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SACMEQ SDG SDI SERCE SIGI SNA STEM STEP SULITEST TALIS TEDS-M TERCE TIMSS TVET UCLG UIL UIS UK UN UNAIDS UNDP UNESCO UNGEI UNICEF UNPD UNSC UNU-IAS UOE US USAID WEF WEI WFP WHO WIDE WSSD WVS Southern and Eastern Africa Consortium for Monitoring Educational Quality Sustainable Development Goal Shack/Slum Dwellers International Segundo Estudio Regional Comparativo y Explicativo (Second Regional Comparative and Explanatory Study) Social Institutions and Gender Index System of National Accounts (United Nations) Science, technology, engineering and mathematics Skills Toward Employment and Productivity (World Bank) Sustainability Literacy Test (United Nations) Teaching and Learning International Survey (OECD) Teacher Education and Development Study in Mathematics Tercer Estudio Regional Comparativo y Explicativo (Third Regional Comparative and Explanatory Study) Trends in International Mathematics and Science Study Technical and vocational education and training United Cities and Local Governments UNESCO Institute for Lifelong Learning UNESCO Institute for Statistics United Kingdom United Nations Joint United Nations Programme on HIV/AIDS United Nations Development Programme United Nations Educational, Scientific and Cultural Organization United Nations Girls’ Education Initiative United Nations Children’s Fund United Nations Population Division United Nations Statistical Commission United Nations University Institute for the Advanced Study of Sustainability UIS/OECD/Eurostat United States United States Agency for International Development World Education Forum World Education Indicators World Food Programme (United Nations) World Health Organization (United Nations) World Inequality Database on Education World Summit on Sustainable Development World Values Survey 500 ANNEX | ABBREVIATIONS
Index This index covers the Introduction and Chapters 1 to 24. It is in word-by-word order which takes account of spaces, so ‘teacher training’ comes before ‘teachers’’. Page numbers in italics indicate figures and tables; those in bold refer to material in boxes and panels; bold italics indicates a figure or table in a box or panel.. Subheadings are arranged alphabetically by the significant term, ignoring prepositions and insignificant words (e.g. ‘effect on achievement’ is alphabetized as ‘achievement’). Definitions of terms can be found in the glossary, and additional information on countries can be found in the aid tables and statistical annex. A ‘3Ps 4 see also climate change; economic growth; environment; people; prosperity; social development 2030 Agenda for Sustainable Developments see SDG 4; Sustainable Development Goals absenteeism pupils 109 teachers 85, 329 abuse see cyberbullying; gender-based violence; intimate partner violence; sexual abuse access to education 272–277 adult education 237, 237, 238, 238, 239 early childhood care and education 206–210, 207, 208, 209, 210 marginalized groups 73–77 primary enrolment see primary education, enrolment and reducing inequality 53–62 secondary enrolment see secondary education, enrolment technical and vocational education and training 223–225, 223, 224 tertiary education 227–233, 228, 229, 230–231, 231, 232 see also educational attainment; marginalization; out-of-school children; primary education, enrolment; school completion; school dropout; secondary education, enrolment; wealth disparities; within country disparities accountability in health care 78 in national education 234, 342–346, 379 in SDG process 388–389 Action Research on Measuring Literacy Programme Participants’ Learning Outcomes 278 Addis Ababa Action Agenda 133–134, 138 adjusted net enrolment ratio 182, 183, 208, 209 measure 181–182 adolescents, see also young people; youth literacy adult education access 237, 237, 238, 238, 239 funding and financial assistance 239–240 monitoring 381 participation 237–239, 237, 238, 239 quality of education 240–241 teacher training 240 types 236–237 see also informal education; lifelong learning; non-formal education; second chance programmes Adult Education Survey (AES) 237–238, 238, 239, 239 adult literacy integrated gender equality approach 92 literacy rates 278, 279, 280–282, 280, 282 marginalized groups 73, 73–74 monitoring 277–278, 378 programme participation 277–278, 278, 279, 279 see also illiteracy; literacy; youth literacy advanced economies tax revenue 135 unemployment 57 see also developed countries; high income countries; OECD countries; richer countries Afghanistan aid for domestic resource mobilization 137 attacks on schools 317 basic education 138, 138, 139 conflict 104 discrimination and secondary completion 87 education aid 138, 138, 139 education expenditure 347 educational attainment 74, 74, 104, 186 female literacy 83 gender disparity 74, 74, 87 literacy 83, 281 out-of-school children 182 primary education 182, 186 school completion 87, 186 secondary education 87, 186 students abroad 323 tertiary education 228 TVET enrolment 223 under-5 mortality rate 83 within country disparity 186 years of education 186 Africa children with disabilities out-of-school 76 education expansion 54 green technology 272 nomadic populations 72 student support 321 see also Central Africa; Northern Africa; South Africa; Southern and Eastern Africa; sub-Saharan Africa; Western Africa; individual countries Agenda 21 5, 386 agricultural extension 46–47 agriculture conventional methods 44–45 education for sustainability 34, 44–47 effect of climate change 33, 40 effect of environmental degradation 44–45 productivity 45, 46, 47 role of literacy 45 sustainable farming and employment 41 AHELO (Assessment of Higher Education Learning Outcomes) 236 aid debt relief 141 MDG and SDG Funds 144 multi-sector programmes 144–145 official development assistance (ODA) 143– 145, 324, 355–356, 356, 403 policy coherence for development 143–144 see also donors; education aid; finance for education; OECD, Development Assistance Committee aid delivery channels 355 AIDS epidemic 85 see also HIV education Alaska Rural Systemic Initiative 28 Albania early childhood care and education 213, 213 educational attainment 74, 186 gender disparity 74 literacy 281 primary education completion 186 pupil/teacher ratios 213 secondary education completion 186 tertiary education 228, 229, 231, 232 within country disparity 186 years of education 186 Algeria child development 219 childhood obesity 80 early childhood care and education 210 electricity provision 312 employment 70 gender disparity 70 home learning environment 215 literacy 219 numeracy 219 pre-primary education 330 primary education 312 qualified teachers 330 scholarship aid 324, 324 secondary education 312 tertiary education 228 violence in schools 316 within country disparity 210 All Children Together (Northern Ireland) 107 Allianz Insurance, green policies 30 Alphabétisation de Base par Cellulaire or ABC (Niger) 279 Analysis Programme of the CONFEMEN Education Systems (PASEC) 202– 203, 270 Angola malaria prevalence and educational attainment 371 students abroad 323 Anguilla ICT facilities 313 violence in schools 316 Annual Status of Education Report (ASER) 195, 196, 197 Antigua and Barbuda electricity provision 313 HIV education 292 ICT and internet access in schools 313 students abroad 322 tertiary education 231 violence in schools 316 antiretroviral therapy 85 ‘apartheid schools’ 124 aquifer depletion 44 Arab Spring 101 Arab States violence in schools 315 see also individual countries Argentina child development 219 early childhood care and education 210 educational attainment 73, 75, 186 electricity provision 312, 313 environmental education 31, 301 2016 • GLOBAL EDUCATION MONITORING REPORT 501
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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 473 and 474: STATISTICAL TABLES 1 TABLE 9 SDG 4,
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 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: ILO IMF INES ISCED ISSA LAMP LEARNi
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
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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
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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
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___. 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
Page 619 and 620:
Wortham, S. C. 2013. Common Charact
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