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Muralidharan, A., Sheets, E. S., Madsen, J., Craighead, L. W. and Craighead, W. E. 2011. Interpersonal competence across domains: relevance to personality pathology. Journal of Personality Disorders, Vol. 25, No. 1, pp. 16–27. Murphy-Graham, E. 2009. Constructing a new vision: undoing gender through secondary education in Honduras. International Review of Educaiton, Vol. 55, No. 5–6, pp. 503–21. Muskin, J. A. 2015. Student Learning Assessment and the Curriculum: Issues and Implications for Policy, Design and Implementation. Geneva, Switzerland, UNESCO International Bureau of Education. (Current and Critical Issues in the Curriculum and Learning.) Muskin, J. A. 2016. Using Student Learning Assessment Data to Improve Teaching and Learning: an Overview, Critique and Propositions. New York, Brookings Institution. (Unpublished.) Myanmar Government. 2015. Education for All 2015 National Review Report: Myanmar. Naypyidaw, Government of Myanmar, Ministry of Education. Myanmar Ministry of Education. 2014. Comprehensive Education Sector Review (CESR) Phase I (Rapid Assessment Report). Naypyidaw, Myanmar Ministry of Education. Myers, R. G. 2006. Quality in program of early childhoodcare and education (ECCE). (Background paper for EFA Global Monitoring Report 2007.) NCES. 2016. Schools and Staffing Survey (SASS), Washington, DC, National Center for Education Statistics. https://nces. ed.gov/surveys/sass. NCVER. 2015. Financial Information 2014. Canberra, National Centre for Vocational Educational Research. Negev, M., Sagy, G., Garb, Y., Salzberg, A. and Tal, A. 2008. Evaluating the environmental literacy of Israeli elementary and high school students. The Journal of Environmental Education, Vol. 39, No. 2, pp. 3–20. NESSE. 2012. Education and Disability/Special Needs: Policies and Practices in Education, Training and Employment for Students with Disabilities and Special Educaiton needs in the EU. Brussels, European Commission. Neves de Jesus, S. and Lens, W. 2005. An integrated model for the study of teacher motivation. Applied Psychology, Vol. 54, No. 1, pp. 119–34. Niang, F. 2015. Public Policies, Instructional Time and Quality of Education in Primary Education in Senegal. Paris, University of Paris Descartes. (Unpublished.) Nico, B. and Nico, L. P. 2011. Qualificação de Adultos: Realidades e Desafi os no Sul de Portugal. Mangualde/Ramada, Portugal, Edições Pedago, Lda. Niedermeier, F. and Pohlenz, P. 2016. State of Play and Development Needs: Higher Education Quality Assurance in the ASEAN Region. Jakarta, German Academic Exchange Service (DAAD). Nigeria NPC and RTI International. 2016. Nigeria 2015 Education Data Survey: National Report. Washington, DC, US Agency for International Development. Nkengne, A. P. N. 2010. What Contexts are Favorable for the Adoption of the Contract Teacher Policy? Institute for Research in the Sociology and Economics of Education. (IREDU Working Paper 2010/1.) NPC, N. and Macro, O. 2004. Nigeria DHS EdData Survey 2004. Abuja, Nigeria National Population Commission/ORC Macro. NUEPA. 2014. Elementary Education in India: Progress towards UEE. New Delhi, National University of Educational Planning and Administration. Nusche, D. 2008. Assessment of Learning Outcomes in Higher Education: A Comparative Review of Selected Practices. Paris, Organisation for Economic Co-operation and Development. (OECD Education Working Papers 15.) O’Prey, L. and Shephard, D. 2014. Financial Education for Children and Youth: A Systematic Review and Meta-Analysis. Amsterdam, Aflatoun International. (Aflatoun Working Paper 2014.1C.) OCHA. 2015. 2016 Humanitarian Needs Overview: Iraq, Office for the Coordination of Humanitarian Affairs. (Unpublished.) OECD. 2005a. Promoting Adult Learning. Paris, Organisation for Economic Co-operation and Development. ___. 2005b. Students with Disabilities, Learning Difficulties and Disadvantages: Statistics and Indicators. Paris, Organisation for Economic Co-operation and Development. ___. 2005c. Teachers Matter: Attracting, Developing and Retaining Effective Teachers – Final Report. Paris, Organisation for Economic Co-operation and Development. ___. 2009a. Green at Fifteen? How 15-year-olds Perform in Environmental Science and Geoscience in PISA. Paris, Organisation for Economic Co-operation and Development. 584 REFERENCES
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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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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
Page 545 and 546:
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
Page 553 and 554:
small island developing States stud
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perseverance 249 special educationa
Page 557 and 558: within country disparity 186, 231 w
Page 559 and 560: attitudes to business 253 benefits
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Page 575 and 576: Gunewardena, D. 2015. Why aren’t
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Page 583 and 584: Mendenhall, M. and Chopra, N. 2016.
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