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Dominica electricity provision 313 global citizenship education 294 HIV education 292 ICT facilities and internet access 313, 314 primary education 313, 314 secondary education 313, 314 violence in schools 316 Dominican Republic child development 219 civic education 100 disaster risk education 34 early childhood care and education 210 ecological footprint 23 education system reviews 364 educational attainment 74, 81, 186 environmental education 26 gender disparity 74, 75 global citizenship education 294 HIV education 292 home learning environment 215 human rights education 300, 300 intimate partner violence 81 literacy 75, 195, 219, 281 mathematics achievement 194, 195 multicultural attitudes 304 national assessments 199 numeracy 194, 195, 219 out-of-school civic activities 26 political participation 100 pre-primary education 209, 338, 338 primary education 186, 195, 338, 338 psychological bullying in schools 315, 315 reading proficiency 195 rural areas 75 school completion 186 secondary education 186, 338, 338 teacher salaries 338, 338 tertiary education 229, 231 violence in schools 315, 315 within country disparity 186, 210, 231 years of education 186 donors accessed by Education Cannot Wait Breakthrough Fund 147 agenda in allocating aid 138, 139, 139 aid disbursements to low income countries 355 aid for learning assessment systems 201 aid for teacher training 333 aid to basic and secondary education 352–353, 353 development aid 137 failure in allocation 388 policy coherence for development 143–144 see also multilateral aid; OECD, Development Assistance Committee dropout see out-of-school children; school completion; school dropout E EAP-CDS 217, 217–218, 218 early childhood care and education 85, 120 access and participation 206–210, 207, 208, 209, 210 aid provision programmes 138–139, 139 child development outcomes 213–219, 215, 217–218, 218, 219 global and thematic indicators 205 home environment 197, 214, 215, 215 integration of programme delivery 143 investment in 165 monitoring 213, 377 quality of provision 210–213 trained staff 331 see also pre-primary education Early Childhood Development Index (ECDI) 217–218, 218 Early Childhood Environment Rating Scale (ECERS) 212 Early Grade Math Assessment (EGMA) 195, 201 Early Grade Reading Assessment (EGRA) 195, 196, 201 earmarked finance for education 136 earnings and educational attainment 57–59, 88 integrated interventions 92 teacher salaries 337–339, 338 Earth Summits 5 earthquakes 33, 310 East Asia Pacific Child Development Scales (EAP- CDS) 217, 217–218, 218 Eastern Africa see Southern and Eastern Africa Eastern Africa adolescent birth rate 370 educational attainment 370 Eastern Asia adolescent birth rate 370 adult literacy 280 agriculture 45 discrimination of marginalized groups 73 early childhood care and education 212 ecological footprint 21 economic growth 49 education aid 354 education expenditure 346 educational attainment 48, 86, 370 electricity provision 86 environmental education 301 gender disparity 259, 260, 262, 280 global citizenship education 295 HIV education 292 literacy 280 out-of-school children 182, 182 population growth 21 pre-primary enrolment 207 primary education 153, 182, 260, 262 quality of education 49 school completion 154, 156, 259, 260 secondary education 153, 154, 155, 156, 182, 182, 259, 260, 262 sexuality education 291 with South-eastern Asia, countries listed 398 teacher education 296 teaching methods 102, 298 tertiary education 229 under-5 mortality rate 156, 371 universal primary and secondary education 153, 154, 155, 156 wealth disparities 260 youth literacy 280 see also individual countries Eastern Europe deskilling of women migrants to EU countries 117–118 educational attainment 60 employment 60, 117–118 gender disparity 60 teacher education 335 tertiary education 231 TVET enrolment 223 see also individual countries Ebola crisis, management 372 ECDI 217–218, 218 ECERS 212 ecological footprint and human development/lifestyle 21, 22–23, 22, 23 whole school approach 27 economic growth agricultural improvements 44–47 effect of secondary school completion 120 and environmental damage 40 and environmental sustainability 39 and extreme poverty decline 52 global 161–162 green industry 40–44 importance of lifelong learning 48–52 and inclusive society 39–40, 53–62 and internal migration 117 knowledge economy 124 and prosperity 51–53 urban areas 118–119 see also agriculture; business; industry economic instability, public concerns 304 economic models, for 21st Century 53 Ecuador buen vivir approach 4, 27 childhood obesity 80 early childhood care and education 212 educational attainment 75, 186 electricity provision 312, 313 gender disparity 75 HIV education 292 ICT facilities 314 internet access 313 mathematics achievement 195 national assessments 200 pre-primary education 338 pre-primary enrolment 208 primary education 186, 195, 312, 314, 338 psychological bullying in schools 315 reading proficiency 195 school completion 186 secondary education 186, 312, 314, 338 sustainable living 27, 28 teacher salaries 338 tertiary education 231 TVET enrolment 223 violence in schools 315 within country disparity 186, 231 years of education 186 educated populations, impact on rest of world 157, 162 education aid see education aid main entry and behavioural change 87 and conflict 103–109, 166 cross-sector delivery and funding 143, 163, 167 and decent work opportunities 55, 56 effect on cities 115, 118–121, 121–124 effect on doctor/patient relationships 78 effect on gender disparity 80–82 expansion 54, 55, 162 factors limiting progress 162 financing 133–139 and green energy choices 78, 88 health care benefits 84–85 for inclusion 53–62 and inequality 53–62, 103, 121–124 integrated interventions see deworming campaigns; sanitation, schemes; school meals intra-urban disparity 121–122, 122 local government disengagement 129, 129 national qualifications frameworks 142, 227 in other SDGs 367–373, 379, 388 and participatory politics 97–102, 99 for peace 107–108 prioritised by MyWorld survey respondents 6 relationship with climate change 157 right to 8 role in health care 77–80, 82–84 role in justice system 110–111 role in social development 67, 77–84 role in sustainability 11, 11, 24, 25–26, 25, 26, 44, 46, 61, 78, 115, 164, 165, 378 rural-urban disparity 121–122, 122 SDG structures 146 and self-control development 250 transformative effect 162, 163 for urban planning 115, 125–126, 166 see also early childhood care and education; education aid; education expenditure; pre-primary education; primary education; school entries; secondary education; tertiary 508 ANNEX | INDEX
education Education 2030 Framework for Action adoption 7, 180 co-ordination structures 146 domestic education finance 135 guiding principle of gender equality 264 need for motivated teachers 333 private sector finance 146 role 386 education aid 137–139, 138, 139 defined 404 delivery channels 355 dependent on learning improvements 201 disbursements 141, 354 donors see donors main entry expected effect of GEM reporting 388 failure to target greatest needs 138, 138, 139 humanitarian aid 356, 356–357 for integrated projects 140–141 international NGOs 145 partnerships 146–147, 167 private sector funding 145–146, 167 for scholarships 324–325, 324 share of total aid 353 for teacher training 333 Education for All see EFA Education Blueprint 2013-25 (Malaysia) 142 Education Cannot Wait fund 147 education costs 233, 233, 342, 344, 352, 356–357, 381 education expansion aim of quality 162 for climate change 33 composition and compression effects 55 and SDG 4 151 education expenditure adult education 239 decentralization (Colombia) 141–142 Education 2030 Framework recommendations 135 failure of governments on target 388 funding shares 345, 346, 346, 347, 347, 348, 348, 349 global indicator 368 low to middle income countries 136, 136 missing data 344, 347, 348, 349 monitoring 379, 381 tertiary education 233, 233 education level see educational attainment education management information systems 231, 232, 380 education planning 116–118, 166, 167 education policies integrated multi-sector approaches 139–143, 140 reviews 364 education systems 21st Century employment requirements 52 curricula 77, 79, 104, 107 see also school curricula data collection tools 350 early childhood care and education quality 213, 213 effect of violent attacks 317 failure of resource allocation 388 monitoring 361–363, 363–365, 379, 381 see also national learning assessments need for flexible skills 49, 51 SABER approach 362 see also quality of education; school infrastructure Education and Training Sector Strategy (Democratic Republic of the Congo) 352 educational achievement, impact of conflict 104 educational attainment and adult education participation 238, 238 conflict risk 103 effect of education level 120, 186 effect of electrification 86 effect on higher levels of education 152 emphasis in SDGs 184 and employment 55, 57–60, 58, 59, 81, 88–89, 89, 101 and fertility rate reduction 85 gender disparity 60, 61, 74, 74–75, 88–89, 139, 152, 257, 259 health programme benefits 77, 85 immigrants 271 integrated interventions for achievement 125 and intimate partner violence reduction 81, 81 and literacy rates 280 marginalized groups 73–76, 74–75, 76, 124 mothers 82–84 and payment of taxes 135 and political activism 98, 99, 100, 101–102 at primary level 46, 83, 186 projections to 2030 and beyond 151–153, 152, 152, 153 relationship with other development outcomes 9–10, 369–370, 370 relationship with sustainability 10, 162 and school meal programmes 79 tertiary education 228–230, 229, 230–231 and under-5 mortality 82, 155, 156, 370–371, 371 wealth disparities 73–75, 185, 186, 230, 231 years of education 74, 74–75, 76, 185, 186 see also learning outcomes; mathematics achievement; reading proficiency educational facilities destruction in conflict 105 see also school buildings; school construction educational outcomes see learning outcomes EFA Fast Track Initiative see Global Partnership for Education EFA Global Monitoring Report goals 180–181 role 387 EFA goals, scope and differences from SDGs 180–181 EGMA 195, 201 EGRA (Early Grade Reading Assessment) 195, 196, 201 Egypt adaption to climate change 10 adolescent birth rate 370 agriculture 34 childhood obesity 80 educational attainment 10, 75, 82, 186, 370 electricity provision 313 female genital mutilation 82 gender disparity 75, 230 health and nutrition programmes 80 ICT facilities 313, 314 ICT skills 246 internet access 313 linguistic diversity 268 literacy 281 primary education 106, 106, 186, 313, 314 refugees 106, 106 rural areas 122 school completion 186 secondary education 106, 186, 313, 314 sexual and reproductive health interventions 80 teacher education 336 tertiary education 228, 229, 230, 231 TVET 224, 224, 225 under-5 mortality rate 371 urban areas 122 violence in schools 316 wealth disparities 122 within country disparity 186, 231 women in politics 99 years of education 186 El Salvador child development 219 early childhood care and education 210 educational attainment 86 electricity provision 86, 312, 313 female literacy 83 gender disparity 230 global citizenship education 294 HIV education 292 home learning environment 215 ICT facilities 314 internet access 313 literacy 83 literacy and numeracy 219 pre-primary education 209, 338 primary education 312, 314, 338 secondary education 312, 314, 338 teacher salaries 338 tertiary education 228, 229, 230 under-5 mortality rate 83 within country disparity 210 electoral participation 98–99 electricity provision 69 effects 86 and ICT facilities 312, 312–313 integrated approach 141 emergency contexts see conflict; conflictaffected areas; disasters emerging economies demand for agriculture 45 educational attainment and employment 56 manufacturing employment 51 tax revenue 135 see also developing countries emotional abuse 82, 109, 315, 315 employment in agriculture 45–46 attitudes of women as gender equality indicator 264, 264 discrimination against marginalized groups 72–73 and educational attainment 55–56, 57–60, 58, 59, 81, 88, 89, 101 effect of school health campaigns 85 gender disparity 56, 60, 69, 69–70, 70, 71, 88, 89, 89, 120 green industries 40, 41 and non-cognitive skills 248 and optimal skill levels 248 polarization of skills 49–51, 50 and quality of education 56 reducing impact of technological change 164 teacher contracts 336–337, 336 trends 49 underemployment of migrant skills 117 vulnerable and informal work 57, 58, 58 women 56, 57, 60, 61, 69–70, 70, 81, 88, 89, 89, 165 youth global indicator 369 see also employment skills; unemployment; workers; workplace-based TVET employment regulation, benefits to women 61 employment skills for agriculture 46 and decent work 55 and educational attainment 59 for green economy 41–42, 42, 61–62, 162, 165, 292 migrants deskilled 117–118 monitoring 377 polarization of jobs 49–51, 50 training for migrants 117 TVET programme 142 see also skills for decent work ENADE (Exame Nacional de Desempenho dos Estudantes) (Brazil) 236 energy education for green energy use 78, 88 provision to communities 68, 86 religious energy reduction initiative 30 solar energy initiatives 29–30, 31–32 engineering, impact of female teachers on girls 91 England crime 120 2016 • GLOBAL EDUCATION MONITORING REPORT 509
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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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STATISTICAL TABLES 1 TABLE 10 SDG 4
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STATISTICAL TABLES 1 TABLE 10 (Cont
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Page 491 and 492: STATISTICAL TABLES 1 TABLE 13 Part
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Page 497 and 498: STATISTICAL TABLES 1 TABLE 14 Domes
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Page 503 and 504: 5 Aid tables INTRODUCTION 1 The dat
Page 505 and 506: TABLE 1 Bilateral and multilateral
Page 507 and 508: DIRECT AID TO POST-SECONDARY EDUCAT
Page 509 and 510: DIRECT AID TO SECONDARY EDUCATION D
Page 515 and 516: TABLE 4 ODA recipients (Continued)
Page 517 and 518: Glossary Adjusted net enrolment rat
Page 519 and 520: Net attendance rate (NAR). Number o
Page 521 and 522: Abbreviations AAPS AES AHELO AIDS A
Page 523 and 524: ILO IMF INES ISCED ISSA LAMP LEARNi
Page 525 and 526: Index This index covers the Introdu
Page 527 and 528: home learning environment 215 ICT f
Page 529 and 530: HIV education 292 NGOs 211 out-of-s
Page 531: see also traditional knowledge Cura
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.
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Allen, H. 2013. Africa’s First Fu
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Hanson, D. 2013. Assessing the Harl
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Sirin, S. R. and Rogers-Sirin, L. 2
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Fehling, M., Nelson, B. D. and Venk
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Prichard, W. 2010. Taxation and Sta
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Lager, A. C. J. and Torssander, J.
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Bennell, P. and Akyeampong, K. 2007
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Crouch, L. 2015. Stumbling at the f
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Facione, P. A. 1990. Critical Think
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Hardin, B. J., Vardell, R. and de C
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Inter-Agency Working Group on TVET
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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
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Wortham, S. C. 2013. Common Charact
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