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WHO. 2013. Global and Regional Estimates of Violence Against Women: Prevalence and Health Effects of Intimate Partner Violence and Non-Partner Sexual Violence. Geneva, Switzerland, World Health Organization. ___. 2015. Global Health Observatory Data Repository. Geneva, Switzerland, World Health Organization. http://apps.who. int/gho/data/?theme=home. (Accessed 15 December 2015.) WHO and UN Water. 2012. UN Water Global Analysis and Assessment of Sanitation and Drinking Wate (GLAAS) 2012: The Challenge of Extending and Sustaining Services. Geneva, Switzerland, World Health Organization/UN Water Global Analysis and Assessment of Sanitation and Drinking Water. ___. 2014. UN Water Global Analysis and Assessment of Sanitation and Drinking Wate (GLAAS) 2014: Investing in Water and Sanitation – Increasing Access, Reducing Inequalities. Geneva, Switzerland, World Health Organization/UN Water Global Analysis and Assessment of Sanitation and Drinking Water. Witt, L. A. and Ferris, G. R. 2003. Social skill as moderator of the conscientiousness-performance relationship: convergent results across four studies. Journal of Applied Psychology, Vol. 88, No. 5, pp. 809–27. Wodon, Q. 2014. Education in Sub-Saharan Africa: Comparing Faith-Inspired, Private Secular, and Public Schools. Washington, DC, World Bank. Wodon, Q. 2016. School Infrastructure in Paraguay: Needs, Investments, and Costs. Washington, DC, World Bank. World Bank. 2010. Promoting the Institutionalization of National Health Accounts: A Global Strategic Action Plan. Washington, DC, World Bank. ___. 2011. SABER Student Assessment Country Report: Armenia 2011. Washington, DC, World Bank. ___. 2012a. Serbia: Student Assessment. Washington, DC, World Bank. (SABER Country Report 79942.) ___. 2012b. Service Delivery Indicators: Tanzania. Washington, DC, World Bank. ___. 2013a. Malaysia Workforce Development. Washington, DC, World Bank. (SABER Country Report.) ___. 2013b. Mauritania: Student Assessment. Washington, DC, World Bank. (SABER Country Report 90048.) ___. 2013c. Myanmar Economic Monitor. Washington, DC, World Bank. ___. 2013d. What Matters for Workforce Development: A Framework and Tool for Analysis. Washington, DC, World Bank. (SABER Working Paper Series 6.) ___. 2013e. The What, Why, and How of the Systems Approach for Better Education Results (SABER). Washington, DC, World Bank. ___. 2014a. Democratic Republic of the Congo: Student Assesment. Washington, DC, World Bank. (SABER Country Report.) ___. 2014b. Implementation Completion and Results Report (IBRD-82660) on a Loan in the Amount of Eur 78.1 Million (US$100.0 Million Equivalent) to the Kingdom of Morocco for a Second Education Development Policy Loan. Washington, DC, World Bank. ___. 2014c. Sri Lanka Workforce Development. Washington, DC, World Bank. (SABER Country Report.) ___. 2014d. STEP Skills Measurement: Snapshot 2014. Washington, DC, World Bank. ___. 2015a. Education Global Practice: Smarter Education Systems for Brighter Futures. Snapshot – Supporting Great Teaching. Washington, DC, World Bank. ___. 2015b. Global Program for Safe School Facilities (Draft Proposal). Washington, DC, GFDRR/Sustainable Development Network. ___. 2015c. International Development Association: Program Document for a Proposed Credit in the Amount Equivalent to US$ 100 Million (SDR 71.1 Million) to the United Republic of Tanzania for a First Open Government and Public Financial Management Development Policy Operation. Washington, DC, World Bank. ___. 2015d. Myanmar Economic Monitor. Washington, DC, World Bank. ___. 2015e. Public Expenditure Review of the Education Sector in the Democratic Republic of Congo: An Efficiency, Effectiveness, and Equity Analysis. Washington, DC, World Bank. ___. 2016a. SABER Student assessment ratings and data. Washington, DC, World Bank. http://saber.worldbank.org/index. cfm?indx=4&pd=5&sub=0. (Accessed 4 April 2016.) ___. 2016b. SABER teachers ratings and data. Washington, DC, World Bank. http://saber.worldbank.org/index. cfm?indx=4&pd=1&sub=0. (Accessed 10 April 2016.) ___. 2016c. What Matters Most for Equity and Inclusion in Education Systems: A Framework Paper. Washington, DC, World Bank. (SABER Working Paper 10.) World Bank and AusAid. 2013. Rapid Assessment of the Financing of the Education Sector in Myanmar. Washington, DC/ Canberra, World Bank/AusAid. 594 REFERENCES
Wortham, S. C. 2013. Common Characteristics and Unique Qualities in Preschool Programs: Global Perspectives in Early Childhood Education. Dordrecht, the Netherlands, Springer. Yoshikawa, H., Weiland, C., Brooks-Gunn, J., Burchinal, M., Espinosa, L., Gormley, W., Ludwig, J. O., Magnuson, K. A., Phillips, D. A. and Zaslow, M. J. 2013. Investing in Our Future: The Evidence Base on Preschool Education. New York/Ann Arbor, MI, Foundation for Child Development/Society for Research in Child Development. Youth Entrepreneurship Development. 2015. Where We Work: Palestine. Baltimore, MD, International Youth Foundation. www.iyfnet.org/country/palestine. (Accessed 9 February 2016.) Yusuf, A. 2007. Normative Action in Education, Science and Culture: Essays in Commemoration of the Sixtieth Anniversary of UNESCO. Paris, UNESCO. (Standard Setting in UNESCO.) Zeng, H., Huang, R., Zhao, Y. and Zhang, J. 2012. ICT and OD in Education for Rural Development: Current Situation and Good Practices in China. Beijing, UNESCO International Research and Training Centre for Rural Education. Zhou, K. 2016. Non-cognitive skills: definitions, measurement and malleability. (Background paper for Global Education Monitoring Report 2016.) Zill, N. and Ziv, Y. 2007. Toward A Global Indicator of Early Child Development: Summary Report. New York, UNICEF. Zimbabwe National Statistics Agency. 2015. Zimbabwe Multiple Indicator Cluster Survey 2104: Final Report. Harare, Zimbabwe National Statistics Agency. Epilogue United Nations. 2015. United Nations General Assembly, Seventieth session. Resolution adopted by the General Assembly on 25 September 2015. New York, United Nations. ___. 2016a. Note by the Secretariat- Report of executive summaries of volunteer countries on voluntary national reviews for the high-level political forum. New York, United Nations. ___. 2016b. The Sustainable Development Goals Report 2016. New York, Department of Economic and Social Affairs. ___. 2016c. 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. Vandemoortele, J. 2014. Post-2015 agenda: mission impossible? Development Studies Research, Vol. 1, No. 1, pp. 223–32. 2016 • GLOBAL EDUCATION MONITORING REPORT 595
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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
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
Page 605 and 606: Inter-Agency Working Group on TVET
Page 607 and 608: Marfo, K. 2011. Envisioning an Afri
Page 609 and 610: ___. 2009b. INES Network for the Co
Page 611 and 612: Pew Research Center. 2015. Internet
Page 613 and 614: South Africa Government. 2013. Regu
Page 615 and 616: UNDP. 2004. Human Development Repor
Page 617: UNICEF and WHO. 2015. Progress on S
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