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early childhood education 210–213, 213 for economic growth 39, 48–49, 119 effect on political engagement 100 and employment 56 essential to SDG 9 inequality a risk for conflict 103–104 intra-urban disparity 122–123, 123 learning outcomes 193–203, 195, 196, 197, 197, 198, 199, 201, 202, 236, 299–302, 303, 381 measurement tools 211–212, 217 monitoring 188, 188, 381 for refugees 106 slum dwellers need for schools 118 for sustainability 34, 165 teaching practices 191–193, 191, 192, 298 technical and vocational education and training (TVET) 226–227 tertiary education 234–235, 235 textbook availability 189–191, 190 university ranking drawbacks 235 R racial segregation 106–107, 123–124 rainforest preservation and management 28 range, in inequality measurement 258, 258 rape 109 ratio, in inequality measurement 258, 258 RCE Minna (Nigeria) 30 reading proficiency assessment 194–195, 195, 196, 197, 197 and decent work 245 immigrants 271 in literacy monitoring 282, 282 out-of-school children 196 see also literacy rebel groups, recruitment of uneducated young men 103 refugees education 106, 106, 166 enrolment 117, 272–273 monitoring 272 regional assessments 201 Regional Centres of Expertise (UN) 30 regional data 395 regional development plans, incorporation of SDGs 141 regional disparity see cities; rural areas; urban areas; within country disparities regional government, data gaps on financing 345 regional indicators, development for monitoring 181, 382, 387 Regional Project on Child Development Indicators (PRIDI) project 217–218, 218 religious groups environmental advocacy 30 inequality of education and conflict 103 marginalization 72 segregated schools 107, 123–124 renewable energy 40–41 repetition rate 183, 310 Republic of the Congo see Congo Republic of Korea children with disabilities 266 digital literacy skills 247 early childhood care and education 212 ecological footprint 22, 22 education expenditure 234 educational attainment 88 electricity provision 312, 313 employment and earnings 88, 89 employment skills 59 environmental education 26, 301 ethnic minority groups 124 gender disparity 88, 89, 230 global citizenship education 295, 296, 300, 300 household expenditure 234 Incheon declaration 7, 12 internet access 313 literacy 282 migration 271 out-of-school civic activities 26 primary education 312 private education 233 pupil/teacher ratio and class size 329 research and development expenditure 273 school textbooks 295 secondary education 152, 312, 329 socio-economic background and perseverance 249 teacher education 296 teaching methods 298 tertiary education 59, 229, 229, 230, 233, 234 TVET participation 224 upper secondary school completion 152 violence in schools 315 women in politics 71 Republic of Moldova child development 219 childhood obesity 80 early childhood care and education 210 ecological footprint 23 education expenditure 136 educational attainment 75, 81, 186 gender disparity 75, 230 home learning environment 215 intimate partner violence 81 literacy 219, 281 numeracy 219 pre-primary education 209 primary education 186, 335 school completion 186 secondary education 186 sustainability 22 teacher education 335 tertiary education 229, 230, 231, 231 within country disparity 186, 210, 231 years of education 186 research and development (R&D) for agriculture 47 for comparative measurement in education 383 disparity in global deployment of staff 370, 372 funding 43, 47, 164, 372 in sustainable economies 42–43, 164 for urban competitiveness 119 Research on Improving Systems of Education project 365 results based management, aid programmes 144 revenue for education (taxation) 135, 136, 138 richer countries class sizes 329 digital literacy 247, 247 education expenditure allocation 347 educational attainment and employment 56 income gap and growth 53, 53 pre-primary education participation 209, 210 private sector funding 145 TVET student background 225 view of SDGs 387 within country disparities 76 right to education global database 361 historical agreements 8 legal right 110 rights International Covenant on Economic, Social and Cultural Rights 244 see also human rights; right to education Rio de Janeiro city leadership 129 Earth Summits 5, 6 role models, importance for gender equality 91 Roma populations, educational attainment 75, 76 Romania adult education 237, 238 education expenditure 347 environmental education 301 gender disparity 230 HIV education 292 ICT facilities 314 ICT skills 246, 246 mathematics achievement 109 primary education 187, 314 school completion 187 school leadership training 332 secondary education 187, 238, 314 socio-economic background and perseverance 249 tertiary education 228, 229, 230, 238 violence in schools 109 rural areas access to health care professionals 372 electrification 86 entrepreneurship skills for agriculture 253 ICT facilities 314 incentives 352 integrated approaches 140 literacy 74, 75, 279, 279 maternity care 71 non-formal education in civic society 100 out-of-school children 259 population 45 poverty 44 rural-to-urban migration 116, 117 rural-urban education inequality 121–122, 122 school completion 259 school infrastructure 308 teachers 330, 339 teaching methods 102 violence in schools 316 see also agriculture; sanitation; water provision rural-to-urban migration 21, 116, 117, 166, 271 rural-urban disparity 121–122, 122 Russian Federation adult education 364 digital literacy skills 247 environmental education 301 financial literacy 251 gender disparity 230 HIV education 292 human rights education 300 population growth 21 primary education 187, 335 school completion 187 secondary education 187 socio-economic background and perseverance 249 teacher education 335 teacher skills 333 tertiary education 228, 229, 230 women in politics 71 Rwanda agriculture 47 computer/pupil ratio 313 conflict 105 educational attainment 74, 186, 370 enrolment 106 ethnic minority groups 103 female literacy 83 gender disparity 74, 75, 230 gender equality initiatives 92 gendered attitudes 264 global citizenship education 294 literacy 75, 83, 281 literacy programme participation 278 primary education 106, 186 refugees 106 rural areas 75 school completion 186 school curriculum 104, 107 secondary education 106, 186 teacher loss 105 teaching methods 107 tertiary education 229, 230, 231 textbooks 189, 190 under-5 mortality rate 83, 370, 370 within country disparity 186, 231 526 ANNEX | INDEX
women in politics 99 years of education 186 Ryerson University, sustainability programme 27 S SABER 199–200, 227, 335, 350–351, 362–363, 362 SACMEQ see Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Safe Schools Initiative of the Association of Southeast Asian Nations 310 Saint Kitts and Saint Nevis HIV education 292 ICT facilities in schools 313 violence in schools 316 Saint Lucia child development 219 early childhood care and education 85, 210 HIV education 292 home learning environment 215 ICT facilities 313 literacy and numeracy 219 pre-primary education 209 primary education 187, 313 school completion 187 secondary education 187, 313 students abroad 322, 322 stunted children 85 within country disparity 210 Saint Nevis see Saint Kitts and Saint Nevis Saint Vincent and the Grenadines electricity, and ICT and internet facilities in schools 313 HIV education 292 Samoa early childhood care and education 213, 213 equity improvement 352 national assessments 200 special educational needs 267 TVET fees 226 violence in schools 316 Samoa School Fees Grant Scheme 352 San Francisco Bay, competitive economy 119 sanitation ‘adequate facilities’ definition 309 capacity building 372 monitoring of standards 308–309 need for 68, 85 primary schools 309, 309 schemes 69, 79–80, 93, 165 Sao Tome and Principe child development 219 early childhood care and education 210 educational attainment 74, 81, 186 electricity provision 312, 313 gender disparity 74 home learning environment 215 internet access 313 intimate partner violence 81 literacy 219, 281 numeracy 219 pre-primary education 209 primary education 312 secondary education 312 students abroad 322 within country disparity 186, 210 years of education 186 Sarva Shiksha Abhiyan programme (India) 311 Saudi Arabia climate change 44 gender disparity 230 sexual and reproductive health interventions 80 tertiary education 228, 229, 230 women in politics 71 Scandinavia see Denmark; Finland; Norway; Sweden scholarships 226 aid for 324–325, 324, 325 availability 320–321 and gender equality 98 monitoring 319, 322, 378–379 school attendance interventions 78, 85 measurement 258 see also enrolment; out-of-school children; school completion; school dropout school-based interventions 78–80, 127 school building assessment tools 310 School Buildings Safety Indicator (Guatemala) 310 school censuses, and records of disabled access 311 school completion in climate risk areas 33, 34 and disability 72 girls 104, 165, 259, 259, 260 parity index 261 primary education see primary education, school completion and reading proficiency 245 secondary education see secondary education, school completion see also years of schooling school construction, guidelines and standards 310, 311 school curricula and bias 77, 166 cause of violent conflict 104 citizenship and sustainable development topics 292–294, 293, 294 climate change information 33–34 community involvement 164 entrepreneurial skills 252 gender equality 293, 293 health and nutrition interventions 79 history teaching post conflict 107 human rights coverage 289–290, 290 use of local traditional knowledge 29 monitoring 289–293, 378, 381 in mother tongue 224–239 sexuality education 291 tax education 136 whole school approach 26, 293–294 school dropout 85, 90, 117, 181 see also second chance programmes school environment see learning environment school feeding programmes 78–79, 85, 140, 140 school fees abolition 352 private education 187–188 school financing systems 350 school governance, monitoring 294 school infrastructure 308–311, 308, 309 monitoring 378, 381 whole school approach 26 school leaders, preparation and training 332, 332 school meals 78–79, 85, 140, 140, 352 school participation boys 74 girls 73, 74, 109 see also enrolment; out-of-school children; school completion; school dropout; years of schooling school-related violence 109, 109, 123, 166 monitoring and reporting 315, 317, 378 types 314 school repetition, affected by natural disasters 183, 310 science assessment 199, 199 disparity in global deployment of staff 370, 372 extracurricular activities 298 impact of female teachers on girls 91 teacher shortages 331 science-related careers, gender disparity and equality 70, 165 scientific research see research and development Scotland early childhood care and education 213 special educational needs 266, 266 SDG 4 6 development and relationship with EFA goals 180–181 global indicators see global indicators main entry learning cities 126 monitoring challenges 377–379 thematic indicators see thematic indicators main entry Target 4.a Education facilities and learning environments 7, 189–191, 307–317, 378, 397 see also learning environments; school entries Target 4.b Scholarships 7, 319–325, 378–379, 397 see also scholarships Target 4.c Teachers 7, 191–193, 327–339, 379, 397 see also teachers; other teacher entries Target 4.1 Primary and Secondary Education and Learning 7, 68–69, 180, 181–182, 184, 188–189, 188, 193, 377, 395 effect on adaption to climate change 157 effect on child mortality 156, 156 effect on economic development 156–157, 157 projections for achievement 151–153, 152, 153, 154, 155 see also primary education; secondary education Target 4.2 Early Childhood Development and Education 7, 205–219, 377, 396 see also early childhood care and education; mothers; parents; preprimary education Target 4.3 TVET Tertiary and Adult Education 7, 222–241, 377, 396 see also adult education; lifelong learning; post-secondary education; technical and vocational education and training (TVET); tertiary education; vocational training Target 4.4 Skills for Decent Work 7, 244, 277, 377–378, 396 see also decent work; employment; employment skills; technical and vocational education and training (TVET); vocational training Target 4.5 Equity 7, 256, 265, 378, 396 see also discrimination; gender disparity; gender equality; inequality; justice; socio-economic background; wealth disparities; within country disparities Target 4.6 Adult literacy and numeracy 7, 276, 378, 396 see also adult literacy; illiteracy; literacy; mathematics achievement; numeracy; youth literacy Target 4.7 ESD and GCED 7, 288, 291, 378, 397 see also gender equality; human rights; peacebuilding; sustainable development SDG-Education 2030 Steering Committee 146 sea level rises 33 second chance programmes 237, 237, 238 Second Regional Comparative and Explanatory Study (SERCE) 270 secondary education and adolescent birth rate 370, 370 and adult education access 238, 238, 238 benefits 161 compulsory education 185, 187 and conflict risk reduction 103 for economic growth 119 education aid 353 effect of educational attainment 120, 186 and employment 56, 58, 58, 59, 59, 89, 120 enrolment 2016 • GLOBAL EDUCATION MONITORING REPORT 527
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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 13 Part
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STATISTICAL TABLES 1 TABLE 13 Part
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STATISTICAL TABLES 1 TABLE 14 Domes
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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 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: tertiary education 228, 229, 230, 2
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
Page 589 and 590: Sirin, S. R. and Rogers-Sirin, L. 2
Page 591 and 592: Fehling, M., Nelson, B. D. and Venk
Page 593 and 594: Prichard, W. 2010. Taxation and Sta
Page 595 and 596: Lager, A. C. J. and Torssander, J.
Page 597 and 598: Bennell, P. and Akyeampong, K. 2007
Page 599 and 600: Crouch, L. 2015. Stumbling at the f
Page 601 and 602:
Facione, P. A. 1990. Critical Think
Page 603 and 604:
Hardin, B. J., Vardell, R. and de C
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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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