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HLPFs (High Level Political Forums) 182, 386– 387, 388 Holocaust education 290 home environment, effect on development 197, 214, 215, 215 home language see language of instruction; mother tongue; mother tongue instruction home-based workers 120 see also own-account employment (selfemployment) Honduras climate change 34 educational attainment 81, 86, 186 electricity provision 86 employment 140 gender disparity 75, 230 global citizenship education 294 HIV education 292 human rights education 297 instructional teaching time 191 integrated programmes 140 intimate partner violence 81 literacy 75, 195, 281 literacy programme participation 277, 278 mathematics achievement 195 natural disasters 33 pre-primary education 338 pre-primary enrolment 208 primary education 34, 186, 195, 261, 261, 338 psychological bullying in schools 315 reading proficiency 195 rural areas 75, 122 school completion 34, 186, 261, 261 secondary education 34, 186, 338 teacher education 297 teacher salaries 338 tertiary education 228, 229, 230, 231 urban areas 122 violence in schools 315, 316 wealth disparities 122 within country disparity 186, 231 years of education 186 Hong Kong, China educational attainment 76 electricity provision and internet access in schools 312, 313 environmental education 301 ethnic minorities 76 socio-economic background and perseverance 249 household expenditure on education 233, 233, 342, 344, 352, 356–357, 381 household survey data access to education 181 adult education 237 expenditure 356–357 Inter-Agency Group on Education Inequality Indicators 263 international programme 382 late entry and over-age in education 183 literacy information 277–278, 278, 279, 280–281, 280 pre-primary education 209 primary completion rate 263, 263 private education 187 as relative wealth indicator 257 school completion 184, 185, 263, 263 TVET reporting needs 225 UNICEF MIC surveys 196, 197, 208, 209, 215, 219, 257, 263, 278, 280 HRLS (BRAC) (Bangladesh) 110 human potential, GEM policy recommendations 165 human rights assessments on knowledge 300, 300 education 289–290, 290, 295 extracurricular activities 299 monitoring 289–290, 290, 297, 300, 300 teacher education 296–297 Human Rights and Legal Aid Services (HRLS) (BRAC) (Bangladesh) 110 humanitarian aid 356, 356–357 Hungary adult education 238 earnings 88 education funding 350 educational attainment 88 environmental education 301 financial literacy 250 gender disparity 88, 230 global citizenship education 294 ICT facilities 314 language of instruction 269 mathematics achievement 109 primary education 187, 314, 329 pupil/teacher ratio and class size 329 school completion 187 secondary education 187, 238, 314 socio-economic background and perseverance 249 special educational needs 266 teacher education 336 teacher salaries 337 tertiary education 228, 229, 230, 231, 238 violence in schools 109 within country disparity 231 hydro-electrification 86 hygiene education 79–80, 88 handwashing facilities 308, 309 I ICCS 26, 100, 293–294, 298, 299, 300, 303–304 Iceland environmental education 301 global citizenship education 294 primary and secondary school completion 186 socio-economic background and perseverance 249 tertiary education 229, 231 ICF 266 ICILS 246 ICT access and use 245 effect on economies 49 ICT cluster (Hyderabad) 119 ICT skills facilities in schools 311–314, 311, 312–313, 314 for improved service delivery 92 in knowledge economy 124 monitoring 245, 245, 246, 378 IDELA 217–218, 218 IEA 100 IIEP, Country Reports 364 illiteracy marginalized populations 73 part-time female workers 120 replaced by literacy skill proficiency as measure 278 youth 280 see also adult literacy; literacy; youth literacy ILO see International Labour Organization (ILO) immigrants attitudes towards 304 educational attainment 124 enclaves in cities 124 languages spoken 269–270 marginalization 73, 75–76 see also ethnic minority groups; migrants; migration; refugees imputed student costs, aid 324, 324, 325, 325 in-country disparity see within country disparities in-service training for teachers 335–336 on global citizenship 296 Incheon Declaration 7, 12 inclusion contribution of education to inclusive economies 39–40, 53–62, 120 early childhood education 211 integrated approaches 90–93, 124–128, 125, 126, 127, 139–143, 140 social development for 67–77 Inclusive Education Rating System tools, school buildings 310–311 income inequality 53, 81, 124 India adult education 237 agriculture 47 caste system 73, 123 climate change 44 curriculum 104 disabled access to schools 311 discrimination against marginalized groups 69, 123 early childhood care programmes 85 economic growth 49, 118 educational attainment 74, 81, 86, 89, 103, 135, 186 electricity provision 86, 312 employment 51, 89, 120, 140 environmental education 25, 26 food waste 45 gender disparity 69, 74, 89, 90, 92, 120 gender equality initiatives 71, 92 gender-based violence 90 gendered attitudes 264 health care 78, 80 HIV education 292 illiteracy 120 income inequality 52 integrated programmes 92, 140 intimate partner violence 81 linguistic diversity 268 literacy programme participation 278 manufacturing 51 out-of-school children 182, 183 parental gender attitudes 90 peace education 108 police training 110 population growth 21 pre-primary enrolment 207 primary education 182, 183, 186, 187, 237, 312, 337 private education 118, 187 quality of education 122 renewable energy 40 rural areas 122 scholarship aid 324, 324 school completion 186 school dropout 90 secondary education 183, 186, 312 sexual and reproductive health interventions 80, 292 stunted children 85 tax attitudes 135 teacher contracts 336, 337 teacher deployment 122 teacher motivation 334 teaching methods 191 tertiary education 228, 231 urban areas 122 urban planning 126, 126 urban population growth 116 voter education campaigns 99 water and sanitation programmes 85 wealth disparities 122 within country disparity 186, 231 women in politics 71, 71 years of education 186 youth unemployment 103 indicators see global indicators; thematic indicators Indicators of Education Systems (INES) 363– 364, 364 indigenous language see language of instruction; mother tongue; mother tongue instruction indigenous peoples attitudes towards 304 culture and cultural loss 29, 77, 164 514 ANNEX | INDEX
educational attainment 75, 76, 105 language of instruction conflict 104 marginalization 72, 73 school infrastructure index 308 school teaching methods 102 sustainable living and climate change 27–29, 27, 35 vulnerable environments 28 Indonesia adolescent birth rate 370 early childhood care and education 213, 213 ecological footprint 23 education expenditure 136, 136 education system review 364 educational attainment 74, 186, 370 electricity provision 312 environmental education 26, 301, 301 equity improvement 351 gender disparity 74, 75, 230 gender equality initiatives 92 health care 78 human rights education 290, 300 language of instruction 269 linguistic diversity 268 literacy 75, 281, 282 literacy programme participation 278 mathematics achievement 109 multicultural supportiveness 299 out-of-school children 183 out-of-school civic activities 26 parent governors 294 parental health 85 population growth 21 pre-primary enrolment 207 primary education 183, 186, 312, 329, 329, 330, 337 private education 233 pupil/teacher ratio and class size 329 rural areas 75 scholarship aid 324 school completion 186 school construction 310 school dropout 85 secondary education 183, 186, 312 sexuality education 291 socio-economic background and perseverance 249 sustainable development education 297 teacher absenteeism 329 teacher contracts 337 teacher education 297, 330 teaching methods 298 tertiary education 228, 229, 230, 231, 233 TVET participation 226 under-5 mortality rate 371 underweight children 80 violence in schools 109 within country disparity 186, 231 women in politics 71 years of education 186 induction of teachers 334, 335, 335 industry, development of clean and green restructuring 40–43 inequality of education in cities 122 of education globally 162 effect of education 54–55, 103, 121–124 effect of GEM highlighting of problems 388 household share of education expenditure 342 and marginalization 72–73 monitoring 378 see also inequality measurement per capita income 53, 53, 59, 81 reduction through early childhood development programmes 213 risks from private sector funding 145–146 rural-urban divide 121, 122 women’s employment 56, 57, 60, 61, 69–70, 70, 81, 88–89, 88 see also discrimination; equity; ethnic minority groups; gender disparity; gender equality; inequality; justice; marginalization; people with disabilities; wealth disparities inequality measurement calculations 258 disability 265–267 gender 262–265 language 267–270 migration 271–273 parity indices 257–262 INES Network for System-Level Indicators (NESLI), data tool 363–364, 364 informal coalitions, for environmental sustainability 32 informal education 9, 237 informal employment 57, 58, 58 and educational level 58 gender disparity 60, 69, 70, 89 reducing through education access 60 urban economies 119–120 informal healthcare, inadequacies 78 information literacy see digital literacy information schemes 91, 92 infrastructure data collection 308, 309 INJAZ Palestine 253 institution-based TVET 223, 223–224, 223, 224–225, 224 instructional time 191–192, 192, 329 Integrated Agricultural Research for Development (IAR4D) 47 integrated approaches need for more development 163 school services 165 for social inclusion 90–93, 124–128, 125, 126, 127, 139–143, 140 for sustainable development agenda 134, 141–142, 167 see also partnership; policy coherence for development; social protection programmes integrated schools 28–29, 106, 107 see also desegregation of schools Inter-agency and Expert Group on SDG Indicators 181 ICT skills 244 Inter-agency Group for Child Mortality Estimation 263 Inter-agency Group on Education Inequality Indicators 263, 378, 380 Inter-agency Network for Education in Emergencies, guidelines 310 Inter-American Development Bank, funding for infrastructure census 308 interculturalism, extracurricular activities 299 intergenerational learning, for climate change 28–29 Intergovernmental Panel on Climate Change, value of indigenous knowledge 28 internal migration 117 internally displaced persons 33, 166, 271–272 international aid see aid; donors; education aid International Association for the Evaluation of Educational Achievement 302 see also International Civic and Citizenship Education Study (ICCS) International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study 100 International Association of Universities, Higher Education for Sustainable Development initiative 27 International Civic and Citizenship Education Study (ICCS) 26, 100, 293–294, 298, 299, 300, 303–304 International Classification of Functioning, Disability and Health (ICF) 266 International Commission on the Financing of Global Education Opportunities 134 International Computer and Information Literacy Study (ICILS) 246 International Conference on Population and Development, Programme of Action 291 International Covenant on Economic, Social and Cultural Rights 244 International Development and Early Learning Assessment (IDELA) 217–218, 218 International Household Survey Network 356–357 International Institute for Educational Planning (IIEP), County Reports 364 International Labour Organization (ILO) International Training Centre on green issues 31 School-to-Work Transition Survey 225 International Men and Gender Equality Survey 91 international migration 271 see also refugees international opinion surveys 303 International Planned Parenthood Federation questionnaire 291 International Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms 289 International Social Survey Programme (ISSP) 25–26, 304 International Society for the Prevention of Child Abuse and Neglect screening tool 316 International Step by Step Association 211 International Telecommunication Union (ITU) 245 internet access in schools 312, 313 for environmental education 31 for literacy programme delivery 279 internet abuse 315 Interpersonal Competence Questionnaire 250 interpersonal violence 108–109 intimate partner violence 81, 82, 92 attitudes of women as gender equality indicator 264–265, 264 not addressed in school curricula 291 see also gender-based violence intra-urban disparity in education 121–122, 122 IPCC 28 Iran, Islamic Republic of see Islamic Republic of Iran Iraq access to education 272 attacks on schools 317 child development 219 childhood obesity 80 conflict 103, 105, 272 early childhood care and education 210 educational attainment 186 home learning environment 215, 215 internally displaced persons 272 literacy 195, 196, 219, 281 loss of educational facilities 105 national school census 309 numeracy 219 primary education 186, 196, 272 reading proficiency 195, 196 school completion 186 secondary education 186 tertiary education 231 violence in schools 316 within country disparity 186, 210, 231 years of education 186 Ireland adult education 238 environmental education 301 global citizenship education 294, 300 literacy 282 pre-primary enrolment 208, 208 secondary education 238 socio-economic background and perseverance 249 special educational needs 266 teacher education 336 tertiary education 232, 238 2016 • GLOBAL EDUCATION MONITORING REPORT 515
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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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STATISTICAL TABLES 1 TABLE 11 (Cont
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Page 487 and 488: STATISTICAL TABLES 1 TABLE 12 (Cont
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Page 497 and 498: STATISTICAL TABLES 1 TABLE 14 Domes
Page 499 and 500: STATISTICAL TABLES 1 TABLE 14 (Cont
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 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: ole of education 61, 78, 88, 165 gr
Page 541 and 542: working poverty 57, 61 years of edu
Page 543 and 544: M Macao, China environmental educat
Page 545 and 546: perseverance 249 tertiary education
Page 547 and 548: primary education 314 secondary edu
Page 549 and 550: tertiary education 228, 229, 230, 2
Page 551 and 552: women in politics 99 years of educa
Page 553 and 554: small island developing States stud
Page 555 and 556: perseverance 249 special educationa
Page 557 and 558: within country disparity 186, 231 w
Page 559 and 560: attitudes to business 253 benefits
Page 561 and 562: Introduction Carson, R. 1962. Silen
Page 563 and 564: Das, P. K. 2010. Climate Change and
Page 565 and 566: Reyhner, J. and Eder, J. 2015. Amer
Page 567 and 568: Aghion, P., Veugelers, R. and Serre
Page 569 and 570: Hanushek, E. A., Schwerdt, G., Wied
Page 571 and 572: Pritchett, L. 2006. Does learning t
Page 573 and 574: Bhurosy, T. and Jeewon, R. 2014. Ov
Page 575 and 576: Gunewardena, D. 2015. Why aren’t
Page 577 and 578: McBride, D. E. and Parry, J. A. 201
Page 579 and 580: United Cities and Local Governments
Page 581 and 582: Campbell, D. E. 2008. Voice in the
Page 583 and 584: Mendenhall, M. and Chopra, N. 2016.
Page 585 and 586: Allen, H. 2013. Africa’s First Fu
Page 587 and 588: Hanson, D. 2013. Assessing the Harl
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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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