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2 Current models of economic growth cause environmental destruction.......40 Sustainable transformation will require clean new industries and greener existing ones...............................................................................................................40 Agricultural practices need transformation.................................................................44 Education and lifelong learning contribute to long-term economic growth.....47 Economic growth does not mean prosperity for all.................................................. 51 Education can help increase inclusion............................................................................. 53 Education improves labour market and decent work outcomes....................... 55 Conclusion..................................................................................................................................... 62 The world economy needs deep transformation in order to implement the Agenda for Sustainable Development by 2030, to prevent the collapse of the Earth’s biosphere on which human civilization depends for survival, and to eradicate poverty – the central goal of the Millennium Development Goals (MDGs) and now of the Sustainable Development Goals (SDGs). This chapter reflects on the roles of education in this transformation towards environmentally sustainable and economically inclusive development. The statement above from the Agenda for Sustainable Development makes a commitment to human beings enjoying prosperous and fulfilling lives. But as this chapter will explain, economic growth and both national and individual prosperity must occur ‘in harmony with nature’. This requires fundamental changes in the world economy to create clean new industries and ensure that existing ones become greener. Education and lifelong learning are needed to make production and consumption sustainable, supply skills for the creation of green activities and orient higher education and research towards green innovation. They also have a role to play in transforming key economic sectors, such as agriculture, upon which both rich and poor countries and households rely. Education of good quality has been proved to contribute to long-term economic growth. Curricular contents, and the ways they are embedded in the everyday life of schools, need to be transformed to sustain a greener world economy. Investment in education and lifelong learning are also required for countries to adapt to the rapidly changing world of work, with polarization between high- and low-skill jobs, and further shifts to green industry and the service sector. Just as the economy must become sustainable, so too must it become inclusive. With widespread poverty and inequality, economic growth has not benefited all people. Prosperity must be conceived in ways that leave no one behind. Education of good quality A better-educated can contribute to this labour force is change as well. A bettereducated labour force is essential to inclusive economic growth economic growth focused essential to inclusive 2016 • GLOBAL EDUCATION MONITORING REPORT 39
2 on human welfare. Education helps reduce poverty by increasing chances of finding decent work and improved earnings, reducing job insecurity. CURRENT MODELS OF ECONOMIC GROWTH CAUSE ENVIRONMENTAL DESTRUCTION The type of economic growth experienced thus far could prove unsustainable over 2015–2030 and beyond. Models of economic growth in the 20 th century emphasized aspects such as intensive production, industrial advances and exploitation of natural resources. These models legitimized practices and policies that thwart achievement of the environmental SDGs, causing damage to the Earth’s biosphere and hence threatening civilization in the longer term. As Chapter 1: Planet notes, all countries that are ranked very high on the Human Development Index (above 0.8) and have a high per capita income consume more resources per capita than the Earth can renew (Global Footprint Network, 2016). This creates a contradiction. Economic growth is the most powerful instrument for reducing poverty in developing countries (DFID, 2008), but if that growth depletes resources at an unsupportable rate, will it start to increase poverty? For example, poor people suffer the most from environmental degradation as they often live in the most vulnerable areas and their livelihoods tend to be linked more directly to access to natural resources. Climate change is an example of the effects of economic growth, and the reason a transformation of economic models is necessary. The increased frequency and intensity of extreme climate events, reduced productivity of agriculture and natural ecosystems due to changing temperature and rainfall patterns, and resulting health shocks and reduced labour productivity may slow, stall or even reverse the trend towards eradication of extreme income poverty observed over 2000–2015. Overall, climate change could cast as many as 122 million people into poverty by 2030, depending on how ecosystems, the economy and geographical features such as coastal areas and glaciers adapt. Climate change could reduce crop yields by 5% by 2030 and 30% by 2080 – even if agriculture adapts by changing crops and culture practices, extending irrigation and developing higher yield crops (Hallegatte et al., 2016). SUSTAINABLE TRANSFORMATION WILL REQUIRE CLEAN NEW INDUSTRIES AND GREENER EXISTING ONES The concepts of sustainable development and green growth are similar, having in common the ideas of using less resources more efficiently and limiting the harmful impact of economic activity on the environment by creating green industries and ‘greening’ existing ones (UNIDO, 2011b). They also mean dismantling the activities that contribute most to environmental degradation, such as coal-intensive industries, and converting them and their employees to greener work. Green industry is defined by the United Nations Industrial Development Organisations as ‘industrial production and development that does not come at the expense of the health of natural systems or lead to adverse human health outcomes’ (UNIDO, 2011b). However, green industries are difficult to classify statistically, and there is no universally accepted definition. Estimates suggest that sectors that fall under the green industry umbrella already employ large numbers of workers – 3.5 million in Bangladesh, 1.4 million in Brazil, 2 million in Germany and, in the United States, 2.5 million in the private sector and almost 900,000 in the public sector. The net impact of green growth on employment is usually forecast as positive, though some industries stand to lose jobs. Sectors such as alternative fuels, building technologies, wind power, alternative fuel vehicles, geothermal energy, water supply and wastewater treatment are expected to drive sustained expansion in green industries globally in coming decades (Hinojosa and Pickles, 2015). Renewable sources may account for almost half the total increase in global electricity generation between 2015 and 2040, with especially large increases predicted in China, India, Latin America and Africa (Hinojosa and Pickles, 2015). The current concentration of green industries in high income countries, especially in Western Europe, is expected to wane. In 2009, the European Union accounted for 50% of recycling worldwide and 40% of the use of renewable energy sources (Hinojosa and Pickles, 2015). However, between 2005 and 2015, the share of developing countries in global renewable energy investment rose from 27% to 55%, reaching US$156 billion in 2015 to overtake developed economies (REN21, 2016). Key green businesses, such as producers of 40 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
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Acknowledgements This report would
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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 and 58: 1 FIGURE 1.3: Poor children in the
Page 59 and 60: A man stands in a crop of cassava t
Page 61: 2 KEY MESSAGES Education has a key
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
Page 77 and 78: 2 jobs and decent earnings, even in
Page 79 and 80: 2 disproportionately affected, acco
Page 81 and 82: 2 Globally, earnings increase by ap
Page 83 and 84: 2 with tertiary education, while th
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
Page 101 and 102: 3 Tanzania revealed that many docto
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
Page 109 and 110: 3 outcomes in many countries, inclu
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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
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Crouch, L. 2015. Stumbling at the f
Page 601 and 602:
Facione, P. A. 1990. Critical Think
Page 603 and 604:
Hardin, B. J., Vardell, R. and de C
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Inter-Agency Working Group on TVET
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Marfo, K. 2011. Envisioning an Afri
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___. 2009b. INES Network for the Co
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Pew Research Center. 2015. Internet
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South Africa Government. 2013. Regu
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UNDP. 2004. Human Development Repor
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UNICEF and WHO. 2015. Progress on S
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Wortham, S. C. 2013. Common Charact
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