people and planet

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1 BOX 1.4 Small island states use the entire education system to prepare for climate change The Pacific Island region will experience some of the most profound negative effects of climate change considerably sooner than other regions. Funded by the US National Science Foundation, the Pacific Islands Climate Education Partnership (PCEP) aims to educate the region’s students and citizens in ways that exemplify modern science and indigenous environmental knowledge, address the urgency of climate change and honour indigenous culture. Students and citizens in the region will have the knowledge and skills to advance their understanding of climate change and adapt to its impact. The PCEP Strategic Plan incorporates a range of interconnected strategic goals, including promotion of indigenous knowledge and practices, enhancement of learning and teaching about climate change from kindergarten to teacher training, a community-school partnership programme to connect school with community climate adaptation partners, and a focus on the content and skills necessary for students to understand the science of global and Pacific Islands climates, as well as adaptation to climate change effects. Current activities include revising state and national science education standards to better incorporate climate change; adapting curricula to a wide variety of climate and education contexts; gathering local indigenous knowledge and practices related to climate education and adaptation; providing professional development; and supporting local professional learning communities. Sources: Sussman et al. (2013); Vize (2012). translated in local languages to empower citizens and allow them to make well-informed decisions (Mfune et al., 2009). The United Kingdom is putting more effort into communicating, informing and educating the public, such as by promoting energy conservation measures (DEFRA, 2006). The government is also promoting and funding renewable-based energy technology in all schools in England to reduce carbon emissions and use renewables technology as a learning resource for teaching science, geography, design, technology, citizenship and mathematics (DEFRA, 2006). CONCLUSION Education plays a major role in the transformation towards more environmentally sustainable societies and in addressing the impact of environmental crises such as climate change. The challenges are pressing. Human behaviour has led to environmental crises, with various kinds of problems contributing, including overpopulation, unsustainable lifestyles that consume more resources than are available and individual behaviour that harms the environment, such as using fossil fuels or landfilling waste. Accordingly, solutions to environmental crises vary, and must address issues at all levels: individual, community, regional, national and, cumulatively, global. Approaches to learning will vary. Formal education can contribute at the macro level, for example by reducing fertility rates, and at the individual level by building environmental literacy. Dynamic approaches are being used in primary, secondary and tertiary institutions to improve sustainable knowledge, skills and attitudes. Yet, formal education does not reach everyone. Learning, creating awareness and building competencies to take action can take place in communities and through education that is based in the interaction between people and their local environments. Indigenous knowledge and belief systems can inspire better stewardship of the planet. Lifelong learning can help people live more sustainably all their lives. A multistakeholder, collaborative approach should involve government, civil society and the private sector inside and outside schools to shape values and perspectives, and contribute to the development of competencies to reduce or stop unsustainable practices and to adapt to consequences such as climate change due to the overstepping of planetary boundaries by humankind. ENDNOTES 1. This section draws extensively on Magni (2016). 2016 • GLOBAL EDUCATION MONITORING REPORT 35
A man stands in a crop of cassava that is being cultivated using an improved technique in Boukoko, Central African Republic. CREDIT: Riccardo Gangale/FAO 36 CHAPTER 2 | PROSPERITY: SUSTAINABLE AND INCLUSIVE ECONOMIES
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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
Page 7 and 8: Acknowledgements This report would
Page 9 and 10: The Global Education Monitoring Rep
Page 11 and 12: CHAPTER 6 • Partnerships: enablin
Page 13 and 14: List of figures, tables, and text b
Page 15 and 16: Figure 17.2: Most primary schools d
Page 17 and 18: HIGHLIGHTS Education for people and
Page 19 and 20: PLACE Urbanization puts strain on e
Page 21 and 22: Monitoring SDG 4 TARGET 4.1: Primar
Page 23 and 24: A young boy takes part in a refores
Page 25 and 26: I INTRODUCTION HIGHLIGHTS Transform
Page 27 and 28: I of environmental degradation and
Page 29 and 30: I BOX 0.2 THE SDGS WERE CREATED THR
Page 31 and 32: I (Box 0.4). These principles state
Page 33 and 34: I TABLE 0.1: How education is typic
Page 35 and 36: I The Incheon Declaration affirmed
Page 37 and 38: I The chapter documents the links b
Page 39 and 40: Here students in Indonesia learn ab
Page 41 and 42: 1 KEY MESSAGES Living sustainably r
Page 43 and 44: 1 other heat-trapping gases into th
Page 45 and 46: 1 so that even countries with natur
Page 47 and 48: 1 in responding to environmental ch
Page 49 and 50: 1 petition, given more money or tak
Page 51 and 52: 1 to these values are notions such
Page 53 and 54: 1 Ethiopia, Kenya, Liberia, Mali, N
Page 55 and 56: 1 “ If education progress is stal
Page 57: 1 FIGURE 1.3: Poor children in the
Page 61 and 62: 2 KEY MESSAGES Education has a key
Page 63 and 64: 2 on human welfare. Education helps
Page 65 and 66: 2 BOX 2.1 Green industries demand p
Page 67 and 68: 2 considerations and risk managemen
Page 69 and 70: 2 developing regions (de Janvry and
Page 71 and 72: 2 and supporting good governance (A
Page 73 and 74: 2 FIGURE 2.1: Employment is being p
Page 75 and 76: 2 growth does not necessarily mean
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Page 79 and 80: 2 disproportionately affected, acco
Page 81 and 82: 2 Globally, earnings increase by ap
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Page 85 and 86: 2 In many countries, green growth m
Page 87 and 88: Selina Akter, second year midwifery
Page 89 and 90: 3 KEY MESSAGES Progress in health,
Page 91 and 92: 3 health, water, sanitation, energy
Page 93 and 94: 3 FIGURE 3.2: Women do more unpaid
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Page 97 and 98: 3 FIGURE 3.5: There are large dispa
Page 99 and 100: 3 FIGURE 3.7: Education marginaliza
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Page 103 and 104: 3 FIGURE 3.8: While being underweig
Page 105 and 106: 3 FIGURE 3.10: In most countries, w
Page 107 and 108: 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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477
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5 Aid tables INTRODUCTION 1 The dat
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TABLE 1 Bilateral and multilateral
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DIRECT AID TO POST-SECONDARY EDUCAT
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DIRECT AID TO SECONDARY EDUCATION D
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TABLE 4 ODA recipients (Continued)
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Glossary Adjusted net enrolment rat
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Net attendance rate (NAR). Number o
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Abbreviations AAPS AES AHELO AIDS A
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ILO IMF INES ISCED ISSA LAMP LEARNi
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Index This index covers the Introdu
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home learning environment 215 ICT f
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HIV education 292 NGOs 211 out-of-s
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see also traditional knowledge Cura
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education Education 2030 Framework
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Fiji TVET enrolment 223 violence in
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ole of education 61, 78, 88, 165 gr
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educational attainment 75, 76, 105
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working poverty 57, 61 years of edu
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M Macao, China environmental educat
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perseverance 249 tertiary education
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primary education 314 secondary edu
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tertiary education 228, 229, 230, 2
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women in politics 99 years of educa
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small island developing States stud
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perseverance 249 special educationa
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within country disparity 186, 231 w
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attitudes to business 253 benefits
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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
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Hanushek, E. A., Schwerdt, G., Wied
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Pritchett, L. 2006. Does learning t
Page 573 and 574:
Bhurosy, T. and Jeewon, R. 2014. Ov
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Gunewardena, D. 2015. Why aren’t
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McBride, D. E. and Parry, J. A. 201
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United Cities and Local Governments
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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
Page 591 and 592:
Fehling, M., Nelson, B. D. and Venk
Page 593 and 594:
Prichard, W. 2010. Taxation and Sta
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Lager, A. C. J. and Torssander, J.
Page 597 and 598:
Bennell, P. and Akyeampong, K. 2007
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Crouch, L. 2015. Stumbling at the f
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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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