This document is the 2012 Education for All Global Monitoring Report which focuses on youth and skills. Some key points from the document include:
- There were 108 million out-of-school children globally in 2010, with the majority living in sub-Saharan Africa, South and West Asia.
- Gender disparities in education still exist in many countries, with girls facing barriers to education access. Adult illiteracy rates are also projected to remain above target levels in many countries by 2015.
- Poverty continues to impact education access and quality, with children from the poorest households having lower attendance and achievement rates compared to their wealthier peers.
This document analyzes global education expenditures from 2006-2012 using data from UNESCO. It examines education spending as a share of GDP and total government expenditures. Key findings include:
- Countries spending the least on education devote less than 2.5% of GDP and 10% of total expenditures.
- Countries spending the most devote over 8% of GDP and 24% of expenditures, with some spending over 10% of GDP.
- While high spending does not guarantee high enrollment or completion rates, some countries achieve high rates with relatively low expenditures.
- Several countries more than doubled their education spending as a share of GDP or total expenditures over the period analyzed.
This document provides an overview of South Africa's security situation in 2030 by looking back at developments from 1990 to the present and factors that will influence future security. Key points include the rise of emerging powers like China changing the global balance of power, ongoing conflicts and inequality fueling instability, threats from poverty, crime, pandemics, climate change and competition over scarce resources. South Africa faces growing challenges from urbanization, inequality and changing governance dynamics.
Bi Puranen- World Values Survey
ERF Training Workshop on Opinion Poll Data Analysis Using Multilevel Models
Beirut, Lebanon August 22-23, 2016
www.erf.org.eg
The document discusses students at Pader Girls Secondary School in Uganda, which is an institution supported by FAWE-U. Pader Girls Secondary School is located in Pader, Uganda and provides educational opportunities for girls with support from Forum for African Women Educationalists of Uganda (FAWE-U).
This document analyzes the economic cost of out of school children in 20 countries. It uses microeconomic and macroeconomic methods to estimate costs. The microeconomic approach looks at future earnings forgone by undereducated workers. The macroeconomic approach examines the relationship between education levels and GDP per capita. The estimated costs vary substantially by country, from 1% of GDP in Thailand to 10% of GDP in Gambia. For 9 countries with high out of school rates, the estimated economic benefit of universal primary education exceeds multiple years of average GDP growth. Overall, the findings suggest achieving universal primary education could boost economic convergence and reduce inequality between and within countries.
The lecture discusses the period from 1900-1920, focusing on the pre-WWI era in the US, the outbreak and causes of WWI, American involvement in the war, key events of the war like the Russian Revolution, Wilson's Fourteen Points, the Treaty of Versailles, and the enormous human and political impacts of WWI and the subsequent influenza pandemic. The decade marked the end of one era and birth of a new, transformative period defined by a shift in global power to the US.
Exploring use of technology to promote teacher development for secondary educ...KenyaSchoolReport.com
Asante Africa and Khan Academy have partnered to provide free online education resources for students and teachers across Africa. Through this collaboration, Khan Academy's library of educational videos and exercises covering subjects like math, science, and humanities will be made available in local languages and customized for African curricula. The goal is to help improve learning outcomes for millions of students on the continent through accessible, high-quality educational content.
- 19.3% of American adults smoke cigarettes, generating $82 billion annually for the tobacco industry. Smoking has killed 12 million Americans over the past 40 years.
- The US government implements some anti-smoking policies like health warnings and ads, but spends only 2% of the $25 billion collected annually in cigarette taxes on tobacco control programs.
- More graphic anti-smoking ads that highlight the social consequences of smoking, especially targeting youth, may help reduce smoking rates, which have not declined significantly in the past 5 years despite current policies. However, states rely heavily on cigarette tax revenues.
This document analyzes global education expenditures from 2006-2012 using data from UNESCO. It examines education spending as a share of GDP and total government expenditures. Key findings include:
- Countries spending the least on education devote less than 2.5% of GDP and 10% of total expenditures.
- Countries spending the most devote over 8% of GDP and 24% of expenditures, with some spending over 10% of GDP.
- While high spending does not guarantee high enrollment or completion rates, some countries achieve high rates with relatively low expenditures.
- Several countries more than doubled their education spending as a share of GDP or total expenditures over the period analyzed.
This document provides an overview of South Africa's security situation in 2030 by looking back at developments from 1990 to the present and factors that will influence future security. Key points include the rise of emerging powers like China changing the global balance of power, ongoing conflicts and inequality fueling instability, threats from poverty, crime, pandemics, climate change and competition over scarce resources. South Africa faces growing challenges from urbanization, inequality and changing governance dynamics.
Bi Puranen- World Values Survey
ERF Training Workshop on Opinion Poll Data Analysis Using Multilevel Models
Beirut, Lebanon August 22-23, 2016
www.erf.org.eg
The document discusses students at Pader Girls Secondary School in Uganda, which is an institution supported by FAWE-U. Pader Girls Secondary School is located in Pader, Uganda and provides educational opportunities for girls with support from Forum for African Women Educationalists of Uganda (FAWE-U).
This document analyzes the economic cost of out of school children in 20 countries. It uses microeconomic and macroeconomic methods to estimate costs. The microeconomic approach looks at future earnings forgone by undereducated workers. The macroeconomic approach examines the relationship between education levels and GDP per capita. The estimated costs vary substantially by country, from 1% of GDP in Thailand to 10% of GDP in Gambia. For 9 countries with high out of school rates, the estimated economic benefit of universal primary education exceeds multiple years of average GDP growth. Overall, the findings suggest achieving universal primary education could boost economic convergence and reduce inequality between and within countries.
The lecture discusses the period from 1900-1920, focusing on the pre-WWI era in the US, the outbreak and causes of WWI, American involvement in the war, key events of the war like the Russian Revolution, Wilson's Fourteen Points, the Treaty of Versailles, and the enormous human and political impacts of WWI and the subsequent influenza pandemic. The decade marked the end of one era and birth of a new, transformative period defined by a shift in global power to the US.
Exploring use of technology to promote teacher development for secondary educ...KenyaSchoolReport.com
Asante Africa and Khan Academy have partnered to provide free online education resources for students and teachers across Africa. Through this collaboration, Khan Academy's library of educational videos and exercises covering subjects like math, science, and humanities will be made available in local languages and customized for African curricula. The goal is to help improve learning outcomes for millions of students on the continent through accessible, high-quality educational content.
- 19.3% of American adults smoke cigarettes, generating $82 billion annually for the tobacco industry. Smoking has killed 12 million Americans over the past 40 years.
- The US government implements some anti-smoking policies like health warnings and ads, but spends only 2% of the $25 billion collected annually in cigarette taxes on tobacco control programs.
- More graphic anti-smoking ads that highlight the social consequences of smoking, especially targeting youth, may help reduce smoking rates, which have not declined significantly in the past 5 years despite current policies. However, states rely heavily on cigarette tax revenues.
Subcontracts_Me-A Fed Govt Contractor or Subcontractor_MN PTAC_06-09-2016_CBa...Chuck Barry
- The document summarizes key issues related to determining if a company is a federal subcontractor and the flow-down of requirements from prime contracts to subcontracts. It discusses common reasons companies claim they are not federal subcontractors and are exempt from compliance obligations. It also outlines mandatory flow-down clauses, including the 14 clauses that must flow down to subcontracts for commercial items. Finally, it warns of potential "subcontractor traps" and discusses new SBA rules on limitations of subcontracting.
The document discusses smoking statistics in the United States and efforts to reduce smoking. It notes that nearly 20% of US adults smoke, cigarettes make up most tobacco sales, and smoking has killed over 12 million Americans in the last 40 years. While the government runs anti-smoking ads and programs, states collect over $25 billion annually in cigarette taxes but spend little on tobacco control. New more impactful anti-smoking campaigns and policies may be needed to further reduce US smoking rates.
Reading in the mobile era - A study of mobile reading in developing countriesKenyaSchoolReport.com
This document discusses a study on mobile reading in developing countries. It begins by explaining how lack of access to books has historically been a barrier to literacy, reinforcing inequality. However, the spread of inexpensive mobile technology is helping to reduce this barrier by providing a new portal to reading material. The study aims to better understand mobile readers in developing nations by examining their demographics, reading habits, preferences and barriers to mobile reading. Insights from the study can help leverage mobile technology to expand reading in countries with low literacy rates.
Este documento presenta un resumen de dos puzzles (sopa de letras y crucigrama) creados en Puzzlemaker sobre enfermedades dentales y tipos de cáncer. El texto incluye las palabras clave de cada puzzle ordenadas aleatoriamente en una cuadrícula para la sopa de letras y en forma horizontal y vertical para el crucigrama, con el objetivo de identificar y relacionar términos sobre estas temáticas.
A study case by MeTheOne based on the data of 904 talents [guitarists, violinists, jugglers, skaters...] from 71 countries.
For more statistics visit
http://metheone.com
or get in touch on
contact@metheone.com
The Deloitte Consumer Survey Consumer Review. Africa: A 21st century reviewKenyaSchoolReport.com
This document discusses opportunities for consumer businesses in Africa. It finds that Africa's economy is growing rapidly, driven by a rising middle class as wealth spreads beyond elites. The population is young and increasingly urban, and digital technologies are allowing Africans to adopt new services. A survey of youth in four African countries shows they are optimistic, brand-conscious, and engaged via mobile phones. While challenges remain, opportunities exist for companies willing to invest and innovate long-term in Africa's evolving consumer markets.
Export Control_Compliance_Canadian Entities Should Know_KnowledgeGroup_Apr 6...Chuck Barry
The document discusses how Export Control Reform (ECR) has impacted Canadian companies. Some key points:
1) ECR has moved many military items from the US Munitions List (ITAR) to the Commerce Control List (EAR), making them easier to export to Canada and transfer within Canada.
2) The existing ITAR exemptions for exporting defense items to Canada remain unchanged.
3) Canadian purchasers may avoid being subject to the ITAR "see-through rule" for reexporting items containing US content that were moved to the EAR under ECR.
4) Items moved from ITAR to the EAR 600 series can now generally be exported from the US to
The document provides the top ten positions in the 2013 KCPE examination results for various counties in Kenya. It lists the index number, name and gender of the candidates and their total scores and overall position. In each county's results, the summary provided the number of male candidates, number of female candidates and the total number of candidates in the top ten positions for that county.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides guidelines for ensuring safety standards in schools in Kenya. It begins with messages from the Minister of Education and other officials emphasizing the importance of child safety and protection. It then defines key terms and outlines threats to school safety such as accidents, violence, and child abuse. The document goes on to discuss establishing a school safety program with responsibilities for a safety sub-committee, head teacher, and safety officer. It provides extensive safety standards and guidelines covering infrastructure, health, environment, food, substances, transportation, disasters, and community relations. Monitoring and evaluation of safety programs is also addressed.
This document provides a National Special Needs Education Policy Framework for Kenya. It was developed through stakeholder workshops and input. The policy aims to improve access to education for learners with special needs and promote inclusive education. It outlines goals such as assessing learners' needs, developing accessible facilities, training teachers, conducting research, and mobilizing resources. The policy also provides guidance on implementing inclusive education practices, developing curricula, using assistive technologies, and coordinating/monitoring special needs education in Kenya.
This document analyzes education expenditures globally by examining the share of GDP and total government expenditures spent on education in different countries. It finds that countries spending the least on education as a share of GDP or total expenditures still achieve high primary enrollment rates. Conversely, high levels of spending do not necessarily lead to high enrollment or completion rates. Some countries achieve high enrollment with relatively low spending levels. The document provides data on education spending and outcomes for various countries to illustrate these points.
This document provides a summary of data on secondary education globally and by region. Some key findings include:
- Over 543 million students are enrolled worldwide in secondary education, up from 510 million in 2005. Nearly half of enrollments are in East Asia/Pacific and South Asia.
- The global net enrollment rate has risen from 53% in 2000 to 62.5% in 2010, though over one-third of secondary age children remain out of school. Enrollment rates vary greatly between regions.
- Gender parity has improved in most regions but disparities remain, especially in South Asia and Sub-Saharan Africa where male enrollment rates are significantly higher.
- The largest disparities in secondary attendance rates are associated with income
This document provides a summary of data on secondary education globally and by region. Some key findings include:
- Over 543 million students are enrolled worldwide in secondary education, up from 510 million in 2005. Nearly half of enrollments are in East Asia/Pacific and South Asia.
- The global net enrollment rate has risen from 53% in 2000 to 62.5% in 2010, though over one-third of secondary age children remain out of school. Enrollment rates vary greatly by region, with Sub-Saharan Africa having the lowest rates.
- While progress has been made in improving gender parity in secondary enrollment, large disparities still exist in some regions like Sub-Saharan Africa and South Asia. Income and
This document summarizes data on primary education from a global report. It includes information on enrollment rates, out of school children, gender and income disparities, pupil-teacher ratios, repetition rates, completion rates, learning outcomes, and education expenditures for primary education. The key findings are that primary enrollment has increased globally but progress has stalled since 2008, sub-Saharan Africa has the lowest enrollment rates and largest number of out of school children, and the biggest disparities in attendance rates exist across income levels in South Asia and sub-Saharan Africa.
This document summarizes data on primary education from a global report. It includes information on enrollment rates, out of school children, gender and income disparities, pupil-teacher ratios, repetition rates, completion rates, learning outcomes, and education expenditures for primary education. The key findings are that primary enrollment has increased globally but progress has stalled since 2008, sub-Saharan Africa has the lowest enrollment rates and highest rates of out of school children, and gender parity has improved substantially but disparities still exist in some countries and regions based on income and location.
This document summarizes key statistics about pre-primary education globally and by region from 1999-2010. It finds that pre-primary enrollment increased from 112 million to 164 million children over this period. South Asia and East Asia & Pacific accounted for most enrollments. Gross enrollment rates increased in all regions but remained lowest in Sub-Saharan Africa and Middle East & North Africa. Countries with the lowest incomes generally had the lowest pre-primary enrollment rates. Gender parity in enrollment was achieved globally by 2010.
This document summarizes key statistics about pre-primary education globally and by region from 1999-2010. It finds that pre-primary enrollment increased from 112 million to 164 million children over this period. South Asia and East Asia & Pacific accounted for most enrollments. Gross enrollment rates increased in all regions but remained lowest in Sub-Saharan Africa and Middle East & North Africa. Countries with lower national incomes generally had lower pre-primary enrollment rates. Gender parity in enrollment was achieved globally by 2010.
This document provides data and analysis on indicators of tertiary education around the world, including:
- Global tertiary enrollment rates have increased to around 30% but still over 70% of tertiary age youth are not enrolled. Eastern Europe has the highest enrollment rates while sub-Saharan Africa has the lowest.
- Countries with higher GDP per capita generally have higher tertiary enrollment rates. Most countries with GDP per capita over $20,000 have enrollment rates over 50%.
- Gender disparities in enrollment vary by region with the Middle East/North Africa closest to parity while South/Central Asia favor males and Latin America/Europe favor females. Most countries now have higher female than male enrollment rates.
- Income
Subcontracts_Me-A Fed Govt Contractor or Subcontractor_MN PTAC_06-09-2016_CBa...Chuck Barry
- The document summarizes key issues related to determining if a company is a federal subcontractor and the flow-down of requirements from prime contracts to subcontracts. It discusses common reasons companies claim they are not federal subcontractors and are exempt from compliance obligations. It also outlines mandatory flow-down clauses, including the 14 clauses that must flow down to subcontracts for commercial items. Finally, it warns of potential "subcontractor traps" and discusses new SBA rules on limitations of subcontracting.
The document discusses smoking statistics in the United States and efforts to reduce smoking. It notes that nearly 20% of US adults smoke, cigarettes make up most tobacco sales, and smoking has killed over 12 million Americans in the last 40 years. While the government runs anti-smoking ads and programs, states collect over $25 billion annually in cigarette taxes but spend little on tobacco control. New more impactful anti-smoking campaigns and policies may be needed to further reduce US smoking rates.
Reading in the mobile era - A study of mobile reading in developing countriesKenyaSchoolReport.com
This document discusses a study on mobile reading in developing countries. It begins by explaining how lack of access to books has historically been a barrier to literacy, reinforcing inequality. However, the spread of inexpensive mobile technology is helping to reduce this barrier by providing a new portal to reading material. The study aims to better understand mobile readers in developing nations by examining their demographics, reading habits, preferences and barriers to mobile reading. Insights from the study can help leverage mobile technology to expand reading in countries with low literacy rates.
Este documento presenta un resumen de dos puzzles (sopa de letras y crucigrama) creados en Puzzlemaker sobre enfermedades dentales y tipos de cáncer. El texto incluye las palabras clave de cada puzzle ordenadas aleatoriamente en una cuadrícula para la sopa de letras y en forma horizontal y vertical para el crucigrama, con el objetivo de identificar y relacionar términos sobre estas temáticas.
A study case by MeTheOne based on the data of 904 talents [guitarists, violinists, jugglers, skaters...] from 71 countries.
For more statistics visit
http://metheone.com
or get in touch on
contact@metheone.com
The Deloitte Consumer Survey Consumer Review. Africa: A 21st century reviewKenyaSchoolReport.com
This document discusses opportunities for consumer businesses in Africa. It finds that Africa's economy is growing rapidly, driven by a rising middle class as wealth spreads beyond elites. The population is young and increasingly urban, and digital technologies are allowing Africans to adopt new services. A survey of youth in four African countries shows they are optimistic, brand-conscious, and engaged via mobile phones. While challenges remain, opportunities exist for companies willing to invest and innovate long-term in Africa's evolving consumer markets.
Export Control_Compliance_Canadian Entities Should Know_KnowledgeGroup_Apr 6...Chuck Barry
The document discusses how Export Control Reform (ECR) has impacted Canadian companies. Some key points:
1) ECR has moved many military items from the US Munitions List (ITAR) to the Commerce Control List (EAR), making them easier to export to Canada and transfer within Canada.
2) The existing ITAR exemptions for exporting defense items to Canada remain unchanged.
3) Canadian purchasers may avoid being subject to the ITAR "see-through rule" for reexporting items containing US content that were moved to the EAR under ECR.
4) Items moved from ITAR to the EAR 600 series can now generally be exported from the US to
The document provides the top ten positions in the 2013 KCPE examination results for various counties in Kenya. It lists the index number, name and gender of the candidates and their total scores and overall position. In each county's results, the summary provided the number of male candidates, number of female candidates and the total number of candidates in the top ten positions for that county.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides guidelines for ensuring safety standards in schools in Kenya. It begins with messages from the Minister of Education and other officials emphasizing the importance of child safety and protection. It then defines key terms and outlines threats to school safety such as accidents, violence, and child abuse. The document goes on to discuss establishing a school safety program with responsibilities for a safety sub-committee, head teacher, and safety officer. It provides extensive safety standards and guidelines covering infrastructure, health, environment, food, substances, transportation, disasters, and community relations. Monitoring and evaluation of safety programs is also addressed.
This document provides a National Special Needs Education Policy Framework for Kenya. It was developed through stakeholder workshops and input. The policy aims to improve access to education for learners with special needs and promote inclusive education. It outlines goals such as assessing learners' needs, developing accessible facilities, training teachers, conducting research, and mobilizing resources. The policy also provides guidance on implementing inclusive education practices, developing curricula, using assistive technologies, and coordinating/monitoring special needs education in Kenya.
This document analyzes education expenditures globally by examining the share of GDP and total government expenditures spent on education in different countries. It finds that countries spending the least on education as a share of GDP or total expenditures still achieve high primary enrollment rates. Conversely, high levels of spending do not necessarily lead to high enrollment or completion rates. Some countries achieve high enrollment with relatively low spending levels. The document provides data on education spending and outcomes for various countries to illustrate these points.
This document provides a summary of data on secondary education globally and by region. Some key findings include:
- Over 543 million students are enrolled worldwide in secondary education, up from 510 million in 2005. Nearly half of enrollments are in East Asia/Pacific and South Asia.
- The global net enrollment rate has risen from 53% in 2000 to 62.5% in 2010, though over one-third of secondary age children remain out of school. Enrollment rates vary greatly between regions.
- Gender parity has improved in most regions but disparities remain, especially in South Asia and Sub-Saharan Africa where male enrollment rates are significantly higher.
- The largest disparities in secondary attendance rates are associated with income
This document provides a summary of data on secondary education globally and by region. Some key findings include:
- Over 543 million students are enrolled worldwide in secondary education, up from 510 million in 2005. Nearly half of enrollments are in East Asia/Pacific and South Asia.
- The global net enrollment rate has risen from 53% in 2000 to 62.5% in 2010, though over one-third of secondary age children remain out of school. Enrollment rates vary greatly by region, with Sub-Saharan Africa having the lowest rates.
- While progress has been made in improving gender parity in secondary enrollment, large disparities still exist in some regions like Sub-Saharan Africa and South Asia. Income and
This document summarizes data on primary education from a global report. It includes information on enrollment rates, out of school children, gender and income disparities, pupil-teacher ratios, repetition rates, completion rates, learning outcomes, and education expenditures for primary education. The key findings are that primary enrollment has increased globally but progress has stalled since 2008, sub-Saharan Africa has the lowest enrollment rates and largest number of out of school children, and the biggest disparities in attendance rates exist across income levels in South Asia and sub-Saharan Africa.
This document summarizes data on primary education from a global report. It includes information on enrollment rates, out of school children, gender and income disparities, pupil-teacher ratios, repetition rates, completion rates, learning outcomes, and education expenditures for primary education. The key findings are that primary enrollment has increased globally but progress has stalled since 2008, sub-Saharan Africa has the lowest enrollment rates and highest rates of out of school children, and gender parity has improved substantially but disparities still exist in some countries and regions based on income and location.
This document summarizes key statistics about pre-primary education globally and by region from 1999-2010. It finds that pre-primary enrollment increased from 112 million to 164 million children over this period. South Asia and East Asia & Pacific accounted for most enrollments. Gross enrollment rates increased in all regions but remained lowest in Sub-Saharan Africa and Middle East & North Africa. Countries with the lowest incomes generally had the lowest pre-primary enrollment rates. Gender parity in enrollment was achieved globally by 2010.
This document summarizes key statistics about pre-primary education globally and by region from 1999-2010. It finds that pre-primary enrollment increased from 112 million to 164 million children over this period. South Asia and East Asia & Pacific accounted for most enrollments. Gross enrollment rates increased in all regions but remained lowest in Sub-Saharan Africa and Middle East & North Africa. Countries with lower national incomes generally had lower pre-primary enrollment rates. Gender parity in enrollment was achieved globally by 2010.
This document provides data and analysis on indicators of tertiary education around the world, including:
- Global tertiary enrollment rates have increased to around 30% but still over 70% of tertiary age youth are not enrolled. Eastern Europe has the highest enrollment rates while sub-Saharan Africa has the lowest.
- Countries with higher GDP per capita generally have higher tertiary enrollment rates. Most countries with GDP per capita over $20,000 have enrollment rates over 50%.
- Gender disparities in enrollment vary by region with the Middle East/North Africa closest to parity while South/Central Asia favor males and Latin America/Europe favor females. Most countries now have higher female than male enrollment rates.
- Income
This document provides a summary of global tertiary education indicators including:
- Gross enrollment rates have increased globally to around 30% but vary widely between regions from over 50% in Europe and Central Asia to under 10% in many sub-Saharan African countries.
- Income is strongly correlated with tertiary enrollment rates - countries with GNI per capita over $20,000 generally have rates over 50% while those under $1000 are usually under 11%.
- Most countries have achieved gender parity or higher female enrollment in tertiary education but South Asia and Sub-Saharan Africa still show a strong male bias.
- Expenditure on tertiary students ranges widely from less than 5% of GNI per capita in
The document provides data on access to education globally and by region. Key points include:
- Global primary enrollment reached 90.7% in 2010 but has stagnated since 2008. Sub-Saharan Africa lags other regions at 76.2%.
- 60.7 million primary-age children remained out of school in 2010, over half in sub-Saharan Africa and over 1/5 in South Asia.
- Pre-primary enrollment increased globally to 48.3% but sub-Saharan Africa and Middle East/North Africa lag at under 25%.
- Gender parity has been achieved in primary education globally but secondary enrollment shows a small male bias while tertiary favors females.
1) Indonesia faces the threat of falling into the middle-income trap, characterized by low investment rates, slow growth of manufacturing industries, limited industrial diversification, and poor labor market conditions.
2) Indonesia's economic growth has been of low quality in recent years, with the manufacturing sector continuing to decline as a percentage of GDP.
3) Improving human capital, including education and health outcomes, as well as innovation capacity, will be important for Indonesia to strengthen its economy and avoid the middle-income trap.
On Sustainable Development Goals and Inclusion in Africa SDGsPlus
This document summarizes a presentation given by Mahmoud Mohieldin, Senior Vice President of the World Bank Group, on global trends and challenges as well as progress on the Sustainable Development Goals (SDGs) in Africa. Some of the key points discussed include: demographic shifts and urbanization trends in Africa; challenges like fragility, climate change, and displacement; progress made on MDGs but remaining gaps; opportunities and challenges presented by the SDGs; and the World Bank's work on gender issues and measuring development beyond GDP in African countries.
The document analyzes gender, income, and location disparities in education indicators like enrollment rates, attendance rates, literacy rates, and completion rates across different world regions. Some key findings are:
- Gender parity has been achieved globally and in most regions for pre-primary and primary enrollments, though Middle East/North Africa and Sub-Saharan Africa still lag behind.
- Low income is the greatest source of disparity for out-of-school children across regions. Rural students in Sub-Saharan Africa also have much lower attendance and completion rates than urban students.
- The majority of out-of-school primary school age girls live in Sub-Saharan Africa and South Asia, with Nigeria
The document analyzes gender, income, and location disparities in education indicators like enrollment rates, attendance rates, literacy rates, and more across various regions. Some key findings include:
- Gender parity in pre-primary enrollment has been achieved globally and in most regions except the Middle East and North Africa region.
- In primary education, more females than males were out of school globally until 2010. The majority of out of school girls live in Sub-Saharan Africa and South Asia.
- Most regions have achieved gender parity in primary enrollments, except for the Middle East and North Africa and Sub-Saharan Africa regions. Income disparities have a larger impact on education indicators than gender or location disparities
Education is the most powerful investment in our future.
But the Nigerian education system is in a state of emergency and the country is lagging behind even the poorest country in the continent.
The World Bank held consultations in Phase 1 of developing its Education Strategy 2020, meeting with countries representing Africa, South Asia, East Asia and the Pacific, Latin America and the Caribbean, and the Middle East and North Africa. Key themes from consultations in low-income countries and middle-income countries were discussed. The document presented population projections and economic growth projections for 2020 to frame education challenges. It outlined strategic directions for the Bank to increase learning for all by strengthening education systems through diagnostic tools, data, learning assessments, research and results-based financing. The Bank will take a differentiated approach depending on countries' economic development and education system capacity.
The document provides an overview of global poverty and economic development. It discusses that nearly half the world lives in poverty, though some countries have transitioned from poor to rich. Africa continues to lag behind in development. Mobile technology is enabling growth in poor countries. There is debate around how to reduce extreme poverty.
This document summarizes key findings from the 2015 OECD Economic Survey of Indonesia. It finds that while Indonesia has experienced strong growth that has reduced poverty, inequality is rising and structural changes are needed to ensure inclusive growth. It recommends strengthening social programs, education, infrastructure spending and the targeting of social security to support inclusive growth and development. Productivity in agriculture and energy diversification also need to increase to make the most of natural resources.
Vigilante: State of development in Moldova and in the worldUNDP Moldova
The document summarizes key human development indicators for Moldova from the UN's Human Development Report. It finds that Moldova ranks 112th in the world in human development, with an HDI of 0.700, which is higher than some countries with higher GDP per capita. Moldova performs close to European and Central Asian averages on many indicators like life expectancy, education, and gender inequality, but lags in areas like employment and perceived safety. The document calls for Moldova to focus on reducing inequalities, promoting economic growth and employment, and strengthening institutions to achieve the UN's Sustainable Development Goals.
The document analyzes gender disparities in education indicators like enrollment rates, attendance rates, literacy rates, and completion rates across different regions and income levels. Some key findings are:
- Globally, gender parity has been achieved in pre-primary and primary enrollments, but disparities still exist in some regions like the Middle East and North Africa and Sub-Saharan Africa.
- Low income is the greatest source of disparity in out-of-school rates across regions. Sub-Saharan Africa and South Asia have made progress but still have the most females out of school.
- Most countries and regions have closed the gender gap in primary enrollments, but Afghanistan, Central African Republic, and Chad
Similar to Youth and skills putting education to work (20)
This document summarizes Africa's annual financial losses to the rest of the world compared to financial inflows. Key points:
- Africa loses $192 billion annually through outflows like multinational company profits ($46.3B), debt payments ($21B), and tax avoidance ($35.3B).
- Financial inflows to Africa total $134 billion, resulting in a net annual loss of $58 billion for the continent.
- The amounts lost far exceed international aid received, which is less than $30 billion per year. For every $100 in aid, $640 is lost through outflows.
- Continued losses at this rate will drain $580 billion from Africa in the next decade alone
The parliamentary delegation visited nutrition and education programs in Tanzania in November 2013. They found that 42% of children in Tanzania are stunted due to undernutrition, negatively impacting their ability to learn. While access to primary education is high at 94%, overcrowded classrooms and low teacher quality have led to poor education outcomes. The delegation recommends that Tanzania increase investments in direct nutrition programs rather than relying on economic growth alone to reduce undernutrition. They also call for addressing unofficial primary school fees and improving teacher training to enhance education quality.
An Early Learning Challenge fund could be structured as follows based on lessons from other funding schemes:
- The majority of funding should be through aligned rather than pooled programs to attract more donors, but a percentage should be pooled for management, technical assistance, and evaluation.
- A medium-sized central management staff is needed with strong technical knowledge and relationships to oversee programs effectively.
- Local input should be integrated through a partner organization on the ground to ensure responsiveness, while maintaining autonomy.
- Grantmaking should occur in discrete rounds with tiered funding to allow for learning and support both proven and innovative projects.
- Technical assistance is critical to make funding more efficient and allow investment in riskier models
Strong Foundations recommended four areas to better achieve ECCE: 1) move ECCE up agendas, 2) increase public funding and target interventions, 3) upgrade the ECCE workforce, and 4) improve monitoring. However, progress has been insufficient. Six challenges remain: 1) ECCE is neglected in frameworks, 2) policy frameworks are weak, 3) financing is insufficient, 4) benefits do not reach those most in need, 5) quality is variable, and 6) monitoring is inadequate. To make progress, advocacy must be improved to increase political commitment and financing issues must be resolved by examining innovative techniques to increase domestic and international funding for ECCE.
Entrepreneurship vocational training and life skills in east africa cssepaKenyaSchoolReport.com
Students at schools supported by Sazani Associates learn to prepare food for their school's Breakfast Club. These breakfast clubs are income-generating activities that provide support to the schools. The photo shows students preparing food and is the property of Sazani Associates.
This document is a school report card for 2013 that analyzes data from primary schools in Kenya. Some key findings include:
1. Parental participation in school activities increased significantly from an average of 42 parents attending initial meetings in the previous report to 62 parents. This correlates with small improvements in school ratings.
2. Overall school ratings across 10 categories improved by 4 points on average compared to the previous report. Ratings for water and sanitation infrastructure saw the largest gain.
3. Enrollment increased overall with the introduction of free primary education programs, especially for girls. Access to water and toilets in schools also increased substantially.
4. Educational outcomes showed exponential improvements over the last three years,
Are our children learning? Literacy and Numeracy Across East Africa - 2013 r...KenyaSchoolReport.com
The document provides an overview of the Uwezo learning assessment surveys conducted in East Africa between 2009-2012. It finds that:
1) Less than a third of children enrolled in Grade 3 have basic Grade 2 level literacy and numeracy skills, indicating a continued crisis in learning outcomes across East Africa.
2) There are large differences in learning achievement among countries and within countries, with Kenya performing best and disparities between rich and poor households.
3) Out of every ten teachers in East Africa, at least one is absent from school on any given day. Trend data shows little improvement in literacy and numeracy skills over the last three assessment rounds.
This document summarizes the 2013/4 UNESCO Education for All Global Monitoring Report. It finds that while countries have made progress toward the six EFA goals since 2000, none of the goals will be achieved globally by the 2015 deadline. In particular, it notes that 57 million children remain out of school, over 250 million children are not learning basic skills, and adult literacy has hardly improved. The report calls on governments to strengthen policies to support teachers and improve education quality in order to address these issues. It argues education must be prioritized in the post-2015 development agenda to ensure all individuals have access to a good quality education.
1) Kenya has made progress towards achieving Education for All goals, but millions of children are still out of school. While primary enrollment has increased to 83%, one million children remain out of school.
2) Progress has not benefited all groups equally. Poor and girls, especially those from rural and pastoralist communities, have far less access to education. Over half of poor girls in North-East Kenya had never been to school in 2008.
3) Lack of education skills has long-term negative impacts. One in ten young people never finished primary school and lack work skills, particularly those from disadvantaged backgrounds in rural and urban slum areas.
This document presents findings from a pilot study of School Report Cards (SRCs) conducted in Kenya. Some key findings include:
1. Over 98% of sampled schools held meetings with parents to explain the SRC process and select committee members to participate.
2. Participation of parents in the initial SRC meetings was high, though record keeping of meeting minutes varied.
3. Turnout for subsequent SRC meetings to discuss ratings was also high across most schools.
4. SRC ratings revealed variation in school performance at the national, regional, and county levels, with some counties ranking highest and others lowest in different performance categories.
Cramming for exams should only be done as a last resort since it is difficult to retain large amounts of information in a short time period. Some tips for effective cramming include eating food to stay energized but avoiding excess sugar, studying in a well-lit place with few distractions, keeping a positive attitude, focusing on the most important topics that will earn the most points, and taking short breaks every hour. It is also important to get at least 3 hours of sleep before the exam if time allows.
TASK FORCE ON THE RE-ALIGNMENT OF THE EDUCATION SECTOR TO THE CONSTITUTION O...KenyaSchoolReport.com
TASK FORCE ON THE RE-ALIGNMENT OF THE EDUCATION
SECTOR TO THE CONSTITUTION OF KENYA 2010
TOWARDS A GLOBALLY COMPETITIVE QUALITY EDUCATION FOR
SUSTAINABLE DEVELOPMENT
The document lists the top 100 candidates in the 2013 Kenya Certificate of Secondary Education (KCSE) examination. It shows their rank, index number, name, gender, performance index, school, and county. Of the top 100 candidates, 84 were male and 17 were female. The top male candidate was King'ori Tom Wanderi from Alliance High School in Kiambu County with a performance index of 87.110.
The document presents the ranking of the top 100 schools nationally in the 2013 Kenya Certificate of Secondary Education (KCSE) examination. National schools made up 34% of the top 100, county schools accounted for 36%, private schools were 29%, and there was 1 district school. The top ranked school was Alliance High School from Kiambu County with an entry mark of 276 and performance index of 81.783.
This report summarizes a regional study on the status of adolescent and youth education and sexual and reproductive health in Eastern and Southern Africa. The region faces significant challenges including high rates of new HIV infections, early sexual debut, child marriage, and low secondary school completion rates among girls. Several global and regional commitments have emphasized the importance of comprehensive sexuality education and access to sexual and reproductive health services in fulfilling young people's rights. However, weak education and health systems, stigma, and socio-cultural factors continue to hamper efforts. The report calls for urgent action and coordination between education and health sectors to address the needs of adolescents and youth in the region.
This document provides a National Special Needs Education Policy Framework for Kenya. It was developed through stakeholder workshops and input. The policy aims to improve access to education for learners with special needs and promote inclusive education. It outlines goals such as assessing learners' needs, developing accessible facilities, training teachers, conducting research, and mobilizing resources. The policy also provides guidance on implementing inclusive education practices, developing curricula, using assistive technologies, and monitoring/evaluation. Its goal is to ensure learners with special needs can fully participate in the education system.
2013 KCPE Examination Top and Bottom 50 Districts by County Nationally - KenyaKenyaSchoolReport.com
The document lists the top 50 and bottom 50 districts in Kenya based on average scores on the 2013 Kenya Certificate of Primary Education (KCPE) examination. Mumias district in Kakamega county had the highest average score of 297, while Fafi district in Garissa county had the lowest average score of 159. The document provides the county, average score, and national ranking for each of the top and bottom 50 districts.
2013 KCPE Examination Top and Bottom 5 Schools in each county - Kenya KenyaSchoolReport.com
The document provides data on the top 5 and bottom 5 performing primary schools in various counties based on the 2013 Kenya Certificate of Primary Education (KCPE) examination results. For each county, the school code, name, number of candidates entered for the KCPE exam, mean score and position within the county are listed for the highest and lowest achieving schools. The results were released by the Cabinet Secretary of the Ministry of Education, Science and Technology.
- The document provides information on the top performing candidates in the 2013 Kenya Certificate of Primary Education (KCPE) examination. It includes data on the top 10 candidates nationally by gender, the top 10 male and female candidates, and the top candidate from each county.
- Some of the key findings are that nationally, there were more female candidates (58.33%) than male candidates (41.67%) in the top 10 positions. However, among the top candidate from each county, there were more males (57.89%) than females (42.11%).
- The document also lists the top 5 public and private schools nationally based on student performance and identifies the 10 most improved schools, with 9 out of
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
3. 2
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
2
For more information about the Report,
please contact:
Previous EFA Global Monitoring Reports
ED -2012 / WS / 13
4. 3
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
3
5. 4
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
4
6. 5
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
5
■
■
■
■
■
■
7. 6
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
6
8. 7
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
7
Notes: The official age for pre-primary education is 3 to 5 in the three countries. In Nigeria, the poorest 40% are shown for urban areas.
Source: EFA Global Monitoring Report team calculations (2012) based on Multiple Indicators Cluster Survey data.
0
20
40
60
80
100
Attendancerate(%)
Urban
Rural
Poorest 20%
Richest 20%Bangladesh
Rural
Urban
Urban
Urban
Poorest 20%
Richest 20%
Nigeria
Rural
Rural
Poorest 20%
Richest 20%
Thailand
Urban
Urban
Urban
Urban Rural
Rural
Rural
Rural
Male
Female
Bangladesh, 2006 Nigeria, 2007 Thailand, 2006
9. 8
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
8
Numberofout-of-schoolchildren(millions)
0
20
40
60
80
100
120
201020092008200720062005200420032002200120001999
13
17
61
31
108 million
25 million
40 million
42 million
Rest of the world
Sub-Saharan Africa
South and West Asia
14
18
61
29
19
19
74
35
Sources: Annex Statistical Table 5; UIS database.
Number of out-of-school children of primary school age, 1999–2010
10. 9
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
9
Notes: The size of the bubble is proportional to the number of out-of-school
children. The numbers in the bubbles show the number of out-of-school children.
The 2001 figures for Nigeria are from 2000. The 2010 figures for India are from 2008.
Source: UIS database.
0
20
10
30
40
50
60
India
Pakistan
Ethiopia
Nigeria
2010200720042001
Out-of-schoolchildren(%)
20.3
5.0
6.9
8.7
8.4
6.6
6.1
5.9
3.2
2.4
5.1
7.5
10.5
4.9
2.3
7.1
11. 10
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
10
12. 11
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
11
0
20
40
60
80
100
Mali
Chad
Gambia
Timor-Leste
Guinea-Bissau
Pakistan
Bangladesh
Nepal
Côted'Ivoire
C.A.R.
Mauritania
Togo
PapuaN.Guinea
Ghana
Burundi
Sudan
Malawi
Rwanda
D.R.Congo
Cambodia
Angola
Zambia
Comoros
Madagascar
Iraq
SaudiArabia
Jamaica
Honduras
Swaziland
Kenya
Mauritius
S.Tome/Principe
Namibia
Lesotho
Brazil
Bahrain
Bolivia,P.S.
Equat.Guinea
Malaysia
Myanmar
Adultilliteracyrate(%)
1998–2001
Target
In Madagascar, the adult illiteracy rate is
projected to increase from 29% to 35% and
in the D. R. Congo from 33% to 34%.
In Chad, the adult illiteracy rate
was 74% in 2000...
...and is projected to fall
to 61% by 2015...
...well above the
target level of 37%.
2015 (projection)
Adult illiteracy rate
Note: The countries shown in the figure are those for which a projection to 2015 was feasible and that had an adult illiteracy rate above 10% in 1998–2001.
Sources: Annex, Statistical Table 2; UIS database.
13. 12
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
12
Source: EFA Global Monitoring Report team analysis (2012) based on Demographic and Health Survey data.
Literacystatus(%)
Literate
Semi-literate
Illiterate
0
20
40
60
80
100
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Nigeria Ghana Zambia India Kenya Timor-Leste Cambodia U. R. Tanzania Haiti Nepal
14. 13
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
13
Notes: Only countries with data for 1990, 2000 and 2010 are plotted. If there was no information for a particular year, information was substituted up to two years before or after.
Afghanistan and Oman are excluded because they experienced negative trends.
Source: UIS database.
0.40 0.50 0.60 0.70 0.80 0.90 1.00 1.10
C. A. R.
Chad
Pakistan
Côte d'Ivoire
Niger
Guinea
Cameroon
D. R. Congo
Benin
Mali
Papua N. Guinea
Togo
Djibouti
Mozambique
Nigeria
Ethiopia
Comoros
Burkina Faso
Lao PDR
Sierra Leone
Guinea-Bissau
Algeria
Morocco
Cambodia
Guatemala
Egypt
Tunisia
Burundi
Ghana
India
Iran, Isl. Rep.
Uganda
Gambia
Malawi
Mauritania
Senegal
Gender parity index
Gender
parity
1990–2000 2000–2010 Below 0.90 represents
severe gender disparity.
15. 14
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
14
0 20 40 60 80 100
Shanghai, China
Finland
Rep. of Korea
Hong Kong, China
Singapore
Macao, China
Canada
Estonia
Japan
Chinese Taipei
Switzerland
Netherlands
New Zealand
Australia
Iceland
Denmark
Norway
Germany
Belgium
Poland
United Kingdom
Slovenia
Ireland
Slovakia
Sweden
Latvia
Czech Republic
France
Hungary
United States
Portugal
Austria
Luxembourg
Spain
Italy
Lithuania
Russian Federation
Greece
Croatia
Malta
Israel
Serbia
Turkey
Bulgaria
Uruguay
Romania
Mauritius
Mexico
Chile
United Arab Emirates
Trinidad and Tobago
Thailand
Costa Rica
Miranda, Venezuela, B. R.
Montenegro
Kazakhstan
Malaysia
Rep. of Moldova
Argentina
Jordan
Albania
Brazil
Georgia
Colombia
Qatar
Peru
Tunisia
Indonesia
Panama
Tamil Nadu, India
Kyrgyzstan
15-year-olds scoring at or above level 2 in mathematics (%)
Poor girls
Poor boys
Rich girls
Rich boys
Notes: Of countries and economies that participated in the 2009 PISA, Azerbaijan,
Himachal Pradesh (India) and Liechtenstein are not included. Poor/Rich refers to the
bottom/top quartile in the PISA economic, social and cultural status index.
Sources: Altinok (2012b), based on 2009 PISA data; Walker (2011).
16. 15
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
15
17. 16
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
16
Egypt, 2008
Jordan, 2009
Pakistan, 2007
India, 2005
Nepal, 2011
Bangladesh, 2007
Maldives, 2009
Niger, 2006
Poorest
100% 0%
Richest
Mali, 2006
Sierra Leone, 2008
Benin, 2006
Guinea, 2005
Madagascar, 2009
Ethiopia, 2011
Ghana, 2008
Nigeria, 2008
Côte d'Ivoire, 2005
Liberia, 2007
Senegal, 2010
U. R. Tanzania, 2010
Malawi, 2010
D. R. Congo, 2007
Uganda, 2006
Zambia, 2007
Rwanda, 2010
Lesotho, 2009
Swaziland, 2006
Congo, 2009
Kenya, 2009
Namibia, 2007
Sao Tome and Principe, 2009
Zimbabwe, 2010
National average
18. 17
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
17
Poorest Richest
Female Male
Female Male
Niger
Egypt
Poorest Richest
Female Male
Female Male
Pakistan
RichestPoorest
Female Male
MaleFemale
National average
100% 0%
19. 18
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
18
20. 19
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
19
Note: * indicates that a country-specific share of aid on budget was estimated from country documents; for the other countries, an average of 60% of aid was assumed.
Source: UNESCO (2012b).
Sub-Saharan Africa
Swaziland
Angola
Côte d'Ivoire
* Kenya
Cameroon
Lesotho
* Ghana
Chad
Togo
Senegal
Cape Verde
Ethiopia
Benin
D. R. Congo
Niger
Uganda
Madagascar
Gambia
Malawi
Burundi
Mali
Burkina Faso
Guinea
* Rwanda
Eritrea
* Mozambique
Zambia
Government and donor education spending (%)
0 20 40 60 80 100
In Mali, aid accounted for 25% of the total
education budget over the period 2004–2010.
Source: OECD-DAC (2012b).
Total aid to
secondary
education
0
2
4
6
8
10
12
14
2002 2009200820072006200520042003 2010
Constant2010US$billions
Total aid to
post-secondary
education
Total aid to
basic education
0
2
4
6
8
10
12
14
6.9
3.1
1.0
2.8
8.3
4.1
1.1
3.1
8.6
4.0
1.3
3.4
9.6
4.4
1.2
4.0
10.6
4.8
1.6
4.3
11.6
5.0
1.8
4.8
11.5
4.7
1.9
4.9
13.4
5.3
2.4
5.8
13.5
5.3
2.3
5.8
21. 20
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
20
Note: Maximizing natural resource revenue is assumed to take place in two steps:
(i) an increase in the share of revenue from natural resource exports to 30% for
minerals and to 75% for oil; and (ii) the allocation of 20% of this additional revenue
to education.
Source: EFA Global Monitoring Report team calculations (2012) based on UIS database
and IMF Article IV reviews.
US$billions
0.0
0.2
0.4
0.6
0.8
1.0
1.2
1.4
1.6
Burkina Faso
+23%
+49% +42%
+10%
+98%
Lao PDR Niger U. R. Tanzania Uganda
Potential extra funding from natural resource revenue
Total education budget in 2010
In the Niger, extra
funding could increase
the education budget
by 42%.
22. 21
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
21
Notes: Around two-thirds of the US$15 million annual average from the William and Flora Hewlett Foundation originally came from the Bill Melinda Gates Foundation.
In most cases, the amount of support to education in developing countries had to be estimated using aggregate data from foundations.
Sources: Annex, Aid Table 2; Carnegie Corporation of New York (2011); Ford Foundation (2011); MasterCard Foundation (2010); William and Flora Hewlett Foundation (2010);
van Fleet (2012).
$61m $13m$21m $15m
United Kingdom United States Netherlands
Switzerland New Zealand Finland Luxembourg
$911m $888m
$567m
$61m $59m $52m $36m
Open Society
Foundations
Ford
Foundation
MasterCard
Foundation
William
and Flora
Hewlett
Foundation
$9m
Carnegie
Corporation
of New York
23. 22
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
22
24. 23
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
23
25. 24
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
24
Pathways to Skills
26. 25
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
25
27. 26
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
26
Source: UIS (2012a).
10 20 30 40 50 60 70 80 90 1000
Ukraine 2007
Kazakhstan 2006
Armenia 2005
Kyrgyzstan 2006
Albania 2009
Rep. Moldova 2005
Azerbaijan 2006
Colombia 2010
Bolivia 2008
Maldives 2009
Tajikistan 2005
Guyana 2009
Brazil 2006
Dominican Rep. 2007
Egypt 2008
Indonesia 2007
Philippines 2003
Kenya 2009
Zimbabwe 2006
Turkey 2004
Ghana 2008
Timor-Leste 2010
Namibia 2007
India 2006
Nigeria 2008
Belize 2006
Nepal 2006
Swaziland 2007
Congo 2005
D. R. Congo 2010
Syrian A. R. 2006
Bangladesh 2006
Zambia 2007
Cameroon 2006
Pakistan 2007
Lesotho 2010
Togo 2006
S. Tome/Principe 2009
Cambodia 2010
Malawi 2010
Sierra Leone 2008
Morocco 2004
Benin 2006
Haiti 2006
Mauritania 2007
Côte d’Ivoire 2006
U. R. Tanzania 2010
Madagascar 2009
Liberia 2007
Guinea 2005
Uganda 2006
Mali 2006
Ethiopia 2005
Senegal 2005
C. A. R. 2006
Burkina Faso 2006
Mozambique 2003
Niger 2006
Rwanda 2005
Youth aged 15 to 19 (%)
No education Dropped out (primary) In primary Dropped out (lower secondary)
In lower secondary Dropped out (upper secondary) In upper secondary or higher
28. 27
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
27
29. 28
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
28
30. 29
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
29
31. 30
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
30
32. 31
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
31
Note: This figure shows only direct aid to education; it excludes aid to education from general budget support.
Source: OECD-DAC (2012).
All donors Germany France Japan Canada
US$103m
US$392m
US$79m
US$172m
US$887m
US$923m
US$1 071m
US$2 039m
Shareofdisbursementstodirecteducation(%)
100
90
80
70
60
50
40
30
20
10
0
ScholarshipsImputed student costsPost-secondarySecondaryBasic Unspecified
33. 32
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
32
34. 33
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
33
Notes: The rate of progression to upper secondary school is a proxy indicator for progression from lower secondary to upper secondary. It is measured by the proportion of upper
secondary to lower secondary gross enrolment ratios. In an ideal system where all lower secondary students continue to upper secondary, the ratio equals 1. Honduras has a lower
secondary gross enrolment ratio of 75% and an upper secondary gross enrolment ratio of 71%. The rate of progression is calculated to be 95%, indicating that most of those who
have the chance to go to lower secondary are likely to continue to upper secondary. In Egypt, the gross enrolment ratio at lower secondary level is 94%. With a gross enrolment ratio
of 51% at the upper secondary level, Egypt’s progression rate from lower to upper secondary is estimated to be about 0.54 (51/94). This suggests that, while most young people have
the opportunity to participate in lower secondary education, only around half are able to continue to upper secondary.
Source: Annex, Statistical Table 7.
Progressionfromlowertouppersecondaryenrolment(%)
100
90
80
70
60
50
40
30
20
10
0
10 20 30 40 50 60 70 80 90 100
Lower secondary gross enrolment ratio (%)
Niger
EthiopiaUganda
C. A. R.
Pakistan
Yemen
Nigeria
Mauritania
Swaziland
India
Egypt
Kenya
Syrian A. R.
Ghana
Algeria
Mexico
TunisiaTajikistan
Turkey
Netherlands
United Kingdom
United States
Rep. of Korea
China
Venezuela, B.R.
Bolivia P.S.
Ecuador
Honduras
Russian Fed.
Group 1:
Very low enrolment
Group 3:
Medium enrolment,
good progression
Group 2:
Medium enrolment,
poor progression
110 120 130 140
Group 4:
High enrolment,
poor progression
Group 5:
High enrolment,
good progression
35. 34
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
34
36. 35
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
35
37. 36
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
36
Rural poorest are at a greater disadvantage
than urban poorest
Urban poorest are at a greater
disadvantage than rural poorest
Youthpopulation(%)
Rep.Moldova
Tajikistan
Albania
Mozambique
Azerbaijan
Egypt
Namibia
Bangladesh
Nepal
Malawi
Cambodia
SyrianA.R.
Mauritania
Timor-Leste
Rwanda
Senegal
Uganda
Morocco
C.A.R.
Côted’Ivoire
Liberia
Haiti
U.R.Tanzania
Madagascar
Mali
SierraLeone
S.Tome/Principe
Benin
Lesotho
Cameroon
Pakistan
Togo
Belize
D.R.Congo
Nigeria
Congo
Turkey
Ghana
Philippines
Indonesia
Brazil
Guyana
Colombia
DominicanRep.
Rural poorest 40%
Urban poorest 40%
Urban richest 20%
0
20
40
60
80
100
Bolivia,P.S.
Source: UIS (2012a).
38. 37
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
37
39. 38
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
38
40. 39
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
39
41. 40
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
40
Youthaged15to24(%)
100
80
60
40
20
0
Females are at a disadvantage Gender parity
Rural male Rural female
Niger
BurkinaFaso
Mozambique
C.A.R.
Senegal
Morocco
Guinea
Mali
Ethiopia
SierraLeone
Côted’Ivoire
Benin
Liberia
Cameroon
Uganda
U.R.Tanzania
Togo
D.R.Congo
Zambia
Pakistan
Malawi
Cambodia
Congo
Mauritania
Turkey
Nepal
SyrianA.R.
Nigeria
Ghana
Zimbabwe
BoliviaP.S.
Kenya
Egypt
Tajikistan
Azerbaijan
Rwanda
Madagascar
Haiti
SanTome/Principe
Bangladesh
Swaziland
Timor-Leste
Indonesia
Albania
Kyrgyzstan
Armenia
Ukraine
Kazakhstan
Source: UIS (2012a).
42. 41
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
41
Males are at a disadvantage
Lesotho
Belize
Namibia
Brazil
Philippines
DominicanRep.
Colombia
Maldives
Guyana
Moldova
43. 42
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
42
44. 43
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
43
45. 44
E D U C A T I O N F O R A L L G L O B A L M O N I T O R I N G R E P O R T 2 0 1 2
44
46. YOUTH AND SKILLS
Putting education to work
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