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UIS. 2006a. Global Age-specific Literacy Projections Model (GALP): Rationale, Methodology and Software. Montreal, QB, UNESCO Institute for Statistics. ___. 2006b. Teachers and educational quality: monitoring global needs for 2015. Montreal, QB, UNESCO Institute for Statistics. ___. 2009. Guide to Measuring Information and Communication Technologies (ICT) in Education. Montreal, QB, UNESCO Institute for Statistics. (Technical Paper 2.) ___. 2012a. ICT in Education in Latin America and the Caribbean: A Regional Analysis of ICT Integration and e-Readiness. Montreal, QB, UNESCO Institute for Statistics. ___. 2012b. International Standard Classification of Education: ISCED 2011. Montreal, QB, UNESCO Institute for Statistics. ___. 2013a. Information and Communication Technology (ICT) in Five Arab States: A Comparative Analysis of ICT Integration and e-Readiness in Schools in Egypt, Jordan, Oman, Palestine and Qatar. Montreal, QB, UNESCO Institute for Statistics. ___. 2013b. Never Too Late to Complete School: Results of the UIS Survey on Adult Education and Literacy Programmes in Latin America and the Caribbean. Montreal, QB, UNESCO Institute for Statistics. ___. 2014a. ICT in Education in Asia: A Comparative Analysis of ICT Integration and e-Readiness in Schools Across Asia. Montreal, QB, UNESCO Institute for Statistics. ___. 2014b. Survey 2014: Observatory of Learning Outcomes – Instruction Manual for Completing the Catalogue of Learning Assessments. Montreal, QB, UNESCO Institute for Statistics. ___. 2015. Information and Communication Technology (ICT) in Education in Sub-Saharan Africa: A Comparative Analysis of Basic e-Readiness in Schools. Montreal, QB, UNESCO Institute for Statistics. ___. 2016a. Global Alliance to Monitor Learning: Concept Note. Montreal, QB, UNESCO Institute for Statistics. ___. 2016b. The global and thematic indicators for SDG4-Education 2030. Paper presented at the Meeting of the SDG4- Education 2030 Steering Committee, Paris, 25–26 May. ___. 2016c. A Roadmap to Better Data on Education Financing. Montreal, QB, UNESCO Institute for Statistics. ___. 2016d. UIS Catalogue of Learning Assessments, Montreal, QB, UNESCO Institute for Statistics. www.uis.unesco.org/ nada/en/index.php/catalogue/learning_assessments (Accessed 3 May 2016.) ___. 2016e. Understanding What Works in Oral Reading Assessments: Recommendations from Donors, Implementers and Practitioners. Montreal, QB, UNESCO Institute for Statistics. UIS and UNICEF. 2005. Children out of School: Measuring Exclusion from Primary Education. Montreal, QB/New York, UNESCO Institute for Statistics/United Nations Children’s Fund. Ukraine Ministry of Education and Science. 2016. Operational Information about Students (Pupils) of Temporarily Occupied Territories in the Autonomous Republic of Crimea, Donetsk and Lugansk Regions, Enrolled in Schools in Other Regions of the Country. Kiev, Ukraine Ministry of Education and Science. (Unpublished.) United Nations. 2006. Convention on the Rights of Persons with Disabilities. New York, United Nations. ___. 2011. Programme of Action for the Least Developed Countries for the Decade 2011–2020. New York, United Nations. ___. 2012. Global Education First Initiative. New York, United Nations. ___. 2014a. Open Working Group Proposal for Sustainable Development Goals. New York, United Nations. ___. 2014b. United Nations General Assembly, Sixty-Ninth Session, Agenda Items 13 (a) and 115: The Road to Dignity by 2030 – Ending Poverty, Transforming All Lives and Protecting the Planet. New York, United Nations. ___. 2014c. A World that Counts: Mobilising the Data Revolution for Sustainable Development. New York, United Nations. ___. 2015a. Transforming our World: the 2030 Agenda for Sustainable Development. New York, United Nations. (UN General Assembly Resolution 70/1.) ___. 2015b. TST: Selected Follow-up and Review Processes and Platforms. New York, United Nations. ___. 2015c. United Nations General Assembly, Seventieth session. Resolution adopted by the General Assembly on 25 September 2015. New York, United Nations. ___. 2016. United Nations General Assembly, Seventieth Session: Critical Milestones Towards Coherent, Efficient and Inclusive Follow-Up and Review at the Global Level. New York, United Nations. UN Trust Fund and Instituto Promundo. 2012. Engaging Men to Prevent Gender-Based Violence: A Multi-Country Intervention and Impact Evaluation Study. Washington, D.C, Instituto Promundo. UNAIDS. 2011. Securing the Future Today: Synthesis of Strategic Information on HIV and Young People. Geneva, Switzerland, Joint United Nations Programme on HIV/AIDS. UNDESA. 2013. Cross-National Comparisons of Internal Migration: An Update on Global Patterns and Trends. New York, United Nations, Department of Economic and Social Affairs. (Technical Paper.) 590 REFERENCES
UNDP. 2004. Human Development Report 2004: Cultural liberty in Today’s Diverse World. New York, United Nations Development Programme. UNECE. 2012. Learning for the Future: Competences in Education for Sustainable Development. Geneva, Switzerland, United Nations Economic Commission for Europe. UNESCAP. 2010. Disability at a Glance 2010: A Profile of 36 Countries and Areas in Asia and the Pacific. Bangkok, United Nations Economic and Social Commission for Asia and the Pacific. UNESCO-UNEVOC. 2016. World TVET Database. Bonn, Germany, UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training. ww.unevoc.unesco.org/go.php?q=World+TVET+Database&context= (Accessed 1 June 2016.) UNESCO. 1978. Revised recommendation concerning the international standardization of educational statistics. Records of the General Conference, Twentieth Session, Paris, 24 October to 28 November 1978, Volume I: Resolutions. Paris, UNESCO. ___. 2004. EFA Global Monitoring Report 2005: The Quality Imperative. Paris, UNESCO. ___. 2005a. Aspect of Literacy Assessment: Topics and Issues from UNESCO Expert Meeting. Paris, UNESCO. ___. 2005b. EFA Global Monitoring Report 2006: Literacy for Life. Paris, UNESCO. ___. 2008. The Right To Education: Monitoring standard-setting instruments of UNESCO. Paris, UNESCO. ___. 2012a. Global Education for All Meeting: 21–23 November 2012 – Draft Final Statement. Paris, UNESCO. ___. 2012b. Multilingual Education: Vietnam. Bangkok, UNESCO. www.unescobkk.org/?id=16299. (Accessed 11 April 2016.) ___. 2012c. Review of Policies and Strategies to Implement and Scale Up: Sexuality Education in Asia and the Pacific. Bangkok, UNESCO. ___. 2013. Consolidated Report on the Implementation of the 1974 Recommendation Concerning Education for International Understanding, Cooperation and Peace and Education Relating to Human Rights and Fundamental Freedoms. Paris, UNESCO. (General Conference, 37th Session.) ___. 2014a. EFA Global Monitoring Report 2013/4: Teaching And Learning – Achieving Quality for All. Paris, UNESCO. ___. 2014b. Global Education for All Meeting, 10–14 May 2014: 2014 GEM Final Statement – The Muscat Agreement. Paris, UNESCO. ___. 2014c. Holocaust Education in a Global Context. Paris, UNESCO. ___. 2014d. Learning to Live Together: Education Policies and Realities in the Asia-Pacific. Paris, UNESCO. ___. 2015a. Comprehensive Sexuality Education in Teacher Training in Eastern and Southern Africa. Paris, UNESCO. ___. 2015b. Education 2030 Incheon Declaration and Framework for Action: Towards Inclusive and Equitable Quality Education and Lifelong Learning for All. Paris, UNESCO. ___. 2015c. Education for All 2015 National Review Report: Morocco. Paris, UNESCO. ___. 2015d. EFA Global Monitoring Report: Education for All 2000–2015 – Achievements and Challenges. Paris, UNESCO. ___. 2015e. Emerging Evidence, Lessons and Practice in Comprehensive Sexuality Education: A Global Review. Paris, UNESCO. ___. 2015f. Global Citizenship Education: Topics and Learning Objectives. Paris, UNESCO. ___. 2015g. Informe de Resultados TERCE: Logros de Aprendizaje [TERCE Results Report: Learning Achievements]. Paris, UNESCO. ___. 2015h. Measuring the Education Sector Response to HIV and AIDS: Handbook – Supporting Country-level Data Collection for Core Indicators. Paris, UNESCO. ___. 2015i. Pricing the Right to Education: The Cost of Reaching New Targets by 2030. Paris, UNESCO. (EFA Global Monitoring Report Policy Paper 18.) ___. 2015j. School-Related Gender-Based Violence Is Preventing the Achievement of Quality Education For All. Paris, UNESCO. (Policy Paper 17.) ___. 2016a. Country Profile: Niger. Paris, UNESCO. www.unesco.org/uil/litbase/?menu=13&country=NE&programme=191. (Accessed 1 March 2016.) ___. 2016b. Database on the Right to Education. Paris, UNESCO. www.unesco.org/education/edurights. (Accessed 1 June 2016.) ___. 2016c. Evaluation of the Education for All (EFA) Coordination Mechanisms. Paris, UNESCO. ___. 2016d. If You Don’t Understand, How Can You Learn? Paris, UNESCO. (Global Education Monitoring Report Policy Paper 24.) ___. 2016e. Implementation of Standard-Setting Instruments: Part I, General Monitoring. Paris, UNESCO. (Executive Board, 199th session.) 2016 • GLOBAL EDUCATION MONITORING REPORT 591
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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
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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
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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Page 607 and 608: Marfo, K. 2011. Envisioning an Afri
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Page 617 and 618: UNICEF and WHO. 2015. Progress on S
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