184 422 411 38 19 18 Eastern and South-eastern Asia 869 2,104 1,601 164 644 420 1 4 3 825 1,624 1,562 97 174 219 Latin America and the Caribbean 575 899 882 224 330 306 5 8 8 554 882 866 169 203 170 Northern Africa and Western Asia 1,071 2,731 2,108 216 1,179 889 5 25 20 912 2,002 1,948 99 630 633 Pacific 221 269 228 84 106 105 73 68 66 180 225 226 32 44 64 Southern Asia 953 2,178 2,687 589 967 1,234 3 5 7 766 2,092 2,660 457 606 945 Sub-Saharan Africa 2,810 3,395 3,233 1,478 1,627 1,489 13 11 10 2,224 2,854 2,841 922 896 821 Overseas territories 247 75 72 123 25 24 … … … 241 71 69 1 12 13 Unallocated by region or country 482 1,329 1,528 72 607 705 … … … 481 1,324 1,528 35 471 502 … … … Total 7,516 13,646 13,055 3,047 5,585 5,330 5 10 9 6,427 11,720 12,320 1,860 3,070 3,403 Source: OECD-DAC CRS database (2014). * Aid disbursement figures for 2002–2003 refer to the former Sudan, before the separation of the South in 2011. Aid disbursements for 2011 onwards have been separated out by the OECD and refer to Sudan and South Sudan. ** As defined on the OECD-DAC list of ODA recipients. (…) indicates that data are not available, (-) represents a nil value The share of education in total ODA does not match that in Table 2 because the DAC database is used for donors and the CRS database for recipients in total ODA figures. Malta and Slovenia are not listed in the table because they were removed from the OECD-DAC list of ODA recipients in 2005. However, the aid they received in 2002–2003 is included in the totals. The classification by income is based on the World Bank list as of July 2014. All data represent gross disbursements. 488 ANNEX | AID TABLES
DIRECT AID TO SECONDARY EDUCATION DIRECT AID TO POST-SECONDARY EDUCATION DIRECT AID TO EDUCATION, LEVEL UNSPECIFIED CONSTANT 2014 US$ MILLIONS CONSTANT 2014 US$ MILLIONS CONSTANT 2014 US$ MILLIONS SHARE OF EDUCATION IN TOTAL ODA (%) SHARE OF DIRECT AID TO EDUCATION IN 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 2002–2003 annual average 2013 2014 6 60 65 13 11 13 62 8 11 19 7 7 25 7 7 70 39 31 4 1 2 9 3 3 33 23 48 10 5 7 15 4 7 62 62 61 0 5 8 5 5 5 4 12 11 6 7 8 10 8 9 44 73 71 1 37 35 1 1 1 238 20 20 64 22 25 69 22 25 50 33 34 0 - - 0 - - 0 - - 23 12 … 23 1 … 18 50 … - - - 0 - - 172 - - 76 … … 77 … … 50 … … - 0 0 0 0 0 - 0 2 1 10 6 7 1 5 5 52 46 43 0 0 - - 0 0 0 1 1 7 1 0 7 1 0 6 32 47 - - - 1 - - 4 - - 52 8 11 68 - 0 49 50 51 - - - - - - - - - 19 … … 19 … … 100 … … - 37 35 0 1 0 61 18 18 75 63 66 75 64 67 50 32 33 9 144 163 365 443 456 71 265 407 5 4 5 10 9 10 15 46 46 473 1,520 1,818 2,809 4,025 3,980 1,286 3,105 3,119 9 8 8 14 10 10 41 41 41 87 325 371 271 361 381 363 951 774 8 8 8 13 9 9 58 53 54 220 773 1,005 1,026 1,349 1,442 397 1,275 1,331 10 9 9 14 10 11 45 43 41 137 190 191 1,024 1,477 1,452 151 485 493 10 12 11 15 12 12 21 25 26 8 45 48 51 48 44 255 52 45 36 25 19 43 26 19 42 30 26 20 187 204 436 791 660 120 343 476 5 5 4 10 8 8 24 38 42 473 1,520 1,818 2,809 4,025 3,980 1,286 3,105 3,119 9 8 8 14 10 10 41 41 41 8 43 23 35 121 114 8 45 52 5 9 8 5 9 8 32 19 22 28 28 29 69 309 272 49 66 92 4 9 9 8 9 9 35 13 22 76 152 170 563 846 814 90 457 364 9 10 10 14 12 12 19 31 26 75 99 107 221 342 333 89 239 255 8 8 8 12 9 9 39 37 35 58 171 164 677 832 803 73 374 355 13 10 8 20 12 11 20 43 42 19 23 17 66 77 65 63 82 81 19 13 13 20 13 13 38 40 46 57 410 655 176 431 505 76 638 551 8 11 13 11 12 14 62 44 46 142 412 454 637 623 617 526 918 943 9 7 7 15 8 8 53 48 46 1 37 35 1 1 1 238 20 20 64 22 25 69 22 25 50 33 34 9 144 163 365 443 456 71 265 407 5 4 5 10 9 10 15 46 46 473 1,520 1,818 2,809 4,025 3,980 1,286 3,105 3,119 9 8 8 14 10 10 41 41 41 2016 • GLOBAL EDUCATION MONITORING REPORT 489
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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 461 and 462: STATISTICAL TABLES 1 TABLE 6 SDG 4,
Page 463 and 464: STATISTICAL TABLES 1 TABLE 6 (Conti
Page 475 and 476: STATISTICAL TABLES 1 TABLE 9 Part 1
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 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 511: 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
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Das, P. K. 2010. Climate Change and
Page 565 and 566:
Reyhner, J. and Eder, J. 2015. Amer
Page 567 and 568:
Aghion, P., Veugelers, R. and Serre
Page 569 and 570:
Hanushek, E. A., Schwerdt, G., Wied
Page 571 and 572:
Pritchett, L. 2006. Does learning t
Page 573 and 574:
Bhurosy, T. and Jeewon, R. 2014. Ov
Page 575 and 576:
Gunewardena, D. 2015. Why aren’t
Page 577 and 578:
McBride, D. E. and Parry, J. A. 201
Page 579 and 580:
United Cities and Local Governments
Page 581 and 582:
Campbell, D. E. 2008. Voice in the
Page 583 and 584:
Mendenhall, M. and Chopra, N. 2016.
Page 585 and 586:
Allen, H. 2013. Africa’s First Fu
Page 587 and 588:
Hanson, D. 2013. Assessing the Harl
Page 589 and 590:
Sirin, S. R. and Rogers-Sirin, L. 2
Page 591 and 592:
Fehling, M., Nelson, B. D. and Venk
Page 593 and 594:
Prichard, W. 2010. Taxation and Sta
Page 595 and 596:
Lager, A. C. J. and Torssander, J.
Page 597 and 598:
Bennell, P. and Akyeampong, K. 2007
Page 599 and 600:
Crouch, L. 2015. Stumbling at the f
Page 601 and 602:
Facione, P. A. 1990. Critical Think
Page 603 and 604:
Hardin, B. J., Vardell, R. and de C
Page 605 and 606:
Inter-Agency Working Group on TVET
Page 607 and 608:
Marfo, K. 2011. Envisioning an Afri
Page 609 and 610:
___. 2009b. INES Network for the Co
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Pew Research Center. 2015. Internet
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South Africa Government. 2013. Regu
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UNDP. 2004. Human Development Repor
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UNICEF and WHO. 2015. Progress on S
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Wortham, S. C. 2013. Common Charact
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