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education<br />
Education 2030 Framework for Action<br />
adoption 7, 180<br />
co-ordination structures 146<br />
domestic education finance 135<br />
guiding principle of gender equality 264<br />
need for motivated teachers 333<br />
private sector finance 146<br />
role 386<br />
education aid 137–139, 138, 139<br />
defined 404<br />
delivery channels 355<br />
dependent on learning improvements 201<br />
disbursements 141, 354<br />
donors see donors main entry<br />
expected effect of GEM reporting 388<br />
failure to target greatest needs 138, 138, 139<br />
humanitarian aid 356, 356–357<br />
for integrated projects 140–141<br />
international NGOs 145<br />
partnerships 146–147, 167<br />
private sector funding 145–146, 167<br />
for scholarships 324–325, 324<br />
share of total aid 353<br />
for teacher training 333<br />
Education for All see EFA<br />
Education Blueprint 2013-25 (Malaysia) 142<br />
Education Cannot Wait fund 147<br />
education costs 233, 233, 342, 344, 352, 356–357,<br />
381<br />
education expansion<br />
aim of quality 162<br />
for climate change 33<br />
composition <strong>and</strong> compression effects 55<br />
<strong>and</strong> SDG 4 151<br />
education expenditure<br />
adult education 239<br />
decentralization (Colombia) 141–142<br />
Education 2030 Framework<br />
recommendations 135<br />
failure of governments on target 388<br />
funding shares 345, 346, 346, 347, 347, 348,<br />
348, 349<br />
global indicator 368<br />
low to middle income countries 136, 136<br />
missing data 344, 347, 348, 349<br />
monitoring 379, 381<br />
tertiary education 233, 233<br />
education level see educational attainment<br />
education management information systems<br />
231, 232, 380<br />
education planning 116–118, 166, 167<br />
education policies<br />
integrated multi-sector approaches 139–143,<br />
140<br />
reviews 364<br />
education systems<br />
21st Century employment requirements 52<br />
curricula 77, 79, 104, 107<br />
see also school curricula<br />
data collection tools 350<br />
early childhood care <strong>and</strong> education quality<br />
213, 213<br />
effect of violent attacks 317<br />
failure of resource allocation 388<br />
monitoring 361–363, 363–365, 379, 381<br />
see also national learning assessments<br />
need for flexible skills 49, 51<br />
SABER approach 362<br />
see also quality of education; school<br />
infrastructure<br />
Education <strong>and</strong> Training Sector Strategy<br />
(Democratic Republic of the Congo)<br />
352<br />
educational achievement, impact of conflict 104<br />
educational attainment<br />
<strong>and</strong> adult education participation 238, 238<br />
conflict risk 103<br />
effect of education level 120, 186<br />
effect of electrification 86<br />
effect on higher levels of education 152<br />
emphasis in SDGs 184<br />
<strong>and</strong> employment 55, 57–60, 58, 59, 81,<br />
88–89, 89, 101<br />
<strong>and</strong> fertility rate reduction 85<br />
gender disparity 60, 61, 74, 74–75, 88–89,<br />
139, 152, 257, 259<br />
health programme benefits 77, 85<br />
immigrants 271<br />
integrated interventions for achievement<br />
125<br />
<strong>and</strong> intimate partner violence reduction<br />
81, 81<br />
<strong>and</strong> literacy rates 280<br />
marginalized groups 73–76, 74–75, 76, 124<br />
mothers 82–84<br />
<strong>and</strong> payment of taxes 135<br />
<strong>and</strong> political activism 98, 99, 100, 101–102<br />
at primary level 46, 83, 186<br />
projections to 2030 <strong>and</strong> beyond 151–153, 152,<br />
152, 153<br />
relationship with other development<br />
outcomes 9–10, 369–370, 370<br />
relationship with sustainability 10, 162<br />
<strong>and</strong> school meal programmes 79<br />
tertiary education 228–230, 229, 230–231<br />
<strong>and</strong> under-5 mortality 82, 155, 156, 370–371,<br />
371<br />
wealth disparities 73–75, 185, 186, 230, 231<br />
years of education 74, 74–75, 76, 185, 186<br />
see also learning outcomes; mathematics<br />
achievement; reading proficiency<br />
educational facilities<br />
destruction in conflict 105<br />
see also school buildings; school construction<br />
educational outcomes see learning outcomes<br />
EFA Fast Track Initiative see Global Partnership<br />
for Education<br />
EFA Global Monitoring Report<br />
goals 180–181<br />
role 387<br />
EFA goals, scope <strong>and</strong> differences from SDGs<br />
180–181<br />
EGMA 195, 201<br />
EGRA (Early Grade Reading Assessment) 195,<br />
196, 201<br />
Egypt<br />
adaption to climate change 10<br />
adolescent birth rate 370<br />
agriculture 34<br />
childhood obesity 80<br />
educational attainment 10, 75, 82, 186, 370<br />
electricity provision 313<br />
female genital mutilation 82<br />
gender disparity 75, 230<br />
health <strong>and</strong> nutrition programmes 80<br />
ICT facilities 313, 314<br />
ICT skills 246<br />
internet access 313<br />
linguistic diversity 268<br />
literacy 281<br />
primary education 106, 106, 186, 313, 314<br />
refugees 106, 106<br />
rural areas 122<br />
school completion 186<br />
secondary education 106, 186, 313, 314<br />
sexual <strong>and</strong> reproductive health interventions<br />
80<br />
teacher education 336<br />
tertiary education 228, 229, 230, 231<br />
TVET 224, 224, 225<br />
under-5 mortality rate 371<br />
urban areas 122<br />
violence in schools 316<br />
wealth disparities 122<br />
within country disparity 186, 231<br />
women in politics 99<br />
years of education 186<br />
El Salvador<br />
child development 219<br />
early childhood care <strong>and</strong> education 210<br />
educational attainment 86<br />
electricity provision 86, 312, 313<br />
female literacy 83<br />
gender disparity 230<br />
global citizenship education 294<br />
HIV education 292<br />
home learning environment 215<br />
ICT facilities 314<br />
internet access 313<br />
literacy 83<br />
literacy <strong>and</strong> numeracy 219<br />
pre-primary education 209, 338<br />
primary education 312, 314, 338<br />
secondary education 312, 314, 338<br />
teacher salaries 338<br />
tertiary education 228, 229, 230<br />
under-5 mortality rate 83<br />
within country disparity 210<br />
electoral participation 98–99<br />
electricity provision 69<br />
effects 86<br />
<strong>and</strong> ICT facilities 312, 312–313<br />
integrated approach 141<br />
emergency contexts see conflict; conflictaffected<br />
areas; disasters<br />
emerging economies<br />
dem<strong>and</strong> for agriculture 45<br />
educational attainment <strong>and</strong> employment 56<br />
manufacturing employment 51<br />
tax revenue 135<br />
see also developing countries<br />
emotional abuse 82, 109, 315, 315<br />
employment<br />
in agriculture 45–46<br />
attitudes of women as gender equality<br />
indicator 264, 264<br />
discrimination against marginalized groups<br />
72–73<br />
<strong>and</strong> educational attainment 55–56, 57–60,<br />
58, 59, 81, 88, 89, 101<br />
effect of school health campaigns 85<br />
gender disparity 56, 60, 69, 69–70, 70, 71, 88,<br />
89, 89, 120<br />
green industries 40, 41<br />
<strong>and</strong> non-cognitive skills 248<br />
<strong>and</strong> optimal skill levels 248<br />
polarization of skills 49–51, 50<br />
<strong>and</strong> quality of education 56<br />
reducing impact of technological change 164<br />
teacher contracts 336–337, 336<br />
trends 49<br />
underemployment of migrant skills 117<br />
vulnerable <strong>and</strong> informal work 57, 58, 58<br />
women 56, 57, 60, 61, 69–70, 70, 81, 88, 89,<br />
89, 165<br />
youth global indicator 369<br />
see also employment skills; unemployment;<br />
workers; workplace-based TVET<br />
employment regulation, benefits to women 61<br />
employment skills<br />
for agriculture 46<br />
<strong>and</strong> decent work 55<br />
<strong>and</strong> educational attainment 59<br />
for green economy 41–42, 42, 61–62, 162,<br />
165, 292<br />
migrants deskilled 117–118<br />
monitoring 377<br />
polarization of jobs 49–51, 50<br />
training for migrants 117<br />
TVET programme 142<br />
see also skills for decent work<br />
ENADE (Exame Nacional de Desempenho dos<br />
Estudantes) (Brazil) 236<br />
energy<br />
education for green energy use 78, 88<br />
provision to communities 68, 86<br />
religious energy reduction initiative 30<br />
solar energy initiatives 29–30, 31–32<br />
engineering, impact of female teachers on<br />
girls 91<br />
Engl<strong>and</strong><br />
crime 120<br />
2016 • GLOBAL EDUCATION MONITORING REPORT 509