Inclusion and Education:: All Means All

G LO BA L E D U C AT I O N M O N I TO R I N G R E P O RT 2020
Inclusion and education:

ALL MEANS ALL
United Nations Sustainable

Educational, Scientific and Development
Cultural Organization Goals
G LO B A L ED U C AT I O N M O N I TO R I N G R EP O R T 2020
Inclusion and
education:
ALL MEANS ALL
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Inclusion and education: All means all. Paris, UNESCO.
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ii 2 0 2 0 • G LO B A L E D U C AT I O N M O N I TO R I N G R E P O R T
Foreword
It has never been more crucial to make education a universal right, and a reality for all. Our rapidly-changing world
faces constant major challenges – from technological disruption to climate change, conflict, the forced movement
of people, intolerance and hate – which further widen inequalities and exert an impact for decades to come.
The COVID-19 pandemic has further exposed and deepened these inequalities and the fragility of our societies.
More than ever, we have a collective responsibility to support the most vulnerable and disadvantaged, helping to
reduce long-lasting societal breaches that threaten our shared humanity.
In the face of these challenges, the messages of the 2020 GEM Report on inclusion in education are even more
poignant. It warns that education opportunities continue to be unequally distributed. Barriers to quality education
are still too high for too many learners. Even before Covid-19, one in five children, adolescents and youth were
entirely excluded from education. Stigma, stereotypes and discrimination mean millions more are further alienated
inside classrooms.
The current crisis will further perpetuate these different forms of exclusion. With more than 90 per cent of the
global student population affected by Covid-19 related school closures, the world is in the throes of the most
unprecedented disruption in the history of education. Social and digital divides have put the most disadvantaged at
risk of learning losses and dropping out. Lessons from the past – such as with Ebola – have shown that health crises
can leave many behind, in particular the poorest girls, many of whom may never return to school.
This Report’s core recommendation for all education actors to widen their understanding of inclusive education to
include all learners, no matter their identity, background or ability comes at an opportune time as the world seeks to
rebuild back more inclusive education systems.
This Report identifies different forms of exclusion, how they are caused and what we can do about them. As such,
it is a call to action we should heed as we seek to pave the way for more resilient and equal societies in the future.
A call to collect better data, without which we cannot understand or measure the true scope of the problem. A call
to make public policies far more inclusive, based on examples of effective policies currently in force, and by working
together to address intersecting disadvantages, just as we saw Ministries and government departments are capable
of when addressing Covid-19.
Only by learning from this Report can we understand the path we must take in the future. UNESCO stands ready to
help States and the education community so that, together, we can develop the education the world so desperately
needs and to ensure that learning never stops.
To rise to the challenges of our time, a move towards more inclusive education is non-negotiable – failure to act
is not an option.
Audrey Azoulay
Director-General of UNESCO
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iv 2 0 2 0 • G LO B A L E D U C AT I O N M O N I TO R I N G R E P O R T
Foreword
Education makes an essential contribution to building inclusive and democratic societies, where differences of
opinion can be freely expressed and where the wide range of voices can be heard, in pursuit of social cohesion and in a
celebration of diversity.
This year’s Global Education Monitoring Report reminds us that education systems are only as inclusive as their creators
make them. Disadvantage can be created by these systems and their contexts. It exists where people’s needs are not
taken into account.
Inclusion in education is about ensuring that every learner feels valued and respected, and can enjoy a clear sense of
belonging. Yet many hurdles stand in the way of that ideal. Discrimination, stereotypes and alienation do exclude many.
These mechanisms of exclusion are essentially the same, regardless of gender, location, wealth, disability, ethnicity,
language, migration, displacement, sexual orientation, incarceration, religion, and other beliefs and attitudes.
The Report reminds us of continuing and disturbing education disparities, including in ensuring access to all, which
should be the foundation of inclusion. But an ‘all means all’ approach to inclusion also means dropping any stigmatizing
labels assigned to children. Adopting learning approaches on account of such labels limits their potential, ignoring the
benefits that varied learning approaches can bring to all children.
Thus, how education systems are designed is critical. Countries can choose what counts in deciding whether their
education system is on the right track or not. They can choose to address an inclusion agenda in a piecemeal approach,
or they can tackle the entire set of challenges head on.
There are dilemmas and tensions involved in reaching the ideal of full inclusion. Moving from where we are now to
having systems which cater for every learner’s needs, including those with severe disabilities, is difficult. This Report
does not deny that the full ideal of inclusion may have its downsides too. Well-intended efforts to include can slide
into pressure to conform, wear down group identities, and drive out languages. Recognising and helping an excluded
group in the name of inclusion could serve to marginalize them at the same time. There are also practical challenges
in deciding on the speed of change, whether for richer countries looking to move away from systems which were
originally based on segregation, or for poorer countries looking to create an inclusive system from scratch.
In full recognition of these challenges, though, the Report asks whether it really is necessary to seek justifications for
inclusive education to be pursued. It notes that debating the benefits of inclusive education can be seen as tantamount
to debating the benefits of the abolition of slavery, or indeed of apartheid. Inclusion in education is a process, and not
only a desired end point. On that journey, many changes can be made easily – in gestures made by teachers, in the
ethos school leaders create for their learning environments, in the way families make decisions when school choices are
presented to them, and in what we, as a society, decide we want for our future.
Inclusion is not just a choice for policymakers. Imposed from above it will never work. So, the question you, as readers,
are asked in the report is whether you are ready to challenge the current mindset and ready to decide that education is
for everyone and must strive to be inclusive of all.
The Right Honourable Helen Clark

Chair of the GEM Report Advisory Board
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Acknowledgements
This report would not have been possible without the valuable contributions of numerous people and institutions.
The Global Education Monitoring Report (GEM Report) team would like to acknowledge their support and thank them for
their time and effort.
Invaluable input was provided by the GEM Report Advisory Board’s members and its chairperson, Helen Clark.
Special thanks also go to our engaged and committed funders, without whose financial support the GEM Report
would not be possible.
We would like to acknowledge the role of UNESCO and its leadership. We are very grateful to many individuals,
divisions and units at UNESCO headquarters, notably in the Education Sector and the Bureau for the Management
of Support Services, for facilitating our daily work. The UNESCO Institute for Statistics (UIS) played a key role
by supporting access to its data through the UIS Data API. We would like to thank its director, Silvia Montoya,
and her dedicated staff for their close collaboration, notably as part of our partnership with the UIS on the
World Inequality Database on Education and in the framework of the Technical Cooperation Group on the Indicators
for SDG 4 – Education 2030. Additional thanks go to colleagues at the International Institute for Educational Planning,
the UNESCO Institute for Lifelong Learning, the UNESCO-UNEVOC International Centre for Technical and Vocational
Education and Training and the UNESCO field office network.
The GEM Report team would like to thank the researchers who produced background papers informing the
GEM Report’s analyses: Ehaab Dyaa Abdou, Anjlee Agarwal, Joyceline Alla-Mensah, Parul Bakhshi, Jan Berkvens, Alisha
Braun, Liliane Garcez, Martin Gustafsson, Seamus Hegarty, Marion Hersh, Paula Frederica Hunt, Soohyun Kim, Maxwell
Opoku, Pauliina Patana, Helen Pinnock, Richard Rose, Jamil Salmi, Aemiro Mergia Tadesse and Laura Rodriguez-Takeuchi.
We are grateful to several institutions and their research staff who also produced background papers:
Education Sub Saharan Africa (Ranjit Majumdar, Tracy Hart), Georg Eckert Institute (Eckhardt Fuchs, Marcus Otto,
Simiao Yu), Idara-e-Taleem-o-Aagahi (Muhammad Afzan Munir, Hamza Sarfaraz, Baela Raza Jamil, Monazza Aslam),
Oxfam India (Anjela Taneja, Randeep Kaur, Sanjeev Rai, Shamaila Khalil, Sanghamitra Mishra), Pratham Education
Foundation (Samyukta Lakshman, Rukmini Banerji, Arjun Agarwal), Sightsavers – Royal Commonwealth Society for
the Blind (Guy Le Fanu, Gareth Roberts, Lianna Jones, Clare McGill, Elena Schmidt), UNESCO Institute for Information
Technologies in Education (Tao Zhan, Natalia Amelina) in partnership with Peoples’ Friendship University of Russia,
UNICEF Innocenti Centre (Dominic Richardson) and University of Oulu (Elina Lehtomäki).
We are grateful for the expertise and guidance of the GEM Report’s Advocacy Working Group on inclusion
and education: Nafisa Baboo (Light for the World), Julia McGeown and Sian Tesni (International Disability and
Development Consortium), Sirtaj Kaur (Global Partnership for Education), Catherine Howgego and Matt Clancy
(United Kingdom Department for International Development), Rosmarie Jah and Wongani Grace Taulo (UNICEF),
Emilie Sidaner (World Food Programme), Rebecca Telford (United Nations High Commissioner for Refugees),
Rubén Ávila (International Lesbian, Gay, Bisexual, Transgender, Queer and Intersex Youth and Student
Organisation), Robie Halip (Indigenous Peoples Major Group), Priscille Geiser (International Disability Alliance)
and Deboleena Rakshit (Promundo).
Additional thanks go to numerous institutions that hosted consultations on the GEM Report’s 2020 concept note,
as well as the many individuals and organizations that provided input during the consultation process. Particular thanks
go to the Foundation to Promote Open Society, the Inclusive Education Special Interest Group of the Comparative and
International Education Society, the German Commission for UNESCO and the UK Forum for International Education
and Training.
vi 2 0 2 0 • G LO B A L E D U C AT I O N M O N I TO R I N G R E P O R T
We are grateful to Florence Migeon (UNESCO) and the organizing team of the Cali International Forum on Inclusion and
Equity in Education and to Natasha Graham (UNICEF) and Jennifer Pye (IIEP) for the invitation to the Technical Round
Tables on inclusion of children with disabilities in education sector planning. Maria Martinho and Mario Spiezio (UNDESA)
kindly shared data on accessibility in schools. Paula Reid (Zero Project) shared background information on innovative
practices in inclusive education.
We have benefitted greatly from our partnership with the following organizations in the context of the two forthcoming
regional reports on inclusion and education: on the Latin America and Caribbean edition with the UNESCO Regional Bureau
for Education in Latin America and the Caribbean (Claudia Uribe, Carlos Vargas Tamez, Ximena Rubio Vargas) and the
SUMMA Education Research and Innovation Laboratory for Latin America and the Caribbean (Javier Gonzalez, Ismael
Tabilo); and on the Central and Eastern Europe, Caucasus and Central Asia edition with the European Agency for Special
Needs and Inclusive Education (Cor J. W. Meijer, Amanda Watkins) and the Network of Education Policy Centres (Lana Jurko,
Dženana Husremović).
A group of independent experts reviewed the draft of the GEM Report’s thematic part and provided valuable feedback.
For their input we thank Nafisa Baboo, Verity Donnelly, Daniel Mont, Diane Richler, Nidhi Singal and Roger Slee. Lani Florian
kindly reviewed the chapter on teachers.
Special thanks go to the GEM Report’s first cohort of fellows, supported by the Foundation to Promote Open Society:
Madhuri Agarwal, Gabriel Bădescu, Donald Baum and Enrique Valencia Lopez.
The report was edited by Jessica Hutchings, whom we thank for her tireless work. Our thanks also go to Justine Doody for
editing our communication materials.
We also wish to acknowledge those who worked tirelessly to support the production of the report, including Rebecca Brite,
Blossom, Erin Crum and FHI 360 (Shannon Dyson, Kay Garcia, Krista Gill and Aziza Mukhamedkhanova).
Many colleagues within and outside UNESCO were involved in the translation, design and production and printing of the
2020 GEM Report and its related materials and we would like to extend to them our deep appreciation for their support.
Specific thanks go to Burness Communications Inc., Anne Derenne, Dean Swift, Housatonic Design Network and Rooftop
for their support to the outreach of the GEM Report; to Association Valentin Hauy for producing Braille and easy-to-read
versions of the summary; and to Humanity and Inclusion, Foundation to Promote Open Society, Save the Children,
UNHCR and UNICEF for extensive use of their photos.
Finally, we would like to thank the short-term consultants and interns who provided much input to the GEM Report team:
Gabriela Mathieu, Ulrich Janse van Vuuren, Walter Gomez Velarde and Jiaheng Zhou. Thanks also to the students of the
Université Paris 1 Panthéon-Sorbonne, Sorbonne School of Economics, who contributed to the development of country
profiles: Alexandra Methot, Diallo Kindi Mohamed, Kyeonghun Joo and Yang Yang.
The Global Education Monitoring Report team

Director: Manos Antoninis
Daniel April, Bilal Barakat, Madeleine Barry, Nicole Bella, Erin Chemery, Anna Cristina D’Addio,
Matthias Eck, Francesca Endrizzi, Glen Hertelendy, Milagros Lechleiter, Priyadarshani Joshi,
Katarzyna Kubacka, Kate Linkins, Kassiani Lythrangomitis, Alasdair McWilliam, Anissa Mechtar,
Claudine Mukizwa, Yuki Murakami, Carlos Alfonso Obregón Melgar, Judith Randrianatoavina,
Kate Redman, Maria Rojnov, Anna Ewa Ruszkiewicz, Will Smith, Laura Stipanovic,
Morgan Strecker, Rosa Vidarte and Lema Zekrya.
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The Global Education Monitoring Report is an independent annual publication. The GEM Report is funded by a group of
governments, multilateral agencies and private foundations and facilitated and supported by UNESCO.
MINISTÈRE
DE L’EUROPE ET DES
AFFAIRES ÉTRANGÈRES
Organización Objetivos de
de las Naciones Unidas Desarrollo
para la Educación, Sostenible
la Ciencia y la Cultura
For more information, please contact: Global Education Monitoring Report series
Global Education Monitoring Report team 2020 Inclusion and education: All means all
UNESCO, 7, place de Fontenoy
2019 Migration, displacement and education:
75352 Paris 07 SP, France
Building bridges, not walls
Email: [email protected]
Tel.: +33 1 45 68 07 41 2017/8 Accountability in education: Meeting our commitments
www.unesco.org/gemreport 2016 Education for people and planet:
https://gemreportunesco.wordpress.com Creating sustainable futures for all
Any errors or omissions found subsequent to EFA Global Monitoring Report series
printing will be corrected in the online version at 2015 Education for All 2000–2015: Achievements and challenges
www.unesco.org/gemreport
2013/4 Teaching and learning: Achieving quality for all
2012 Youth and skills: Putting education to work
2011 The hidden crisis: Armed conflict and education
2010 Reaching the marginalized
2009 Overcoming inequality: Why governance matters
2008 Education for All by 2015: Will we make it?
2007 Strong foundations: Early childhood care and education
2006 Literacy for life
2005 Education for All: The quality imperative
2003/4 Gender and Education for All: The leap to equality
2002 Education for All: Is the world on track?
viii 2 0 2 0 • G LO B A L E D U C AT I O N M O N I TO R I N G R E P O R T
Contents
Forewords�� iii
Acknowledgements��vi
Contents��ix
Highlights��xviii
Chapter 1. Introduction�� 3
Education for all is the foundation of inclusion in education��6
Inclusion in education is not just a result; it is a process��10
Why does inclusive education matter?��18
Guide to the report��18
Recommendations��20
Chapter 2. Laws and policies��27

International instruments and declarations have shaped inclusive education��29
Laws on inclusion tend to focus on students with disabilities��32
Education policies vary in emphasis on inclusion��38
Lack of law and policy implementation hinders inclusion��42
Inclusive policies need to be pursued at all education levels and ages��43
Conclusion��57
Covid-19: A new layer to the challenge of education inclusion��58
Chapter 3. Data��63
Data on inclusion: The groups countries monitor vary��66
Data for inclusion: The policies and results countries monitor vary��76
Conclusion��85
Chapter 4. Governance and finance��87

Delivering inclusive education requires multiple actors to work together��90
There are several routes to financing equity and inclusion in education��99
Conclusion�� 109
Chapter 5. Curricula, textbooks and assessments�� 111

Inclusive curricula take the needs of all learners into account�� 113
Textbooks can exclude through omission and misrepresentation�� 125
Reliable, relevant and formative assessment promotes inclusion�� 130
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Chapter 6. Teachers�� 135
Inclusive teaching adapts to student strengths and needs�� 138
Positive teacher attitudes towards inclusion are combined with scepticism�� 138
Teachers need comprehensive training on inclusion�� 141
Teachers need support to ensure inclusive teaching�� 148
Many education systems struggle to achieve diversity in the teaching profession�� 151
Chapter 7. Schools �� 155

Inclusion and a sense of belonging depend on school ethos�� 157
Safe and accessible schools matter for inclusion�� 166
Technology can make the difference between participation and marginalization�� 171
Chapter 8. Students, parents and communities�� 177

Vulnerable students wish to be included but risk being isolated�� 179
Parents can drive inclusive education but also resist it�� 183
Communities and organizations support governments and hold them to account for inclusive education�� 191
Chapter 9. Monitoring education in the Sustainable Development Goals�� 197

There have been positive developments in the SDG 4 monitoring framework�� 199
Major data availability challenges remain for several global indicators�� 200
Guide to the monitoring part – in print and online�� 207
Chapter 10. Primary and secondary education�� 211

School attendance and completion�� 212
Focus 10.1: Many countries have high over‑age attendance�� 214
Focus 10.2: There are hidden out‑of‑school children in high‑income countries�� 216
Learning�� 217
Focus 10.3: It is time to examine low performance in learning assessments�� 223
Chapter 11. Early childhood�� 227

Participation�� 228
Early childhood development�� 230
Focus 11.1: Early entry is more common than believed��234
Chapter 12. Technical, vocational, tertiary and adult education�� 237

Technical, vocational and adult education�� 238
Tertiary education�� 239
Focus 12.1: Adults face multiple barriers in pursuing education opportunities�� 242
Focus 12.2: Prison education is a right and an investment�� 243
Chapter 13. Skills for work�� 247

Focus 13.1: Necessity entrepreneurship has skills implications�� 252
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Chapter 14. Equity�� 255
Focus 14.1: How many children attend single-sex schools?�� 260
Focus 14.2: Identifying indigenous groups in surveys and censuses is a challenge in Latin America�� 262
Chapter 15. Literacy and numeracy�� 265

Focus 15.1: Literacy programmes should strive to reach people with learning and other disabilities�� 272
Chapter 16. Sustainable development and global citizenship�� 275

Focus 16.1: Progress in monitoring and reporting on target 4.7 has been incremental�� 280
Focus 16.2: Slow textbook development threatens progress towards target 4.7�� 281
Chapter 17. Education facilities and learning environments�� 283

Focus 17.1: Temperature and air quality affect learning�� 288
Focus 17.2: Safe schools must be safe to reach�� 290
Chapter 18. Scholarships�� 293

Focus 18.1: Scholarships for sub-Saharan African students are increasing in number but need to be inclusive�� 295
Chapter 19. Teachers�� 301

Focus 19.1: Education support personnel vary across countries�� 305
Focus 19.2: There is wide disparity in teachers’ working hours�� 306
Chapter 20. Education in the other SDGs – a focus on gender equality, climate change and partnerships�� 311
Education’s relationship with gender equality is strong but mediated by norms�� 312
Education’s relationship with climate change mitigation and adaptation must be strengthened�� 314
Professional capacity needs to be strengthened to support gender equality and climate change efforts�� 315
Chapter 21. Finance�� 319

Public expenditure�� 321
Aid expenditure�� 324
Focus 21.1: Donors are developing approaches to disability-inclusive education�� 331
Household expenditure�� 333
Focus 21.2: Households show gender bias in education spending�� 333
Annex
Statistical tables�� 337
Aid tables�� 407
Glossary�� 416
Abbreviations�� 422
References�� 425
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List of figures, tables and text boxes
FIGURES
Figure 1.1: The global challenges of poverty and inequality affect education �� 6
Figure 1.2: The poorest children are more than twice as likely to be malnourished as the richest �� 7
Figure 1.3: A quarter of a billion children, adolescents and youth are not in school�� 7
Figure 1.4: There are large wealth, linguistic, regional and ethnic differentials in school attendance�� 8
Figure 1.5: The promise of reaching the furthest behind first is not being kept �� 8
Figure 1.6: Socio-economic status is a major predictor of learning achievement �� 9
Figure 1.7: There are large wealth disparities in attendance, completion and learning��10
Figure 1.8: Children with disabilities lag behind their peers in foundational learning��10
Figure 1.9: A popular representation of equality and equity is misleading ��11
Figure 1.10: All means all��15
Figure 2.1: There is a long way to go before education laws are disability-inclusive ��36
Figure 2.2: Worldwide, policies have made a greater shift towards inclusion than laws ��39
Figure 2.3: There is wide variation in grade repetition rates worldwide��48
Figure 2.4: Countries apply various measures to enhance equitable access to tertiary education��54
Figure 2.5: Education level and country income influenced the choice of distance learning solutions
during school closures��59
Figure 2.6: Many low- and middle-income countries have not been able to support learners
at risk of exclusion during the Covid-19 pandemic ��61
Figure 3.1: In at least 20 countries, hardly any poor, rural young woman completed upper secondary school��68
Figure 3.2: Surveys allow education attainment to be disaggregated by ethnicity ��69
Figure 3.3: Cognitive and psycho-emotional difficulties are the most common disabilities
among children and adolescents��72
Figure 3.4: Children with disabilities constitute 15% of out-of-school children��72
Figure 3.5: The disability disadvantage is largest at the upper secondary education level��73
Figure 3.6: The share of students with special education needs in special schools varies greatly across Europe ��77
Figure 3.7: Children with disabilities in poorer countries tend to be enrolled in mainstream schools��78
Figure 3.8: Socio-economic segregation among schools is a persistent challenge��80
Figure 3.9: Many students feel like outsiders at school��82
Figure 3.10: Disadvantaged students feel they do not belong at school��82
Figure 3.11: Most countries collect some disability data, but few in sufficient detail��83
Figure 4.1: Delivering inclusive education requires collaboration, cooperation and coordination ��89
Figure 4.2: To ensure inclusion, education ministries share responsibility with other ministries and local government �91
Figure 4.3: In New York City, education costs for students with special needs were three times higher
than for other students�� 107
Figure 4.4 Namibia has costed implementation of its inclusive education policy�� 109
Figure 6.1: Many teachers feel they cannot respond to the challenge of diversity �� 140
Figure 6.2: Teachers need more opportunities for professional development on inclusion�� 145
Figure 6.3: Teachers with minority backgrounds are under-represented in the United States�� 153
Figure 7.1: Many head teachers need professional development related to inclusion�� 164
Figure 7.2: Many schools are not implementing inclusive policies and practices�� 164
Figure 7.3: In many poorer countries, single-sex toilets are the exception, not the norm �� 168
Figure 7.4: Countries struggle to ensure that schools have adequate provisions for students with disabilities�� 169
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Figure 9.1: Papua New Guinea faces a large challenge to achieve target 4.1�� 203
Figure 9.2: Sufficiently good learning assessments for SDG 4 reporting remain rare in Africa�� 206
Figure 9.3: Less than one-quarter of countries report distinct values for qualified and trained teachers�� 207
Figure 10.1: Primary school enrolment rates have stalled in sub-Saharan Africa, but completion rates
continue to rise slowly�� 213
Figure 10.2: The centre of gravity of the global school-age population is shifting to Africa�� 214
Figure 10.3: Many adolescents are still in primary school in low- and middle-income countries�� 215
Figure 10.4: Most out-of-school children are not too old to re-enter�� 216
Figure 10.5: Even the richest countries are not moving towards the global target on reading proficiency�� 218
Figure 10.6: Less than 3% of 15-year-olds in Cambodia, Senegal and Zambia have
minimum proficiency in reading�� 219
Figure 10.7: In rural India, it takes several years in school to master basic skills�� 220
Figure 10.8: In many poorer countries, less than half of 14-year-olds master fundamental
grade 3-level numeracy skills �� 221
Figure 10.9: English as a language of instruction has a disproportionate negative effect on
reading proficiency among disadvantaged learners in Lesotho and Zimbabwe �� 222
Figure 10.10: Poor readers are less likely to respond to background questions in learning assessments �� 222
Figure 10.11: International assessments do not identify the very lowest and highest performers�� 223
Figure 10.12: Standard versions of well-known cross-national assessments are too difficult
for disadvantaged learners�� 225
Figure 10.13: In Latin America, significant numbers of learners are assumed to meet minimum proficiency
when they displayed no real evidence of learning�� 225
Figure 11.1: Djibouti has the world’s lowest early childhood education participation rate �� 229
Figure 11.2: Participation among pre-primary school-aged children is increasing rapidly in some countries�� 229
Figure 11.3: Morocco is yet to establish a public pre-primary education system�� 230
Figure 11.4: Few in poor countries benefit from pre-primary education�� 231
Figure 11.5: More children at the same level of development are left behind in some countries �� 232
Figure 11.6: Children from poor households do not receive as much stimulating adult engagement�� 233
Figure 11.7: Many children attend primary school early in sub‑Saharan Africa�� 234
Figure 11.8: In Nigeria, 12% of children start school on time with pre-primary education�� 235
Figure 12.1: Widespread participation in adult education remains uncommon in low- and
lower-middle-income countries �� 239
Figure 12.2: Not all countries experience rapid expansion of tertiary education�� 240
Figure 12.3: Negative previous learning experiences discourage many adults from participating
in adult education�� 243
Figure 12.4: Women in European countries were almost twice as likely as men not
to participate in adult education for family-related reasons �� 244
Figure 13.1: The prevalence of information and communication technology skills is highly correlated�� 249
Figure 13.2: Most adults lack most information and communication technology skills in most countries�� 250
Figure 13.3: Women in low- and lower-middle-income countries are less likely to have basic information
and communication technology skills �� 251
Figure 13.4: There is wide socio-economic disparity in distribution of basic information and communication skills in
upper‑middle-income countries�� 251
Figure 14.1: Poverty exacerbates gender disparity in education �� 257
Figure 14.2: Countries with similar education indicator averages may differ in those left furthest behind�� 257
Figure 14.3: The poorest 20% of households have more than the poorest 20% of children�� 258
Figure 14.4: Interpreting education disability gaps is difficult when the measure and prevalence of disability
change at age 18�� 259
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Figure 14.5: In many countries, the share of single-sex schools is large�� 261
Figure 14.6: Official identification criteria capture most speakers of indigenous languages in Mexico
but only a fraction of those who self-identify as indigenous�� 263
Figure 15.1: Almost 40% of adults in assessed upper-middle-income countries are below
minimum literacy proficiency�� 267
Figure 15.2: Ability to read a sentence is not equivalent to comprehension�� 268
Figure 15.3: The share of illiterate women has been constant for 20 years�� 269
Figure 15.4: Demographic changes and investment in education determine progress in reducing illiteracy �� 269
Figure 15.5: Even with universal secondary school completion by 2030, literacy programming will still
be needed in 50 years�� 270
Figure 15.6: The countries with the lowest adult literacy rates have high linguistic diversity �� 270
Figure 15.7: At most, 1 in 10 women can read a sentence in most regions of Chad and Guinea�� 271
Figure 16.1: In some countries, students are assessed but teachers are not trained on education
for sustainable development�� 277
Figure 16.2: More curricula cover environmental topics than diversity and tolerance�� 278
Figure 17.1: Most primary schools in many poor countries lack basic water, sanitation and hygiene facilities�� 285
Figure 17.2: School sanitation facilities are often inaccessible to those with reduced mobility�� 286
Figure 17.3: Very few school buildings are suitable for students with disabilities�� 286
Figure 17.4: Corporal punishment in schools aligns with social attitudes�� 287
Figure 17.5: Children in poorer countries with fewer vehicles are more likely to die in traffic accidents�� 291
Figure 18.1: France and Germany account for most aid to post-secondary education through scholarships
and imputed student costs�� 295
Figure 18.2: Countries with more students receive more scholarship aid, but small island developing states
receive higher levels per capita�� 296
Figure 18.3: A majority of tertiary education scholarships for sub‑Saharan African students are
for undergraduate study �� 297
Figure 19.1: Several countries have increased the share of primary school teachers�� 303
Figure 19.2: In sub-Saharan Africa, the primary education pupil/teacher ratio remains above 1990 levels�� 304
Figure 19.3: In India, there is large disparity in the pupil/teacher ratio among states�� 304
Figure 19.4: In some high-income countries, including teaching assistants reduces pupil/teacher ratios
by between 15% and 20%�� 307
Figure 19.5: Teachers struggle to estimate hours worked�� 308
Figure 19.6: The public underestimates teachers’ working hours�� 309
Figure 20.1: Education attainment is necessary but not sufficient to empower women�� 313
Figure 20.2: Research and development increased in some middle-income countries, but disparity persists �� 316
Figure 21.1: Some countries are stuck in a low education spending cycle�� 322
Figure 21.2: Despite flat global public education expenditure, some regions had large changes
in the past two decades �� 323
Figure 21.3: China spends well above and Nigeria well below their respective regional averages on education�� 324
Figure 21.4: Aid has stagnated at 0.3% of gross national income for the past 10 years �� 325
Figure 21.5: Aid is declining as a source of financing for poorer countries�� 326
Figure 21.6: Aid to basic education remains at 2010 levels�� 327
Figure 21.7: The share of low-income countries in aid to basic education has increased slightly since 2015�� 327
Figure 21.8: Humanitarian aid to education continues to increase �� 328
Figure 21.10: Education has lost ground to other donor priorities �� 330
Figure 21.9: The volume of loans to education has not changed in recent years�� 331
Figure 21.11: The poorer the country, the higher the out-of-pocket share of national education spending�� 334
xiv 2 0 2 0 • G LO B A L E D U C AT I O N M O N I TO R I N G R E P O R T
TABLES
Table 1.1: Equity and inclusion in Transforming our World: The 2030 Agenda for Sustainable Development�� 5
Table 3.1: Potential indicators of inclusion in education, by level of authority and result��65
Table 4.2: Conditional cash transfer programme coverage in Latin American countries�� 105
Table 5.1: Phases of curriculum development �� 114
Table 6.1: Core values and competence areas of inclusive teaching�� 138
Table 7.1: Selected infrastructure conditions related to accessibility, acceptability and adaptability �� 166
Table 9.1: SDG 4 and other education-related global indicators, by custodian agency and classification tier�� 201
Table 9.2: Coverage of publicly available household survey data, by region, 2015–19 �� 202
Table 10.1: Selected indicators on school participation 2018�� 213
Table 10.2: Completion rate, by level, 2018�� 213
Table 11.1: Early childhood education participation indicators, 2018 �� 228
Table 12.1: Tertiary education participation indicators, 2018�� 240
Table 13.1: Profiles and education needs of necessity and opportunity entrepreneurs �� 253
Table 14.1: Adjusted gender parity index of gross enrolment ratio, by education level, 2018 or latest available year�� 256
Table 15.1: Youth and adult literacy rates, 2018�� 267
Table 19.1: Percentage of trained teachers, by education level, 2018�� 302
Table 19.2: Measures of teaching quality in three areas of the World Bank Teach framework �� 305
Table 20.1: Selected voluntary national review responses on education and climate change�� 315
Table 21.1: Total Official Support for Sustainable Development framework�� 329
2 0 2 0 • G LO B A L E D U C AT I O N M O N I TO R I N G R E P O R T xv
TEXT BOXES
Box 1.1: The evolving interpretation of disability has shaped education provision ��12
Box 1.2: The education and even the lives of children with albinism in sub-Saharan Africa are at risk ��15
Box 1.3: Stateless people in some Arab countries lack access to public education ��16
Box 1.4: Persecution of Rohingya denies their right to education��16
Box 1.5: Roma children in Europe are frequently segregated in education��17
Box 1.6: Afro-descendants in Latin America have endured a legacy of limited education opportunities��17
Box 2.1: Three key elements guarantee the right to inclusive education for people with disabilities ��33
Box 2.2: Global efforts to promote inclusive education are aligned with efforts
to defend the rights of various groups��33
Box 2.3: Portugal has comprehensive inclusive education legislation��34
Box 2.4: Venezuelans in Trinidad and Tobago face challenges in getting access to education��35
Box 2.5: Sub-Saharan African countries deploy a range of tools to include students with disabilities ��40
Box 2.6: Schools are beginning to respect diversity in sexual orientation and gender identity and expression��42
Box 2.7: Low- and middle-income countries are exploring learning through play as a route to inclusion ��46
Box 2.8: In Kenya, learning through sport is a route to inclusion of children with intellectual disabilities ��46
Box 2.9: Early identification of dyslexia fosters inclusion, but countries struggle to develop processes��47
Box 2.10: Some Indian states are abandoning automatic promotion despite its benefits��49
Box 2.11: A second education chance is often denied to children who start work, marry or have children early��51
Box 2.12: Poverty, disability and gender equality concerns threaten inclusion in technical
and vocational education and training in Malawi��52
Box 2.13: Colombia has developed a world-class student loan programme��55
Box 2.14: Mandatory reservation quotas or reformed admission criteria are used frequently
in tertiary education��56
Box 3.1: Islamic schools span inclusion and self-segregation in parts of the world��79
Box 3.2: The education management information system in Fiji focuses on inclusion ��84
Box 4.1: Chile’s Crece Contigo early childhood programme set clear standards��94
Box 4.2: Sub-Saharan African countries struggle to finance recent commitments to provide
free secondary education�� 100
Box 4.3: Caste discrimination mars the midday meal programme in India�� 102
Box 5.1: Progress in recognizing sexual orientation, gender identity and gender expression in curricula is mixed�� 117
Box 5.2: Individualized education plans may or may not be part of an inclusive curriculum
for students with disabilities�� 118
Box 5.3: Universal Design for Learning goes beyond inclusive environments to ensure inclusive teaching �� 120
Box 6.1: Inclusive pedagogies are a reaction to more traditional, passive modes of teaching and learning �� 139
Box 6.2: Laos has adopted a broad inclusion framework for educating teachers, but implementation is slow�� 143
Box 6.3: New Brunswick offers teachers training to support students with autism spectrum disorders�� 145
Box 6.4: Education support personnel have been deployed in the Cook Islands�� 150
Box 6.5: Teachers with disabilities make a unique contribution to education systems�� 152
Box 7.1: Collaborative relationships are one of the foundations of inclusive schools �� 159
Box 7.2: An inclusive school ethos can extend to a wide range of student categories�� 160
Box 7.3: Special school principals face particular challenges �� 162
Box 7.4: Many journeys to school are filled with obstacles and risks�� 167
Box 7.5: There is a large variety of assistive technology for education �� 173
Box 7.6: Countries are improving inclusion of various groups through assistive technology�� 174
xvi 2 0 2 0 • G LO B A L E D U C AT I O N M O N I TO R I N G R E P O R T
Box 8.1: Despite radical changes in policy and attitudes, indigenous students in Australia and Canada
still face difficulty in being included �� 184
Box 8.2: Homeschooling expands but also tests the limits of inclusion�� 189
Box 8.3: Parents with disabilities can struggle to secure their children’s education�� 190
Box 8.4: Various organizations have shaped education for people with disabilities�� 191
Box 8.5: Community-based education has been a success for inclusion in Afghanistan �� 195
Box 9.1: Papua New Guinea successfully concluded a Demographic and Health Survey to establish
a baseline for key SDG 4 indicators�� 203
Box 9.2: An equity and inclusion focus in monitoring should not stop at disaggregation�� 204
Box 10.1: Sub-Saharan Africa will account for one-quarter of school-age children by 2030�� 214
Box 11.1: Australia regularly assesses whether children are developmentally on track�� 233
Box 12.1: Disadvantaged youth need more support to enter tertiary education but receive less �� 241
Box 14.1: Discontinuity in disability definitions can affect education indicators �� 259
Box 14.2: The challenge of language in data collection tools should not be underestimated�� 260
Box 16.1: Climate strikes by children erupted in 2019�� 279
Box 17.1: Indefinite conscription is a major obstacle to education in Eritrea�� 287
Box 21.1: Humanitarian aid has increased faster than development aid�� 328
Box 21.2: New development finance definitions will improve aid to education monitoring�� 329
Box 21.3: Allocating aid to sectors is not always straightforward �� 330
2 0 2 0 • G LO B A L E D U C AT I O N M O N I TO R I N G R E P O R T xvii
HIGHLIGHTS
Identity, background and ability dictate education opportunities.
In all but high-income countries in Europe and Northern America, only 18 of the poorest
youth complete secondary school for every 100 of the richest youth. In at least
20 countries, mostly in sub-Saharan Africa, hardly any poor rural young women complete
secondary school.
Discrimination, stereotyping and stigmatization mechanisms are similar for all learners at
risk of exclusion.
While 68% of countries have a definition of inclusive education, only 57% of those definitions
cover multiple marginalized groups.
Despite progress, many countries still do not collect, report or use data on those
left behind.
Since 2015, 41% of countries, representing 13% of the global population, have not had
a publicly available household survey to provide disaggregated data on key education
indicators; the region with the lowest coverage is Northern Africa and Western Asia.
Recent data from 14 countries using the Child Functioning Module suggest that children
with disabilities constitute 15% of the out‑of‑school population. They face complex barriers.
Those with a sensory, physical or intellectual disability are 2.5 times more likely to have
never been in school than their peers without disabilities.
Millions are missing out on the opportunity to learn.

In middle income countries, despite a 25-percentage point increase in the past 15 years,
only three quarters are still in school by age 15. Of those, only half are learning the basics,
a rate that has been stagnant over the period. And many assessments overestimate how
well students are doing: three quarters of students who did no better in multiple choice
questions than random guessing were considered proficient in reading in a regional
assessment of 15 countries in Latin America.
xviii 2 0 2 0 • G LO B A L E D U C AT I O N M O N I TO R I N G R E P O R T
A key barrier to inclusion in education is the lack of belief that it is possible and desirable.
One in three teachers in 43 mostly upper-middle- and high-income countries in 2018
reported that they did not adjust their teaching to students’ cultural diversity.
While some countries are transitioning towards inclusion, segregation is still prevalent.
In the case of students with disabilities, laws in 25% of countries (but over 40% in Asia and
in Latin America and the Caribbean) make provisions for education in separate settings,
10% for integration and 17% for inclusion, the remainder opting for combinations of
segregation and mainstreaming. In OECD countries, more than two-thirds of all immigrant
students attend schools where at least half the students are immigrants.
Financing needs to target those most in need.

Across 32 OECD countries, socio-economically disadvantaged schools and classrooms
are more likely to have less qualified teachers. Conditional cash transfers in Latin America
since the 1990s have increased education attainment by between 0.5 and 1.5 years. One in
four countries has some form of affirmative action programme to help the marginalized get
access to tertiary education. About 40% of low- and lower-middle-income countries have not
taken any measures to support learners at risk of exclusion during the Covid-19 crisis.
Teachers, teaching materials and learning environments often ignore the benefits of
embracing diversity.
Some 25% of teachers in 48 education systems report a high need for professional
development on teaching students with special needs. Just 41 countries worldwide recognize
sign language as an official language. In Europe, 23 out of 49 countries do not address sexual
orientation and gender identity explicitly in their curricula.
2 0 2 0 • G LO B A L E D U C AT I O N M O N I TO R I N G R E P O R T 1
This photo symbolises the potential strength,
power and confidence of the many girls in
Solomon Islands if we are given the chance to
complete our secondary education.
CREDIT: Plan International
2 C H A P T E R 1 • I ntroduction
C HA PTER
1
Introduction
How far away is inclusion
in education?
3
1
KEY MESSAGES
Education resources and opportunities are distributed unequally
An estimated 258 million children, adolescents and youth, or 17% of the global total, are not in school.
The number out of school in sub-Saharan Africa is growing.
In low- and middle-income countries, adolescents from the richest 20% households are three times as
likely as those from the poorest to complete lower secondary school; of those who complete, students
from the richest households are twice as likely as those from the poorest households to reach minimum
proficiency in reading and mathematics.
In 10 low- and middle-income countries, children with disabilities were 19% less likely to achieve
minimum proficiency in reading than those without disabilities.
International declarations have made commitments to non-discrimination since 1960 and to inclusion
since 1990; inclusion permeates the 2030 Agenda, with its call to leave no one behind
Several Sustainable Development Goals and targets refer directly to equity, inclusion, diversity, equal
opportunity or non-discrimination, including SDG 4 on education.
The 2006 UN Convention on the Rights of Persons with Disabilities (CRPD) guaranteed the right to
inclusive education but stopped short of precisely defining inclusion in education. The struggle of people
with disabilities has shaped perspectives on inclusion in education.
In 2016, General Comment No. 4 to CRPD Article 24 described inclusive education as involving ‘a process
… to provide all students … with an equitable and participatory learning experience and environment that
best corresponds to their requirements and preferences’.
Layers of discrimination deny students the right to be educated with their peers or to receive education
of the same quality
All over the world, discrimination is based on gender, remoteness, wealth, disability, ethnicity, language,
migration, displacement, incarceration, sexual orientation, gender identity and expression, religion and other
beliefs and attitudes; the Covid-19 pandemic has added new layers of exclusion.
In sub-Saharan Africa, teachers may fear teaching children with albinism.
Stateless children and youth in Gulf States cannot enrol in public education institutions.
Rohingya who are internally displaced or refugees have had no access to formal public schools.
Roma children in Europe are segregated and more likely to be placed in special schools.
In Latin America, learning materials omit or misrepresent the history of Afro-descendants.
Inclusion is not just an economic but also a moral imperative, yet belief in the inclusion principle should not
obscure the difficult questions
Inclusion may inadvertently intensify pressure to conform. Group identities, practices, languages and
beliefs may be jeopardized, undercutting a sense of belonging.
1
Education for all is the foundation of inclusion in education��6

Inclusion in education is not just a result; it is a process��10
Why does inclusive education matter?��18
Guide to the report��19
Recommendations�� 20
T he international community’s commitment in

2015 to ‘ensure inclusive and equitable quality
education and promote lifelong learning opportunities for
Transforming our World, the foundation document
of the 2030 Agenda, refers extensively to
equity, inclusion, diversity, equal opportunity
all’ as the fourth Sustainable Development Goal (SDG 4) and non-discrimination. It calls for empowering
is one of the clearest examples of the overall pledge to vulnerable people and meeting their needs.
leave no one behind, contained in the United Nations Several SDGs refer to inclusion and equality
(UN) 2030 Agenda for Sustainable Development. (Table 1.1). Others simply state that a goal
The 2030 Agenda brought together aspirations of should be reached ‘for all’, either explicitly, in the
poverty reduction and environmental sustainability, case of social goals, or implicitly, in the case of
underpinned by a drive for social justice that builds on environmental goals.
the human rights instruments of the past 70 years.
TAB LE 1 .1 :
Equity and inclusion in Transforming our World: The 2030 Agenda for Sustainable Development
Main text: Equity and inclusion Sustainable Development Goals

A world with equitable and universal access to quality education at all levels, to Ensure inclusive and equitable quality education and promote lifelong learning
health care and social protection … (§7) opportunities for all (SDG 4)
… a world of universal respect for human rights and human dignity, the rule of law, Achieve gender equality and empower all women and girls (SDG 5)
justice, equality and non-discrimination; of respect for race, ethnicity and cultural
Promote sustained, inclusive and sustainable economic growth, full and productive
diversity; and of equal opportunity permitting the full realization of human
employment and decent work for all (SDG 8)
potential … (§8)
Build resilient infrastructure, promote inclusive and sustainable industrialization and foster
A world in which every woman and girl enjoys full gender equality and all legal,
innovation (SDG 9)
social and economic barriers to their empowerment have been removed. A just,
equitable, tolerant, open and socially inclusive world in which the needs of the Reduce inequality within and among countries (SDG 10)
most vulnerable are met. (§8) Make cities and human settlements inclusive, safe, resilient and sustainable (SDG 11)
Promote peaceful and inclusive societies for sustainable development, provide access to
Main text: Leaving no one behind justice for all and build effective, accountable and inclusive institutions at all levels (SDG 16)
… we pledge that no one will be left behind (Preamble)
… we will endeavour to reach the furthest behind first (§4) SDG 4 targets
No one must be left behind (§24; health) … ensure that all girls and boys complete free, equitable and quality primary and secondary
education … (4.1)
Quality, accessible, timely and reliable disaggregated data will be needed to
help with the measurement of progress and to ensure that no one is left behind … ensure equal access for all women and men to affordable and quality technical,
(§48; data) vocational and tertiary education … (4.3)
A robust, voluntary, effective, participatory, transparent and integrated follow-up … eliminate gender disparities in education and ensure equal access to all levels of
and review framework to ensure that no one is left behind (§72; follow-up and education and vocational training for the vulnerable, including persons with disabilities,
review framework) indigenous peoples and children in vulnerable situations (4.5)
… people-centred, gender-sensitive, respect human rights and have a particular … ensure that all learners acquire the knowledge and skills needed to promote … gender
focus on the poorest, most vulnerable and those furthest behind (§72; follow-up equality … appreciation of cultural diversity … (4.7)
and review processes) … provide safe, non-violent, inclusive and effective learning environments for all (4.a)
Source: United Nations (2015).
1
EDUCATION FOR ALL IS THE Despite progress in reducing extreme poverty, especially
FOUNDATION OF INCLUSION in Asia, it affects 1 in 10 people. Children are more at risk,
IN EDUCATION especially in sub-Saharan Africa, where extreme poverty
affects 49% of children, accounting for 52% of extremely
Equity and inclusion have become the heart of the poor children globally (Figure 1.1a). Inequality is growing in
2030 Agenda as unequal distribution of resources some parts of the world. Even where it is falling, it often
and opportunities persists. Characteristics commonly remains unacceptably high among and within countries.
associated with inequality of distribution include gender, The income share of the poorest 50% of the population
remoteness, wealth, disability, ethnicity, language, in Asia and Northern America has decreased since 2000.
migration, displacement, incarceration, sexual orientation, Elsewhere it has stagnated well below the share in
gender identity and expression, religion, and other beliefs Europe, the most equal region (Figure 1.1b).
and attitudes.
Key human development outcomes are also unequally
Some mechanisms contributing to inequality are distributed. In 30 low- and middle-income countries,
universal while others are specific to social and economic children under age 5 from the poorest 20% of households
contexts, as the Covid-19 pandemic has laid bare. were more than twice as likely to be stunted (41%)
Advantage and disadvantage are transmitted over as those from the richest 20%, severely compromising
generations as parents impart resources, such as income, their opportunity to benefit from education (Figure 1.2).
skills and networks, to their children. Organizations and
institutions may favour some groups over others and Education is an opportunity with the potential to
propagate social norms and stereotypes that exclude transform lives. Yet an estimated 258 million children,
more vulnerable groups from opportunities. Individuals adolescents and youth, or 17% of the global total, are not
form groups that extend advantage to members and in school. The number out of school in sub-Saharan
block it to others. Public institutions may be designed Africa has passed that of Central and Southern Asia
to correct imbalances or may be beholden to vested and and is growing. The share of sub-Saharan Africa in the
powerful interests (UNDP, 2019). global total increased from 24% in 2000 to 38% in
FI GURE 1 .1 :
The global challenges of poverty and inequality affect education
a. Extreme poverty headcount rate, b. Income share of the poorest 50% of the population,
by age group and region, 2013 by region, 2000–16
6060 2525
Children
Children Adults
Adults
5050
2020
Sub-Saharan
Sub-SaharanAfrica
Africa
accounts
accounts Europe
Europe
forfor
199199
million
million
or or
52%52%of of
Income share of the bottom half (%)
Income share of the bottom half (%)
Extreme poverty headcount rate (%)
Extreme poverty headcount rate (%)
extremely
extremely poor
poor
children
children
4040
1515 Northern
Northern
America
America
Asia
Asia
3030
Latin
Latin
America
America
1010 Sub-Saharan
Sub-SaharanAfrica
Africa
2020 Middle
MiddleEast
East
Oceania
Oceania
55
1010
00 00
Europe/
Europe/ East
East
Asia/
Asia/ Latin
Latin
America/
America/ South
South
Asia
Asia Sub-Saharan
Sub-Saharan 2000
2000 2002
2002 2004
2004 2006
2006 2008
2008 2010
2010 2012
2012 2014
2014 2016
2016
Central
Central
Asia
Asia Pacific
Pacific Caribbean
Caribbean Africa
Africa
GEM StatLink: http://bit.ly/GEM2020_fig1.1 Source: World Inequality Database.

Source: World Inequality Database.
1
FIG U R E 1 .2 :
2018 (Figure 1.3). Those most likely to be excluded The poorest children are more than twice as likely to be
are disadvantaged due primarily to poverty but also malnourished as the richest
language, location, gender and ethnicity (Figure 1.4). Stunting rate, poorest and richest 20% of households, selected low- and
middle‑income countries, 2014–18
Globally, the success of efforts to reach the furthest 80
behind first is mixed. Primary and secondary school
completion has improved on average and for all Poorest 20%
70
major groups as defined by sex, location and wealth. Richest 20%
The improvement has been marginally faster for
60
children living in rural areas relative to the average.
The same is true for primary school completion
50
among the poorest. Arguably, in neither case are
Stunting rate (%)

they catching up: At the current rate, closing the gap
40
will take decades. In the case of secondary school
completion, the poorest are falling further behind
(Figure 1.5). 30
Factors associated with potential disadvantage 20
also affect academic achievement. Results from

the 2018 Programme for International Student 10
Assessment (PISA) showed that gender and, to a
greater degree, socio-economic status, as defined 0
Armenia
Senegal
Ghana
Albania
Haiti
South Africa
Mali
Lesotho
Kenya
Myanmar
Nepal
Zimbabwe
Uganda
Nigeria
Tajikistan
Guatemala
Cambodia
Benin
U. R. Tanzania
Guinea
Bangladesh
Angola
Rwanda
Pakistan
India
Malawi
Ethiopia
Burundi
Chad
Timor-Leste
by factors such as parental education and education
resources at home, are associated with wide
variation in reading and mathematics proficiency
among 15-year-olds. Using the wealth parity index
GEM StatLink: http://bit.ly/GEM2020_fig1_2
Source: DHS STATcompiler.
F I G U R E 1 .3 :
A quarter of a billion children, adolescents and youth are not in school
a. Out-of-school rate of primary and secondary school-age children, b. Out-of-school primary and secondary school-age children,
adolescents and youth, by region, 1990–2018 adolescents and youth, world and selected regions, 1990–2018
6060 400
400
350
350
5050
300
300
4040
World,
World,258
258
250
250
Millions
Millions
Sub-Saharan
Sub-Saharan
Africa,
Africa,
31%
31%
3030 200
200
%
%
Central/S.
Central/S.
Asia,
Asia,
21%
21% 150
150
2020
World,
World,
17%
17%
Northern
Northern
Africa/W.
Africa/W.
Asia,
Asia,
15%
15% 100
100 Sub-Saharan
Sub-SaharanAfrica,
Africa,
9797
Central/S.
Central/S.
Asia,
Asia,
9494
1010 Latin
Latin
America/Caribbean,
America/Caribbean,10%
10%
Oceania,
Oceania,
9%9% 5050
Eastern/South-east.
Eastern/South-east.
Asia,
Asia,
9%9% Eastern/South-east.
Eastern/South-east.
Asia,
Asia,
3333
Europe/N.
Europe/N.
America,
America,
3%3% Northern
Northern
Africa/W.
Africa/W.
Asia,
Asia,
1717
0 0 0 0
1990
1990 1995
1995 2000
2000 2005
2005 2010
2010 2015
2015 1990 1995
1990 1995 2000
2000 2005
2005 2010
2010 2015
2015

Source: UIS database.
Sub-Saharan
Sub-SaharanAfrica,
Africa,
3131
Central/S.
Central/S.
Asia,
Asia,
2121
World,
World,
1717
Northern
Northern
Africa/W.
Africa/W.
Asia,
Asia,
1515 2 0 2 0 • G LO B A L E D U C AT I O N M O N I TO R I N G R E P O R T 7
Latin
Latin
America/Caribbean,
America/Caribbean,1010
Oceania,
Oceania,
9 9
Eastern/Southeast.
Eastern/Southeast.
Asia,
Asia,
9 9
1
F I G U R E 1 .4 :
There are large wealth, linguistic, regional and ethnic differentials in school attendance
Out-of-school rate, by population group, selected countries, 2016
100 100 100

100
100 Belize, Paraguay, Myanmar, Uganda, Côte d’Ivoire,
by wealth by language by region by sex by ethnicity
90 90 90
90
90
80 80 80
80
80
Shan ShanShan
Shan
Shan Female Female
Female
Female
Female Non-Ivorian
Non-Ivorian
Non-Ivorian
Non-Ivorian
Non-Ivorian
70 70 70
70
70
Kayin KayinKayin
Kayin
Kayin
Indigenous
Indigenous
Indigenous
Indigenous
Indigenous Gur Gur Gur
Gur
Gur
60 60 60
60
60
Out-of-school rate (%)
Out-of-school rate (%)

rate (%)
(%)
(%)
Bago BagoBago
Bago
Bago Male MaleMale
Male
Male Mande Mande Mande
Mande
Mande
Poorest Poorest
Poorest
Poorest
Poorest
Out-of-school rate
rate
du Nord du Nord
du
du
duNord
Nord
Nord
Out-of-school
Out-of-school
50 50 50
50
50
Akan AkanAkan
Akan
Akan
Naypyitaw
Naypyitaw
Naypyitaw
Naypyitaw
Naypyitaw
Lower middle
LowerLower
Lower
Lower
middle
middle
middle
middle
Kru Kru Kru
Kru
Kru
40 40 40
40
40 Middle Middle
Middle
Middle
Middle
Other OtherOther
Other
Other
30 30 30
30
30 Chin Chin Chin
Chin
Chin
Guarani only
Guarani
Guarani
Guarani
Guarani
only only
only
only
Guarani Guarani
Guarani
Guarani
Guarani
20 20 20
20
20 and Spanish
and Spanish
and
and
andSpanish
Spanish
Spanish
Upper UpperUpper
Upper
Upper
middle middle
middle
middle
middle
10 10 10
10
10 Spanish Spanish
Spanish
Spanish
Spanish
Richest Richest
Richest
Richest
Richest only only only
only
only
0 0 000 Primary
Lower
Primary
secondary
Primary
Primary
Primary
Upper
Lower
secondary
secondary
Lower
Lower
Lower
secondary
secondary
Upper
secondary
Upper
secondary
Upper
Upper
secondary
secondary
secondary
Primary
Lower
Primary
secondary
Primary
Primary
Primary
Lower
Upper
secondary
Lower
secondary
Lower
Lower
secondary
secondary
Upper
secondary
Upper
secondary
Upper
Upper
secondary
secondary
secondary
Primary
Lower
Primary
secondary
Primary
Primary
Primary
Lower
Upper
Lower
secondary
Lower
Lower
secondary
secondary
secondary
Upper
secondary
Upper
secondary
Upper
Upper
secondary
secondary
secondary
Primary
Primary
secondary
Primary
Primary
Primary
Upper
secondary
secondary
secondary
secondary
secondary
Upper
Upper
secondary
Upper
Upper
secondary
secondary
secondary
Primary
Lower
Primary
secondary
Primary
Primary
Primary
Lower
Upper
secondary
Lower
Lower
secondary
Lower
secondary
secondary
secondary
Upper
Upper
secondary
Upper
Upper
secondary
secondary
secondary
Lower
Lower
Lower
Lower
Lower

Source: World Inequality Database on Education.
Sub-Saharan
Sub-Saharan
Sub-Saharan
Africa,
Sub-Saharan
Sub-Saharan
31Africa,
Africa,
Africa,
Africa,
31 3131
31
Central/S.
Central/S.
Asia,
Central/S.
Central/S.
Central/S.
21 Asia,Asia,
Asia,
21
Asia,21
21
21
World, 17World,
World,
World,
World,
17 17 17
17
NorthernNorthern
Africa/W.
Northern
Northern
Northern
Africa/W.
Asia,
Africa/W.
Africa/W.
Africa/W.
15 Asia,Asia,
Asia,
15Asia,15
15
15
F I G U R E 1 .5 : Latin America/Caribbean,
LatinLatin
Latin
America/Caribbean,
LatinAmerica/Caribbean,
America/Caribbean,
America/Caribbean,
10 10 10 10
10
The promise of reaching the furthest behind first is not being kept
Oceania, Oceania,
9 Oceania,
Oceania,
Oceania,
9 999
Eastern/Southeast.
Completion rate, by population group, low- and middle-income countries,Eastern/Southeast.
Eastern/Southeast.
Eastern/Southeast.
Eastern/Southeast.
2005 Asia,
and 9 2015
Asia,Asia,
Asia,
9Asia,999
Europe/N.
Europe/N.
America,
Europe/N.
Europe/N.
Europe/N.
America,
3 America,
America,
America,
3 333
100
High income
HighHigh
High
income
Highincome
income
income Total
90
Female
Upper middle
Upper
Upper
Upper
income
Upper
middle
middle
middle
middle
income
income
income
income
80 Rural
Lower middle
Lower
Lower
Lower
income
Lower
middle
middle
middle
middle
income
income
income
income
Poorest 20%
Completion rate (%)
70 Low income
Low Low
income
Low
Lowincome
income
income
60
50
40
30
20
10
0
2005 2015 2005 2015 2005 2015
Primary Lower secondary Upper secondary

Source: GEM Report team estimates based on household survey data.
1
as a measure (the ratio of the scores of the most are twice as likely to have basic skills as those from
disadvantaged students relative to the least), those in the the poorest households. Only 18 of the poorest youth
bottom socio-economic quarter did worse than those in complete secondary school for every 100 of the richest
the top quarter in all countries (Figure 1.6). youth (Figure 1.7).
The gap is underestimated, since students from lower Grade 4 students in middle and high-income countries
socio-economic strata are more likely to leave school who were taught in a language other than their mother
before age 15 and not take the test. In all regions tongue typically scored 34% below native speakers in
except Europe and Northern America, adolescents from reading tests. Moreover, exclusions mean inequality is
the richest households were three times as likely to underestimated in achievement comparisons. Countries
complete lower secondary school as those from the participating in PISA may exclude inaccessible or special
poorest households. Among those who completed lower schools. Students may be excluded, notably those with
secondary school, students from the richest households
F I GURE 1 .6:
Socio-economic status is a major predictor of learning achievement
Adjusted parity index in achievement of minimum proficiency in reading and mathematics, by gender and wealth, countries participating in the
2018 Programme for International Student Assessment
1.4
In Oman, 127 girls achieve minimum

proficiency in mathematics in lower
1.2 secondary school for every 100 boys
1 Parity
0.8
Parity index
0.6
In Hungary, 52 of the poorest students

achieve minimum proficiency in
mathematics in lower secondary school
for every 100 of the richest
0.4
Gender parity index
Wealth parity index

0.2
0
Zambia
Guatemala
Dominican Rep.
Paraguay
Cambodia
Peru
Honduras
Saudi Arabia
Ecuador
Brazil
Morocco
Chile
Singapore
Indonesia
Tunisia
Colombia
Iran, Isl. Rep.
Senegal
Jordan
Costa Rica
Georgia
Uruguay
North Macedonia
Kuwait
Bulgaria
Rep. Moldova
Mexico
Algeria
Trinidad/Tobago
Romania
Turkey
Lebanon
Hungary
U. A. Emirates
Montenegro
Greece
Thailand
Israel
Slovakia
Luxembourg
United States
France
Czechia
Italy
Egypt
Croatia
Portugal
Spain
Lithuania
Belgium
Bahrain
Austria
Oman
New Zealand
Australia
Sweden
Latvia
United Kingdom
Germany
Poland
Qatar
Netherlands
Switzerland
Ireland
Viet Nam
Iceland
Rep. of Korea
Norway
Slovenia
Finland
Denmark
Canada
Russian Fed.
Estonia
Japan
Hong Kong, China
Macao, China
Armenia

1
limited proficiency in the language of assessment and without disabilities (Figure 1.8). Yet in all 10 countries,
students with selected disabilities (OECD, 2019). especially the poorest, the majority of children, regardless
of disability status, were at high risk of exclusion, as they
Children with disabilities are particularly at risk of did not achieve minimum proficiency in reading.
exclusion from education. Until recently, there was no
consensus on defining and measuring disability, and its
links with school attendance and learning achievement INCLUSION IN EDUCATION IS NOT
were obscure. The Washington Group Short Set of JUST A RESULT; IT IS A PROCESS
Questions on Disability (see Chapter 3) has been
gaining momentum, although even the UN Disability Low rates of entry, progression and learning are just
Statistics Database contains few results that use the the final, visible outcomes of socio-economic processes
questions (United Nations, 2019). They were adopted in that marginalize, disappoint and alienate scores of
the sixth round of the UNICEF Multiple Indicator Cluster children, youth and adults. A ‘toxic mix of poverty
Surveys and other surveys that collect a combination and discrimination’ results in them being ‘excluded
of information on disability, school attendance and because of who they are’ (Save the Children, 2017, p. 1).
foundational proficiency skills in reading and mathematics. Powerful social and economic mechanisms related to the
In 10 low- and middle-income countries, children with distribution and use of opportunities, especially early in
disabilities were 8 percentage points, or 19%, less likely life, have major, lasting effects on inclusion in education.
to achieve minimum proficiency in reading than those Education system mechanisms that play out daily in
FI GURE 1 .7 : FIG U R E 1 .8:

There are large wealth disparities in attendance, completion Children with disabilities lag behind their peers in
and learning foundational learning
Wealth parity index in attendance, completion and minimum Percentage of 7- to 14-year-olds who achieve foundational
proficiency in reading and mathematics, by education level, selected skills in reading, by disability status, selected countries,
countries, 2013–17 2017–19
80
Without functional difficulty
1.00 Parity With functional difficulty

70
60
0.80
50
0.60
Wealth parity index
40
%
0.40 30
20
0.20
10
0.00 0
Attendance Completion Learning: Learning:
Gambia
Sierra Leone
Togo
Lesotho
Zimbabwe
Suriname
Kyrgyzstan
Mongolia
Tunisia
Pakistan
reading mathematics
MICS ASER
Note: Sample excludes high-income countries in Europe and Northern America.
Source: GEM Report team analysis using household surveys (attendance and GEM StatLink: http://bit.ly/GEM2020_fig1_8
completion) and UIS database (learning). Source: GEM Report team analysis of MICS and ASER Pakistan data.
1
classrooms, schoolyards, parent–teacher meetings, in the belief that every person has value and potential
community gatherings, local government coordination and should be respected. Yet inclusion is also a state
structures and ministerial councils also have an impact. of affairs, a result, whose multifaceted nature makes it
The purpose of this report is to detail processes that difficult to pin down.
fail many students but also to highlight bold steps to
address the challenges of diversity. While SDG 4 envisions inclusive education as
encompassing all children, youth and adults, such
An ‘inclusive and equitable’ education is at the core of the education has historically been associated with, and often
SDG 4 ambition. Defining equitable education requires conceptualized as, education for children with disabilities.
distinguishing between equality and equity, two terms The struggle of people with disabilities has therefore
occasionally misunderstood. In a cartoon that has shaped the understanding of inclusion.
appeared in various versions, a panel labelled equality
shows children of varying heights standing on same-sized
boxes trying to write on a blackboard, the shortest ones THE STRUGGLE OF PEOPLE WITH DISABILITIES
struggling. In the equity panel, they stand on differently SHAPES PERSPECTIVES ON INCLUSION IN
sized boxes, all able to write comfortably. However, EDUCATION
the representation is misleading (Figure 1.9). There is Education was recognized as a human right in 1948.
equality in both panels: of inputs in the first, of outcomes In 1960, the UNESCO Convention against Discrimination
in the second. Equality is a state of affairs (what): a result in Education specified what governments must do to
that can be observed in inputs, outputs or outcomes, prevent ‘nullifying or impairing equality of treatment
e.g. achieving gender equality. Equity is a process (how): in education’ (Article 1). It focused on ensuring that
actions aimed at ensuring equality. all learners enjoyed equal access to, and quality of,
education with respect to human dignity but did not
Inclusion is more difficult to define. As used in this report, include disability among characteristics that could
it mirrors equity. It is a process: actions and practices that lead to ‘distinction, exclusion, limitation or preference’
embrace diversity and build a sense of belonging, rooted in education. In 1994, the Statement at the World
F I GURE 1 .9 :
A popular representation of equality and equity is misleading
1
Conference on Special Needs Education in Salamanca, live’ and ‘support required, within the general education
Spain, made a strong and clear case for inclusive system’ (United Nations, 2006).
education: ‘[Those] with special educational needs must
have access to regular schools’, albeit with the proviso Although absent in earlier drafts, the commitment to
‘unless there are compelling reasons for doing otherwise’ inclusion in school placement not only broke with the
(UNESCO and Spain Ministry of Education and Science, historical tendency to exclude children with disabilities
1994, Art. 2 and 3). from education altogether or to segregate them in special
schools, but also distinguished inclusion from integration.
The 2006 UN Convention on the Rights of Persons Ensuring access to mainstream schools but placing
with Disabilities (CRPD) guaranteed the right to children with disabilities in separate classes for much of
inclusive education. Article 24, aiming to realize the the time, not providing them with needed support or
right to education of people with disabilities ‘without expecting them to adapt to available services is at odds
discrimination and on the basis of equal opportunity’, with the goal of inclusion, which involves changes in
committed countries to ‘ensure an inclusive education school support and ethos (de Beco, 2018). This approach
system at all levels and lifelong learning’. The article’s reflected radical changes in perception of disability over
first paragraph captured its spirit: Inclusive education the last 50 years that led to the social model of disability,
would ensure the development of the ‘sense of dignity which the CRPD takes as its foundation (Box 1.1).
and self-worth’ of people with disabilities and of ‘their
personality, talents and creativity, as well as their The CRPD stopped short of a precise definition of
mental and physical abilities to their fullest potential’ to inclusion in education. The term therefore remains
enable them to ‘participate effectively in a free society’. contentious, lacking a tight conceptual focus, which
The second paragraph contained the key means of may have contributed to ambivalence and confused
fulfilling the right, including access to education ‘on an practices (Slee, 2020). While the CRPD endorsed
equal basis with others in the communities in which they actions that could lead to enrolment in mainstream
schools, it did not suggest that special schools violated
B OX 1.1:
The evolving interpretation of disability has shaped education provision

Evolving perceptions of people with disabilities shaped three approaches to their education (Al Ju’beh, 2015). The charity model viewed
people with disabilities as victims or objects of pity. They were considered uneducable and excluded from education, although some religious
institutions provided education alongside care. The medical model considered disability a condition to be treated, making health professionals
primarily responsible for education. Starting in the 1970s, the social model contrasted the biological condition (impairment) with the social
condition (disability). In this approach, disability is not an individual attribute. It emerges because individuals face barriers they cannot overcome
in certain environments. It is the system and context that do not take the diversity and multiplicity of needs into account (Norwich, 2014).
The social model is linked to the rights-based approach to inclusion and the idea that education needs to be available, accessible, acceptable and
adaptable (Tomaševski, 2001).
In 2001, the World Health Organization issued the International Classification of Functioning, Disability and Health, which synthesized the
medical and social models of disability. Although it listed 1,500 disability codes, it stated that disability resulted not only from physical conditions
and biological endowment but also from personal or environmental contexts (WHO, 2001).
This new perspective led to the abandonment of the term handicap. Disability results from interaction between people with impairments and
their contexts (Rimmerman, 2013). Functioning and capability approaches are central to the social model’s focus on what a person has difficulty
doing. Society and culture determine rules, define normality and treat difference as deviance.
The concept of obstacles suggests that many people are at risk of education exclusion. Social and cultural mechanisms drive exclusion on the
basis of ethnicity or poverty, for instance. In education, the concept of barriers to participation and learning is replacing that of special needs
and difficulties.
1
the convention (de Beco, 2018). Some argue that, more inclusive. Appropriation of the language of inclusion
in favouring an anti-discrimination over a needs-based by those who advocate for exceptions can aggravate
perspective, Article 24 privileged ‘mainstream educational backlash: ‘[Instead] of providing a framework for the
environments as its presumed substantive standard consideration of disability as a relationship between
rather than the provision of quality instruction in an individual impairments or differences and combinations
appropriate setting (including specialized settings) of curriculum, pedagogy, assessment and school and
tailored to the particular educational needs of each classroom organisation and culture, the term “special
individual student’ (Anastasiou et al., 2018, pp. 9–10). educational needs” became an overarching category of
Reports to countries by the Committee on the Rights defective pathology’ (Slee, 2020, p. 22).
of Persons with Disabilities confirm a clear position that
embraces a ‘transition from special and segregated These ambiguities led the Committee on the Rights
education towards the inclusive model’ (Cisternas Reyes, of Persons with Disabilities to issue General Comment
2019, p. 413). No. 4 on Article 24 in 2016, following a two-year process
involving submissions from countries, non-government
Ultimately, the CRPD gave governments a free hand organizations (NGOs), organizations for people with
in shaping inclusive education, which may be seen disabilities, academics and disability advocates. It defined
as implicit recognition of the dilemmas and tensions inclusion as
involved in overcoming obstacles to full inclusion
(Forlin et al., 2013). While exclusionary practices by a process of systemic reform embodying changes
many governments in contravention of their CRPD and modifications in content, teaching methods,
commitments should be exposed, limits to how flexible approaches, structures and strategies in education
mainstream schools and education systems can be to overcome barriers with a vision serving to
should be acknowledged. provide all students of the relevant age range with
an equitable and participatory learning experience
In addressing inclusion in education as a question of and environment that best corresponds to their
where students with disabilities should be taught, requirements and preferences. Placing students
there is potential tension between the desirable goals with disabilities within mainstream classes without
of maximizing interaction with others (all children accompanying structural changes to, for example,
under the same roof) and fulfilling learning potential organisation, curriculum and teaching and
(wherever students learn best) (Norwich, 2014). Other learning strategies, does not constitute inclusion.
considerations include the speed with which systems Furthermore, integration does not automatically
can move towards the ideal and what happens during guarantee the transition from segregation to
transition (Stubbs, 2008), and the trade-off between inclusion. (Committee on the Rights of Persons with
early needs identification and the risk of labelling and Disabilities, 2016, p. 4)
stigmatization (Haug, 2017).
The committee described the right to inclusive education
Education serves multiple objectives. Efforts to pursue as encompassing
them simultaneously can be complementary or
conflicting. Policymakers and educators confront delicate, a transformation in culture, policy and practice in
context-specific questions related to inclusion. They need all formal and informal educational environments
to be aware of opposition by those with an interest in to accommodate the differing requirements and
preserving segregated delivery rather than addressing identities of individual students, together with a
inclusion. Perpetuating the misconception of people commitment to remove the barriers that impede that
with disabilities as fundamentally different can make possibility. It involves strengthening the capacity of
segregation a self-fulfilling prophecy. the education system to reach out to all learners.
It focuses on the full and effective participation,
However, rapid change may be unsustainable, potentially accessibility, attendance and achievement of all
harming those it is supposed to serve. Including children students, especially those who, for different reasons,
with disabilities in mainstream schools that are not are excluded or at risk of being marginalized. Inclusion
prepared, supported or accountable for achieving involves access to and progress in high-quality formal
inclusion can intensify experiences of exclusion and and informal education without discrimination.
provoke backlash against making schools and systems It seeks to enable communities, systems and
1
structures to combat discrimination, including seek justification for the limits to the goal of inclusive
harmful stereotypes, recognize diversity, promote education, but rather to establish the legitimacy of
participation and overcome barriers to learning and making efforts towards that goal despite such limits.
participation for all by focusing on well-being and We must investigate whether it is possible to incorporate
success of students with disabilities. It requires an the element of actual achievability into the ideal of
in-depth transformation of education systems in inclusive education’ (de Beco, 2018, p. 408).
legislation, policy, and the mechanisms for financing,
administration, design, delivery and monitoring of The second takeaway of General Comment No. 4 is that
education. (Committee on the Rights of Persons with inclusive education is much broader in scope. It entails a
Disabilities, 2016, p. 3) ‘process of addressing and responding to the diversity of
needs of all children, youth and adults’ (UNESCO, 2009,
p. 8), to eliminate barriers to the right to education and
INCLUSION IN EDUCATION CONCERNS change the culture, policy and practice of mainstream
ALL LEARNERS schools to accommodate and effectively include all
Two key takeaways from General Comment No. 4 are learners. While 68% of countries have a definition of
central to this report. First, as the description of the inclusive education, only 57% of those definitions cover
requirements makes clear, inclusive education involves a multiple marginalized groups.
process that contributes to the goal of social inclusion.
The attainability of this goal should not affect the It is not only learners with disabilities who are excluded
resolve of those responsible for implementing this through discriminatory mechanisms. For instance,
process or those holding them accountable for fulfilling the disproportional referral of minorities to special
their commitment. Inclusive education should embody education indicates how cultural biases are embedded in
the principles of dialogue, participation and openness, identification of special needs. All over the world, layers
bringing all stakeholders together to resolve emerging of discrimination on the basis of gender, remoteness,
tensions and dilemmas. Decisions should be based on wealth, disability, ethnicity, language, migration,
human dignity, without compromising, discounting or displacement, incarceration, sexual orientation, gender
diverting from the long-term ideal of inclusion. identity and expression, religion and other beliefs and
attitudes deny students the right to be educated with
At the same time, the efforts of policymakers and their peers or to receive education of the same quality
educators should not override the needs and preferences (Figure 1.10) (Boxes 1.2–1.6). The Covid-19 pandemic has
of those affected. Beyond upholding the fundamental added new layers of exclusion related to accessibility of
human rights and principles that provide moral and distance learning opportunities, which also affect new
political direction for education decisions, fulfilling categories of the population.
the inclusive ideal is not trivial. Delivering sufficient
differentiated and individualized support requires Belief in the principle of inclusion should not obscure the
perseverance, resilience and a long-term perspective. difficult questions and potential drawbacks raised by
In Ethiopia, the academic achievement and academic including groups of learners at risk of exclusion. In some
self-concept of deaf and hard-of-hearing primary school contexts, inclusion may inadvertently intensify pressure
students who transitioned into mainstream schools to conform. Group identities, practices, languages and
decreased, compared with peers who remained in special beliefs may be devalued, jeopardized or eradicated,
schools (Mulat et al., 2018). In Fiji, the needs of students undercutting a sense of belonging. The right of a group
with intellectual disabilities were more appropriately met to preserve its culture and the right to self-determination
in special education settings because mainstream schools and self-representation are increasingly recognized.
were not adequately resourced (Tones et al., 2017). Inclusion may be resisted out of prejudice but also out
Moving students from special to mainstream schools of recognition that identity may be maintained and
is not automatically a solution unless the requisite empowerment achieved only if a minority is a majority
human and financial resources exist to provide inclusive in a given area. Rather than achieve positive social
education effectively. engagement, in some circumstances inclusion policies
may exacerbate social exclusion. Exposure to the majority
Moving away from education systems whose design may reinforce dominant prejudices, intensifying minority
suits some children and obliges others to adapt cannot disadvantage. Targeting assistance can also lead to
happen by decree. Prevailing attitudes and mindsets stigmatization, labelling or unwelcome forms of inclusion
must be challenged. ‘The correct approach is not to (Silver, 2015).
1
B OX 1 .2 :
F I GURE 1 .1 0:
All means all
The education and even the lives of children with albinism in
Out of 100 children... sub-Saharan Africa are at risk
These may have a disability. People with albinism are at high risk of exclusion in sub-Saharan Africa,
specifically in education. In some countries, a belief that their body parts bring
luck, wealth and success has led to mutilations and killings: There have been
over 700 attacks and other violations in 28 countries since 2006 (Action on
Of the rest, these may be poor. Albinism, 2019). The appearance and vision impairment of people with albinism
mark them as different, resulting in violence, stigmatization, discrimination
and social exclusion (Burke et al., 2014). The UN Human Rights Council urged
countries to address ‘the root causes of attacks and discrimination against
Of the rest, these may have persons with albinism, notably by proactively combating superstition and
special education needs. stigma vis-à-vis albinism, including through education and awareness-raising
campaigns’ (Human Rights Council, 2013, p. 17).
Although people with albinism can be considered legally blind, they can read if
Of the rest, these may they have access to large-print text. However, in sub-Saharan Africa, children
be LGBTI. with low vision, including those with albinism, are primarily educated in special
schools for the blind (Lynch et al., 2014). In Malawi, those with albinism are
mainly educated by itinerant teachers for the blind (Lynch and Lund, 2011).
In Zimbabwe and parts of Zambia, children with albinism attend mainstream
Of the rest, these may be migrants, internally schools, where inclusion can be challenging. Teachers may fear teaching these
displaced or refugees. children (Miles, 2011), and lack of education and correct information in the
community increases the probability of teachers drawing on local myth in
their approaches (Baker et al., 2010).
Of the rest, these may belong to an ethnic, In the United Republic of Tanzania, about 1 in 2,650 people has albinism.
religious or linguistic minority or Only half of children with albinism complete primary school (Baker, 2018).
an indigenous group. Those in school often have difficulty reading and need vision devices to
participate. Lack of this support negatively affects their learning, often
resulting in their transfer to special schools. As part of its 2012–17 inclusive
education strategy, the government incorporated a guide for teachers of
Of the rest, these may live in remote rural areas. students with albinism in the teacher education curriculum. To address the
threat of attack, however, the government placed hundreds of these children
in ‘protectorate centres’, separated from their peers. The centres were
overcrowded and understaffed, and had inadequate education infrastructure
Of the rest, these may belong to another (Standing Voice, 2017).
marginalized group, such as a race or caste.
In June 2015, the Human Rights Council appointed the first independent
expert on human rights, including the right to education, for people with
albinism. The 2017–21 Regional Action Plan on Albinism in Africa, presented to
the council in 2017, focused on education equality and non-discrimination in
Of the rest, these may be girls. access and learning (United Nations General Assembly, 2017a). In May 2017,
the African Commission on Human and Peoples’ Rights endorsed the plan
and urged states to adopt and implement it. In May 2018, the Pan-African
Parliament passed a resolution endorsing it (Action on Albinism, 2019). The
Of the rest, these may be obese, depressed, plan made provision for reasonable accommodation by 2021. This led the
working after school, disruptive, orphaned, United Republic of Tanzania’s Prime Minister’s Office to instruct the Ministry
delinquent, left-handed, asthmatic, allergic... of Industry and Trade to produce assistive devices and to reduce their cost
when not produced domestically. Yet the risk of education exclusion remains
high (Pedneault and Labaki, 2019). The independent expert’s mission report
on the United Republic of Tanzania made several recommendations related
And this last one? to full implementation of the inclusive policy and the allocation of necessary
Hi! resources (United Nations General Assembly, 2017b)
He’s new here!
1
B OX 1 .3 : B OX 1 .4 :
Stateless people in some Arab countries lack access to Persecution of Rohingya denies their right to education
public education
The Rohingya, a Muslim minority in Rakhine state, Myanmar, are one of the
An estimated 10 million people worldwide are stateless, lacking a recognized most discriminated against ethnic groups. The 1982 Citizenship Act denied
nationality. The bidoon (without) in Bahrain, Kuwait, Saudi Arabia and the them Myanmar citizenship and deprived them of several economic, social and
United Arab Emirates have difficulty gaining access to education due to political rights (Parashar and Alam, 2019). Campaigns of persecution, including
uncertainty surrounding their nationality (Institute on Statelessness and in 1978 and 1991/92, led hundreds of thousands to flee, mainly to neighbouring
Inclusion, 2017). In Kuwait, the bidoon are without nationality (Beaugrand, Bangladesh (Human Rights Watch, 2009). Exacerbation of the situation since
2017). They fall into three categories: those born to people who did not apply 2012 culminated with the displacement of 742,000 after August 2017. Nearly
for nationality or did not have the necessary documentation when Kuwait all settled in and around the refugee settlements of Kutupalong and Nayapara
became independent in 1961; those who were employed by the Kuwait army in the Cox’s Bazar district of Bangladesh (UNHCR, 2020).
and police forces and settled in Kuwait with their families in the 1960s; and
those born to a Kuwaiti mother and a stateless or foreign father (Human In Rakhine state, school attendance rates were the lowest in the country,
Rights Watch, 2011). The government disputes the estimate of 100,000 bidoon apart from Shan state: at the primary level, 76%, compared with a national
(Human Rights Watch, 2019c), considering 34,000 eligible for citizenship and average of 83%; at the secondary level, 49%, compared with 60% (Myanmar
the rest migrants or their descendants (Middle East Eye, 2016). Ministry of Health and Sports and ICF, 2017). An independent review contained
witness reports of neglect and humiliating practices, such as being taunted
While the bidoon received social and economic benefits similar to citizens
by teachers for lack of citizenship, seated at the back of the class or placed in
in the 1960s and 1970s, including free education, instability after the 1980s
separate classrooms. Rohingya students did not have access to instruction in
led to the removal of benefits. Kuwait’s nationality law became stricter, e.g.
their language and were effectively banned from entering the only university
revoking Kuwaiti women’s right to pass citizenship on to their children if the
in Rakhine state in 2012 (Human Rights Council, 2018). Rohingya could not
father was not Kuwaiti in 1980. The bidoon do not receive the civil identification
become teachers without citizenship, and non-Rohingya teachers avoided
cards necessary to enrol in most schools and training institutions. Instead,
Rohingya schools, leading to high teacher absenteeism (Human Rights Watch,
they receive security cards, which protect them from deportation and allow
2019a). Following inter-communal conflict in 2012, camps for the internally
registration in the private schools to which they are limited.
displaced, where about one-quarter of the Rohingya population lived,
In 1986, the government created a parallel private school system and had minimal or no access to formal public schools (Plan International and
transferred 50,000 bidoon students from public schools (Beaugrand, 2010). REACH, 2015).
The private schools are believed to be under-resourced and to have lower
The Bangladesh government refuses to register the vast majority of the
standards. Parents pay annual fees of US$860 to US$1,550 plus textbook and
Rohingya as refugees. However, in 2016, it revised its Strategy for Myanmar
uniform costs (Human Rights Watch, 2011), although the government set up
Refugees and Undocumented Myanmar Nationals to recognize education
a fund to subsidize 70% of the fees (Elgayar, 2014). Many but not all bidoon
among potential areas for humanitarian intervention. This change facilitated
children receive funds, including children who lack valid security cards or do
the establishment of about 3,000 temporary learning centres during the
not pass annual examinations (Human Rights Watch, 2011).
2017–18 refugee crisis. Mainly funded by UNICEF, they have been providing
Bidoon students are ineligible for scholarships to study abroad and were banned early education to children aged 4 to 6 and non-formal basic education to
from Kuwait universities in 1987. They have access to the Kuwait branch of the those aged 6 to 14 (Human Rights Watch, 2019a). A recent mapping found
Arab Open University, which welcomes stateless people; one-quarter of its that 126 NGO programmes were serving 166,000 children and adolescents
graduates were bidoon in 2007 (Beaugrand, 2010). The government presented (Dupuy et al., 2019) – just over half of the 311,000 5- to 17-year-olds
plans to grant citizenship to some bidoon while expecting others to obtain enumerated in camps.
foreign passports, which would allow them to remain in Kuwait legally, for
instance through an agreement with Comoros to grant passports in exchange The curriculum in the temporary learning centres is informal. The government
for infrastructure investment (Zacharias, 2018). The Ministry of Education approved two components up to grade 2 but did not indicate whether it
recently rejected a parliamentary proposal to register bidoon children in public would accredit this education (Human Rights Watch, 2019a). It denies access
schools (Amnesty International, 2019). to formal education in or outside camps. Students cannot sit examinations
or receive completion certification, which prevents them from pursuing
Kuwait is the most visible example of a larger regional issue. Qatari women education beyond grade 8. In 2019, the government ordered seven secondary
married to foreigners could not pass nationality on to their children, leading schools in Teknaf subdistrict not to allow Rohingya students to attend (Human
to expulsions and family separations. In 2018, these children were allowed to Rights Watch, 2019b). In January 2020, the government announced that, as
gain permanent residency, giving them access to public education. However, of April 2020, 10,000 Rohingya children in grades 6 to 9 in camps would enrol
100 residency permits are given per year, and the children are still deprived in a pilot programme using the Myanmar curriculum (Ahmed, 2020). While
of Qatar citizenship. They may apply for it only after 25 years of permanent the decision goes some way to offer the Rohingya an education prospect,
residency (MENA Rights Group, 2018). it violates the principle of inclusion of refugees in national education systems.
1
B OX 1 .5 : B OX 1 .6:
Roma children in Europe are frequently segregated Afro-descendants in Latin America have endured a legacy of limited
in education education opportunities
The Roma are the largest ethnic minority in Europe, numbering between Latin America and the Caribbean has the world’s largest concentration of Afro-
10 million and 12 million. They live in poverty and suffer prejudice, intolerance descendant populations, with estimates ranging from 120 million to 170 million
and discrimination (FRA, 2014). Their education attainment is low. Across nine (Rodríguez and Mallo, 2014). Brazil is home to the majority (112 million), equivalent
countries in 2016, their early childhood education participation rate was 53%. to 55% of its population (IBGE, 2017). The smaller populations in other countries are
About 6% of 16- to 24-year-olds had never attended school, with country often concentrated. For instance, 8 in 10 people in Choco department, Colombia, are
shares as high as 42% in Greece. The secondary school completion rate of 18- to Afro-descendant (World Bank, 2018). Across Latin America, legislation protecting
24-year-olds was 34% among men and 29% among women (FRA, 2016). their rights has contributed to increases in the numbers of people identifying as Afro-
descendant (World Bank, 2018). Among 12 countries with a population census in the
Roma children suffer various forms of segregation in education. The shares of 2010 round, 11 incorporated a question for people of African descent (ECLAC, 2017a).
those attending classes where all or most learners were Roma ranged from
14% in Portugal to about 60% in Bulgaria, Hungary and Slovakia. In Bulgaria, These populations, whose ancestors were victims of the slave trade, continue to
27% of Roma children attended schools where all their classmates were Roma, experience structural inequality. In Brazil, the poverty headcount rate is 26% for Afro-
according to the Second Survey on Minorities in Europe (FRA, 2016). In Hungary, descendants and 12% for others; in Colombia, the respective rates are 41% and 27%.
segregation has increased, with the proportion of basic schools with a Roma In Ecuador, 16% of the urban population but 30% of the Afro-descendant population
population of at least 50% rising from 10% in 2008 to 15% in 2017 (European live in slums; in Nicaragua, the respective rates are 59% and 93% (World Bank, 2018).
Commission, 2019a). Roma children were also segregated on separate floors or Education can play a key role in reducing such inequality. The Organization of Ibero-
in separate classes (Albert et al., 2015). American States included education equity for Afro-descendant populations in its
Goals 2021 agenda (OEI, 2010).
Roma children are disproportionally diagnosed with intellectual disabilities and
placed in special schools, as in Hungary (Van den Bogaert, 2018) and Slovakia Despite progress in many countries, inequality persists in education attendance,
(Amnesty International and European Roma Rights Centre, 2017). The Council attainment and achievement. In 7 of the 11 countries with relevant data, attendance
of Europe issued a position paper on fighting school segregation through rates for Afro-descendants aged 12 to 17 were lower than for their non-Afro-
inclusive education, which drew attention to new forms of discrimination, descendant peers (ECLAC, 2017b). The probability of Afro-descendants completing
such as Roma-only private schools (Council of Europe, 2017). In 2013, European secondary education was 14% lower than non-Afro-descendants in Peru and
Council recommendations on effective integration measures obliged member 24% lower in Uruguay in 2015 (World Bank, 2018).
states to end ‘inappropriate placement’ of Roma students in special schools
(European Council, 2013, Para. 1.3). Nevertheless, in 2016, 16% of Roma children Historically, learning materials have given rise to stereotypes, discrimination and
aged 6 to15 in the Czech Republic and 18% in Slovakia attended special racism. In some countries, the history of Africa and Afro-descendants, if not omitted
schools (FRA, 2016). or misrepresented, appeared only in relation to food, music and dance (Chagas,
2017; Mena García, 2009). UN experts recommended to Ecuador that ‘textbooks
In line with its 2000 Racial Equality Directive, which prohibited discrimination and other educational materials reflect historical facts accurately as they relate to
in education on racial and ethnic grounds, the European Union (EU) started past tragedies and atrocities, in particular slavery, the trade in enslaved Africans
infringement procedures against the Czech Republic (2015), Slovakia (2015) and and colonialism, so as to avoid stereotypes and the distortion or falsification of
Hungary (2016), telling them to end discrimination against Roma children in these historic facts, which may lead to racism, racial discrimination, xenophobia and
education and ensure equal access to quality education (European Commission, related intolerance’ (OHCHR, 2019). Guatemala was a pioneer in making Garifuna an
2016). A letter of formal notice was sent to Slovakia in 2015, but the European official language in 2003 (Muñoz, 2003), but bilingual instruction opportunities are
Commission concluded in October 2019 that measures taken had been limited (ECLAC, 2018).
insufficient to redress the situation and warned the country that if it did not
take action by the end of 2019, the matter could be referred to the European Countries have introduced affirmative action laws and policies to redress
Court of Justice (European Commission, 2019b). A European Court of Human discrimination. In Colombia, a project to train early childhood educators in
Rights ruling in Horváth and Kiss v. Hungary in 2013 obliged the country to ‘undo strengthening pedagogy based on ancestral African knowledge aimed to support
a history of racial segregation’ (European Court of Human Rights, 2013, p. 34), children in asserting their identity (Torres Fuentes, 2014). A 2012 law introduced a
but local actors have been trying to undermine the decision (Zemandl, 2018). 10% quota for Afro-Colombian students entering public universities and technical
schools by 2024 (Paschel, 2016). Ecuador’s Plan for the Elimination of Racial
A joint EU and Council of Europe project, Inclusive Schools: Making a Difference Discrimination and Ethnic Exclusion set a 10% quota for admission to secondary
for Roma Children, aims to increase understanding of the benefits of inclusive and higher education of Afro-Ecuadorians, indigenous peoples and the Montubios,
education among teachers and the public, set up support mechanisms and a mestizo population (Ecuador Ministry of Heritage Coordination, 2009).
resources for pilot inclusive schools, provide support to teachers to practice A 2016 agreement recognized eight guardian schools of Afro-Ecuadorian knowledge
inclusive teaching and support removal of barriers for vulnerable groups (Antón, 2020). Besides legislation, 14 countries have policies to promote racial
(Council of Europe, 2019). equality or better targeting of policy (ECLAC, 2017a)
1
WHY DOES INCLUSIVE GUIDE TO THE REPORT

EDUCATION MATTER?
The 2020 Global Education Monitoring Report recognizes
Careful planning and provision of inclusive education can the contexts and challenges facing countries in providing
deliver improvement in academic achievement, social and inclusive education; the groups at risk of being excluded
emotional development, self-esteem and peer acceptance. from education and the barriers individual learners
Including diverse students in mainstream classrooms and face, especially when various characteristics intersect;
schools can prevent stigma, stereotyping, discrimination and the fact that exclusion can be physical, social
and alienation. Ensuring that classrooms and schools are (in interpersonal and group relations), psychological and
well resourced and well supported implies costs: to adapt systemic, as requirements may exclude, for instance,
curricula, train teachers, develop adequate and relevant the poor (e.g. fees) or migrants and refugees
teaching and learning materials and make education (e.g. documentation). It addresses these challenges
accessible. There are potential efficiency savings from through seven elements, considering how they contribute
eliminating parallel structures and using resources more to local and system-level inclusion of learners vulnerable
effectively in a single, inclusive mainstream system. to exclusion. Recommendations at the end of this
As few systems come close to the ideal, reliable estimates chapter summarize the next steps needed to achieve the
of the full cost are scarce. An economic cost–benefit 2030 Agenda targets.
analysis is therefore difficult, not least because the
benefits are hard to quantify and extend over generations. The thematic part of the report is organized into eight
chapters. Chapter 2 analyses the role of legal tools in
An economic justification for inclusive education, while supporting development of inclusive education. Laws
valuable for planning, is not sufficient. It has been express the national interpretation of international
argued that debating the benefits of inclusive education conventions, which have formulated the commitment to
is equivalent to debating the benefits of abolishing inclusion, but also adaptation of these concepts to reflect
slavery (Bilken, 1985) or apartheid (Lipsky and Gartner, the complexities and barriers specific to their contexts.
1997). Inclusion is a moral imperative and a condition for It addresses vague or contradictory laws and policies
achieving all the SDGs, particularly sustainable, equitable that can hinder inclusion and universal access to the
and inclusive societies. It is an expression of justice, not of different levels of education. A short section looks at the
charity, whatever the differences, biological or otherwise, inclusion challenges for laws and policies through the lens
and however they may be described. Thinking about of Covid-19.
the education of students with disabilities or special
needs should be tantamount to thinking about what Chapter 3 assesses challenges in collecting data on
all students may need. All students require teaching and for inclusion in education. It reviews experiences
methods and support mechanisms that help them of defining vulnerable groups, including learners with
succeed and belong. disabilities, and challenges of identification and labelling.
It then considers qualitative aspects, such as segregation,
Inclusive education promotes inclusive societies, where administrative data and qualitative measures of inclusion.
people can live together and diversity is celebrated.
It is a prerequisite for education in and for democracies Chapter 4 addresses two related aspects. First, education
based on fairness, justice and equity (Slee, 2020). ministries are at the heart of the inclusion effort but
It provides a systematic framework for identifying need to work with ministries and agencies in other
and dismantling barriers for vulnerable populations sectors, subnational education authorities and NGOs.
according to the principle ‘every learner matters and Success in inclusive education rests on good governance
matters equally’ (UNESCO, 2017, p. 12). It counteracts of these complex partnerships. Second, financing is
education system tendencies that allow exceptions and crucial in ensuring education for all and targeting the
exclusions. The 2017/18 Global Education Monitoring Report schools and students most in need. In addition to general
described the trend of undue emphasis on evaluating equity-oriented funding mechanisms, a twin-track
schools along a single dimension, such as reading approach calls for financing the education of groups,
and mathematics scores, that determined resource such as learners with disabilities.
allocation. Such practices force schools in some countries
to be selective or to label students likely to perform
below average.
1
Chapter 5 discusses the politically equally complicated

How do education systems monitor exclusion,
issue of how curricula and learning materials are adapted in terms of both individual education success and
to the principles of inclusive education. It looks at systemic factors, and how can current practices be
the stakeholders involved in curriculum and textbook improved?
development and how groups at risk of exclusion are What financing channels are used around the world?
neglected, under-represented or misrepresented, How are they monitored, and how do they affect
including in images. Curricula can also exclude through local practice?
irrelevant content and inflexible delivery. Last, the chapter
examines assessment and accommodations. To the extent possible, it examines these questions
in view of changes over time. However, inclusion is a
Chapter 6 looks at how teachers can support transition complex area that is only beginning to be documented
from special needs to mainstream education, what their on a global scale. A contribution of this report is having
needs are and how governments help them prepare. collected information on all countries, from Afghanistan
It also explores education support personnel, the degree to Zimbabwe, and developed profiles of how they are
to which they are available and their relation to teachers, addressing the challenge of inclusion in education.
towards ensuring inclusive practice. Finally, it covers the The report features analysis of these profiles, notably in
extent to which staff make-up reflects student diversity. Chapter 2 on laws and policies. The profiles are available
on a new Global Education Monitoring Report website,
Chapter 7 examines three school-level factors. First, Profiles for Enhancing Education Reviews (PEER), and can
a whole-school approach based on an inclusive ethos is be used by countries to share experiences and learn from
a prerequisite for inclusion and requires head teachers each other, especially at the regional level, where contexts
to be prepared for the challenging task. Second, physical are similar. They can serve as a baseline to review
accessibility, from road conditions to building design to qualitative progress by 2030.
water and sanitation, can be a major barrier, requiring a
universal design approach. Third, technology can provide The monitoring part of the report, Chapters 9 to 21,
significant support to students with disabilities, but cost serves two purposes. First, it reviews the latest evidence
constraints and teacher preparedness remain obstacles. on the SDG 4 monitoring indicators to assess quantitative
progress towards the international education targets.
Chapter 8 examines communities’ crucial role in achieving Second, it identifies monitoring challenges and advances
inclusive education. Students can hold or be subject to for each target. An introduction (Chapter 9) presents
discriminatory attitudes, which affect school climate and a brief set of developments in the SDG 4 monitoring
safety, well-being and learning. Parents of vulnerable framework over the past year and selected issues with
children, like other parents, may support more inclusive data availability in three key areas: household surveys,
education but also be apprehensive. Grassroots and civil learning assessments and teacher data – the latter
society organizations have promoted inclusion through two with reference to sub-Saharan Africa. Chapters
education service provision, advocacy and scrutiny of 10 to 19 address the seven targets and three means of
government actions. implementation. Chapter 20 reviews the role of education
in three other SDGs: gender (SDG 5), climate change
The report asks the following questions: (SDG 13) and partnerships (SDG 17). Chapter 21 looks at
domestic public and external aid and household finance.
What are the key policy solutions for each element
of inclusive education to ensure achievement of
SDG 4?
How can common obstacles to implementation of
these solutions be anticipated and overcome?
What arrangements are needed to coordinate
among government sectors and tiers and with other
stakeholders to overcome overlapping dimensions
of exclusion?
1
RECOMMENDATIONS making all reasonable accommodations to cater for

diverse needs, and working towards gender equality.
ALL MEANS ALL: LEARNER DIVERSITY Interventions should be coherent from early
IS A STRENGTH TO BE CELEBRATED childhood to adulthood to facilitate lifelong learning,
The world has committed to inclusive education not by and thus an inclusive perspective should be adopted
chance but because it is the foundation of an education in education sector plan preparation.
system of good quality that enables every child, youth
and adult to learn and fulfil their potential. Gender, Target financing to those left behind: There is no
2
age, location, poverty, disability, ethnicity, indigeneity, inclusion while millions lack access to education.
language, religion, migration or displacement status, A quarter of a billion children and youth remain
sexual orientation, gender identity and expression, out of school, and many learners leave school
incarceration, beliefs and attitudes should not be the early. Two African countries ban pregnant girls
basis for discrimination against anyone in education from school, 117 countries allow child marriage,
participation and experience. The prerequisite is and 20 countries have not ratified the Minimum Age
to see learner diversity not as a problem but as an Convention to prevent child labour. About one in
opportunity. Inclusion cannot be achieved if it is seen four countries has affirmative action programmes
as an inconvenience or if people harbour the belief that for access to tertiary education.
learners’ levels of ability are fixed. Education systems
need to be responsive to all learners’ needs. Once legal instruments are in place to address
these barriers, governments need a twin-track
As the world enters the final decade of action to approach that allocates general funding to foster
achieve SDG 4 and fulfil the commitment to ‘inclusive an inclusive learning environment for all learners,
and equitable quality education’ and ‘lifelong learning as well as targeted funding to follow the furthest
opportunities for all’, the following 10 recommendations behind as early as possible. Non-education
take into account the deep roots of barriers and the financing policies are critical. Since the 1990s,
wide scope of issues related to inclusion, which threaten social protection programmes in Latin America
the world’s chance to achieve the 2030 targets by have increased education attainment by 0.5 to
the deadline. 1.5 years. Upon access to school, early interventions
can considerably reduce the potential impact of
Widen the understanding of inclusive education: disability on progression and learning.
1
It should include all learners, regardless of
identity, background or ability. Share expertise and resources: This is the only
3
Although the right to inclusive education way to sustain a transition to inclusion.
encompasses all learners, many governments Laws in 25% of countries (but over 40% in Asia
are yet to base their laws, policies and practices and in Latin America and the Caribbean) provide
on this principle. While 68% of countries have for education of students with disabilities in
a definition of inclusive education in their laws, separate settings, 10% in integrated settings and
policies and practices, only 57% of definitions cover 17% in inclusive settings, the remainder opting for
multiple marginalized groups. In 26% of countries, combinations of segregation and mainstreaming.
the definition of inclusive education covers only In many ways, achieving inclusion is a management
people with disabilities or special needs. challenge. Human and material resources to
address diversity are scarce. Historically they have
Education systems that celebrate diversity, been concentrated in a few places as a legacy of
and rest on a belief that every person adds value, segregated provision and are unequally distributed.
has potential and should be treated with dignity, In several countries, resource centres or itinerant
enable all to learn not only the basics but also the specialist teachers are used to transition to
broader range of skills needed to build sustainable inclusion. Mechanisms and incentives are needed
societies. This is not about setting up an inclusive to move them flexibly to ensure that specialist
education department. Rather, it is about not expertise supports mainstream schools and
discriminating against anyone, not rejecting anyone, non-formal education settings.
1
Engage in meaningful consultation with by 33% between 2015 and 2019, funding to local
4
communities and parents: Inclusion cannot be councils increased by only 7%. Central governments
enforced from above. need to ensure human and financial support for local
Parents may hold discriminatory beliefs about governments to carry out clearly defined inclusive
gender, disability, ethnicity, race or religion. Some education mandates.
15% of parents in Germany and 59% in Hong Kong,
China, feared that children with disabilities disrupted Make space for non-government actors to challenge
6
others’ learning. Fixed beliefs may mean families and fill gaps: They must also make sure they work
with choice avoid disadvantaged local schools or towards the same inclusion goal.
mainstream schools if they feel these do not cater for Government must provide leadership and maintain
their children’s needs. In Australia’s Queensland state, dialogue with NGOs to ensure that education service
37% of students in special schools had moved from provision leads to inclusion, meets standards and is
mainstream schools. Governments should open space aligned with national policy, and does not replicate
for communities to voice their preferences as equals in services or compete for limited funds.
the design of policies on inclusion in education.
Government should also create conditions enabling
In OECD countries, the share of students who felt NGOs to monitor fulfilment of government
they belonged in school fell from 82% in 2003 to commitments and stand up for those excluded from
73% in 2015. Schools should increase interaction education. A 2001 NGO campaign in Armenia resulted
within and outside of school walls on the design and in a new legal and budget framework to roll out
implementation of school practices through parent inclusive education nationally by 2025.
associations or student pairing systems. Everybody’s
view should count. Apply universal design: Ensure inclusive systems
7
fulfil every learner’s potential.
Ensure cooperation across government All children should learn from the same flexible,
5
departments, sectors and tiers: Inclusion in relevant and accessible curriculum, one that
education is but a subset of social inclusion. recognizes diversity and responds to various learners’
Ministries sharing administrative responsibility needs. Yet many countries still teach students with
for inclusive education must collaborate on disabilities a special curriculum, offer refugees only
identifying needs, exchanging information and the curriculum of their home country to encourage
designing programmes. A mapping of inclusive repatriation, and tend to push lower achievers into
education implementation in 18 European countries slower education tracks. Curriculum challenges arise in
showed substantial division of labour. Cross-sector several contexts, from internally displaced populations
collaboration can provide one-stop shops, the ideal in Bosnia and Herzegovina to gender issues in Peru,
in service delivery to individuals and households with linguistic minorities in Thailand, Burundian and
multiple and complex needs. Congolese refugees in the United Republic of Tanzania
and indigenous peoples in Canada. In Europe, 23 of
Not all programmes that target disadvantaged groups 49 countries did not address sexual orientation and
can be delivered at the same location; however, they gender identity expression explicitly.
should be linked to maximize synergies. In Colombia,
social programmes are tied to multidimensional Spoken and signed languages and images in textbooks
poverty index scores for each family, which they should make everyone visible while removing
can consult to see what support they are eligible stereotypes. In India’s Odisha state, multilingual
for. Some 89% of countries have school health and education covered about 1,500 primary schools and
nutrition programmes. 21 tribal languages of instruction. The share of females
in secondary school English language textbook text
Decentralization can exacerbate inequality when it and images was 44% in Indonesia, 37% in Bangladesh
does not fully take into account local governments’ and 24% in Punjab province, Pakistan.
uneven capacity for resource mobilization. In the
United Kingdom, while the number of children and Assessment should be formative and allow students
youth with an education, health and care plan rose to demonstrate learning in a variety of ways.
1
In seven sub-Saharan African countries, no teacher On disability, the use of the Washington Group Short
had minimum knowledge in student assessment to Set of Questions and the Child Functioning Module
improve learning. School infrastructure should not should be prioritized. Administrative systems should
exclude anyone, yet some 335 million girls still attend aim to collect data for planning and budgeting in
primary and secondary schools that lack facilities provision of inclusive education services, but also data
essential for menstrual hygiene. The huge potential of on the experience of inclusion. However, the desire for
technology should be exploited. detailed or robust data should not take priority over
ensuring that no learner is harmed. Portugal recently
Prepare, empower and motivate the education legislated a non-categorical approach to determining
8
workforce: All teachers should be prepared to teach special needs.
all students.
Teachers need training on inclusion. Some 25% of 10 Learn from peers: A shift to inclusion is not easy.
teachers in 48 middle- and high-income countries Inclusion represents a move away from discrimination
reported a high need for professional development and prejudice, and towards a future that can be
on teaching students with special needs. Across adapted to various contexts and realities. Neither the
10 francophone sub-Saharan African countries, just pace nor the specific direction of this transition can
8% of grade 2 and 6 teachers had received in-service be dictated, but much can be learned from sharing
training on inclusive education. Inclusive approaches experiences through teacher networks, national
should not be treated as a specialist topic but as a core forums, and regional and global platforms. We must
element of teacher education, whether initial education work together to build a world that sees diversity
or professional development. Such programmes as something to celebrate, not a problem to rectify.
need to focus on tackling entrenched views of some The Global Education Monitoring Report country
students as deficient and unable to learn. Head profiles are intended to contribute to this peer
teachers should be prepared to implement and learning process.
communicate an inclusive school ethos.
A diverse education workforce also supports inclusion

by offering unique insights and serving as role
models to all students. In India, the share of teachers
from scheduled castes, which constitute 16% of the
country’s population, increased from 9% in 2005 to
13% in 2013.
Collect data on and for inclusion with attention and

9
respect: Avoid labelling that stigmatizes.
Since 2015, 41% of countries, representing 13% of the
global population, have not had a publicly available
household survey to provide disaggregated data
on key education indicators. Education ministries
must collaborate with other ministries and statistical
agencies to collect population-level data coherently
so as to understand the scale of disadvantage for
the marginalized.
1
The 2020 GEM Report recommendations have been endorsed by two governments and
eight organizations that champion inclusion.
We look forward to the GEM Report every year; the data and The 2020 GEM Report calls on governments to effectively
analysis are invaluable in aligning DFID policy and programmes create inclusive education systems for all learners, including
with the latest global evidence. We are pleased this year’s children who are, or are perceived to be, lesbian, gay, bisexual,
GEM Report focuses on inclusive education where so much transgender or intersex. IGLYO welcomes its broad approach
progress remains to be made. and its commitment to work across sectors to advocate for
everyone’s right to quality education.
Baroness Sugg, UK Special Envoy for Girls’ Education,
Euan Platt, Executive Director, IGLYO
Department for International Development UK
If we want to realize a future without violence or discrimination,

The GLAD Network welcomes the GEM Report and its
and to achieve gender equality in our lifetimes, creating policies
comprehensive approach to inclusive education. The report
and structures for inclusive education is one of the most
recognizes that inclusive education requires a profound
impactful ways to invest in change; the 2020 GEM Report
cultural shift at the early childhood, primary, secondary
provides a roadmap on how to get there.
and post-secondary levels with one system of education
for all learners that ensures support to include learners Gary Barker, President and CEO, Promundo
with disabilities.
Vladimir Cuk, IDA, Penny Innes, DFID UK, and Jon Lomøy, The theme of this year’s report, inclusion in education,
Norad, Global Action on Disability Network is particularly important for those children who have been
uprooted from their homes and communities. Their inclusion
in national education systems in countries of asylum allows
Education is every child’s right, not just a privilege for a few. them the chance to learn, grow, and contribute to the societies
The 2020 GEM Report is a welcome step towards celebrating in which they live, and better prepares them for the time when
diversity among learners. It establishes inclusion at the heart they can return home in safety and in dignity.
of education to enable children to reach their full potential.
Filippo Grandi, United Nations High Commissioner for Refugees
Alice P. Albright, CEO, Global Partnership for Education
The evidence in this report points to an unmistakable learning

Inclusive education is the only way to achieve SDG 4 for all crisis – millions of children and young people are struggling
children – including all children with disabilities – whoever to develop the skills they need. This crisis disproportionately
affects children and young people in emergencies, girls,
they are and wherever they are. The 2020 GEM Report gives
and children with disabilities. We must not leave these
an impetus and a direction to effectively transform education
children behind.
systems in ways that include all learners and prepare for more
inclusive societies able to fully embrace diversity.
Henrietta H. Fore, Executive Director, UNICEF
Ana Lucia Arellano, President, International Disability Alliance

Helping all children reach their full potential means investing in
the health, nutrition and well-being of every learner, not just in
We wholeheartedly welcome the 2020 GEM Report on their learning. This integrated approach creates a tremendous
inclusion in education, which highlights that that we should opportunity to achieve SDG 4 – and all the other SDGs.
celebrate diversity in all learners, rather than see it as a The 2020 GEM Report urges us to think about schoolchildren’s
problem as is too often the case. many different needs holistically and join forces across sectors
to meet them.
Dom Haslam, Chair, International Disability and
Development Consortium David Beasley, Executive Director, World Food Programme
PEER
Profiles Enhancing Reviews in Education
A new online tool to support the monitoring of

national education laws and policies
education-profiles.org
CONTEXT AND OBJECTIVES METHODOLOGY:

INCLUSION AND EDUCATION
The Global Education Monitoring Report has a twin mandate
from the Education 2030 Framework for Action: to monitor The first country profiles elaborate on the
progress on education in the Sustainable Development 2020 GEM Report theme of inclusion and education.
Goals and to report on implementation of national and The profiles were primarily prepared through literature
international education strategies to help hold partners review, complemented, for selected countries,
accountable for their commitments. To better fulfil its by commissioned research to add subnational examples.
mandate, the GEM Report has developed PEER, an online The Global Campaign for Education contributed
resource providing systematic, comprehensive information information on inclusion in selected countries.
on national laws and policies. The first set of country
profiles reviews inclusion and education, the theme of the The profiles, each about 2,000 words long, are available in
2020 GEM Report. English, French or Spanish.
The profiles are intended to motivate national policy Countries were invited, through their delegation at
dialogue and regional peer learning on SDG 4 issues. UNESCO, to review, update and validate the information.
They respond to countries’ interest in exchanging Validation is indicated. Countries are encouraged to provide
comparable, up-to-date education system information comments and additions to help ensure a comprehensive,
to enrich their perspectives on solutions to challenges. up-to-date, accurate and concise overview of laws and
The profiles can also facilitate monitoring of policy trends. policies on inclusion and education.
PEER covers all countries except those of the

European Union and selected neighbouring countries,
whose education laws and policies are available in the
European Commission’s Eurydice network descriptions
of national education systems.
x P E E R – P r o f i l e s E n h a n c i n g R e v i e w s i n E d u c at i o n
Country overview pages provide links to further education
CONTENT: INCLUSION system information resources on selected themes.
AND EDUCATION
Information was compiled in seven areas: NEXT STEPS
1 Definitions Future profiles will cover additional themes.

Ongoing work on education financing laws and
2 School organization policies targeting disadvantaged groups, for instance,
will provide qualitative evidence on a thematic indicator
3 Laws, plans, policies and programmes of SDG target 4.5 on equity. These profiles will review
education financing mechanisms, as well as social
4 Governance policies and programmes providing resources to schools,
students and households.
5 Learning environments
Work has begun on a systematic mapping of national
6 Teachers and support personnel approaches to the regulation of non-state education
providers, the theme of the 2021 GEM Report.
7 Monitoring and reporting.
The GEM Report is seeking national, regional and
Building on an analysis of this qualitative information, international partners to help develop PEER and
selected indicators were coded to identify and ensure that it is relevant for their needs.
summarize patterns in country approaches to inclusion
and education. These indicators are used in the report,
notably in Chapter 2 on laws and policies.
2 0 2 0 • GLO B AL E DUCATION M ONITO R ING R E P O R T x

The winning entry in the GEM Report’s 2020 Photo competition
was Robert Lumu’s photograph of a 9-year-old boy, sitting and
reading with his peers at his school in Central Uganda, where
albinism is still considered a curse.
CREDIT: Robert Lumu/UNESCO
26 C H A P T E R 2 • L aw s a n d p o l i c i e s
C HA PTER
2
Laws and policies
What foundations are needed?
27
2
KEY MESSAGES
The inclusion aspirations of international conventions are often not reflected in national laws
Worldwide, general or inclusive education laws under education ministry responsibility focus on people with
disabilities in 79% of countries, linguistic minorities in 60%, gender equality in 50% and ethnic and indigenous
groups in 49%.
Laws under health, gender and social welfare ministry responsibility regulate and promote inclusion in
education for people with disabilities in 74% of countries, gender equality in 46%, ethnic minorities and
indigenous groups in 28% and linguistic minorities in 25%.
Countries are introducing inclusive laws and policies for children with disabilities
Worldwide, laws emphasize segregation in 25% of countries, partial segregation in 48%, integration in 10% and
inclusion in 17%.
Policies tend to be more ambitious, emphasizing segregation in 5% of countries, partial segregation in 45%,
integration in 12% and inclusion in 38%.
Policy planning is often weak, however, resulting in inconsistencies and poor implementation.
Inclusive early childhood care and education improves chances throughout children’s lives
However, access is lower for the children who need it most. Ireland provides free services for refugee children
under age 5 to support their integration.
Quality, especially in terms of interactions, integration, and child-centredness based on play, determines
inclusion. A review of programmes in 121 countries found that two-thirds involved parents.
Automatic promotion supports disadvantaged children if enhanced with remedial support
In Brazil, automatically promoted students enjoyed modest but persistent benefits in the transition from the
lower to upper primary education cycle.
In India, children who repeated a primary grade were less likely to complete primary school, yet a dozen states
abandoned the no-repetition policy in 2017.
Equity and inclusion strategies are needed in technical, vocational and tertiary education
Just 11% of 71 countries had formulated a comprehensive tertiary education equity strategy.
About one in four countries have some form of affirmative action for university admission.
Responses to the Covid-19 crisis have not paid enough attention to inclusion of all learners
About 40% of low- and lower-middle-income countries have not supported learners at risk of exclusion, such
as the poor, linguistic minorities and learners with disabilities.
Only 12% of households in the least developed countries have internet access at home. Even low-technology
approaches cannot ensure learning continuity. Among the poorest 20% of households, 7% owned a radio in
Ethiopia and 8% in the Democratic Republic of the Congo.
In France, up to 8% of students had lost contact with teachers after three weeks of lockdown.
2
International instruments and declarations have shaped inclusive education�� 29

Laws on inclusion tend to focus on students with disabilities��32
Education policies vary in emphasis on inclusion�� 38
Lack of law and policy implementation hinders inclusion�� 42
Inclusive policies need to be pursued at all education levels and ages�� 43
Conclusion��57
Covid-19: A new layer to the challenge of education inclusion�� 58
The main obstacle to inclusion in education is the absence of explicit

educational legislation on the learner’s right to be treated with dignity
in all school contexts.
Francisco Gomes de Matos, co-founder of ABA Global Education and Board president, Brazil
L aws and policies set the framework for achieving

inclusion in education. At the international level,
binding legal instruments and non-binding declarations,
mapping based on the Profiles Enhancing Reviews in
Education (PEER) website, which describe how every
country in the world approaches inclusion in education.
led especially by the United Nations (UN) but also by The second part addresses policy issues at education
regional organizations, have expressed the international levels throughout the life cycle. It covers early childhood
community’s aspirations. They have strongly influenced education, early identification of needs, the choice
the national legislative and policy actions on which between repetition and automatic promotion in basic
progress towards inclusion hinges. However, despite education, remedial and second-chance programmes,
good intentions enshrined in laws and policies on the distinct challenges in technical, vocational and
inclusive education, governments often do not take the tertiary education, and the digital divide. This last also
follow-up actions necessary to ensure implementation. offers an entry point for a discussion of the multiple
Barriers remain high for access, progression and learning, challenges to inclusion posed by Covid-19.
and disproportionately affect more disadvantaged
populations. Inside education systems, these populations
face discrimination, rejection and reluctance to INTERNATIONAL INSTRUMENTS
accommodate their needs. Exclusion is most manifest AND DECLARATIONS HAVE SHAPED
in the segregation of learners with different needs into INCLUSIVE EDUCATION
separate classrooms and schools.
While the right to education was first expressed in the
This chapter consists of two parts. The first discusses the 1948 UN Universal Declaration of Human Rights, it was
evolution of international instruments and declarations, the 1960 UNESCO Convention against Discrimination in
and variation in national legislation and policy Education that specifically obliged countries to address
frameworks. The analysis builds largely on a systematic explicit and implicit barriers in education. It defined
2
discrimination as ‘any distinction, exclusion, limitation The Statement and Framework for Action of the
or preference which, being based on race, colour, sex, 1994 World Conference on Special Needs Education in
language, religion, political or other opinion, national Salamanca, Spain, further established the principle that
or social origin, economic condition or birth’, results in ‘schools should accommodate all children regardless of
individuals being treated unequally in education (Article 1). their physical, intellectual, social, emotional, linguistic or
The convention referred to the effects of discrimination other conditions’ and therefore that ‘children and youth
as depriving people of access, relegating them to with special educational needs should be included in
education quality ‘of an inferior standard’, ‘establishing or the educational arrangements made for the majority
maintaining separate educational systems or institutions’ of children’ (Framework, p. 6), i.e. ‘the school that
and ‘inflicting … conditions which are in-compatible would be attended if the child did not have a disability’
with the dignity of man’ (Article 1). It accepted that, (Framework, p. 17). The statement urged states to
under certain conditions, single-sex schools and schools ‘adopt as a matter of law or policy inclusive education’
catering to religious or linguistic communities did (Statement, p. ix) and recognized the need for schools
not constitute discrimination (UNESCO, 1960). Of the to ‘include everybody, celebrate differences, support
105 countries that are party to the convention, around learning, and respond to individual needs’ (Preface, p. iii).
half have ratified it. It helped shift the focus from the learner to the system,
recognizing that schools would need to be restructured
The 1989 UN Convention on the Rights of the Child is (UNESCO and Spain Ministry of Education and Science,
the human rights treaty with the greatest number of 1994). The 2000 World Education Forum in Dakar,
signatories (196, including all UN Member States except Senegal, acknowledged that inclusive education emerged
the United States). Two articles were dedicated to the ‘in response to a growing consensus that all children
right to education, and a separate article made reference have the right to a common education in their locality
to education for children with disabilities, recognizing regardless of their background, attainment or disability’
the ‘special needs of a disabled child’ and calling on (UNESCO, 2000, p. 18).
‘assistance … provided free of charge’ and ‘designed
to ensure that the disabled child has effective access In 2006, the right to inclusive education was established
to and receives education … in a manner conducive in the UN Convention on the Rights of Persons
to the child’s achieving the fullest possible social with Disabilities (CRPD), which has been ratified by
integration and individual development’ (Article 23) 181 countries, the latest being Saint Kitts and Nevis
(United Nations, 1989). in October 2019. Nine other countries are signatories
(Bhutan, Cameroon, Lebanon, Solomon Islands, Saint
The 1990 World Declaration on Education for All, adopted Lucia, Tajikistan, Tonga, United States and Uzbekistan)
in Jomtien, Thailand, called on countries to commit and eight are not (Botswana, Equatorial Guinea, Eritrea,
actively ‘to removing educational disparities’. the Holy See, Liechtenstein, Niue, South Sudan and
Timor-Leste) (OHCHR, 2020). Article 24 specified that
Underserved groups: the poor; street and working ‘States Parties shall ensure an inclusive education system
children; rural and remote populations; nomads and at all levels’ aimed at the ‘full development of human
migrant workers; indigenous peoples; ethnic, racial, potential and sense of dignity and self-worth, and the
and linguistic minorities; refugees; those displaced by strengthening of respect for human rights, fundamental
war; and people under occupation, should not suffer freedoms and human diversity’ and the development by
any discrimination in access to learning opportunities people with disabilities ‘of their personality, talents and
(Article 3, §4). creativity, as well as their mental and physical abilities,
to their fullest potential’ (United Nations, 2006).
People with disabilities were not included in the list but
were mentioned where the declaration called for steps Articles 33 and 34 specified that a country that ratified
to ‘provide equal access to education to every category the convention must submit a report within two years
of disabled persons as an integral part of the education and every four years thereafter. Countries’ reports and
system’ (Article 3, §5). The declaration thus distinguished shadow reports by civil society organizations should
between disabled persons and the underserved explain progress made towards securing the rights set
(UNESCO, 1990). out in the convention (UNDESA, 2019). The Committee
on the Rights of Persons with Disabilities, composed of
2
18 independent experts, reviews the reports and makes and strategies for implementation (Hunt, 2020). General
recommendations to countries. Signature of an optional Comment No. 4 interpreted CRPD signatories’ provisions
protocol enables the committee to examine individual and obligations regarding the right to inclusive education.
complaints related to violations of the convention It clarified the meaning and intention of the right to
(OHCHR, 2019). inclusive education and defined inclusive education
more thoroughly than either the Salamanca Declaration
Global actions are complemented by regional-level or the CRPD. It is ‘the de facto global development
initiatives and processes to promote the education rights policy on inclusive education’, outlining the critical
of people with disabilities. Article 16 of the legally binding policy considerations and implementation guidelines
2018 Protocol to the African Charter on Human and (Hunt, 2020).
Peoples’ Rights on the Rights of Persons with Disabilities
in Africa established that people with disabilities have Yet tensions also exist concerning the content of
a right to education on an equal basis with others and General Comment No. 4. For instance, interpretation of
called on parties to provide inclusive quality education segregation divides those focused on inclusion in learning
for people with disabilities, along with reasonable and those focused on placement. A submission by four
accommodation, individualized support, training for international deaf people’s organizations was clear:
education professionals and support for sign languages
(African Union, 2018). However, unlike the CRPD, Article Although the term ‘special schools’ could have the
16, despite its broad scope, allowed for continued appearance of being segregated, ‘specialised schools’
segregation when it called for making ‘appropriate does not necessarily mean education that ‘excludes’
schooling choices’ available to people with disabilities or segregates. The best quality education is provided
‘who may prefer to learn in particular environments’ in a learning environment where the individual
(Biegon, 2019). For the protocol to enter into force, child can be fully included such by providing for a
at least 15 of the 55 African Union countries need to full sign language environment, whether this is in a
ratify it. As of December 2019, six had signed but none specialised deaf/sign language school or in a fully
had ratified (African Commission on Human and Peoples’ accessible mainstream school … States Parties should
Rights, 2019). provide the option of different schooling types to
facilitate choice’ (World Federation of the Deaf et al.,
CRPD Article 24 was hotly debated, for instance on 2015, p. 6).
questions related to ‘best interest’ of the child, scope
and coverage and where education should take place Australia and Germany did not consider segregation
(UNDESA, 2004a, 2004b, 2004c, 2004d). During negative with respect to parental choice. Spain suggested
negotiations among states in final drafting, the text that, to reach full inclusion, some students, e.g. those
shifted from the right of children with disabilities to with autism spectrum disorder, needed to be in separate
education (maintained until the sixth session) to their classrooms first to establish the routines needed for
right to inclusive education. However, the issue of integration. Others, including Argentina, Bahrain and
placement, or where education should take place, was not Plan International, took a more positive stance towards
settled, and the final text does not include an obligation inclusion (OHCHR, 2016).
to educate children with disabilities in mainstream
schools (Kanter, 2019). Previously, the committee did not explicitly discourage
education taking place outside the mainstream
Such tensions led the Committee on the Rights of system and sometimes considered special education
Persons with Disabilities, in September 2016, to formulate acceptable. Its concluding observations on Spain in
General Comment No. 4 on Article 24 (Committee 2011 recommended that parents should be consulted
on the Rights of Persons with Disabilities, 2016). on decisions to place a child with disability in a special
It acknowledged the persistent discrimination against school (Committee on the Rights of Persons with
people with disabilities, which denies many the right to Disabilities, 2011). More recently, a stricter position
education; a lack of awareness about barriers that impede considers exclusionary or segregated education a
fulfilment of the right and a lack of knowledge about form of discrimination that violates the CRPD and its
inclusive education, its potential and implications; and the provisions for equal opportunity (Degener and Uldry,
need for clarification and definition of inclusive education 2018). In its concluding observation on Spain in April
2

The broader vision of inclusion in education of all learners is still

largely lacking in legislation worldwide
2019, the committee reiterated that ‘measures should The broader vision of inclusion in education of all
be taken to view inclusive education as a right, and grant learners is still largely lacking in legislation worldwide.
all students with disabilities, regardless of their personal Of 194 countries, Chile, Italy, Luxembourg, Paraguay
characteristics, the right to access inclusive learning and Portugal have inclusive education laws covering
opportunities in the mainstream education system, with all learners (Box 2.3). Italy was the first to close special
access to support services as required’ (Committee on the schools in order to mainstream students with disabilities,
Rights of Persons with Disabilities, 2019, p. 10). in 1977. Other laws, directives and guidelines have since
extended the law’s reach, including a 2012 Directive,
The struggle for inclusive education for people with which organized inclusion of all students with learning
disabilities has been led by the community at the difficulties, including those related to socio-economic,
forefront of promoting their rights, on the basis of three linguistic and cultural disadvantage (Italy Ministry of
key elements (Box 2.1). A number of conventions on other Education, Universities and Research, 2012).
potentially disadvantaged groups also promote the right
to inclusive education (Box 2.2). Together, these calls for By contrast, 11 countries have inclusive education laws
proactive provision of inclusive education shaped the that exclusively cover people with disabilities. Colombia’s
vision of the 2015 Incheon Declaration: 2017 decree determined that students with disabilities
should be educated in the same institutions as the
Inclusion and equity in and through education is the rest of the population. The decree also institutionalized
cornerstone of a transformative education agenda, ‘individual plans of reasonable supports and adjustments’
and we therefore commit to addressing all forms to make learning relevant for students with disabilities,
of exclusion and marginalization, disparities and respecting their learning styles and rhythms (GEM Report
inequalities in access, participation and learning Education Profiles1).
outcomes. No education target should be considered
met unless met by all. We therefore commit to Globally, 16 countries mention inclusive education in
making the necessary changes in education policies their general education laws. Peru adopted an inclusive
and focusing our efforts on the most disadvantaged, education law in 2018 which incorporated article 19A on
especially those with disabilities, to ensure that no inclusive education in the general education law. It states
one is left behind (Article 7) (UNESCO, 2015a). that education is inclusive in all stages, forms, modalities,
levels and cycles, and encourages education institutions
This approach, which recognized that mechanisms of to adopt measures to ensure conditions of accessibility,
exclusion were common, regardless of background, ability availability, acceptability and adaptability in provision of
or identity, underpinned the use of the term ‘inclusive’ in education services and to develop personalized education
the formulation of SDG 4. plans for students with special education needs
(GEM Report Education Profiles).
LAWS ON INCLUSION TEND TO FOCUS GEM Report analysis shows that laws for which
ON STUDENTS WITH DISABILITIES education ministries are responsible, whether general or
focused on inclusion, typically target individual groups,
Within this evolving global framework, countries have primarily people with disabilities. Among countries
stepped in to translate international commitments into examined, 79% have laws referring to education for
national legislation. Laws vary in the extent to which they people with disabilities, 60% for linguistic minorities,
refer to the right to education for all or are targeted to
specific groups at risk of exclusion in education, often
those with disabilities. 1 A new GEM Report tool for systematic monitoring of national education
laws and policies, accessible at www.education-profiles.org.
2
B OX 2 .1 :
Three key elements guarantee the right to inclusive education for people with disabilities
Three elements are essential to guarantee the education rights of people with disabilities: non-discrimination, zero reject and reasonable
accommodation (Hunt, 2020).
The right to education without discrimination in any aspect of education encompasses all internationally prohibited grounds for discrimination.
It receives the highest protection when it is set out in national constitutions. For instance, the 2005 Constitution of the Democratic Republic of the
Congo states that ‘[n]o Congolese person may, in matters of education … , be subjected to any discriminatory measure, whether by statute or by an
act of the executive, on grounds of religion, family origin, social condition, residence, views or political convictions, or membership of a certain race,
ethnicity, tribe, cultural or linguistic minority’ (Article 13).
The concept of zero reject is closely associated with non-discrimination, and the two are often referenced together. Zero reject explicitly recognizes
the right of anyone to (public) education, regardless of circumstance. It addresses direct exclusion, e.g. when a person is deemed non-educable,
but also non-direct exclusion, e.g. when a person is required to pass a test without accommodation or support as a condition for school entry
(Committee on the Rights of Persons with Disabilities, 2016). The US Individuals with Disabilities Education Act adopted the zero-reject principle
to ensure that all children receive free and appropriate public education no matter how severe their disability (US Department of Education, 2019).
The principle prohibits exclusion from education not only of people with disabilities but also of ethnic minorities and indigenous people.
An inclusive education system also considers the need for reasonable accommodation and individualized support beyond accessibility. Reasonable
accommodation enables learners to gain access to education on an equal basis, and those involved must be included in discussions about their
requirements. For instance, transport provision for children with disabilities is essential to the right to inclusive education. Whereas accessibility
measures ensure access for various people and are designed to benefit various groups, reasonable accommodation ensures non-discrimination for
individual people with disabilities. Failure to provide reasonable accommodation constitutes discrimination on disability grounds (Hunt, 2020).
B OX 2 .2 :
Global efforts to promote inclusive education are aligned with efforts to defend the rights of various groups
While the rights of people with disabilities have been at the heart of the inclusion in education agenda, parallel work in support of other vulnerable
groups has also supported this push. For instance, in response to the 1979 UN Convention on the Elimination of All Forms of Discrimination against
Women, the 1991 General Recommendation 18 of the Committee on the Elimination of Discrimination against Women called for measures to ensure
that girls and women with disabilities have equal access to education, acknowledging the intersection of vulnerabilities.
The right of refugees to education in host countries was guaranteed in the 1951 UN Convention Relating to the Status of Refugees, later expanded
with a 1967 protocol to remove time and geographical restrictions. The 146 parties to the convention and 147 parties to the protocol committed to
refugees receiving ‘the same treatment as is accorded to nationals with respect to elementary education’ and ‘treatment as favourable as possible,
and, in any event, not less favourable than that accorded to aliens generally in the same circumstances with respect to education other than
elementary education’ (Article 22). The 1990 International Convention on the Protection of the Rights of All Migrant Workers and Members of Their
Families recognized the right to education of immigrant children irrespective of their official migrant status (Article 30), although only one in four
countries have ratified the convention (OHCHR, 2020).
The 1989 ILO Indigenous and Tribal Peoples Convention affirmed the relevance of curriculum, the importance of being taught in the mother
tongue and the need for ‘history textbooks and other educational materials [to] provide a fair, accurate and informative portrayal of the societies
and cultures of these peoples’ (Article 31). The 23 countries that have ratified the convention (Central African Republic, Denmark, Dominica,
Fiji, Luxembourg, Nepal, Norway, the Netherlands, Spain and 14 Latin American countries) have accepted the duty to respect, fulfil and protect
indigenous peoples’ rights. The 2007 UN Declaration on the Rights of Indigenous Peoples acknowledged their right ‘to establish and control their
educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and
learning’ (Article 14).
2
B OX 2.3:
Portugal has comprehensive inclusive education legislation

In July 2018, following 18 months of preparation, Portugal passed Decree-Law 54/6 on inclusive education. Article 1 specifies that inclusion is
‘a process that aims to respond to the diversity of the needs and potential of each and every one of the pupils’. Article 5 calls on schools to create
‘a school culture where everyone will find opportunities to learn and the conditions for full realization of this right, responding to the needs of each
pupil, valuing diversity and promoting equity and non-discrimination in accessing the curriculum and the progression in the educational system’
(Portugal Presidency of the Council of Ministers, 2018).
Previously, inclusive education provision was enshrined in Decree-Law 3/2008, which provided for specialized support in mainstream schools and for
special schools (Portugal Presidency of the Council of Ministers, 2008). While the framework for students with communication, learning, mobility,
autonomy, interpersonal relationship and social participation difficulties who required highly differentiated and specialized support and resources
had developed continuously, other groups at risk of exclusion, due to social, cultural or economic disadvantage, were being left behind.
The new law expands coverage and support for children and youth with a range of needs. The introduction to the law refers to inclusive education
as a process intended to respond to the diversity of students. It recognizes the curriculum and the student as core elements of the inclusion process
and requires adjustment to teaching and learning processes. The law rests on the principles of equity, universal design for learning, school and
professional autonomy, and curriculum diversification through accommodation and adaptation. The preamble, which states that it should no longer
be necessary to categorize students in order to intervene, seeks to ensure that all students reach the same standard at the end of compulsory
schooling, ‘even if it is through differentiated learning paths that allow each student to progress in the curriculum in a way that ensures their
educational success’.
The law requires schools to have a multidisciplinary team, composed of a teacher, a special education teacher, a psychologist and three members of
the pedagogical council. It also introduces learning support centres intended to support inclusion, create learning resources and assessment tools
for curriculum components and organize the post-education transition. In creating these centres, Portugal applies the expertise and resources of its
formerly separate special education system to support inclusion of all students in mainstream classrooms.
50% promoting gender equality and 49% for ethnic and called for the state to provide linguistic support enabling
indigenous groups. Roma children to enter mainstream classes, and Horváth
and Kiss vs. Hungary, which found that Roma children
Litigation is increasingly used to fight discrimination and were misdiagnosed because of ‘socio-economic
inequality in education. The European Court of Human disadvantage and cultural differences’ (Broderick, 2019).
Rights adopted a vulnerability approach to redress
structural inequality on the grounds of sex, sexual Similar judgements have been made with reference
orientation, disability, race and ethnicity. D.H. and Others to the revised 1996 European Social Charter, notably
vs. Czech Republic was brought in 2000 by 18 Czech to Article 15, which calls on education and training for
Roma students assigned to special primary schools with learners with disabilities to occur ‘in the framework of
simplified curriculum. The court ruled the students had general schemes wherever possible’, and Article 17 on the
been denied their right to education because enrolment right to education (Quinlivan, 2019). In some countries,
criteria did not take into account characteristics legislation excludes learners with severe disabilities from
specific to Roma, resulting in racial discrimination and mainstream education. In the Flanders region of Belgium,
segregation (European Court for Human Rights, 2007). under the 2014 law on measures for students with special
Later rulings included Oršuš and Others vs. Croatia, which education needs, known as the M-decree, only children
able to follow common core curriculum have access to
mainstream education; this effectively excludes most of

those with intellectual disabilities. In 2017, the European
Globally, 16 countries mention inclusive Committee of Social Rights found Belgium in breach of
education in their general education laws the charter, arguing that the eligibility requirements were
not justified, that the country made insufficient provision
2
for reasonable accommodation, and that the education B OX 2 .4 :

system was discriminatory on grounds of intellectual
disability (European Committee of Social Rights, 2017). Venezuelans in Trinidad and Tobago face challenges
In 2002, Autism Europe initiated a collective complaint of in getting access to education
insufficient education provision for people with autism in
France. The complaint was declared admissible, and the As of May 2020, governments in Latin America and the
committee concluded that France had violated the Caribbean reported 5.1 million Venezuelan migrants,
charter (Council of Europe, 2018a). refugees and asylum-seekers, including about 80,000 in the
non-Spanish-speaking Caribbean countries of Aruba, Curaçao,
Courts have also protected rights pertaining to sexual Guyana, and Trinidad and Tobago (R4V, 2020). The latter number
orientation and gender identity and expression. In 2002, may be a fraction of what other countries in the region receive,
the Supreme Court of Canada established that lesbian but huge in relative terms; for instance, the 17,000 migrants
and gay students and same-sex parents had the right and refugees in Aruba represent 15% of the population. The true
to be protected from discrimination and to see their figures are likely to be higher, as many government sources
lives reflected in curricula. In its concluding statement, only account for Venezuelans with regular status. For instance,
the judgement said: ‘The distaste of some parents for the Regional Inter-Agency Coordination Platform reports
books that do not conform with their personal beliefs 24,000 Venezuelans are in Trinidad and Tobago, but other
cannot shape the policy of a pluralist education system estimates suggest there are over 40,000 (Teff, 2019).
that has proclaimed its commitment to accepting
A National Policy to Address Refugee and Asylum Matters in
and celebrating diversity’ (Canada Supreme Court,
the Republic of Trinidad and Tobago was approved in 2014,
2002). In India, following a 2014 Supreme Court ruling
but there is no legislation (Teff, 2019). Children of registered
recognizing the status of transgender, eunuch and
asylum seekers cannot attend school. The government spent two
intersex people (hijras), the University Grants Commission
weeks registering Venezuelans in April 2019, granting six-month
called on universities to include the category on all
renewable work permit exemptions at five registration centres,
application forms (Economic Times, 2015; India Supreme
but with no guarantee to education (Trinidad and Tobago Office of
Court, 2014).
the Prime Minister, 2019).
In addition, courts have ruled on bullying, often triggered Non-government organizations (NGOs) work to ensure that
by a disability or learning difficulty. High court decisions Venezuelan children have access to education. For instance, Living
in Colombia (Colombia Constitutional Court, 2016) Water Community (LWC) accommodated 600 Venezuelan children
and Mexico (Mexico Supreme Court, 2015) ruled that in six child-friendly spaces as of December 2019, with a plan to
bullying negatively affected victims’ dignity, integrity set up four more spaces for 400 additional children. The Ministry
and education, and indicated that the education sector of Education granted access to the primary education curriculum
should protect students from violence based on personal and appointed a teacher to work with LWC to secure certification.
characteristics.
The Equal Place Education Programme (UNHCR, 2019) helps
Conversely, the absence of laws protecting the right to Venezuelan children get access to accredited education.
education for some groups at risk of exclusion can be an Developed by the office of the United Nations High Commissioner
important obstacle, as in the case of Venezuelan migrants for Refugees, UNICEF, LWC and the Trinidad and Tobago Venezuela
and asylum seekers in Trinidad and Tobago (Box 2.4). Solidarity Network, it delivers tailor-made learning at no cost
on two globally recognized platforms: NotesMaster, in English,
In many countries, health, gender and social welfare and Dawere, in Spanish. This allows children to have the last two
ministries have legal instruments to regulate and years of the Colombian and Venezuelan Bachillerato validated.
promote inclusion of some groups in education. Among The programme is certified by the Caribbean Examination Council.
countries examined, 74% had laws referring to disability,
46% to gender equality, 28% to ethnic and indigenous
groups and 25% to linguistic minorities.
children in mainstream public and private education
A 2018 law in Pakistan prohibits discrimination against institutions. It also stipulated that service providers
transgender people in education and establishes their should ensure equal opportunity in both academic and
right to education and a 3% quota for transgender extracurricular activities, such as sports (Munir et al.,
2
2020). In the Republic of Korea, a law on education educate people with disabilities in inclusive settings, with
in island and remote areas prescribes customized the highest prevalence observed in Europe and Northern
measures related to school infrastructure and teaching America and in Oceania (Figure 2.1). These findings are
and learning materials (GEM Report Education Profiles). consistent with other reviews showing that, despite
In the Russian Federation, a 1999 federal law protects an increasing trend towards inclusion, countries rely
indigenous minorities, including in education. A 2006 law on various combinations of special education and
in the Yamalo-Nenets Autonomous Okrug on indigenous inclusion to educate children and youth with disabilities
minorities includes provisions for education support and (Anastasiou and Keller, 2014, 2017).
promotion of native languages (IITE, 2020).
In the Islamic Republic of Iran, which revised its special
education law in 2004, the 2016 Charter on Citizenry
LAWS ON INCLUSION OF STUDENTS WITH Rights affirmed that ‘no one should be deprived of the
DISABILITIES VARY IN AMBITION opportunity to acquire knowledge or job skills due to
Countries are increasingly introducing legislation their disabilities’ and included regulations to support
to facilitate inclusion of children with disabilities in those registered in mainstream schools with resource
mainstream schools. Adopting an inclusive education teachers. However, there is no legal guarantee of the
approach for students with disabilities necessitates right to inclusive education. A 2015 regulation specified
amendments and adjustments to existing laws to that students who could not ‘study in regular educational
ensure coherence. However, laws promoting inclusion environments’ would be placed in segregated special
in education may coexist with laws promoting special education centres (Human Rights Watch, 2019b).
education in separate settings, preventing a shared All children are screened at age 6 for ability to be
understanding of inclusive education and obstructing enrolled in first grade. Those who fail are referred for
implementation. professional evaluation. In 2014, 1.2 million children were
assessed at 862 fixed centres and at 17 mobile bases for
The GEM Report estimates that 25% of countries have nomadic populations. About 13% were referred, and over
provisions for education in segregated settings, especially 90% of those were placed in special schools (Samadi and
in Central and Southern Asia, Eastern and South-eastern McConkey, 2018).
Asia, and Latin America and the Caribbean. Some
48% combine mainstreaming with separate settings, In Iraq, a 2011 ministerial decree authorized the Ministry
usually for those with severe disabilities; 10% privilege of Education to create special classes and schools to
integration; and 17% have legislative provisions to educate students who are ‘slow learners or have visual or
F I GU R E 2.1:
There is a long way to go before education laws are disability-inclusive
Distribution of countries by school organization for students with disabilities as defined in law, by region, 2020
Europe/N. America
Oceania
Northern Africa/W. Asia
Sub-Saharan Africa
World
Central/S. Asia
Latin America/Caribbean
Eastern/South-east. Asia
0 10 20 30 40 50 60 70 80 90 100
Countries (%)
Segregation Combination Integration Inclusion

Source: GEM Report team analysis based on GEM Report Education Profiles.
2
hearing weakness’ (Article 14). The decree did not mention disability has access to free education in an appropriate
offering integration opportunities for those students environment … in a neighbourhood school, or in a special
or specify other forms of physical or mental disability. school of his choice’. Further, children with multiple
Children with disabilities attend separate classes. As of disabilities and severe disability have the right to opt
2019, there were 1,325 schools with special classes for for home-based education as per the 2012 Right to
children with disabilities, of which 107 were in rural areas Education (Amendment) Act. For instance, the Kerala
(GEM Report Education Profiles). state education law referred to special schools and the
possibility of homeschooling children with severe and
In Lebanon, the 2000 law on the rights of people with multiple disabilities (UNESCO, 2019b).
disabilities granted education rights while allowing
segregation to continue. In practice, school admission is South Africa’s 1996 schools law stated that the right to
at the discretion of head teachers, who may turn down education of children with special needs was to be fulfilled
children with disabilities, leaving them no alternative in mainstream public schools through support services
to specialized institutions run by private organizations and measures ‘where reasonably practicable’. In the
funded by the Ministry of Social Affairs, which the Russian Federation, Moscow permits education provision
Ministry of Education and Higher Education may not in separate or correctional classes when students with
recognize as schools (Human Rights Watch, 2018a). disabilities cannot receive education in inclusive settings.
In Myanmar, Article 41b of the 2014 education law Article 5.1 of a 2010 law committed to provision of
specified that people with disabilities were to receive conditions for inclusive education in public education
education through special education programmes institutions for people with disabilities (GEM Report
and services based on a curriculum designed to cater Education Profiles).
for the needs of visually impaired, hard of hearing,
mentally disabled and other learners (GEM Report Some laws focus on integration. Amendments to
Education Profiles). Armenia’s education law in 2014 made a commitment to
introduce a universal inclusive education system by 2025.
Most countries combine mainstreaming with separate A 2016 action plan provided for reorganization of special
setting arrangements, usually for learners with severe education institutions into pedagogical and psychological
disabilities. But lack of definition of severe disabilities assistance centres supporting general education by
can lead to arbitrary decisions. In Djibouti, Article 2022 (GEM Report Education Profiles).
15 of the 2000 education law established that children
with physical or mental disabilities preventing them Among the countries whose laws emphasize inclusion,
from following structured education were exempt Colombia, a 2017 decree, acknowledged inclusive
from compulsory education (Djibouti Government, education for people with disabilities as a permanent
2000). In Mauritania, Article 9 of the 1975 education process. Responding to a 2011 Constitutional Court
law specified that students could be ‘permanently judgement, which emphasized the government’s duty
excluded, by decision of the regional director of basic to move from segregated or integrated to inclusive
education … after advice from the teachers council, education where all children study and learn together,
[due to] a mental or physical state incompatible with the decree valued diversity in a common learning
school work on the basis of the medical certificate’ or environment, without discrimination or exclusion,
behaviour compromising the proper functioning of and guaranteed rights-based support and reasonable
the school (Mauritania Government, 1975). In Oman, adjustments to remove barriers through practices,
a 2017 ministerial decree stated that students with policies and culture (Colombia Ministry of National
disabilities, especially visual impairment and other Education, 2017). Ghana’s 2008 education law defined
physical disabilities, could be accepted only in fully inclusive education as a ‘value system’ that ‘holds that
equipped schools (Abdou, 2020). all persons … are entitled to equal access to learning’
and that ‘transcends the idea of physical location,
India’s 2016 Rights of Persons with Disabilities Act but incorporates the basic values that promote
translated the CRPD principles into the national participation, friendship and interaction’ (Article 5.4).
context and established a right to inclusive education.
However, it introduced ambiguity and the possibility of In 40% of countries, disability law also regulates inclusion
segregation, stating that ‘every child with a benchmark in education. In Burkina Faso, a 2010 law on protection
2
and promotion of the rights of people with disabilities through tertiary education: 1,600 schools, or 11% of the
noted that inclusive education was guaranteed at all total, provided inclusive education at the various levels
education levels and that ‘[a]ny institution of initial in 2018. Following evaluation of the implementation
and in-service training of teachers/literacy educators … of the previous Master Plan, the 2019–24 Master Plan
shall take into account inclusive education in its training for Inclusive Education Development endorses a broad
programmes’ (Article 12). Senegal’s 2010 law on people concept of inclusive education. It will be implemented
with disabilities guaranteed children and adolescents in three phases, with roll-out expected to begin in
with disabilities free education in mainstream schools 2021 (GEM Report Education Profiles).
as close as possible to their homes (GEM Report
Education Profiles). Malawi’s 2017–21 National Strategy on Inclusive
Education covers all children likely to be excluded
from and within the education system, and its
EDUCATION POLICIES VARY IN 2015–19 National Education Plan endorses an inclusive
EMPHASIS ON INCLUSION approach, referring to children and youth who have
been marginalized or excluded, such as girls, children
Countries are at various stages in developing inclusive with disabilities, people living in remote villages and
education policies to implement legislative provisions those from poor households. A pillar of Morocco’s
and put enabling environments in place. A GEM Report 2015–30 strategic vision guarantees the right of access
review showed variation in placement types, instruction to education and training for people with disabilities
arrangements, staffing, teacher preparation, (GEM Report Education Profiles).
infrastructure, administrative structures and funding.
Nepal’s government is drawing up an action plan to
The review found that 17% of countries had a create disability-friendly education infrastructure and
comprehensive inclusive education policy addressing facilities, improve teacher training and develop a flexible
all learners. In Bhutan, the 2017 Standard for Inclusive curriculum by 2030. However, the government has yet to
Education defines inclusive education as ‘the process of articulate, in law or policy, inclusive education standards
valuing, accepting and supporting diversity in schools in line with international standards and how to ensure
and ensuring that every child has equal opportunity to them (Human Rights Watch, 2018c). Spain’s Basque
learn’. Ghana’s 2015 policy defines it as an approach that Country has a comprehensive diversity-based plan for
accommodates all children in schools ‘regardless of their inclusive schools declaring that excellence is achieved
physical, intellectual, social, emotional, linguistic or other when all students reach maximum development of
conditions’. Nigeria’s 2017 policy endorses the UNESCO their personal abilities (Basque Country Department of
definition, calling it the ‘process of addressing all barriers Education, 2019).
and providing access to quality education to meet
the diverse needs of all learners in the same learning Some 5% of countries still have policy provisions to
environment’ (GEM Report Education Profiles). deliver education in separate settings, while 45% combine
mainstreaming with other provisions for children with
References to inclusion exist in 75% of countries’ extreme disabilities (Figure 2.2). In Pakistan’s Punjab
education sector plans or strategies. Attention to people province, under the 2012 inclusive education policy
with disabilities in education remains the norm: 67% of framework, students with mild and moderate disabilities
countries have such policies or plans, for which education are admitted to mainstream primary and lower secondary
ministries are fully or partly responsible. schools whose teachers are trained by master trainers
of the Department of Special Education. The Seychelles’
Indonesia provides education according to a model inclusive education policy states that mainstreaming
whereby children with special needs may attend learners with disabilities should be an integral part of
mainstream schools, special education units or special national plans for achieving education for all. Learners
schools. The country has strengthened the inclusiveness should be placed in special schools ‘only in exceptional
of its education system, decreasing the number of cases’ and, in such cases, ‘their education need not be
students in special schools and expanding access of those entirely segregated’ (GEM Report Education Profiles).
with disabilities to mainstream schools from pre-primary
2
F I GURE 2 .2 :
Worldwide, policies have made a greater shift towards inclusion than laws
Distribution of countries by school organization for students with disabilities as defined in policy, by region, 2020
Northern Africa/W. Asia
Central/S. Asia
World
Sub-Saharan Africa
Europe/N. America
Oceania
0 10 20 30 40 50 60 70 80 90 100
Countries (%)

Source: GEM Report team analysis based on GEM Report Education Profiles.
In comparison with laws, which are slower to change, areas and on the two main islands, access for children in
policies are much more geared towards providing rural areas and on outer islands was limited. An inclusive
education in inclusive settings for students with education policy supporting access for children with
disabilities. Some 38% of countries have adopted such disabilities to neighbourhood mainstream schools was
policies, GEM Report analysis finds. Inclusion of special first endorsed in 2010 and reviewed in 2016. The Special
needs students in mainstream classrooms is, to varying and Inclusive Education Policy Implementation Plan
degrees, part of every Canadian province’s education 2017–2020 supports a staged approach promoting both
policy. The province of New Brunswick’s inclusive special and inclusive education options. Special schools
education policy was a pioneer in establishing that are part of the plan, enabling students with particular
segregated programmes and classes ‘must not occur’ disabilities to learn key skills, such as sign language or
(New Brunswick Government, 2013). Braille, that complement mainstream education (Fiji
Ministry of Education, Heritage and Arts, 2016).
In India, inclusive practices are found in relation to
early intervention for children with disabilities. Tamil Many countries deploy special resources equitably to
Nadu state set up a State Resource Centre for Inclusive provide adequate support in mainstream education and
Education. Andhra Pradesh and Maharashtra states in the transition to inclusion. In Sichuan province, China,
arranged transport for children and their parents, as they the Shuangliu District Special Education School’s 1+5+N
closed small schools. Bihar state ensured representation model aims to integrate learners with special education
of parents of learners with disabilities on school needs through a three-level resource system. The main,
management committees (Oxfam India, 2020). Overall, first-level resource centre for the district, founded by the
though, delivering education in inclusive settings is local government, provides professional help to other
relatively less preferred in Central and Southern Asia and resource room centres (1); secondary resource rooms
in Northern Africa and Western Asia.
The move towards inclusion follows different paths at

different speeds due to contextual factors. In Fiji, a special 42% of countries in sub-Saharan Africa are
education school was established in the mid-1960s for
considered to be pursuing inclusive policies
children affected by poliomyelitis, which was followed by
other special schools. As these were located in main urban
Countries (%)
2
B OX 2 .5:
Sub-Saharan African countries deploy a range of tools to include students with disabilities
Sub-Saharan African countries have taken steps towards policies that support full inclusion of students with disabilities in mainstream schools. In all, 42% of
countries in the region are considered to be pursuing inclusive policies, although a coherent approach towards inclusion remains a challenge. Countries
are exploring possibilities by using special schools, resource centres, itinerant teachers and satellite classes. However, there is also a marked absence of
standardized monitoring tools and of rigorous evaluations of the implementation of policies and programmes at national level (Jolley et al., 2018).
Angola’s 2017 National Policy of Special Education has a target of including 30,000 children with special education needs in mainstream schools by 2022.
The policy will be implemented in 6,000 primary schools (GEM Report Education Profiles). It aims to transform special schools into support centres
providing guidance for inclusion of children with disabilities in mainstream schools, along with capacity building and training for teachers (Section VI) (Lobo
d’Avila et al., 2019).
In Ethiopia, inclusive schools are mainstream schools where learners with and without disabilities learn in the same classrooms. Teaching assistants, such
as sign language interpreters, may be available. Schools are grouped into 7,532 clusters to facilitate resource sharing. Among these, 213 schools, or 2.9%,
have established inclusive education resource centres (Tadesse Mergia, 2020).
Ghana’s 2015 inclusive education policy framework envisages transforming special schools into resource centres to assist mainstream education while
maintaining special units, schools and other institutions for students with severe and profound disabilities. Special schools were expected to cooperate with
mainstream schools accommodating children with special education needs, work closely with assessment centres for periodic screening and diagnosis and
ensure that their staff were trained in the centres. The policy went beyond physical accessibility and incorporated basic values promoting participation,
friendship and interaction (Ghana Ministry of Education, 2015).
Kenyan students with disabilities attend special schools, integrated schools and special units within mainstream schools targeted at those with hearing
and visual impairments, intellectual disabilities and physical disabilities. The 2018 sector policy for learners and trainees with disabilities extends education
provision in mainstream schools. It recognizes special schools’ pivotal role in the transition towards inclusive education and relies on education services
provided by existing arrangements, as well as home-based education, especially for those with severe disabilities and in vulnerable circumstances.
Currently, 1,882 primary and secondary mainstream schools provide education for students with special needs (GEM Report Education Profiles).
Malawi has taken a twin-track approach. Children and youth with severe disabilities are educated in special schools or special needs centres, while those
with mild disabilities are mainstreamed. The Education Sector Implementation Plan II aims to strengthen inclusive education in all schools to avoid
segregation. Special schools at each education level are being transformed into resource centres, as specified in the 2007 National Policy on Special Needs
Education (GEM Report Education Profiles).
In Nigeria, missionaries began segregation in the 1970s and governments later followed suit. The 2004 education policy formalized public special schools.
While inclusion was affirmed for various learner groups, separate interventions led to segregated education provision. The 2017 National Policy on Inclusive
Education tries to harmonize modalities to provide a unified system. It plans to realize inclusive education by rehabilitating and upgrading special schools
to serve as resource centres catering for the needs of people with disabilities and training teachers on inclusion (GEM Report Education Profiles). Most
state government-run special schools target one or two impairments. Enugu state supports three schools as special education centres integrating children
with and without disabilities. Lagos state set up a few inclusive primary schools, providing trained teachers and materials for children with disabilities in
same or separate classes. Poorer states have only one or two special schools, which provide both boarding and day services (Pinnock, 2020).
South Africa has introduced inclusive schools to develop ‘cultures, policies and practices that celebrate diversity, respect difference and value innovation
and problem-solving’. Known as ‘full-service’ schools, in the sense that they cater for the full range of learning needs, they are also expected to support
neighbouring ordinary schools (South Africa Department of Basic Education, 2010). A National Education Excellence Award for the Most Improved
Full-Service School was introduced in 2014 (South Africa Department of Basic Education, 2016a). A school that received the award counted school-based
support teams; institutionalized screening, identification, assessment and support; curriculum differentiation; direct learner support; and collaboration with
the community as factors of success (Martin, 2015). Goal 26 of the 2015/16–2019/20 Five Year Strategic Plan seeks to increase the number of schools that
effectively implement the inclusive education policy and have access to centres offering specialist services (South Africa Department of Basic Education,
2016b). The most recent annual report does not provide an update on this goal but mentions the appointment of Transversal Itinerant Outreach Team
Members in provinces (South Africa Department of Basic Education, 2019).
Itinerant teachers also work in some regions of the United Republic of Tanzania, providing teacher and student support, with a focus on adaptation
and material preparation for visually impaired learners (Mnyanyi, 2014). They are trained, managed and overseen by Tanzania Society for the Blind and
employed by the government through district education offices. They are provided with a motorbike and associated recurrent costs. Itinerant teachers
also perform vision screening, refer children to medical facilities and organize community sensitization and counselling (Light for the World and Imprint
Consultants, 2016).
2
established in five mainstream schools (5) receive help rural and remote populations, street children and
from the district special education centre and help all pregnant teenagers who drop out, are targeted through
other resource centres in regular schools (N) (European a range of programmes. The government established the
Agency for Special Needs and Inclusive Education and Plurinational Competency Certification System to certify
UNESCO, 2019). skills and experiences gained in trades or occupations
outside formal education. An average of 25,000 people
Some countries have established satellite classes, i.e. a year, often from previously neglected indigenous
special classes in mainstream schools, including Australia groups and rural areas, receive post-literacy certification
(for students with autism spectrum disorder) and China. (UNESCO, 2019a).
In Zhejiang province, China, satellite classes, defined
as a placement for students with disabilities ‘between Ireland’s 2019 Action Plan for Education aims to help
special schools and supplementary reading classes’, individuals achieve their full potential through learning
follow the principles of resource pooling, proximity and and contribute to national development. Various
two-way coordination. They are directed at students instruments across education levels and groups uphold
with intellectual disabilities, cerebral palsy and autism this mission. The 2005 Delivering Equality of Opportunity
spectrum disorder. Per-capita funding of satellite in Schools Plan, the main policy instrument to support
students is at least 10 times that of mainstream students schools with higher concentrations of disadvantaged
at the same level in the same area (China Ministry of students, was relaunched in 2017 with more than
Education, 2015). The Cook Islands has set up satellite 100 actions to tackle disadvantage. As of 2019, almost
classes in isolated villages on small islands to offer early 900 schools were taking part in the programme.
childhood and early primary level programmes, while Travellers and Roma constitute a vulnerable group.
older students attend larger schools in more central The Department of Justice and Equality coordinates
locations (GEM Report Education Profiles). Sub-Saharan the cross-government National Traveller and Roma
African countries are at various stages of developing Inclusion Strategy. With support from the Department
policies to include students with disabilities (Box 2.5). of Education and Skills, Department of Children and
Youth Affairs, and Child and Family Agency, the strategy
adopts an inclusive approach to education to improve
INCLUSIVE EDUCATION POLICIES TARGET attendance, participation and engagement and reduce
SEVERAL POPULATION GROUPS early school leaving (UNESCO, 2019a).
Education policies strong on inclusiveness often
target other vulnerable groups. The GEM Report found Kenya’s 2015 Policy Framework for Nomadic Education
that education or other ministries had responsibility paid special attention to inclusion and vulnerability
for education policies targeted at gender equality in within nomadic communities, especially for girls and
71% of countries, linguistic minorities in 46% of counties, children with special needs. To facilitate access to
and ethnic and indigenous groups in 37% of countries. and participation in education, the policy called for
establishing more mobile schools, introducing open and
In Bangladesh, the 2010 National Education Policy distance learning and introducing innovative and flexible
recognized children’s right to receive education in community-based education interventions (GEM Report
their mother tongue. The 2012 Pre-Primary Education Education Profiles).
Expansion Plan and 2016–20 Seventh Five Year Plan
highlighted the importance of respecting all children’s The Philippines Department of Education issued a
traditions, culture and heritage, including in the gender-responsive basic education policy in 2017 that
curriculum (GEM Report Education Profiles). called for an end to discrimination based on gender,
sexual orientation and gender identity. The policy
In the Plurinational State of Bolivia, under the outlined measures for education administrators and
Institutional Strategic Plan for the Ministry of Education school leaders, including enriching curricula and teacher
and Sectoral Plan for Integral Development of Education education programmes with content on bullying,
for Living Well 2016–2020, historically excluded groups, discrimination, gender, sexuality and human rights
including indigenous populations, people with disabilities, (Thoreson, 2017). It is one of numerous examples of
2
B OX 2.6:
Schools are beginning to respect diversity in sexual orientation and gender identity and expression
Globally, 42% of lesbian, gay, bisexual and transgender and intersex youth reported having been ‘ridiculed, teased, insulted or threatened at school’
(Richard and MAG Jeunes LGBT, 2018, p. 11) because of their sexual orientation and gender identity status, primarily by their peers. About 37% reported
feeling rarely or never safe at school, with the highest prevalence in the Arab States and sub-Saharan Africa.
Legislation can reinforce discriminatory behaviour or make it impossible to address issues related to gender identity and sexual orientation in education.
About 68 countries criminalize consensual same-sex sexual acts. Barbados rejected all recommendations in its 2013 UN Universal Periodic Review that
urged decriminalization of same-sex sexual acts. About 31 countries have laws and regulations restricting the right to freedom of expression in relation
to sexual orientation issues on individuals, educators or the media. While morality codes have been almost ubiquitous in the Arab States, new legal
tools criminalize expressions of affirmation or support for homosexuality. For instance, a 2017 resolution of the Ministry of Education and Sciences
in Paraguay prohibits the dissemination and use of education materials referring to ‘gender theory and/or ideology’ (Mendos, 2019). In May 2019,
the Kenyan High Court upheld a colonial-era law that criminalized same-sex intercourse (Kyama and Pérez-Peña, 2019).
Countries are beginning to pay attention to gender identity. In 2015, Malta passed the Gender Identity, Gender Expression and Sex Characteristics
Act (see Box 14.1). Later that year, the Ministry for Education and Employment published the Trans, Gender Variant and Intersex Students in Schools
Policy. In 2016, the Council of Europe Parliamentary Assembly called on member countries to promote respect and inclusion and disseminate objective
information (Council of Europe, 2016). As of 2018, 21 of its 47 members had national or regional action plans explicitly prohibiting and addressing school
bullying based on sexual orientation and gender identity and expression (UNESCO, 2018b).
Although countries are moving towards recognition of the rights of people with diverse gender identities, incoherent laws and policies persist.
In Lithuania, while the 2017 Law on Equal Treatment obliged secondary and post-secondary education institutions to guarantee equal opportunity for
all students regardless of sexual orientation, an article of the 2011 Law on the Protection of Minors against the Detrimental Effect of Public Information
prohibits dissemination of information on concepts of marriage and family values that differ from those in the Constitution and Civil Code (LGL, 2018).
There are fewer examples of such recognition outside Europe and Northern America. Chile’s Ministry of Education issued school guidelines to support
inclusion of transgender students without discrimination and violence (Right to Education Initiative, 2017). In India’s Delhi National Capital Territory,
cooperation between the transgender rights NGO Society for People’s Awareness, Care and Empowerment and the Directorate of Education resulted in
27 schools being certified as trans-friendly. The schools have taken measures inclusive of transgender and gender non-conforming children, including
making at least one toilet gender-neutral and raising awareness to prevent bullying (New Delhi Times, 2019). In South Africa, some 20 Cape Town schools
have made similar provisions, including gender-neutral uniforms and allowing students to use new names (BBC News, 2019).
the increasing attention education systems are paying a global review of teacher education programmes for
to the right of everyone to safe and inclusive learning inclusion identified challenges in change management
environments (Box 2.6). (Rieser, 2013).
Ensuring that laws are translated into policies that are

LACK OF LAW AND POLICY adapted to take learners’ needs into account is only
IMPLEMENTATION HINDERS the first step. Most countries lag in ensuring effective
INCLUSION fulfilment of these often ambitious commitments. In a
review of 85 country reports on CRPD implementation
Even if laws are enacted and policies announced, regarding inclusive education programmes and services,
follow-up actions to achieve inclusion depend on national submitted to the Committee on the Rights of Persons
context, as shaped by historical, political, cultural and with Disabilities, a striking disconnect between laws,
socio-economic factors; political will to include some policies and practice was a common theme. Jordan
disadvantaged groups; resistance to new forms of acknowledged that most schools were not well prepared
education provision; attitudes; and coordination capacity. to practice inclusion, as insufficient measures had been
Policy planning is often weak, resulting in inconsistencies taken for transport, access and safe use of the physical
across the system and poor execution. For instance, environment and for curricula harmonization, especially
2
in basic education. South Africa reported new segregated but other provisions allow for educating children with
schools and a lack of provisions for children with severe disabilities separately. Government efforts focusing on
intellectual disabilities (Leonard Cheshire Disability, 2017). infrastructure and facilities, teacher education and flexible
curricula by 2030 need to be aligned with international
Throughout sub-Saharan Africa, while teachers follow standards (Human Rights Watch, 2018c; Nepal Law
individualized teaching strategies, role modelling, peer Commission, 2017).
support and group strategies to promote inclusion of
students with intellectual and developmental disabilities, In Turkey, despite a comprehensive legislative framework
lack of human and material resources for inclusive supporting inclusion in education, implementation
education is a concern (Okyere et al., 2019a). An analysis challenges include negative attitudes, deficient physical
of the experiences of children with intellectual and infrastructure and teachers’ lack of knowledge and skills
developmental disabilities in inclusive schools in Accra, (Hande Sart et al., 2016). Viet Nam’s 2010 disability law
Ghana, argues that, despite steady progress and a was not effective in preventing education segregation,
strong legislation and policy framework, students with according to the concluding observations of the
disabilities must perform the same tasks within the Committee on Economic, Social and Cultural Rights in
same time frame as their peers without disabilities, late 2014 (Fiala-Butora, 2019). The government has since
occupy desks placed far from teachers and are often issued regulations on training, data collection, materials,
physically punished by teachers for behavioural equipment and assessment to support the education of
challenges; moreover, teaching is not differentiated people with disabilities. Article 15 of the 2019 education
(Okyere et al., 2019b). law identifies inclusive education as the preferred mode
of education, committing to adopt policies to support
Malawi increasingly encourages learners with special implementation (Hai et al., 2020). However, the challenge
needs to enrol in mainstream schools, yet lack of facilities remains high: 53% of people believed that children with
forces many to transfer to special schools, e.g. learners disabilities should study in a special school either in
with visual impairment moved to schools for the blind principle or depending on their disability level (Viet Nam
(GEM Report Education Profiles). In evaluating its efforts General Statistics Office, 2018).
to implement the national inclusive education policy,
the Namibian government noted a shortage of resource
schools in rural areas, lack of accessible infrastructure, INCLUSIVE POLICIES NEED TO BE
inadequate awareness and unfavourable attitudes PURSUED AT ALL EDUCATION LEVELS
towards disability (Namibia Ministry of Education, Arts AND AGES
and Culture, 2018a).
While inclusion policies in education generally target
India has made considerable efforts to expand the rural population groups, they also take into account differing
school network since the 2009 Right to Education Act, needs regarding access to and progress through
which required primary schools to be located no more education levels. The following section addresses this
than 1 km from a child’s home. However, expansion was lifelong perspective and the distinct challenges of the
achieved by increasing the number of small schools different stages.
with inadequate infrastructure, resulting in an ongoing
process of rationalizing education resource distribution.
While primary education is ensured in most rural villages, INCLUSIVE EARLY CHILDHOOD CARE AND
school distribution rationalization in remote rural EDUCATION CAN HELP LEVEL THE FIELD
areas has affected school distance for secondary and Poor nutrition, safety, health and learning in the early
higher education, particularly for girls and learners with years can result in developmental delays and disabilities.
disabilities (Oxfam India, 2020). Inclusive early childhood care and education (ECCE)
gives children better chances throughout life. Preschool
In Nepal, according to the 2017 Disability Rights can have a positive influence on learning outcomes
Act and the Inclusive Education Policy for Persons (Elango et al., 2015). Yet ECCE access tends to be lower
with Disabilities, children should be able to attend for the children most in need, even in countries that
schools in their communities without discrimination, provide universal legal entitlement (Melhuish et al.,
2

Poor nutrition, safety, health and learning in the early years

can result in developmental delays and disabilities
2015). In 34 European countries, ECCE participation is numbers of certified caregivers and centres providing
significantly lower among children who have immigrant good-quality integrated early childhood development
or less educated mothers, live in rural areas or come from services (Uganda Ministry of Education and Sports, 2018;
poor families (Ünver et al., 2016). In Albania, poverty, UNHCR, 2018a, 2018b).
lack of registration, discrimination and lack of parental
awareness of the benefits limit preschool enrolment Cambodia’s 2015–18 Multilingual Education National
of Roma children (Council of Europe, 2018b), despite Action Plan enabled ethnic minority learners to take
measures to facilitate access (European Commission/ preschool and the first three years of primary school
EACEA/Eurydice, 2019). In Montenegro, a campaign to in five languages other than Khmer. The programme
raise parental awareness in disadvantaged northern is implemented in 5 provinces, reaching 92 state
municipalities used innovative approaches, such as art and community preschools, and has since been
performances in city centres, increasing enrolment by expanded to one more language (Ball and Smith, 2019).
20% between 2014 and 2015 (UNICEF, 2019). The government has committed to increase the number
of multilingual teachers by 25% by 2023 (Cambodia
In India, the Integrated Child Development Services of Ministry of Education, Youth and Sport, 2019).
the Ministry of Women and Child Development, launched
in 1975, offers six services to pregnant and lactating Access to ECCE for children with disabilities is a
women and to children from birth to age 6, including particular challenge in rural areas. In rural Namibia, early
non-formal preschool education for 3- to 6-year-olds. childhood development programmes often take place
About 1.36 million rural childcare centres (anganwadi) outside formal structures (Ngololo Kamara et al., 2018).
were operational in 2018 (India Ministry of Women and By contrast, in Cuba, children with disabilities are included
Child Development, 2018). In parallel, private provision in mainstream early childhood development programmes.
has been growing (Wadhwa et al., 2019): already in Support is provided to all children, even in rural areas,
2011, 28% of villages in Assam, 42% in Telangana and thanks in part to Educa tu hijo (Educate your child), which
93% in Rajasthan had at least one private preschool serves more than 5,000 children with disabilities (Cuba
(Kaul et al., 2017). However, the quality of education is Government, 2019).
not age-appropriate: the education service does not
receive sufficient attention at the anganwadi centres,
while private preschools do not offer age-appropriate Quality contributes to inclusive early childhood care
pedagogy (Bhattacharjea and Ramanujan, 2019). and education
Even if ECCE services are accessible, their quality largely
Groups at risk of exclusion from ECCE include refugees, determines whether they contribute to inclusion.
ethnic and linguistic minorities, and children with Three broad dimensions of quality related to inclusion
disabilities. Countries tend to rely on NGOs for services are worth mentioning: modalities based on interactions,
reaching these groups, although there are promising efficiency based on integration, and child-centred
attempts to embed provision in government systems. curriculum based on play.
In Armenia, with support from Save the Children,
Syrian refugee children attend four-hour classes in Increasingly, inclusive early childhood development
two general education preschools in Yerevan (Armenia services aim to be accessible and equitable for all, even
Government, 2016). Ireland’s Community Childcare when their aim is to support children with developmental
Subvention Resettlement programme provides free delays and disabilities. For those children, early childhood
services for refugee children under age 5 to support interventions are becoming increasing individualized
their integration (Ireland Government, 2019). In Uganda, and delivered at home, moving away from services
within the Comprehensive Refugee Response Framework, delivered by experts in clinical settings. A review of
the government has introduced policies to increase 426 inclusive early childhood development and early
2
childhood intervention programmes in 121 countries development in the early years through home visits
found that two-thirds involved parents in service and inter-sector collaboration. By January 2018, 25 of
delivery. Governments still need to overcome a range of 27 federal units had joined the programme (Girade, 2018).
barriers: absence of administrative data documenting Colombia’s De Cero a Siempre (From Zero to Forever),
developmental delays, inadequacy of community outreach initiated in 2011 and passed into legislation in 2016,
efforts to identify children at risk, lack of caregiver power is based on an integrated package of services that each
to demand services and inadequate service quality child should receive from birth to age 6. It integrates
supervision. Programmes are successful when staff are services horizontally among government departments
trained and interventions enjoy political support and an and vertically between the national and subnational
enabling policy environment (Vargas-Barón et al., 2019). government levels (Santos Calderón, 2018).
A review of 32 inclusive early childhood education Shifting from teaching strategies that risk not engaging
programmes in Europe identified active participation as children to those better aligned with their interests is
the overarching objective to ensure children learn and also key to building inclusive learning. Learning through
develop a sense of belonging. Positive interaction with play can help develop skills and capabilities, improve
adults and peers, involvement in play and other daily interactions with peers and foster cooperation to
activities, a child-centred approach, personalized learning solve problems. While the concept is mainstreamed in
assessment, and accommodation, adaptation and support high-income countries, most attempts to introduce play
are essential components (European Agency for Special in low- and middle-income countries’ curricula remain
Needs and Inclusive Education, 2016). In France, where all peripheral and tend to benefit from support of multilateral
children are entitled to free pre-primary school (recently organizations and foundations (Box 2.7). In Kenya,
extended to age 2), classes for children with autism an innovative attempt at inclusion through sport from
spectrum disorders have opened in preschools, and other early childhood on has received government support
children are taught to understand their classmates’ needs (Box 2.8).
in order to communicate. In Latvia, Chinese immigrant
parents spend time with children and teachers during
the first month of preschool before children are left EARLY IDENTIFICATION IS CRUCIAL TO RESPOND
with teachers for increasing lengths of time. In Sweden, APPROPRIATELY TO DIVERSE LEARNER NEEDS
all children have the right to ECCE from age 1 and to free Early identification is vital in meeting individual learning
services for 15 hours per week from age 3. Children under needs and preventing delay (Braun, 2020). Some signs
age 1 with special education needs may start free ECCE of dyslexia, such as inability to develop oral language,
for 15 hours per week. Support is offered to the entire phonological awareness or motor skills, tend to appear
preschool class, adjusting the number of staff or children early (Box 2.9). Definitions of special education needs,
as appropriate (European Agency for Special Needs and which vary by country, are at the heart of identification
Inclusive Education, 2016; European Commission/EACEA/ procedures grounded in law or administrative rules. Lack of
Eurydice, 2019). identification may prevent provision of adequate support:
An Irish court decided that a school unaware that a student
Lack of understanding of the holistic nature of early had a disability could not be required to make reasonable
childhood services hinders inclusion, as does absence accommodation (Whyte, 2019).
of coordination among health, nutrition and education
providers (see Chapter 4). Considerable progress in In 21 eastern and southern African countries, it is usually
service integration has been made in Latin America. In a parents who inform schools or school staff who notice the
2016 presidential decree, Brazil initiated Criança Feliz disability. Formal identification and screening systems are
(Happy Childhood) to promote comprehensive child rare (Education Development Trust and UNICEF, 2016).

In Europe, active participation is the overarching objective

to ensure children learn and develop a sense of belonging
2
B OX 2.7: South Africa adopted a National Strategy

on Screening, Identification, Assessment
Low- and middle-income countries are exploring learning through and Support in 2014 to provide standardized
play as a route to inclusion procedures (South Africa Department of Basic
Education, 2014). The policy, aligned with
Few learning through play approaches have become part of formal curricula in the Integrated School Health Policy, targets
low- and middle-income countries. Serbia adopted the Years of Ascent preschool out-of-school children as well as learners in
curriculum framework in 2018. It is child centred and uses a pedagogy based on mainstream and special schools who encounter
play that engages children, families and schools. Designed for ages 6 months learning barriers. Assessment and support are
to 6.5 years, it emphasizes curriculum coherence and continuity of learning not based on predefined categories of disability
(UNICEF, 2019). but on level and nature of learning needs.
At admission, teachers screen all children, record
In Viet Nam, in line with the 2005 education law’s call for preschools to ‘help
results in learner profiles and become case
children develop holistically by organising play activities’, the 2009 early childhood
managers.
education curriculum emphasized holistic development. With the support of
VVOB, a Belgian non-profit organization, the Ministry of Education and Training
In Belize, teachers advise head teachers to place
developed a two-module training programme for preschool teachers, which
students they consider as having ‘exceptional
supports them in monitoring children’s well-being and involvement and in
learning needs’ on a referral list for itinerant
identifying children at risk of not learning. Teachers found lower well-being and
resource officer assessment (Belize National
involvement during teacher-led academic learning than during play activities
Resource Centre for Inclusive Education,
(VVOB, 2018).
2019). As officers visit each school infrequently,
Interventions are small-scale in most countries and run by NGOs. Kidogo in many children wait months to be assessed.
Kenya targets children under age 6 living in slums. Emphasizing learning through Officers help teachers develop individualized
play, problem solving and social-emotional skills, using the national curriculum, education plans adapted to learning needs
it facilitates holistic care in child-friendly environments with trained and certified and support school placement of children not
caregivers, nutritious meals and parental engagement (Jordan et al., 2015). in school (UNICEF, 2013). In Saint Vincent and
In Nicaragua, the Fabretto foundation early education programme provides the Grenadines, under the 2005 Education Act,
education services for children aged 2 to 6 in more than 80 public schools in the education minister refers children whom
underserved rural communities. It trains teachers, focusing on play-based learning the chief education officer identifies as having
strategies inspired by holistic education approaches adapted to meet student learning difficulties to medical, education and
needs (Center for Education Innovations, 2018b). social services for treatment or assistance (St
Vincent and the Grenadines Government, 2005).
B OX 2.8 :
In Kenya, learning through sport is a route to inclusion of children with intellectual disabilities
Unified Champion Schools is a programme of Special Olympics, a sports organization dedicated to children and adults with intellectual disabilities.
The programme, which operates in 14 countries, aims to promote inclusion in schools through sports activities that break down barriers and
change attitudes, from early childhood through adolescence. It has four components: play-based, early childhood motor skills development for
2- to 7-year-olds; teams of youth with and without intellectual disabilities training together and competing in sport and play; clubs and student
organizations working on advocacy efforts to increase inclusion throughout school life; and awareness activities, engaging the whole school
community in understanding, supporting and practicing inclusion (Special Olympics, 2019).
In Kenya, in partnership with the Ministry of Education and UNICEF, Unified Champion Schools has helped assess and refer children identified
with intellectual disabilities, following up with workshops on inclusive education with families, teachers and school leaders. The project has
enrolled nearly 600 students with intellectual disabilities and has helped develop positive attitudes towards these students in participating
schools. Special Olympics contributed to the development of the national inclusive education policy, including drafting an easy to read version.
Unified Champion Schools, in partnership with Catholic Relief Services, continues Special Olympics Kenya’s work on early childhood development
for children with intellectual disabilities through the Young Athletes programme. Identifying children in need of services early helps support families,
providing a hopeful vision for their children’s future and disproving widely held myths about ability to learn (Special Olympics Kenya, 2018).
2
B OX 2 .9 : Samarpan in India’s Madhya Pradesh state is a

community-based early intervention to identify,
Early identification of dyslexia fosters inclusion, screen, treat and rehabilitate children under age 5 with
but countries struggle to develop processes developmental delays or physical disability. Its early
intervention clinics use a holistic approach involving
Dyslexia exists among speakers of all languages (Shaywitz et al.,
officials concerned with public health, family welfare,
2008; Ziegler and Goswami, 2005). When it is undiagnosed,
women and child development, social justice and
the risk of illiteracy and social exclusion is higher. Although lack
empowerment and revenues (NITI Aayog and UNDP,
of teacher training and knowledge are challenges, when teachers
2015). In other countries, health authorities maintain
are trained, 90% of children with dyslexia can be educated in
a strong role. In the Lao People’s Democratic Republic,
mainstream classrooms. Approaches for these students can
the Centre for Medical Rehabilitation, under the
benefit all those learning to read (Dyslexia International, 2014).
Ministry of Health, is responsible for examining and
A longitudinal study in Finland that followed a sample of children diagnosing children up to age 18 and directing those
from birth to adolescence suggested that first indications of risk identified with disabilities to extended support (Lao PDR
of dyslexia can be observed nearly at birth. Brain event-related Government, 2016).
potentials measured at three to five days from birth are
significantly correlated with reading ability at grade 2 (Lyytinen Some question whether early identification is desirable
et al., 2015). Detecting risk early can support inclusion. because the stigma of labels often aggravates exclusion
in the name of inclusion. It has also led to segregated
education, with referred individuals separated to receive
‘appropriate support’ (Ainscow, 1991; Algraigray and
A study in Finland suggested that
Boyle, 2017). In promotion of inclusion and equity, special
first indications of risk of dyslexia education needs identification and assessment may
can be observed nearly at birth engender difference and marginalization. Identification
may also lead to lower teacher expectations (Tomlinson,
1982), peer rejection (Keogh and MacMillan, 1996),
In low- and middle-income countries, such as Indonesia, exclusion from participation in standardized testing,
the concept of dyslexia and instruments supporting early and disproportionality: over-representation of poor and
identification are relatively underdeveloped (Rofiah, 2015). minority students in special education (Cruz and Rodl,
Standard Indonesian, the primary language of instruction, 2018; Gordon, 2017).
has a transparent orthography and nearly a one-to-one
letter-to-sound correspondence. Dyslexia is expected to Disproportionality has been thoroughly studied in
manifest through lower reading speed. A research project to the United States, where black students are identified
develop identification tests and assess reading development with disabilities at higher rates than their peers.
found that 17% of grade 1 and 14% of grade 2 students were at Recent studies corroborate the findings, under certain
risk of dyslexia (Jap et al., 2017). The Dyslexia Association of conditions (Braun, 2020). In Florida, black and Hispanic
Indonesia has developed an online early identification system students are under-represented in physical disabilities
(Dewi et al., 2017). and over-represented in intellectual disabilities. They
tend to be overidentified with disabilities in schools with
A study in Qom, Islamic Republic of Iran, estimated that 5% of
few minorities. Every 10 percentage point increase in
students aged 6 to 14 were dyslexic (Pouretemad et al., 2011).
the share of minority students was associated with a
However, screening tests remain at the level of research studies
0.9 point decline in the disability gap with white students
in university medical departments and are not yet part of formal
(Elder et al., 2019). Over-representation of groups in
procedures (Delavarian et al., 2017; Faramarzi et al., 2019).
special education is often due to bias in procedures,
To some extent, this reflects the broader challenge of scientific
testing material or people. For instance, students with
knowledge being disconnected from education practice, partly
immigrant backgrounds are often misdiagnosed as
as a result of ‘pervasive disagreements about the definition of
having special education needs, partly because literacy
[learning disabilities], diagnostic criteria, assessment practices,
tests are not offered in their home language (Adair, 2015;
treatment procedures, and educational policies’, as noted in the
Sanatullova-Allison and Robison-Young, 2016).
United States (Fletcher et al., 2018, p. 2).
2
AUTOMATIC GRADE PROMOTION and 9 points higher for those with behavioural issues
WITH REMEDIAL SUPPORT HELPS (Rwanda Ministry of Education and UNICEF, 2017).
DISADVANTAGED STUDENTS
Grade repetition, practiced worldwide, is an inclusion Policymakers must choose between enforcing
challenge. In 2016, the lower secondary school repetition repetition or allowing promotion. A common concern
rate was 10.2% in Luxembourg and 8.5% in Spain. In the is that repetition may increase early school leaving,
United States, 18 states require students to repeat grade but demonstrating this requires careful research design.
3 if they do not achieve reading proficiency (Modan, Traditional perceptions of the benefits of repetition may
2019). Repetition is more common in poorer countries be stronger determinants of policy than evidence (Goos
and slightly more common in lower secondary than in et al., 2013).
primary education, although countries vary: In 2017,
respective repetition rates for primary and secondary A meta-analysis of studies done over two decades in
education were 10% and 21% in Morocco, 9% and 12% in the United States showed no effect of grade repetition
South Africa, 9% and 5% in Guatemala and 13% and on achievement; the analysts recommended attention
5% in Rwanda (Figure 2.3). The inclusion challenge is that to both general repetition policy and its details,
disadvantaged students have a higher probability of especially support to those repeating (Allen et al., 2009).
repeating. In Rwanda, the probability of repeating a grade The negative effect on social-emotional outcomes, such
more than once was 15 percentage points higher for as low self-esteem (Martin, 2011) and disruptive behaviour
children with difficulties speaking and being understood (Jimerson and Ferguson, 2007) should be examined.
International experiences of automatic promotion policies

F I G U R E 2 .3 : vary. In Brazil, primary education was split into two
There is wide variation in grade repetition rates worldwide four-year cycles in 1997, and the continued progression
Primary and secondary education repetition rates, 2017 or latest available year policy prescribed automatic promotion for all but grades
4 and 8. However, the policy was not applied uniformly
In Mali, repetition rates were across the country, and the extent to which it was
100 21% for primary and 36% for implemented related to school characteristics. A study
lower secondary education
Morocco
that controlled for selectivity in implementation found
South Africa that automatically promoted cohorts showed modest
Luxembourg but persistent benefits in the transition from the lower to
Spain upper primary education cycle (Leighton et al., 2019).
10 Guatemala
Rwanda In Cameroon, a ministerial order established automatic

Lower secondary repetition rate (%)
promotion in primary education in 2006 in response to

repetition rates reaching 30% in the 1990s. Repetition
1 rates have halved since 2005 but remain around 12%.
The order envisaged promoted low achievers receiving
remedial education. A survey of grade 6 students
in the two English-speaking regions found that the
regions applied automatic promotion but not the
0.1
other prescriptions. Most teachers opposed automatic
promotion (Endeley, 2016). In Ethiopia, an analysis of
automatic promotion for grades 1 to 3 found that it had a
negative effect on student motivation, attitudes towards
0 school, attendance and behaviour, as well as on teacher
0 0.1 1 10 100 classroom management (Ahmed and Mihiretie, 2015).
Primary repetition rate (%) Similar concerns have been expressed in India despite the
positive impact of automatic promotion (Box 2.10).
Note: Axes are in logarithmic scale.
Source: UIS database. Namibia adopted semi-automatic promotion in 1996.
Up to grade 10, students who did not achieve minimum
2
requirements a second time were promoted; as of B OX 2 .1 0 :

grade 10, failing students were not allowed to repeat
(UNICEF, 2015). An evaluation found that repetition Some Indian states are abandoning automatic promotion
did not decline, weak learners received no support and despite its benefits
promotion requirements were not consistently applied
(Sichombe et al., 2011); primary school repetition was still Section 16 of India’s 2009 Right of Children to Free and Compulsory
16% in 2017. In 2018, the education ministry developed Education (RTE) Act stipulates that no child ‘admitted in a school shall
a secondary education repetition policy to ensure that be held back in any class or expelled from school till the completion
no learner would be more than three years older than of elementary education’ (grades 1 to 8). Many raised concerns over
the age for grade, and that lagging students would negative effects on learning quality, as automatic promotion is often
receive individualized support and counselling in close misunderstood as absence of evaluation.
collaboration with parents. School promotion committees
In 2017, these concerns led to a proposal to rescind the no-repetition
would discuss borderline cases. The ministry also made
policy through the Right to Education (2nd Amendment) Bill, which
provisions for fair assessment of learners with hearing
reintroduced the possibility of repetition if a student failed grade
and visual impairments (Namibia Ministry of Education,
5 (end of primary) or grade 8 (end of lower secondary) examinations.
Arts and Culture, 2018b).
A dozen states and union territories (UTs), including Assam, Bihar and
Uttar Pradesh, abandoned the policy, citing apparent negative effects
on quality of learning and performance in higher grades (Maadhyam,
Remedial programmes can be effective but need to
2017).
be sustained
Automatic promotion’s effectiveness depends on
whether struggling students receive support. Remedial
Analysis for this report suggests that
learning interventions target children at risk of falling
behind and leaving school early. They take multiple children who repeated a primary grade
forms but tend to be delivered in core subjects to small were less likely to complete primary school
groups after school. Chile’s National Student Assistance
and more likely to leave school early
and Scholarship Board, under the Ministry of Education,
targets students from disadvantaged families at risk
of dropout with two programmes: school repetition Analysis for this report suggests that children who repeated a primary
support, which offers social-emotional support through grade were less likely to complete primary school and more likely to
a multidisciplinary team that includes social workers and leave school early. Using two external factors (the extent to which
psychologists, and Habilidades para la vida (Skills for life), states and UTs differed in applying no-repetition policy before the
which targets schools with high levels of socio-economic adoption of the RTE Act, and the age of the child), the analysis shows
vulnerability (Santiago et al., 2017). that the no-repetition policy lowered dropout rates, with a larger
decrease among primary school-aged children in states and UTs that
Evaluations of remedial programmes tend to come implemented the policy after adoption of the RTE Act (Agarwal, 2020).
from high-income countries. A programme in Japan for This is important, as the probability of repeating remains higher for
grade 3 and 4 students with low academic performance children who belong to scheduled castes.
was found to have a small positive effect on Japanese
language test scores but not on mathematics scores.
The evaluation found positive effects on study practices
and hours of study (Bessho et al., 2019). instead of one. Learning improved after a year, but when
they returned to one class, gains shrank by up to 50% the
In the United States, remedial programmes benefit following year and up to 80% the year after (Taylor, 2016).
poorer students. Parents also benefit as childcare needs In another programme, grade 9 students in Chicago
are eased when programmes take place during after doubled the time spent on algebra, with an emphasis on
school. However, good-quality instruction and regular problem-solving skills. An evaluation showed a positive
attendance are key for lasting positive effects (McCombs impact on test scores, graduation rates and rates of
et al., 2017). Grade 6 Florida students whose previous transition to higher education. The effects were stronger
year’s state test scores had fallen below a threshold were among students with low reading skills, as mathematical
randomly assigned to take two mathematics classes concepts were presented verbally (Cortes et al., 2015).
2
A few examples come from middle-income countries, not setting rules or, in a few cases, even setting rules
notably evaluations of those that have used the Teaching that violate children’s rights (Box 2.11). Second-chance
at the Right Level programme, which originated in India education programmes target adolescents and youth
(see Chapter 6). The World University Service of Canada’s who have never been to school or left early without
Equity in Education in Refugee Camps in Kenya provides qualification. These programmes are effective when
remedial education to grade 7 and 8 girls in Dadaab and targeted to some marginalized groups, but the cost and
Kakuma refugee camps who are at high risk of early the need for well-trained, highly motivated educators are
school leaving. An assessment found that attendance concerns (OECD, 2016).
was large but irregular, and the effect on learning
outcomes positive only for food-secure households. Argentina introduced Plan FinEs (Plan for Primary and
There were no statistically significant effects on primary Secondary Education Completion) in 2008 to offer
completion examination scores or school attendance people age 18 or over an opportunity to complete
(de Hoop et al., 2019). primary or secondary school (Argentina Ministry of
Education, 2019). States and civil society collaborate on
In Lima, Peru, an evaluation of a remedial inquiry-based implementation and delivery takes place outside schools,
science education programme for grade 3 students at e.g. in clubs and churches, which individuals were more
disadvantaged schools who scored in the bottom half of likely to frequent in daily life. The programme appears
their class found that scores improved, although gains only to have prompted some to switch from mainstream
were small and concentrated among boys (Saavedra adult education. Education quality has been questioned,
et al., 2019). In Serbia, the Roma Teaching Assistant not least because teachers are under pressure to ensure
Programme assigned one Roma assistant each to eligible that students obtain certification (Beech, 2019).
primary schools. They were free to allocate their time as
needed during classes and after school; for instance, they Bangladesh’s Reaching Out-of-School Children II
could collect information about children not enrolling or aims to give a second chance to out-of-school 8- to
leaving school early, gather documents, visit families and 14-year-olds in 148 rural, disadvantaged subdistricts
cooperate with the community. An evaluation found that and selected slums. Combining formal and non-formal
the programme helped increase grade 1 Roma student education, including pre-vocational skills training,
attendance (Battaglia and Lebediniski, 2015, 2017). and delivered in learning centres (Ananda schools),
it provides opportunities to complete primary and
A review of low- and middle-income countries found transition into secondary education. The schools are
that most had remedial education strategies in their owned and managed by communities and supported
sector plans (Schwartz, 2012). Implementation was by the government and NGOs. The schedule is flexible,
hindered by lack of appropriate learning materials, and each cohort has the same teacher up to graduation.
overcrowded classrooms and inadequate teacher training Books, uniforms and stationery are free, and children
and time. Gambia’s 2016–30 Education Sector Plan receive a stipend. Almost 750,000 children are enrolled in
includes an After School Support Programme (Gambia 22,000 learning centres at a total cost of US$137.5 million,
Ministries of Basic and Secondary Education and Higher equivalent to about US$90 per student-year. The average
Education, Research, Science and Technology, 2016). completion rate is 92% (World Bank, 2019a, 2019b).
The 2016–20 education sector plan in the Lao People’s
Democratic Republic includes remedial instruction for In Nepal, Marginalized No More is one of 41 projects in the
children with poor learning outcomes (Lao PDR Ministry second phase of the Girls’ Education Challenge, funded
of Education and Sports, 2015). by the UK Department for International Development
after a redesign prompted by recommendations in
a performance review of the first phase (ICAI, 2016).
SECOND-CHANCE PROGRAMMES MATTER The project involves a nine-month accelerated learning
BUT ARE COSTLY programme for girls from the marginalized Musahar
Poverty and social norms are pushing many families community, which has untouchable status. Community
to send their children to work before they reach the educators teach basic reading, writing and numeracy.
minimum legal working age or to marry and have children It aims to reach 10,500 girls (Girls’ Education Challenge,
early. Governments are denying many of these children 2018a; Street Child, 2020). A project run by Sang Sangai,
a second chance in education by not enforcing rules, an NGO, involves a nine-month course for girls from
2
BOX 2 .1 1 :
A second education chance is often denied to children who start work, marry or have children early
It is estimated that 114 million 5- to 14-year-olds were working in 2016. This was equivalent to 9.6% of the global age group, down one percentage
point from 2012. Of those, 36 million, or 32%, were out of school, and the education chances of many of those attending school also suffer (ILO, 2017).
Almost all countries have ratified the 1999 ILO Convention on the Worst Forms of Child Labour, but 20 countries, including Bangladesh and Myanmar,
have not ratified the 1973 ILO Minimum Age Convention. Many countries permit child labour before the end of compulsory education. For instance,
in Peru and Paraguay, the minimum employment age is 14 but the end of compulsory schooling is age 17 and 18, respectively. An increase in the
duration of compulsory education reduced boys’ child labour rates in China and Turkey (Alper Dinçer and Erten, 2015; Tang et al., 2020).
Recent estimates of the shares of 20- to 24-year-old women married before age 18 are 21% worldwide and 41% in western and central Africa
(UNICEF, 2018). Equivalent estimates for men are lower by about 40% in South Asia and 60% in sub-Saharan Africa (UNICEF, 2020). Article 16 of the
Convention on the Elimination of All Forms of Discrimination Against Women prohibits forced and child marriage, but 20 countries, including many
with a high prevalence of child marriage, such as Bangladesh and Niger, have expressed reservations on the article (UNESCO, 2018). Bangladesh’s legal
provision against child marriage punishes parents or guardians but does not declare such marriages void (Blomgren, 2013). At least 117 countries set the
minimum age of marriage below 18 (Pew Research Foundation, 2016). Sudan has the lowest minimum ages: 10 for boys and puberty for girls for Muslim
marriages, 13 for girls and 15 for boys for non-Muslim marriages (El Nagar et al., 2018).
The estimated adolescent birth rate globally is 44 births per 1,000 girls aged 15 to 19 in 2015-20, down from 53 in 2000-05. However, the rate is 115 in
western and central Africa and as high as 229 in the Central African Republic. These girls’ chance to complete their education is compromised, and many
governments actively thwart their efforts to return to school. Human Rights Watch, an international NGO, reported that, among 48 sub-Saharan African
countries, Equatorial Guinea, Sierra Leone and the United Republic of Tanzania totally banned the presence of pregnant girls and young mothers in
public schools (Human Rights Watch, 2019). Activists brought a case against Sierra Leone at the Court of Justice of the Economic Community of West
African States, which ruled the ban discriminatory in December 2019 and ordered its immediate lifting. In March 2020, the government complied,
announcing two new policies focusing on ‘radical inclusion’ and ‘comprehensive safety’ of all children in the education system (Peyton, 2020).
Still, 20 countries in sub-Saharan Africa have no laws, policies or strategies supporting girls’ right to go back to school after pregnancy (Human Rights
Watch, 2018).
A few countries recently took steps in the right direction. In 2018, Burundi overturned a ministerial decree that would have banned pregnant girls,
and the boys who got them pregnant, from school, while Mozambique revoked a decree that forced pregnant girls to take classes at night. In 2019,
Zimbabwe amended its education law to protect pregnant girls from exclusion (Human Rights Watch, 2019).
disadvantaged groups with no or minimal prior schooling boxing in Mombasa, Kenya (Ferguson, 2017). In Ethiopia,
and a three-month bridging course to help those who left the Retrak NGO offers street children safe and secure
school catch up before re-enrolling. About 80% of those accommodation, three meals a day, basic health care, life
who took part transitioned to school (RDC Nepal, 2019). skills training, psychosocial support, intensive counselling
and catch-up classes, depending on their numeracy
Tunisia’s Ministries of Education, Vocational Training and and literacy level, to facilitate reintegration into formal
Employment, and Social Affairs have partnered with education (Yohannes et al., 2017).
two national NGOs and France Education International
to develop a second-chance education model for 12- to
18-year-olds who left school early. The aim is to integrate TECHNICAL AND VOCATIONAL EDUCATION AND
it with the national M3D project, which seeks to prevent TRAINING CAN CONTRIBUTE TO INCLUSION
early school leaving among 5- to 16-year-olds (France Technical and vocational education and training (TVET)
Education International, 2019). is often considered inclusive by definition because,
at least in some countries, it tends to serve populations
NGOs have developed innovative solutions that combine commonly excluded from mainstream education.
education and sport to support reintegration of street However, it faces the same challenges as other education
children, involving, for instance, capoeira in Haiti and levels (Alla-Mensah, 2020).
2
Some countries focus skills policy on inclusion of people In Myanmar, the National Education Strategic Plan
with disabilities; examples include the 2011 National 2016–21 emphasized creating equal learning opportunities
Skills Development Policy in Bangladesh (ILO, 2017a) for TVET in rural and urban areas, bridging TVET levels,
and the 2012 National Plan for Vocational Integration providing scholarship programmes for the disadvantaged
of People with Disabilities in Costa Rica (ILO, 2017c). and offering more pathways from TVET to higher
The International Labour Organization and the Ethiopian education (Myanmar Ministry of Education, 2016).
Centre for Disability and Development supported the
federal TVET agency in preparing national guidelines for Girls’ Education Challenge includes projects that facilitate
inclusion of people with disabilities, enabling admission in transition to work or self-employment. In northern
all skills training centres in all regions (ILO, 2017c). In India, Afghanistan, Empowering Marginalized Girls, run in
Article 19 of the 2016 Rights of Persons with Disabilities partnership with the government, targets inclusion of
Act provides for concessional loans to support vocational rural girls in training, including a six-month vocational
training in all mainstream formal and non-formal training course on income-generating skills, such as jewellery
programmes (India Parliament, 2016). Bangladesh, Brazil making, rug weaving, baking and car mechanics. Girls
and South Africa have used TVET institution admission receive a US$400 starter kit upon graduation and can
quotas for people with disabilities (ILO, 2017c). receive additional entrepreneurial training (Center for
Education Innovations, 2018a).
Other countries embrace a wider definition of
inclusion in TVET. In the Lao People’s Democratic In Bangladesh, a randomized control trial of an
Republic, the Strategic Plan for the Development of intervention that provided 144 hours of training
Technical and Vocational Education and Training from over 18 months to 12- to 18-year-old girls found that
2006 to 2020 emphasized women, the poor, people those who received education tutoring support and
with disabilities and ethnic minorities (Lao PDR Ministry gender-related life skills training were 31% less likely to
of Education, 2007). Malawi’s TVET law and policy marry before age 18; the figure was 23% for those who
also take a broad perspective on inclusion (Box 2.12). received livelihood training in entrepreneurship, mobile
B OX 2.12:
Poverty, disability and gender equality concerns threaten inclusion in technical and vocational education and training
in Malawi
Malawi’s 1999 law and 2013 policy on technical, entrepreneurial and vocational education and training govern its TVET system. They, and the strategic
plan of the national authority implementing training programmes, identify disadvantaged individuals as priorities. A recent study of the TVET system,
which included interviews in 15 public, private and community technical colleges, as well as community skills development centres, identified obstacles to
inclusion (Malawi Ministry of Labour, Youth, Sports and Manpower Development, 2018a).
Tuition subsidies, bursaries, scholarships and attachment allowances for students during work experience were available, but targeting was ineffective.
Students still paid some fees, which especially penalized the poorest. Women received less than one-third of bursaries. Only 9% of the TVET levy, a key
source of funding, was spent on direct support to students in 2016/17 (Malawi Ministry of Labour, Youth, Sports and Manpower Development, 2018a).
Facilities lacked accessibility features, such as ramps, wide doorways and good pathways between buildings, and colleges and hostels lacked
disability-friendly toilets. Mobility support was insufficient, and bursaries did not take into account additional costs, such as for wheelchairs. Learning
equipment instructions were not available in Braille, and learning materials were not available in large print. Discriminatory employer attitudes and
behaviours also need to be overcome.
Gender stereotypes were pervasive in study programmes, attitudes and behaviours, and gender-based violence by instructors, administrators and peers
was common. About 29% of female college students had experienced disrespectful or demeaning language from other students. A companion analysis
in three colleges showed that one in four female students had been asked to have or had had sex with an instructor (Malawi Ministry of Labour, Youth,
Sports and Manpower Development, 2018b). Female student security was also an issue. Just one college had a lockable gate. In several hostels, female
students’ rooms could not be locked. Codes of conduct have been published for instructors, administrators and trainees, accompanied by a trainee
orientation programme, as part of the EU-funded Skills and Technical Education Programme (Heath, 2019).
2
phone servicing, photography and basic first aid (Amin opportunities that various qualifications and degrees
et al., 2018). offer graduates.2
Many programmes in Latin America are built on Many countries are implementing policies and
partnerships and ties that combine TVET with other programmes to support equitable access to higher
public services fostering inclusion. In Brazil, a component education for students from under-represented groups,
of the National Programme for Access to Technical definitions of which vary widely by country (Salmi and
Education and Employment targeted 1.7 million Sursock, 2018). A survey of 71 countries found that
beneficiaries of the Brasil sem Miséria (Brazil without 11% had a comprehensive equity strategy, while another
Poverty) plan, 53% of whom were Afro-descendants 11% had a policy for one group. Students with disability
(Abramo et al., 2019). Part of a process to move from were the most frequently targeted (Salmi, 2018).
poverty alleviation to poverty exit strategies, it relies on The Global University Disability and Inclusion Network
ensuring education and training quality for its success was founded in 2019 to expand the share of students
(Fenwick, 2015). Programmes such as Mi Primer Empleo with disabilities enrolled in post-secondary education
Digno (My First Decent Job) in the Plurinational State of (AHEAD, 2019).
Bolivia and Con Chamba Vivís Mejor (Life’s Better with
a Job) in Honduras provide subsidies to cover transport A meta-analysis of 75 impact studies focusing on the
and meal costs. Childcare services are also provided effects of equity-oriented interventions in 11 middle-
under the Support for Argentine Students Programme, and high-income countries shows that most looked
the ProJovem National Youth Inclusion Programme in at access rather than completion, with few looking at
Brazil and the +Capaz and Women Heads of Household several interventions implemented together, focusing
programmes in Chile (Abramo et al., 2019). instead on piecemeal interventions (Herbaut and
Geven, 2019). The most effective policies are those
Partnerships with non-state actors are also important. that combine financial aid with measures to overcome
Since 2016, the Inclusive Employment Model has non-financial barriers (OECD, 2008; Salmi and Bassett,
operated in selected Colombian cities, focusing on 2014). Well-targeted and efficiently managed financial
Afro-descendant and indigenous communities, people aid, such as grants, scholarships and student loans,
with disabilities, adolescent mothers, and internally can play a significant role. In addition, many countries
displaced and other people suffering the consequences and tertiary education institutions have outreach and
of conflict. The aim is to enhance their skills and bridging programmes with secondary schools, affirmative
employability through better inter-agency coordination action and reformed admission procedures, and retention
and collaboration between mayors and firms, relying on programmes to improve completion rates (Figure 2.4).
national business association support and changes in
recruitment processes (Fundación Corona et al., 2020).
Not all financial measures promote equitable access
The most common tuition fee policy is no or low fees for
INCLUSION IN TERTIARY EDUCATION SHOULD students enrolled in public institutions. Such subsidies
TARGET ACCESS AND COMPLETION lower costs but have a regressive effect when they are
Ensuring inclusive and equitable access to higher unconditional, as they benefit more students from richer
education is essential for social justice and economic households, especially if access is restricted (Guerra
efficiency, an objective reflected in SDG target 4.3, Botello et al., 2019).
albeit limited to gender equality. Expansion of tertiary
education has been unprecedented, but accompanied Many countries grant in-kind financial support through
by persistent vertical and horizontal inequity. highly subsidized food, housing and transport. As these
The vertical dimension looks at who enters and who measures also tend not to be targeted, they dilute, if not
graduates. Even when they gain access, students outright subvert, their effectiveness in reaching equity
from under-represented groups tend to have lower objectives. For instance, most Francophone countries
completion rates. The horizontal dimension concerns in Africa offer subsidized canteens and dormitories,
the kind of institutions attended and the labour market
2 This section is based on Salmi (2020).
2
universities because of limited places and low entrance

F I GURE 2 .4 : examination scores (Salmi, 2017).
Countries apply various measures to enhance equitable access to
tertiary education Fee exemptions are not just prompted by equity
Share of countries applying a range of equity and inclusion measures in
concerns; Egypt and countries in Eastern Europe, Central
higher education, 2018
Asia and Anglophone sub-Saharan Africa waive fees for
secondary school graduates with the best academic
Funding formula/ results, which may entrench inequality.
Financial measures
Institutional grant
No fees/Fee exemptions Some countries use regulations, funding formulas or

Student loans
competitive grants to encourage tertiary education
institutions to admit students from groups at risk of
Scholarships/Grants exclusion. In Indonesia and Viet Nam, public universities
must provide financial aid to at least 20% and 10% of
Specialized institutions their respective student populations. In Mexico, private
for minority groups universities must provide grants or scholarships to at
Flexible pathways/ least 5% of their students. In England (United Kingdom),
Recognition of prior learning
each higher education provider commits, through an
Institutions in remote areas/
Access and Participation Plan, to spend a fixed proportion
Non-financial measures
Distance learning
of tuition fee income on scholarships and bursaries.
Retention programmes
Outreach and Funding formulas are used to allocate resources to

bridging programmes institutions that promote a national equity agenda.
Reformed admission/ In Ireland, block grants to tertiary education institutions
Affirmative action/Quotas
are largely based on enrolment and cost of disciplines
0 20 40 60 80 100 but provide a 30% premium for each student from
% government-defined priority groups.
Note: Based on an analysis of 71 countries. In Australia, as part of the Higher Education Participation
Source: Salmi (2018).
and Partnerships Program, the Higher Education
Disability Support Program covers costs for sign language
interpreters, note taking and examination assistance.
but only Senegal and Tunisia restrict these subsidies to A performance-based allocation had not been effective
poor students. in attracting students with disabilities, probably due to
its small size (KPMG, 2015). A recent reform merged the
Some countries use selective fee exemptions. Canada’s core and performance-based elements and will allocate
New Brunswick and Ontario provinces, Chile, Italy, Japan funds based on a combination of individual claims and a
and South Africa target free tuition to the poorest (Usher formula (Australia Department of Education, Skills and
and Burroughs, 2018). However, many poor students Employment, 2020). Australia stands out in successfully
in Chile are enrolled in recently established private addressing the needs of deaf students. By contrast,
universities, which are neither government-subsidized resource constraints in South Africa mean National
nor tuition-exempt. Countries may regulate fee levels in Student Financial Aid Scheme guidelines do not allow for
public universities or, as in Azerbaijan, private universities. human support, and some students in India pay out of
Regulation can also be indirect. Côte d’Ivoire established a pocket for sign language interpreters (Chiwandire and
reference price used to calculate scholarship amounts for Vincent, 2019). India does offer a small incentive under
poor students in private institutions (Salmi, 2020). the Higher Education for Persons with Special Needs
programme for universities to establish resource units
Brazil’s ProUni University for All programme, launched in and invest in accessibility features and special equipment
2006, is a variation on a voucher programme to support (India University Grants Commission, 2012).
equitable access. The government uses tax incentives
to buy places in private universities for academically More than 70 countries offer student loans, which vary
qualified poor students not admitted to top public by repayment terms, capital source, expenses covered,
2
eligibility rules and applicability to private and distance repayment if they are unemployed or their income
institutions. There are three main loan models. First, is below a given threshold. Administration is simpler
mortgage-style loans are the most common but also at and cheaper because loan recovery is handled through
the highest risk of financial unsustainability due to high existing mechanisms, such as income tax administration
administrative costs, interest rate subsidies and defaults. and social security.
The repayment burden can be high for the poorest
graduates (Chapman et al., 2014). Colombia presents an
example of an effective loan programme (Box 2.13). Non-financial measures are needed to increase
equitable access
Second, guaranteed and shared-risk mortgage-style Besides financial barriers to tertiary education,
loans involve governments working with private banks marginalized groups face inadequate academic
to increase the leverage ratio. Large programmes of this preparation, poor access to information, low education
nature have a mixed record. Chile introduced a shared-risk expectations and self-confidence, lack of cultural capital,
programme in 2006 to expand loan opportunities in inflexible admission processes and inaccessible learning
the rapidly growing private sector but eliminated it environments (Salmi, 2020).
six years later because of unaffordable debt levels for
many graduates. Outreach and bridging programmes provide early
counselling on academic career prospects. An online
Finally, universal income-contingent loans, such as survey of all 18- and 19-year-old undergraduate
those in Australia and New Zealand, tend to have higher applicants in the 2015 admissions cycle in the United
repayment rates and are more equitable, since graduates Kingdom showed that those who knew by age 10 that
pay a fixed proportion of income and are exempt from they would apply to university were 2.6 times more likely
to enrol in a university that admits applicants with higher
qualifications than those who did not know until age 16 or
B OX 2 .1 3 :
later (UCAS, 2016).
Colombia has developed a world-class student loan

Affirmative action measures, which admit members of a
programme
disadvantaged group who would otherwise be excluded,
In 1950, Colombia set up the world’s first student loan institution, include quotas or other preferential treatments, such as
Instituto Colombiano de Crédito Educativo y Estudios Técnicos en bonuses on admission scores (Box 2.14). Supporters say
el Exterior (ICETEX) (Colombian Institute for Education Loans and these measures are essential because discrimination and
Overseas Technical Studies). It provides subsidized loans to students stereotypes continue to hinder education opportunities.
from the poorest families and from ethnic and racial minorities, Critics argue that the reasons for lack of opportunities
as well as students with disabilities. For the poorest students, cannot be addressed through affirmative action.
the loans are interest-free. Since the mid-2000s, ICETEX has
mobilized additional resources from government and multilateral To reach underserved populations, some countries have
donors, extending coverage to about 20% of the total student set up virtual universities with an explicit equity focus,
population, the highest coverage rate in Latin America and one of such as Colombia’s 241 regional higher education centres
the highest among low- and middle-income countries. and India’s Swayam Project. Tunisia’s Virtual University
supports the academic work of at-risk students enrolled
ICETEX has also improved its collection record and management in brick-and-mortar universities, especially in remote
practices. It reduced operating costs from 12% in 2002 to 3% in regions (Salmi, 2018).
2010. It entered into partnerships with universities to provide
financial, academic and psychological support to beneficiaries.
It supplements loans with scholarships for the poorest students to THE DIGITAL DIVIDE HINDERS INCLUSION
cover living expenses. ICETEX wants to raise further funds to finance IN EDUCATION
more poor students and eliminate dropout for financial reasons. It is At the end of 2018, 3.9 billion people, or 51.2% of the
migrating from mortgage-style to income-contingent loans, with global population, were internet users (ITU, 2018d).
technical assistance from Australia, which should help reduce the Online resources open opportunities for further education
burden on graduates from the poorest households (Salmi, 2020). and skills acquisition. The 2015 Qingdao Declaration
recognized that expansion of digital technology and
2
BOX 2.14:
Mandatory reservation quotas or reformed admission criteria are used frequently in tertiary education
About one in four countries have some form of affirmative action for tertiary education admission (Jenkins and Moses, 2014),
reflecting specific circumstances but also tensions. Austria’s 2017 National Strategy on the Social Dimension of Higher Education set
targets for probability of admission of under-represented groups relative to dominant groups for 2020 and 2025 and aims to increase
‘non-traditional’ admissions from 4,000 to 5,300. The number of degree programmes with less than 30% men or women are to be
halved. Institutions are to increase the share of second-generation immigrants from 22% to 30% (Austria Ministry of Science Research
and Economy, 2017).
In Brazil, in the early 2000s, state and federal universities began applying quotas reserving seats for disadvantaged groups.
Some universities that introduced racial quotas also established committees to confirm candidates’ racial identity. These were
strongly debated because they contradicted the legal right to self-identification (Daflon et al., 2013). In 2012, a law extended a
50% quota of all places at federal institutions for public secondary school students, especially those of African or indigenous origin or
from families with income up to one and a half times the minimum salary per capita. The quota increased access to tertiary education
for black students but only where universities adopted a race-conscious policy (Vieira and Arends-Kuenning, 2019). Students who
benefited from the quota came from families with incomes up to 50% lower than those who did not (Norões and McCowan, 2016).
Beneficiaries had the same level of performance as other students (Wainer and Melguizo, 2017).
India has required since the 1950s that 15% of students admitted to public universities should belong to a scheduled caste and 7.5% to
a scheduled tribe, reflecting population shares. Studies have shown that quotas secure places for targeted disadvantaged groups
but at the potential cost of displacing other disadvantaged groups, such as women (Bertrand et al., 2010). Scheduled caste students
are more likely than others to fall behind once enrolled (Frisancho Robles and Krishna, 2016). Dalits face caste-based humiliation,
being addressed in offensive ways, and face further obstacles in having their complaints resolved (Bhattacharya et al., 2017;
Thorat et al., 2007). Scheduled caste activists strongly opposed a 2019 law extending quotas by reserving 10% of places for poor
members of upper castes, which will apply to all public and private tertiary education institutions (Jyoti, 2019; Niazi, 2019).
Since 1998, a programme in Malaysia has given better university admission and course enrolment chances to ethnic Malays and
natives of Sabah and Sarawak, or bumiputra. In 2019, the government announced that the pre-university matriculation programme
ethnic quota (90% of seats reserved for bumiputra) would remain in place. In response to protests, the total number of students
admitted to the pre-university programme was increased from 25,000 to 40,000 (Yi, 2019). New Zealand universities have admission
programmes for students of Māori and Pasifika descent (University of Auckland, 2019; Victoria University of Wellington, 2019).
In 2019, the Government of Pakistan introduced a policy that established admission quotas for students with disabilities.
Tertiary education institutions were asked to exempt candidates with disabilities from admissions tests, relax age limits, provide fee
concessions and offer appropriate examination modalities (Pakistan Higher Education Commission, 2019).
In Romania, university admission is based on standardized test scores but, depending on past demand, a few places in public
universities, mostly in the social sciences, are reserved for Roma students. Candidates need to provide a certificate issued by a Roma
organization attesting their ethnic affiliation. Those admitted are guaranteed tuition grants and paid accommodation on campus.
Needs-based state scholarships are available, as are some external funding opportunities (Pantea, 2014).
In Sri Lanka, 40% of all available places in tertiary education institutions are reserved for those with the best scores. Remaining places
are distributed as follows: 55% of students in many fields must have studied in the same district as the institution in the last three
years; 40% of seats are reserved for those who studied in one of the other 25 districts; and 5% are reserved for students from one of
Sri Lanka’s 16 economically disadvantaged districts (Sri Lanka University Grants Commission, 2018).
2
connectivity, which can change the world of teaching and in rural areas, connecting almost 6 million visitors each
learning, was not benefitting everyone (UNESCO, 2015b). month. The centres have trained more than 3,000 women
One in four people in Latin America and nearly one in in business, digital and hardware repair skills needed to
three in Africa mention affordability as a top constraint open information technology repair centres, which are
on internet use. Women are 17% less likely than men lacking in rural areas (ITU, 2018b).
to use the internet in the Arab States and Asia and the
Pacific and 25% less likely in Africa. Large gender gaps In Sri Lanka, visitors at 300 centres in public libraries
also appear in more complex tasks, such as programming and houses of worship have access to a programme
and use of large data sets. The digital divide widens when that provides training in digital skills to people in
gender intersects with other characteristics, such as age, rural areas who lack connectivity (E-Nenasala, 2019).
education, location and income (ITU and UNESCO, 2019). In the United Kingdom, the Good Things Foundation
Rural people are also over-represented among non-users, has helped over 2 million people develop digital skills
even in high-income countries, such as Australia (Hodge through 5,000 community partners offering internet
et al., 2017). access at discounted rates and a free Learn My Way
curriculum of basic computer skills (ITU, 2018b).
Bridging the digital divide requires reducing or eliminating Viet Nam’s farmer’s union, in partnership with Google,
affordability and access obstacles. To that end, countries is training 30,000 farmers in basic digital skills (Viet Nam
are supporting deployment of free Wi-Fi. The Dominican Government and World Bank, 2019).
Republic is installing 5,000 free public Wi-Fi hotspots.
Madagascar initiated an effort to connect schools and
hospitals with free broadband, particularly in remote CONCLUSION
areas. Thailand is rolling out connectivity to 4,000 villages
at a cost of US$ 325 million (ITU and UNESCO, 2019). Many countries are establishing more inclusive education
systems. Sound legislative frameworks, often inspired
Digital literacy skills are crucial, yet they are unequally by international commitments, are a sign of progress,
distributed. In the United States, the share of digitally but they often take time to establish. Policies tend to be
literate adults was 59% among those who had not more advanced. However, neither laws nor policies are
completed secondary school, 83% among those who had sufficient, as the implementation record remains weak.
completed secondary school and 95% among those with Subsequent chapters on data; collaboration with sectors
tertiary education (Mamedova and Pawlowski, 2018). and actors outside education; development of curricula,
In countries that participated in the Programme for the materials and learning environments; and adoption of
International Assessment of Adult Competencies, 10% of inclusive approaches by teachers, school leaders and
adults reported having no computer experience, and a communities detail the efforts that need to accompany
further 14% either failed or opted out of the core skills laws and policies to make inclusive education a reality.
test (Martin, 2018). In Mexico, 78% of adults over age
55 were not internet users (Martínez-Alcalá et al., 2018). Achieving inclusion requires a whole-system approach.
It is a process that unfolds over time and spans education
Provincial authorities in Argentina, such as La Plata and levels, from ECCE to TVET skills development, tertiary
Rio Negro, have undertaken initiatives focusing on senior education and opportunities for lifelong learning.
citizens’ digital literacy skills. The Algarrobo Abuelo Education systems, step by step, are embracing inclusion
campaign in San Luis connected senior citizens to the in education irrespective of students’ ability, background
internet, preloaded tablets with applications and services and identity. Responding to diversity of needs in
to help them with daily tasks and offered individualized education is necessary to accomplish broad social
instruction. Retired volunteers helped peers develop skills inclusion objectives.
(ITU, 2018a, 2018b, 2018c). The Access to Information
programme in Bangladesh has over 5,000 digital centres
COVID-19:
A NEW LAYER TO THE CHALLENGE OF EDUCATION INCLUSION
In the course of a few weeks, the Covid-19 pandemic especially those near or below the poverty line, will also
overwhelmed many national health systems. Uncertainty need to make hard decisions about resource allocation,
over its deadliness led governments around the world which may lead to withdrawing children from school.
to impose lockdowns and curtail economic activity,
threatening billions of livelihoods. One key measure
to limit the risk of contagion was school and university No current learning continuity solution ensures
closures. At the peak of the closure period in April 2020, learning for all
91% of the global student population was affected in The world was caught by surprise when the global
194 countries. Only a handful of countries, including pandemic struck, even though, in retrospect, it is
Belarus, Nicaragua and Tajikistan, kept all schools open arguable that it should have been anticipated. It had
throughout, although a few high-income countries, been estimated that the probability of an influenza
including Australia, the Russian Federation and Sweden, pandemic causing at least 6 million deaths globally in any
kept some schools open. Covid-19 thus precipitated given year was 1%, or a 25% probability in a generation
an education crisis, fuelled by the deep and multiple (Madhav et al., 2018). The 2014–15 Ebola virus epidemic
inequalities discussed in this report. While these in western Africa was all too recent to have been erased
inequalities have long existed, many were obscured in from planners’ memories. Yet the challenge was too
classrooms. Lockdowns and school closures suddenly large for any education system to respond effectively.
brought them into sharp relief. School closures placed unprecedented challenges on
governments, teachers, students and parents aiming to
During this period, millions of people had to make tough ensure learning continuity.
decisions: Individuals had to decide whether to respect
or evade quarantine restrictions, medical staff needed to The poorest countries have relied relatively more on
choose among patients’ competing needs and authorities radio. For instance, 64% of low-income countries used
had to decide how to allocate economic support. this approach for primary education, compared to
The management of education also posed moral dilemmas. 42% of upper-middle-income countries. The use of
The disruption of learning confronted policymakers with radio had weakened over the years, although there had
the ‘do no harm’ principle – the requirement that no plan been exceptions, such as Sierra Leone, which broadcast
or programme should be put in place if there is a risk of education radio programmes five days a week in
it actively harming anyone at all. Unfortunately, just as 30-minute sessions during the Ebola crisis (Powers and
education policymakers look to the future to make an Azzi-Huck, 2016). In mid-March, Kenya began running
opportunity out of a crisis, it has become apparent that primary and secondary school lessons on public radio
many of the solutions tried pose a risk of leaving many (Kenya Institute for Curriculum Development, 2020).
children and young people further behind. In Madagascar, a non-government association of about
30 local radio stations offered education programmes
(Verneau, 2020).
EFFORTS TO MAINTAIN LEARNING CONTINUITY
MAY EXACERBATE EXCLUSION By contrast, 74% of lower-middle income countries used
The consequences of the health and financial crisis for television programmes in primary education, compared
inclusion in education were both immediate and gradual. with 36% of low-income countries. Country income is
Education systems responded with distance learning also a crucial factor in differences in adoption of online
solutions, all of which offered less or more imperfect learning platforms. In primary and secondary education,
substitutes for classroom instruction. In addition, they were used by about 55% of low-income, 73% of
closures interrupted support mechanisms from which lower-middle-income and 93% of upper-middle-income
many disadvantaged learners benefit. Forcing these countries (Figure 2.5).
learners to spend more time at home may not have been
conducive to learning. Economic difficulties resulting from High-income countries capitalized on recent investments
lockdowns are expected to have medium- to long-term in education technology to mobilize online learning
impact. Governments will need to respond to the loss platforms, whether synchronous (real-time) or not.
of revenue in the ensuing recession and to competing, In France, the Centre national d’enseignement à
urgent demands from various sectors. Households, distance (National Distance Education Centre)
F I GURE 2 .5 :
Education level and country income influenced the choice of distance learning solutions during school closures
Percentage of countries using different approaches to distance learning, by education level and country income group, 2020
100
Upper middle income
80 Lower middle income
60 Low income
%
40
20
0
Pre-primary
Primary
Lower secondary
Upper secondary
Pre-primary
Primary
Lower secondary
Upper secondary
Pre-primary
Primary
Lower secondary
Upper secondary
Radio Television Online

Note: Estimates are based on 71 countries.
Source: GEM Report team analysis based on UNESCO-UNICEF-World Bank joint questionnaire.
expanded the number of users allowed on its ‘My class Most teachers and school administrators had to switch
at home’ e-learning platform from 6 million (Autin, overnight to new tools to deliver lessons, distribute
2020) to 15 million (France Inter, 2020). But even as content, correct homework and communicate with
governments increasingly rely on technology, the digital students and their parents. Working from home is nearly
divide lays bare the limitations of this approach. Not all impossible for those who look after children or other
students and teachers have access to adequate internet family members. In 2018, head teachers reported only 5 in
connection, equipment, skills and working conditions to 10 teachers had the technical and pedagogical skills to
take advantage of available platforms. integrate digital devices in instruction in the Netherlands
and just 3 in 10 in Japan (OECD, 2020). A survey in the
In OECD countries, 1 in 20 students, and almost 1 in 10 of United States found that only 43% of teachers felt
those attending disadvantaged schools, lack an internet prepared to facilitate remote learning and just 1 in 5 said
connection at home. The latter share rises to 1 in 4 in school leaders provided guidance (ClassTag, 2020).
Chile, 1 in 2 in Turkey and almost 3 in 4 in Mexico (OECD, Few high-income countries could afford to train teachers
2020). Not all internet connections are strong enough at short notice. In the United Arab Emirates, the Ministry
to download data or take part in video calls. In Italy, of Education trained 42,000 teachers using courses such
while 95% of households are connected, 1 in 4 have as ‘Be an online tutor in 24 hours’ and ‘Design an online
a connection below 30 Mbps, lower than required to course in 24 hours’ (Mojib, 2020). In any case, teachers
download and stream education content (AgCom, 2020). using online platforms have had to learn much more
during the crisis than just a few technical skills.
Technology was previously an essential part of
the education experience only for some students Low- and middle-income countries are at a far more
and teachers, mostly at the upper secondary level. disadvantaged starting point for an effective transition
In 11 countries, including Germany, the Republic of Korea to online learning platforms. In Burkina Faso, Burundi
and Uruguay, at most 1 in 4 grade 8 students reported and Chad, at least 85% of the population did not even
using information and communication technology have access to electricity in 2018 (World Bank, 2020).
weekly, in or outside school, to work online with other The share of households with internet access at home
students, and at most 1 in 3 used it to write and edit was 47% in developing countries and 12% in the least
documents (Fraillon et al., 2019). developed countries in 2019, compared with 87% in
developed countries. Internet bandwidth per internet user towels in India (India Ministry of Health and Family
was 91 kbit/s in developing countries and 21 kbit/s in the Welfare, 2016) to school meals, which are critical for poor
least developed countries, compared with 189 kbit/s in households. Japan continued delivering school meals
developed countries (ITU, 2019). in some districts, and provision continued in Argentina,
Catalonia (Spain), and Washington and California
In Morocco, while 71% of households had internet access (United States). China provided food to students in
in 2019, 93% was by phone. Fixed internet infrastructure boarding schools (Chang and Yano, 2020).
is insufficient, especially in rural areas. As about 90% of
mobile internet data is paid according to consumption, Learners with disabilities are at higher risk of exclusion
it is much more expensive than a regular subscription, in such circumstances. For instance, many resources
but the latter is not feasible for households without are not accessible for blind or deaf students even if
regular income or a bank account. The ministries of the technology exists. Children with mild learning
education and industry have collaborated with three difficulties, such as attention deficit hyperactivity
mobile operators to offer access to all official distance disorder, may struggle with independent work in front of
learning sites and platforms (Kadiri, 2020). a computer. Apart from technology and learning, the loss
of daily school routine adds a layer of difficulty for
Even low-technology approaches, however, have little learners who are sensitive to change, such as those with
chance of ensuring learning continuity. Among the autism spectrum disorders. Schools had to scale back or
poorest 20% of households, the share of those who owned suspend support to reduce infection risks. In the United
a radio was 7% in Ethiopia (2016), 8% in the Democratic States, a proposal to waive education service fees for
Republic of the Congo (2014), 14% in Madagascar (2016) people with disabilities mandated by federal law caused
and 30% in Kenya (2014), with none owning a television. a backlash, forcing the government to issue guidance on
The share of the poorest 20% of households owning a how provision of such services should be continued (US
television was 5% in Nepal (2016), 10% in Yemen (2013), Department of Education, 2020). Teachers struggled to
13% in Guatemala (2014/5), 14% in Pakistan (2017/8) provide the reassurance that only personal contact can
and 22% in Cambodia (2014) (DHS Program, 2020). offer (Tugend, 2020).
Recognizing that not even low technology solutions will By increasing social isolation, the pandemic also increased
work, a few countries have tried to deliver education the risk of marginalized students disengaging further
materials to students’ homes. In Peru, the Ministry of from education and leaving school early. In France, after
Education instructed local government authorities to just three weeks of lockdown, up to 8% of students
coordinate delivery of textbooks to schools, homes had lost contact with their teachers. In the US city of
or other points (Peru Ministry of Education, 2020). Los Angeles, about one-third of students were out of
But even when distance learning options are available reach, 15,000 secondary school students did not connect
and accessible, several conditions negatively affect or do any homework, and for more than 40,000 students,
disadvantaged students’ opportunity to learn. They have or one-third of the total secondary school population,
to rely more on the support of parents and guardians contact with teachers was on a less than daily basis
with little or no education. They need a good home (Blume and Kohli, 2020).
environment but about 30% of 15-year-old students lack
access, for instance, to a quiet place to study in Malaysia, The experience of the 2014–15 Ebola epidemic in three
the Philippines and Thailand (OECD, 2020). Poorer west African countries is also a reminder of potential
children suffer more from the consequences of lockdown. effects of Covid-19 on girls’ and young women’s education.
A phone survey of 14- to 18-year-olds in Ecuador showed More time at home exposes them to domestic chores,
that those from the poorest quartile were more likely sexual violence or teenage pregnancy risks. The evidence
than their richer peers to spend more time on work or on the last is mixed. Some studies in Sierra Leone indicate
household chores than on education (Asanov et al., 2020). localized increases (Elston et al., 2016) but at national
level the rate of girls aged 15 to 19 who had a live birth
fell from 26.4% in 2010 (Statistics Sierra Leone and
Insufficient attention has been paid to inclusion UNICEF-Sierra Leone, 2011) to 19.3% in 2017 (Statistics
of all learners Sierra Leone, 2018). It is essential nevertheless for
Schools can perform many functions outside of communities to support continuity in girls’ learning
education. Ideally, they provide a safe haven, a social and maintain contact to prevent dropout. In five
arena, and vital goods and services, from sanitary sub-Saharan African countries, CAMFED, an international
NGO, has deployed community workers to respond to
challenges created by the pandemic (CAMFED, 2020). FIG U R E 2 .6:
Many low- and middle-income countries have not been able to support
Overall, about 40% of low- and lower-middle-income learners at risk of exclusion during the Covid-19 pandemic
countries have not supported learners at risk of Percentage of low- and middle-income countries that have taken measures to
exclusion during the Covid-19 pandemic, such as those include populations in distance learning, 2020
living in remote areas, the poor, linguistic minorities
and learners with disabilities (Figure 2.6). But there are
Supported learners
also good examples of response. In Sri Lanka, a toll-free with disabilities
study-support telephone service was introduced to help
grade 11 students in science, mathematics and English for Improved access to
infrastructure in remote
three languages of instruction: Sinhala, Tamil and English. or urban areas
Upper middle income
Action has also been taken to launch a toll-free tuition
service, accessible via normal telephone, with the help of Lower middle income
Subsidized access
a private telecommunication service provider. to devices
Low income
Assessing the effect of school closures on Designed learning materials

Covid-19 infection rates has been filled with uncertainty, for speakers of
minority languages
as conclusive evidence is yet to emerge (Brauner et al.,
2020; Esposito and Principi, 2020), making the issue
No action/
at times quite divisive. Some teachers who belong to Don't know
vulnerable groups are concerned that their health is at
risk. Only a minority of countries can enforce strict social 0 20 40 60 80 100
distancing rules in schools. But schools reopened: as %
of the end of May 2020, national school closures were
in effect in 150 countries, affecting 68% of the global
Source: GEM Report team analysis based on UNESCO-UNICEF-World Bank joint questionnaire.
student population.
Depending on the academic year structure, school

closures affected school calendars, teacher training and 2020). The concern is that the gaps are greater for
licensing schedules, and examinations. The Central Board disadvantaged students who have fewer resources
of Secondary Education in India cancelled grade 10 and at home (Cooper et al., 1996), which would increase
12 examinations, the national open school examination socio-economic gaps. Among low- and middle-income
and the joint entrance examination (Firstpost, 2020). countries, 17% are planning to recruit more teachers,
Indonesia cancelled its national examination, declared it 22% to increase class time and 68% to introduce
would not be required for graduation or university entry, remedial classes when schools reopen. How such classes
and issued guidance on the use of school examination are planned and targeted will be critical to whether
scores for graduation at other levels (Indonesia Ministry disadvantaged students can catch up.
of Education and Culture, 2020). The United Kingdom
cancelled its General Certificate of Secondary Education The Covid-19 crisis has shown that the issue is not just
examination and will award qualifications based on about technical solutions to tackle the digital divide.
moderated teacher judgements (Thomson, 2020). Although distance learning has captured many headlines,
One concern is that such judgements may be affected by only a minority of countries have the basic infrastructure
stereotypes about particular types of students. to focus on the pedagogical challenges of online
approaches to teaching and learning. Most children and
Overall, the setback on learning is expected to be youth have suffered a short-term direct, but hopefully
considerable, although its magnitude is difficult to pin temporary, loss of learning. Concern remains about more
down. Research in the United States that examined the lasting effects, likely to be brought about indirectly by
‘summer slide’, the loss of learning during the long school the recession, which will throw millions of people back
break between grades, found that students lost nearly into poverty. Governments need to take a close look
20% of the school year’s gains in reading and 27% in at the inclusion challenges highlighted in this report to
mathematics skills between grades 2 and 3, and 36% of rebuild education systems that are better and accessible
their gains in reading and 50% in mathematics between to all learners.
grades 7 and 8 (Kuhfeld, 2018; Kuhfeld and Tarasawa,
In Colombia, Maria Angel, 8 years old,
from Venezuela, works on math problems
in one of Save the Children’s recently
established Temporary Learning Centers
(TLCs) in Maicao’s informal settlements.
CREDIT: Jenn Gardella / Save the Children
62 C H A P T E R 3 • DATA
C HA PTER
3
Data
Who is excluded?
63
3
KEY MESSAGES
What data are collected and how they are used determine whether inclusion is served
Identifying groups makes the disadvantaged ones visible but can reduce children to labels, which can be
self‑fulfilling. After all, everybody potentially faces barriers to inclusion.
Not all children facing inclusion barriers belong to an identifiable or recognized group, while others belong to
several. Portugal has a non-categorical approach to determine special needs.
Censuses and surveys help monitor outcomes at population level but their use is not straightforward
Surveys put a spotlight on intersecting characteristics. In at least 20 countries, hardly any poor, rural young
woman completed secondary education.
Formulating questions on nationality, ethnicity, religion, sexual orientation and gender identity can touch
on sensitive personal identities, be intrusive and trigger persecution fears. Kenya added new ethnic group
categories and intersex as a gender option in its 2019 census.
Statistical measurement of disability is beginning to catch up with the social model
Data from 14 low- and middle-income countries in 2017–19 using the Child Functioning Module questions
showed a disability prevalence among children of 12%, ranging from 6% to 24%.
Those with a sensory, physical or intellectual disability were 4 percentage points more likely to be out of
school than their primary school age peers, while the figure for lower secondary age was 7 points and, for
upper secondary, 11 points.
Using national definitions, the share of students in Europe deemed to have special education needs ranges
from 1% in Sweden to 20% in Scotland. These variations reflect institutional rather than population differences.
Comparing disability prevalence is difficult: Learning disability is the largest category of special needs in
Germany but unknown in Japan.
Some countries do not capture even basic data, while others monitor students’ experiences
A review of 11 sub-Saharan African education ministries found Cameroon and Nigeria had no enrolment data on
children with visual impairments.
One in four 15-year-old students reported feeling like outsiders at school; the share exceeded 30% in
Brunei Darussalam, the Dominican Republic and the United States.
New Zealand monitors whether students feel cared for, safe and secure, along with their ability to establish
and maintain positive relationships, respect others’ needs and show empathy.
School-level data point to persistent exclusion and segregation
In OECD countries, more than two-thirds of immigrant students attended schools where at least half the
students were immigrants.
Socio-economic segregation is persistent: Half the students in Chile and Mexico would have to be reassigned
schools to achieve a uniform socio-economic mixture, and there has been no change in two decades.
64 C H A P T E R 3 • Data
3
Data on inclusion: The groups countries monitor vary�� 66

Data for inclusion: The policies and results countries monitor vary��76
Conclusion�� 85
The main obstacle to inclusion in education is the lack of reliable data on

learners with special needs, hence making it difficult to plan for them.
Catherine Asego, Project Coordinator at African Population and Health Research Center, Kenya
D ata are critical to support inclusion in education.

The 2006 United Nations (UN) Convention on the
Rights of Persons with Disabilities, for instance, explicitly
Unlike population- or system-level indicators, such
measures should describe learners’ individual experiences
rather than those of groups or categories. The more
called for collection of statistical and research data. inclusive the school, the less useful categorical data
The purpose is twofold. First, data can highlight gaps in become, as fewer children require identification for
education opportunities and outcomes among learner support. One approach to a set of indicators involves
groups. They can identify those at risk of being left behind systematically examining levels of authority, from
and the barriers to inclusion. Second, with data on who schools to education ministries, and a range of results,
is being left behind and why, governments can develop not just outputs and outcomes but also processes
evidence-based policies and monitor their implementation (Table 3.1).
(e.g. via resources, equipment, infrastructure, teachers
and teaching assistants, anti-bullying strategies, parental
involvement) and the results.
TA B L E 3 .1 :
Potential indicators of inclusion in education, by level of
In defining results, inclusion-specific outcomes cannot authority and result
easily be distinguished from general education outcomes
(Armstrong et al., 2010). The European Agency for RESULT
Special Needs and Inclusive Education suggested that, Level Inputs Processes Outputs and outcomes
in addition to data on attendance and learning, feelings Climate
System
of belonging, mutual respect and social esteem should be Policy School practice
monitored (Watkins et al., 2014). Qualitative data on such Teacher education Collaboration
District Professional Shared Participation
experiences can capture fine-grained information that
development responsibility Achievement
paints a drastically different picture than quantitative
Resources and finances Support to Post-school outcomes
categorical data. For instance, in an ‘inclusive classroom’ Leadership individuals
School
in Canada, students with learning difficulties were made Curriculum Role of special
to solve problems on a different blackboard than others, schools
with their backs to the rest of the class (Jordan and
Source: Loreman et al. (2014).
McGhie-Richmond, 2014).
3

DATA ON INCLUSION: THE GROUPS
Measuring inclusion is tied COUNTRIES MONITOR VARY
to how countries define it
Countries face a dilemma in deciding what data to collect
on inclusion. On the one hand, the concept should not
Information on processes is difficult to collect and even be fragmented by group because inclusion cannot be
more difficult to compare among schools or groups, achieved one group at a time. ‘In the process of pointing
let alone among countries. Frameworks for voluntary to the exclusion of specific groups, attention is focused
self-evaluation by schools or for programme evaluations on the “markers of difference” and thus difference
are not necessarily suitable for official country-level is in fact created by comparison to an implicit norm’
monitoring of inclusion. Measuring inclusion is tied to how (Armstrong et al., 2010, p. 37). Education systems and
countries define it. While some aspects are part of most environments become inclusive by breaking down
definitions, such as whether all students feel welcome in barriers for the benefit of all children. Such barriers may
school, no single list of indicators is suitable everywhere. be higher for some groups than for others: ‘[I]ssues raised
Criteria need to be locally determined and account for by the presence of students with disabilities have cleared
context, as vulnerabilities vary by place (Ainscow, 2005). the path for nondisabled students who share similar
experiences’ (De Vroey et al., 2016, p. 110). In any case,
This chapter reviews the promise and potential obstacles many types of vulnerability are not outwardly apparent
of various approaches to collecting and analysing data (Moyse and Porter, 2015; Porter et al., 2013), making it
to identify exclusion and to prompt action. It then looks impossible to distinguish neatly between students with
at how countries collect data to monitor the effects of and without disabilities or special needs.
actions to make education systems more inclusive.
3

Data collection should not be fragmented because

inclusion cannot be achieved one group at a time
On the other hand, categorizing students is important Surveys, especially those from cross-national and hence
to shine a light on specific groups and help make them more standardized programmes, have put a spotlight
visible to policymakers (Florian et al., 2006; Simon and on the education progression of population groups
Piché, 2012). Certain groups of children may be excluded defined by single characteristics or their intersections.
not only by omitting them from textbooks, placing them For instance, in low-income countries, 69 young women
at the back of the class or never calling on them, but also completed secondary school for every 100 young men,
by lack of explicit recognition in data collection. Lack of 23 rural residents for every 100 urban residents and
data both results from and contributes to their invisibility. 5 among the poorest 20% for every 100 of the richest.
In at least 20 countries with data, mostly in sub-Saharan
Resolving this dilemma requires different kinds of data Africa, hardly any poor, rural young woman completed
at different levels. Outcomes can be monitored at the upper secondary school (Figure 3.1).
population level; service delivery can be monitored at
the student level through administrative systems that Multiple characteristics intersect to push people deeper
identify needs. Understanding the purposes and types into education disadvantage. There are gender gaps among
of inclusion-related data can therefore ease dilemmas of those already disadvantaged by poverty, for instance.
identification: Identifying groups for statistical or policy Analysis of World Inequality Database on Education data
purposes need not create a false dichotomy between shows that in Eastern and South-eastern Asia, lower
‘normal’ and ‘special’ groups that distorts efforts at secondary completion among the poor is, on average,
inclusion. For instance, collection and use of administrative 7 percentage points lower than the national average,
data can occur without assigning corresponding labels in dropping to 11 points lower among those who in addition
the classroom. In some high-income countries, voluntary experience gender disadvantage and, among those,
equal-opportunity questionnaires collect information 12 points lower if they are also in a disadvantaged location.
on gender, sexual orientation, ethnicity and other
characteristics. Results are used only to monitor diversity Censuses and surveys are the bases for key national and
in universities or workplaces. global statistics that are the foundation of policies to
address disadvantage. Globally, an estimated 385 million
children live in households in extreme poverty (UNICEF
CENSUSES AND SURVEYS PROVIDE INSIGHTS and World Bank, 2016). Malnutrition affects one in three
INTO INCLUSION IN EDUCATION children under age 5, with 200 million suffering from
Population censuses and household surveys provide stunting or wasting, compromising their development
valuable information on the education status of those potential (UNICEF, 2019). There are 140 million classified
at risk of being marginalized, but like any tool they have as orphans, of whom 15 million have lost both parents
advantages and disadvantages. (UNICEF, 2017).
Censuses aim to cover all residents and, done properly, Many countries identify specific groups as vulnerable
do not intentionally exclude any group from the count. in constitutions, social inclusion legislation, education
They have advantages over surveys, which miss some legislation or documents directly related to inclusive
populations because of their small sample sizes or by education. The group most identified is people with
design (e.g. prisons and orphanages tend not to be disabilities, but women and girls, rural or remote populations
sampled) (United Nations, 2005). However, even they and the poor are also commonly recognized. Few countries
are known to undercount marginalized populations, link recognition of specific groups with a mandate to collect
such as nomads, seasonal and migrant workers, data on their inclusion in education, however.
domestic servants, the homeless, and those living in
areas affected by conflict or insecurity, most of whom Disaggregation of enrolment statistics into male and
are among the poorest (Carr-Hill, 2013). More generally, female has long been standard. While most censuses
censuses are costly and therefore infrequent and contain ignore non-binary gender identities, this is beginning to
few questions. change. Canada’s 2011 census allowed respondents to
3
FI GURE 3 .1 :
In at least 20 countries, hardly any poor, rural young woman completed upper secondary school
Upper secondary school completion rate, by sex, location and wealth, selected countries, 2013–18
25
Total
20 Female
Rural
Poor
Poor rural female
15
%
10
5 Fewer than 1% of
poor rural women
complete secondary
school in these
20 countries
0
Mali
Guinea-Bissau
Zimbabwe
U. R. Tanzania
Benin
Madagascar
Chad
Burundi
Senegal
Liberia
Haiti
Togo
Côte d'Ivoire
Cameroon
Guinea
Papua N. Guinea
Angola
Sierra Leone
Congo
Pakistan
Source: World Inequality Database on Education.
leave the binary response blank and enter a comment.

It is now testing a ‘third gender’ option in its tools Data that highlight inequality
(Grant, 2018). India, Nepal and Pakistan, which have
a historically established gender minority identity,
among groups are not always
had already taken this step, although the term ‘third welcome for political reasons

gender’ was poorly accepted among the target group
(Park, 2016). Kenya added ‘intersex’ as a specific
third gender option in its 2019 census (Bearak and 2000 round showed that more than one-third had no
Ombour, 2019). ethnic classification (Morning, 2008). Political changes
can have a major impact on how groups are captured.
The Kenyan census also added new ethnic group The number of Latin American countries that incorporated
categories, some of which were previously subsumed at least one ethnicity question in their census increased
under larger categories. Who is recognized in a census or from 6 in 1980 to 13 in 2000. Today, all countries in
survey may reflect political power and representation. the region except the Dominican Republic have census
Data that highlight inequality among groups are not questions about ethnicity (Valencia Lopez, 2020).
always welcome for political reasons; groups in power
may question their reliability and worry that drawing Some censuses have captured the low education
attention to such gaps will fuel resentment among the attainment and literacy rates of disadvantaged ethnic
disadvantaged. A global analysis of 138 censuses in the minorities and indigenous groups, such as the Ainu
3

Censuses and surveys are the bases for key national and global statistics

that are the foundation of policies to address disadvantage
indigenous group of Hokkaido prefecture in Japan and the most undercounted populations in the country,
the Lolo in Viet Nam (UNDESA, 2017). Surveys have also despite being major beneficiaries of large education
served an important function in highlighting the relative programmes whose budgets are allocated at least partly
education progress of various ethnic groups. Successive based on census estimates. For instance, they make up
waves of household surveys, for instance in Ethiopia and 37% of learners in the US$8 billion Head Start programme
Nigeria, show that attainment levels of groups lagging (The Leadership Conference Education Fund, 2018).
behind tend to follow the national trend, with mixed signs
of catching up (Figure 3.2). Various factors hamper identification of immigrants
for policy purposes. First, it matters whether countries
Questions on nationality, ethnicity or religion touch on define immigrants as foreign nationals or as those born
sensitive points of personal identity and can be intrusive abroad. Identifying second-generation immigrants is
unless answering is strictly voluntary. They may also still more complicated (UNESCO, 2018). Even with clear
trigger fear of persecution. Whether to include a citizenship definitions, censuses in high-income countries often
question on the 2020 US census, for instance, was highly undercount immigrants. For instance, the 2001 UK census
political and ultimately rejected by the Supreme Court undercounted the overall population by an estimated
(Wines, 2019). A similar citizenship question on the 6%. Some groups, such as young men from ethnic
American Community Survey had a 6% non-response minorities in London, were particularly undercounted,
rate in 2016, the only non-response rate that has been with implications for local authorities’ education
increasing. Non-response is as high as 12% among planning (United Kingdom House of Commons, 2010;
foreign-born Hispanics who fill in the survey without being United Kingdom Office of National Statistics, 2015).
interviewed (O’Hare, 2018). Latino children are among
F I GURE 3 .2 :
Surveys allow education attainment to be disaggregated by ethnicity
Primary school completion rate, by ethnicity, Ethiopia and Nigeria, 2000–18
a. Ethiopia b. Nigeria
100 100 100 100
80 80 80 80
Nigeria Nigeria
Tiv Tiv
60 60 60 60 Hausa Hausa
Ethiopia Ethiopia
Sidama Sidama
%
Somali Somali
Gumuz Gumuz Kanuri/Beriberi Kanuri/Beriberi
40 40 40 40 Fulani Fulani
Kefficho Kefficho
20 20 20 20
0 0 0 0
2000 2004
2000 2008
2004 2012
2008 2016
2012 2016 2000 2004
2000 2008
2004 2012
2008 2016
2012 2016

Note: The figures includes selected ethnic groups whose primary completion rate has been below the national average.
Source: World Inequality Database on Education based on successive rounds of the Demographic and Health Survey.
3
Statistical offices use techniques to adjust overall census The UN Statistical Commission set up the Washington
results, but these cannot replace fine-grained mapping Group on Disability Statistics in 2001. Its Short Set of
of the marginalized enabling targeted policies to improve Questions, aligned with the ICF and suitable for inclusion in
equity and inclusion in education. One approach for censuses or surveys, was agreed in 2006 (Groce and Mont,
hard-to-reach populations is snowball sampling, where 2017). The six questions cover critical functional domains
respondents provide leads to further participants. It was and activities: seeing, hearing, mobility, cognition, self-care
used to rapidly assess migrant and refugee education and communication. For instance, the cognition question
levels in Europe, where further studies confirmed the is, ‘Do you have difficulty remembering or concentrating?’
results’ robustness. For instance, two waves of migrant Response options for all questions are ‘No – no difficulty’,
and refugee surveys along the Balkan corridor found ‘Yes – some difficulty’, ‘Yes – a lot of difficulty’ and ‘Cannot
that 76% of those aged 25 to 64 in 2015 and 2016 had do at all’ (WHO and World Bank, 2011).
secondary or tertiary education, exactly the same
estimate reached by a formal longitudinal survey in One limitation was that the questions were developed
Germany, the principal destination country (Aksoy and for adults and did not adequately capture developmental
Poutvaara, 2019). disabilities in children. After extensive consultation and
testing, a Module on Child Functioning was developed
in collaboration with UNICEF (Loeb et al., 2018; Massey,
MEASUREMENT OF DISABILITY HAS EVOLVED 2018). Its first large-scale application is in the sixth wave
ALONG WITH ITS DEFINITION of UNICEF’s Multiple Indicator Cluster Surveys (MICS).
While formulating appropriate questions on ethnicity Crucially, the module queries difficulties with learning and
or gender identity in censuses and surveys is often recognizes the importance of freedom from anxiety and
a question of politics, the main issues in the case depression. An earlier analysis in five European countries
of questions on disability have been attitudes and suggested that between 10% and 20% of children had
knowledge. For instance, if disability is seen as bringing mental health problems (Braddick and Jané-Llopis, 2008).
shame to the family, certain questions trigger fear
of stigmatization and elicit unpredictable responses. An additional module developed by UNICEF covers a
A commonly referenced estimate from around 2004 was broader range of inclusion and participation dimensions,
that 15% to 20% of adults but only 5% of children up to such as attitudes, accessibility, transport and affordability
age 14 had a disability (WHO and World Bank, 2011). (Cappa, 2014). The aim is to understand the prevalence
of disability and education outcomes, the education
Agreeing a valid measure of disability has been a environment and specific barriers to education.
long process. The 2001 International Classification of
Functioning, Disability and Health (ICF) and the 2007 ICF Broad-based adoption of the Washington Group questions
for Children and Youth were important in moving would not only bring disability statistics into line with the
from a medical to a social model of disability. The two social model but also resolve the comparability issues
classifications were merged in 2012. The ICF is a neutral that have plagued global disability statistics (Altman,
framework that describes levels of functioning in various 2016). So far, estimates of the prevalence of disability have
domains related to health, including ‘major life areas’ varied with differences in definitions and methodology
such as education (Hollenweger, 2014). It does not define (Mont, 2007; Singal et al., 2015). The clearest evidence
disability or specify data collection methods, however. on the effect of differing methods of measuring
disability comes from studies that have applied multiple
instruments to the same respondents. For instance,

Broad-based adoption of the Washington Group questions would bring
disability statistics into line with the social model and resolve the

comparability issues that have plagued global disability statistics
3

Incorporation of inclusion indicators into EMIS is an emerging best practice

studies have shown that approaches focused on Two collections of disability-disaggregated education
impairments yield different results than those focused statistics for a large number of countries were made
on activities (Fotso et al., 2019). A study in Cameroon available as part of the Global Disability Summit and the first
and India found that self-reporting missed around half UN flagship report on disability and development (Leonard
of those with disabilities. Clinical measures missed Cheshire and Department for International Development,
between 14% and 22%. Even activity limitations did not 2018; United Nations, 2018). Both have a preference for,
fully capture barriers to participation in daily activities but are not limited to, Washington Group definitions.
(MacTaggart et al., 2014).
Without consistent definitions, surveys show wildly
For adults, the Model Disability Surveys, which the varying estimates of child disability prevalence, from
World Health Organization developed in collaboration below 1% to over 50% (Cappa, 2014). Even the same
with the World Bank in 2012, contain questions on questions can lead to a wide range of estimates if
barriers to education. Respondents who never entered they are interpreted differently in different contexts.
education or who had left are asked whether accessibility For instance, in the second wave of MICS in the
was the main reason; those currently in education are mid-2000s, estimates of disability among 2- to
asked what would make it easier for them to get an 9-year-olds ranged from 3% in Uzbekistan to 49% in the
education. A version suitable for integration into existing Central African Republic (UNESCO, 2014).
household surveys was developed in 2016 (WHO, 2019).
In Chile and Costa Rica, where this survey has been used, In 14 countries with estimates based on the MICS Module
around one in five adults was found to have a disability. on Child Functioning in 2017–19, prevalence estimates
In Chile, 12% had a mild to moderate disability and 8% a of functional difficulty among 5- to 17-year-olds vary
severe disability (Chile Ministry of Social Development, by domain and, within each domain, by country. In the
2016). An analysis of data from Chile found that those sensory domain, the average prevalence was 0.4% for
with mental disorders identified essentially the same hearing difficulties and 0.6% for seeing difficulties. In the
environmental disabling or enabling factors as those mobility domain, walking difficulties affected 3% of
experiencing difficulties due to non-communicable children in Sierra Leone. Cognitive and psycho-emotional
diseases (Kamenov et al., 2018). In Costa Rica, about difficulties were far more common, especially in conflict
55% of respondents with disabilities reported that and post-conflict settings. In Sierra Leone, 9% of children
education centres were not accessible and lacked ramps, and adolescents were depressed. In Iraq, 16% suffered from
visual and audio alerts, grab bars and other adaptations. anxiety (Figure 3.3a). The share of those with a functional
Less than 5% reported receiving any type of education difficulty in at least one domain was 12% on average,
support or accommodation (Costa Rica National Institute varying from 6% in Mongolia to 24% in Tunisia (Figure 3.3b).
of Statistics and Census, 2019).
Children, adolescents and youth with disabilities
accounted for 12% of the in-school population, but 15% of
New measures offer new perspectives on education the out-of-school population. In general, the lower the
of children with disabilities out-of-school rate, the more likely it is that children with
While the Washington Group questions have gained disabilities will be among those out of school, suggesting
currency (Groce and Mont, 2017), many information that those with disabilities are among the hardest to
sources are not aligned with them. The most recent reach (Figure 3.4). Relative to their peers of primary,
estimates on disability prevalence and its effects lower secondary and upper secondary school age, those
on education thus rely on sources that are not fully with a disability were more likely to be out of school by 1,
comparable. A UNESCO Institute for Statistics (UIS) 4 and 6 percentage points, respectively, and those with
analysis showed that 15- to 29-year-olds with disabilities a sensory, physical or intellectual disability by 4, 7 and
in 37 countries were less likely than their peers to have 11 percentage points (Figure 3.5). But the latter were
attended school; in Egypt, Indonesia and Viet Nam, they 2.5 times more likely to have never been in school as their
were half as likely (UIS, 2018). peers without disabilities.
3
FI GURE 3 .3 :
Cognitive and psycho-emotional difficulties are the most common disabilities among children and adolescents
Prevalence of functional difficulties among 5- to 17-year-olds, selected countries, 2017–19
a. By domain b. In at least one domain

Punjab,
Punjab, Pakistan
Pakistan Sierra
Sierra Leone Tunisia,
Leone Tunisia, 16.6
16.6
9.19.1 Togo Togo 9.19.1 Iraq,Iraq,
16.316.3
5.35.3 25 25
Tunisia
Tunisia
5 5 Sierra
Sierra Leone
Leone
Median
Median IraqIraq
TogoTogo
4.44.4 20 20
4 4 Punjab, Pakistan
Punjab, Pakistan
Sierra
Sierra Leone
Leone
Madagascar 3.23.2 Madagascar
Madagascar Madagascar
3.03.0 3.03.0 15 15 Madagascar
Madagascar
3 3 Suriname
Suriname
%
%
Median
Median
%
%
Zimbabwe Togo
Zimbabwe Togo 2.32.3 2.32.3 Zimbabwe
Zimbabwe
1.91.9 10 10
2 2 1.81.8 Gambia
Gambia
Lesotho
Lesotho
1.51.5 Georgia
Georgia
Madagascar
Madagascar 1.61.6
Suriname 1.21.2
Suriname Kyrgyzstan
Kyrgyzstan
1.41.4
Lesotho
Lesotho 1.01.0 1.31.3
1.21.2 5 5 Lesotho
1 1 0.80.8 Lesotho
0.80.8 0.80.8 Montenegro
Montenegro
0.60.6 0.70.7 0.70.7
Mongolia
Mongolia
0.40.4
0 0 0 0
Hearing
Seeing
Communication
Self-care
Concentrating
Making friends
Remembering
Walking
Learning
Controlling
behaviour
Accepting
change
Depression
Anxiety
Hearing
Seeing
Communication
Self-care
Concentrating
Making friends
Remembering
Walking
Learning
Controlling
behaviour
Accepting
change
Depression
Anxiety
Source: MICS Survey Findings Reports.
FI GURE 3 .4 :
Children with disabilities constitute 15% of out-of-school children
Percentage of children, adolescents and youth with functional difficulties in the in-school and out-of-school population, by education level, selected
countries, 2017–19
40
Punjab,
Punjab, Pakistan, Sierra
Pakistan, Sierra Leone,
Leone,
a. domain
a. By By domain 9.19.1 9.19.1 b. Inb.atInleast
at least
oneone domain
domain
35 In school Togo,
Togo, 5.35.3 Tunisia,
Tunisia, 16.6
16.6 25 25
Out of school Iraq,Iraq,
16.316.3 Tunisia
Tunisia
5 5 Sierra
Sierra Leone
Leone
30 IraqIraq
Median
Median TogoTogo
25 4.44.4 20 20
4 4 Punjab, Pakistan
Punjab, Pakistan
20
%
Sierra
Sierra Leone,
Leone, 3.23.2 15 15
15 Madagascar,
Madagascar, 3.03.0 Madagascar,
Madagascar,
3.03.0 Madagascar
Madagascar
3 3 Suriname
Suriname
%
%
%
%
Median
Median
10 Zimbabwe
Zimbabwe
2.32.3 2.32.3 10 10 Gambia
Gambia
Zimbabwe,
Zimbabwe, 1.91.9 Togo, 1.8 Georgia
Georgia
2 2 Togo, 1.8 Kyrgyzstan
Kyrgyzstan
5
Lesotho,
Lesotho, 1.51.5 Lesotho
Lesotho
1.61.6 Montenegro
Montenegro
Madagascar,
Madagascar, 1.21.2 1.41.4 Mongolia
Mongolia
0 Suriname,
Suriname, 1.01.0 1.21.2 1.31.3
1 1Lesotho,
Lesotho,
0.80.8 5 5
Primary
SeeingLower secondary
Upper secondary
Primary
Self-careLower secondary
Upper secondary
Primary
Lower secondary
Upper secondary
Primary
WalkingLower secondary
Upper secondary
Primary
behaviourLower secondary
AcceptingUpper secondary
Primary
DepressionLower secondary
Upper secondary
Primary
Lower secondary
Upper secondary
Primary
Lower secondary
Upper secondary
Primary
Lower secondary
Upper secondary
0.70.7 0.80.8 0.80.8

0.60.6 0.70.7
0.40.4
0 0 0 0
Hearing
Communication
Concentrating
Making friends
Remembering
Walking
Learning
Controlling
Accepting
change
Anxiety
Hearing
Seeing
Communication
Self-care
Concentrating
Making friends
Remembering
Learning
Controlling
behaviour
change
Depression
Anxiety
Lesotho Gambia Madagascar Sierra Leone Zimbabwe Mongolia Punjab, Iraq Tunisia
Pakistan
Children with disabilities account for similar shares of the Children with disabilities account for a higher share of the
out-of-school and the in-school population out-of-school than of the in-school population

Source: GEM Report team analysis based on MICS data.
3
Life at the intersections of disability FIG U R E 3 .5 :

The disability disadvantage is largest at the upper secondary
with race, class, gender, sexual
education level
orientation and gender identity Percentage of out-of-school children, adolescents and youth with
expression is more than the sum and without functional difficulties, by education level, selected countries,
2017–19
of each vulnerability

70
Without functional difficulty
With any functional difficulty
60
With sensory, physical or intellectual difficulty
THE INTERSECTIONS OF DISABILITY WITH 50

OTHER CHARACTERISTICS NEED TO BE TAKEN
INTO ACCOUNT 40
%
Characteristics that expose individuals to risk do not
30
affect everybody the same way. For instance, life at
the intersections of disability with race, class, gender, 20
sexual orientation and gender identity expression
is more than the sum of each vulnerability (Connor, 10
2014). From a statistical point of view, sample size is
a challenge for analysis of intersecting disadvantage. 0
Tunisia
Mongolia
Iraq
Punjab, Pakistan
Sierra Leone
Mongolia
Tunisia
Sierra Leone
Punjab, Pakistan
Iraq
Mongolia
Tunisia
Sierra Leone
Iraq
Punjab, Pakistan
Standard household surveys suffer from rapidly shrinking
samples and larger estimation errors as the focus shifts
to individuals with multiple specific characteristics.
Consequently, analyses of intersections involving the Primary Lower secondary Upper secondary
relatively rare characteristic of disability are largely
limited to census data, which offer much greater sample
sizes but do not yet apply a consistent definition of
disability. But it is important not to underestimate the Source: GEM Report team analysis based on MICS data.
risk that, for instance, poor people with disabilities may
be twice excluded: from society generally but also within
the disability movement.
Yet bilingual students with disabilities, for instance,
With respect to the intersection between disability and are likely to be in classrooms that address their academic
gender, an analysis across cohorts based on census data or linguistic needs but not both (Cioè-Peña, 2017).
from 19 countries suggested that males with disabilities Half of children with disabilities in the United Kingdom
have seen the slowest growth in primary and secondary also experience learning difficulties (Porter et al., 2008;
completion and adult literacy (Male and Wodon, 2017; Porter et al., 2013). In studies of children and adolescents
Wodon et al., 2018). As for the intersection between with epilepsy, one-quarter met criteria for depression
disability and income, moderate and severe disabilities (Ettinger et al., 1998) and half for learning difficulties
reduce school attendance at all levels (Fotso et al., (Fastenau et al., 2008). Children identified as gifted
2018), although the poor with disabilities are often more and talented often experience emotional difficulties
vulnerable to exclusion. Often disability is the result of coping with their exceptionality and social distance
illnesses and accidents that push already poor people from peers. Giftedness may not be recognized in
deeper into poverty (Singal, 2014). children with autistic spectrum disorders. A significant
minority of gifted students may also have poor reading
Intersecting vulnerabilities may mean some go skills (Al-Hroub, 2010; Munro, 2002). Such children
unaddressed. Language difficulties and behavioural, social are less likely to receive appropriately challenging
and emotional difficulties often coincide (Hartas, 2011). learning opportunities.
3
DIAGNOSTIC CRITERIA TO IDENTIFY

SPECIAL EDUCATION NEEDS CAN BE ARBITRARY There is wide variation in
AND CONTENTIOUS
education ability and behaviour
Not all children with disabilities have special education
needs, nor do all children with special education needs
within categories of disability

have a disability (Keil et al., 2006; Porter et al., 2011).
Special needs identification is a distinct issue from
disability measurement and with less consensus. With the exception of learning difficulties, diagnostic
criteria for disabilities are not inherently related
The share of students identified as having special to education. Accordingly, they have no particular
education needs varies widely. In Europe, it ranges implications for curriculum and teaching (Norwich,
from 1% in Sweden to 21% in Scotland (United Kingdom) 2014). There is wide variation in education ability and
(European Agency for Special Needs and Inclusive behaviour within categories of disability (Florian, 2014).
Education, 2018). Such variation is mainly explained by Many conditions, including epilepsy and other chronic
differences in how countries construct this category of health conditions, are diagnosed outside education
education. Institution, funding and training requirements and for non-education purposes. Such information
vary, as do policy implications. The approaches also may be relevant even for schools that adopt a
present measurement and data challenges. non-categorical approach.
Comparing the prevalence of disability, difficulties and There is a clear case for school-based screening to enable
disadvantage across education systems and over time some straightforward interventions. Short-sightedness
is problematic, even for clinical diagnoses. For instance, is not generally considered a disabling impairment
learning disability is the single largest category of because it is easy and cheap to treat with glasses.
special education needs in Germany and the United In a randomized experiment in a poor rural area of China,
States, but practically unknown in Japan (Powell, 2014). dropout halved among myopic lower secondary school
In the United States, the cut-off intelligence quotient students when they were provided with free corrective
score for intellectual disability was reduced from 85 to glasses (Nie et al., 2020). Yet school-based screening is
70 in 1965 (Harry, 2014). not yet common. An analysis of 10 countries participating
in the Programme d’analyse des systèmes éducatifs de
Like intellectual disability, autism spectrum disorder la CONFEMEN, a cross-national learning achievement
is recognized as a condition at the extreme end of a survey in francophone African countries, showed
continuum. Neither medical nor education considerations that, in 4 countries, less than 3% of grade 2 teachers
give unambiguous guidance on the point at which reported that eye tests took place (Wodon et al., 2018).
a behaviour becomes a disorder. The determination Other research found that a majority of students with
partly depends on context. Whatever the underlying refractive errors, such as myopia, were not wearing
biochemistry of attention deficit hyperactivity disorder, glasses in Malawi (Kaphle et al., 2015) and South Africa
in some settings the boundary of orderly behaviour (Naidoo, 2007).
determines the diagnosis. Pre-primary and even early
childhood education settings have become more academic.
Ever younger children, whose age-appropriate behaviour Labels affect those labelled and are self-confirming
is free play, spend more time in school and their teachers Data collection must be careful to do no harm.
have higher expectations. In the United States, between Identification of children with specific conditions must
1998 and 2010, the proportion of children attending strike a balance. On the one hand, identification can
full-day kindergarten increased from 56% to 80%, while inform teachers of the needs of students, including
the proportion of teachers who expected children to read those with ‘invisible impairments’. Schools rely on this
in kindergarten rose from 31% to 80% (Bassok et al., 2016). information to target accommodations accordingly.
Moreover, measurement difficulties limit the availability On the other hand, there is a risk of peers, teachers and
of global data. For instance, the existence of autism is administrators reducing children to a label and behaving
established in low‑ and lower-middle-income countries towards them according to stereotypes (Virkkunen et al.,
(Abubakar et al., 2016; Ametepee and Chitiyo, 2009), 2012). Low expectations triggered by a label, such as
but prevalence estimates are scarce (Elsabbagh et al., 2012). learning difficulties, can become a self-fulfilling prophecy.
3

Special needs labels make the labelled students
vulnerable. Teachers may take a deterministic view that Low expectations triggered by a label,
these students’ ability and potential are fixed and cannot such as learning difficulties, can become
be changed by additional effort (Hart and Drummond,
a self-fulfilling prophecy
2014). Labels can also shape expectations for a group.
For instance, before children with Down’s syndrome
began benefiting from inclusive education, their learning For instance, better-off families were more likely to be
environments were constrained and their developmental able to afford and actively seek a diagnosis to ensure
outcomes often limited. These limits were misinterpreted that their dyslexic children benefit from services and
as inherent to what such children could achieve accommodations (Hanford, 2017). Autism may be on
(Buckley, 2000). the cusp of a similar development, with mainly richer
families demanding access to services that come with
Stigma attached to special needs categories varies, the diagnosis, particularly early intervention (Marks and
affecting the data collected. A label’s status can change Kurth, 2013). The pattern was observed across all racial
over time, confusing debates about whether labelling as and ethnic groups, with the largest gap among Asians:
such is harmful. It is frequently noted that children do not 10.7 per 1,000 among the richest 8-year-olds compared
require labelling to exclude another child (Frederickson, with 3.9 among the poorest (Durkin et al., 2010).
2010; Kauffman and Badar, 2014). By contrast, in Europe, most studies indicate children
on the autism spectrum were more likely to be
Socio-economic characteristics can drive special diagnosed in households with low socio-economic status
needs categorization status. Interaction of variation (Delobel-Ayoub et al., 2015). Moreover, US children at a
in underlying factors with variation in identification given ability level were disproportionately more likely to
has been researched extensively in the United States. be designated as having an intellectual disability if they
3

‘to rule out the possibility that poor achievement may
Portugal recently legislated simply be the result of poor instruction’ (Harry, 2014,
a non-categorical approach to p. 84). A similar graduated response based on learning
outcomes rather than diagnoses has been proposed in
determining special needs eastern and southern Africa (Sarton and Smith, 2018).

A non-categorical approach has implications for data.

belonged to racial and ethnic minorities. In some states, Instead of aggregate statistics on the number of students
minorities could officially be up to five times likelier to with specific conditions, data refer to the number of
be in special education categories without triggering students who received support. The use of special
discrimination concerns (Harry, 2014; Marks and education needs categories for instructional purposes can
Kurth, 2013). be separated from the use of a reduced set of categories
for resource allocation (Norwich, 2014).
Whether labels are formally or informally assigned
and whether they are made public or kept private are
important considerations for assessing the implications DATA FOR INCLUSION:
of labelling (Riddick, 2000). Screening and providing THE POLICIES AND RESULTS
evidence-based general advice to schools on inclusive COUNTRIES MONITOR VARY
teaching may work better than identifying affected
students (Tymms and Merrell, 2006). Voluntary Data on the education attainment and achievement
self-identification is frequently the only data source in of various groups help describe their situation and
higher and adult education. Individuals respond at least in prompt policy responses from education ministries.
part according to whether they identify with a category. Implementation of these responses also needs to be
Many vulnerable students resist feeling different; others monitored, within a clear result framework, to achieve
express a sense of relief at a disability determination progress on making systems more inclusive. This section
and may form and express a strong group identity analyses three key monitoring areas: progress towards
(Southwell, 2006). inclusion and desegregation in schools, collection
of qualitative data on inclusive teaching practices,
and inclusive approaches to data collection.
Support can be monitored without diagnosing students
The potentially detrimental effects of diagnoses, labels
and categories can be minimized so they inform rather MONITORING STUDENT SEGREGATION OCCURS
than determine practice (Norwich, 2014). Doing so affects AT SEVERAL LEVELS
the kind of data reported. Portugal recently legislated a A key tenet of inclusion is ensuring that the diversity
non-categorical approach to determining special needs of the school-aged population is represented in every
(GEM Report Education Profiles1). Such moves, in a break classroom. In practice, this goal is undermined by the
from categories defined in terms of medical conditions, existence of special schools and by residential and other
focus instead on level of support given. The medical geographical disparities.
approach promotes a ‘wait to fail’ attitude: Diagnosis
outside the learning setting is accompanied by an
expectation that the student will fail without intervention. Information on the share of students with disabilities in
special schools is incomplete
In the United States, under the Response to Intervention A key system-level question is the extent to which
approach, the criterion for attesting a learning disability is children are in the same classrooms regardless of
whether a learner progresses in response to mainstream background. While enrolment in separate schools is
classroom instruction and, subsequently, to intense the most easily identified, statistics on intermediate
support of a fixed duration (Norwich, 2014). The idea is arrangements, such as mainstream classes with special
support or special and mainstream schools on shared
1 A new GEM Report tool for systematic monitoring
premises, are rarely available. This scarcity reflects
of national education laws and policies, accessible at the variety of possible and potentially concurrent
www.education-profiles.org. arrangements and the lack of standardized nomenclature
3

Inclusion is undermined by the existence of special schools

and by residential and other geographical disparities
and clear-cut boundaries (Hornby, 2015). Existing Good data are also available for some regions. In Europe,
data are mainly time series for individual countries, large variation is observed. Scotland (United Kingdom)
some of which have shown significant progress and Sweden have a similar share of students in special
towards an inclusive approach. For instance, in Brazil, schools (just under 1%). However, those students
segregation was the norm 20 years ago, but after a in Scotland are a small minority of the more than
policy change the share of students with disabilities 20% identified with special education needs. By contrast,
in mainstream schools rose, from 23% in 2003 to few Swedish students are identified with special needs
81% in 2015 (Hehir et al., 2016). and they are concentrated in special schools (Figure 3.6).
F I GURE 3 .6 :
The share of students with special education needs in special schools varies greatly across Europe
Share of primary and secondary school students designated with special education needs among all students and in special
schools, selected European education systems, 2014/15
100 Netherlands
In Flanders (Belgium), 9.4% of students are identified as having

Sweden special education needs and 85% of those are in special schools.
85.3% Flanders
(Belgium) Combined, these two numbers (9.4% x 85%) suggest that
Flanders (Belgium) has the highest rate of children in special
80 schools in Europe (8%).
9.4%
Germany
60 Luxembourg
Switzerland
Latvia
%
Poland
Denmark Estonia
Hungary
40
England (UK) Slovakia
Wales (UK) N. Ireland (UK)

Czechia
France
20
Slovenia
Ireland
Spain Lithuania
Cyprus Finland
Scotland (UK)
Iceland
Croatia
Italy Norway
Portugal
0
0 5 10 15 20 25
Share of students with special education needs among all students (%)

Note: The share of the circle filled represents the share of students in special schools in relation to the highest value, recorded in the Flanders region of
Belgium (8%).
Source: European Agency Statistics for Inclusive Education (2018).
3

The UN Economic and Social Commission for Asia and the
Pacific also reported a wide range in the percentage of Gender is the most common dimension of
primary school-aged children with disabilities attending disaggregation. Yet even statistics on
special schools, from 0% in Timor-Leste and Thailand
enrolment in single-sex schools are patchy
to 97% in Kyrgyzstan, with an average of almost
20% (United Nations, 2018).
Systematic statistics of this kind are not available at Self-segregation blurs the boundaries of inclusion
the global level, only at the country level and for some Special education may nominally be a parental choice.
regions. The shares of children with disabilities enrolled It may also reflect a preference for self-exclusion
in mainstream and special schools in most low- and (Shakespeare, 2006). This applies as well to schools that
lower-middle-income countries with data, as recorded cater to specific groups, such as single-sex, minority
in education sector plans, show that most children language and religious community schools. Their
with disabilities tend to be enrolled in mainstream contribution to inclusion is ambiguous: Indigenous
schools, although there are exceptions, such as the schools, for instance, can provide ‘an inclusive
Central African Republic (28%) (Figure 3.7). However, environment where marginalised voices are heard and
these data may reflect only a fraction of all children where their traditions, cultures and experiences are
with disabilities. privileged’ but ‘can also re-inscribe marginality and deficit
understandings of the “other” through their focus on a
fixed and reductionist group identity’ (Keddie, 2014, p. 57).
Some special schools see themselves as supporting

F I GURE 3.7: a benign kind of self-segregation, as with some
Children with disabilities in poorer countries tend to be
independent schools for children with dyslexia (Burden
enrolled in mainstream schools
and Burdett, 2005). Members of the Deaf community,
Share of children with disabilities enrolled in mainstream
primary schools, selected low- and lower-middle-income
a subset of those hard of hearing, consider themselves a
countries, education sector plans since 2008 linguistic minority rather than a group with a disability,
which can be interpreted as implying a right to separate
bilingual schools (Goswami, 2004).
100
While some faith-based schools may be motivated

by resistance to pluralistic societies, others exhibit
80
an openness to others and, with non-discriminatory
admission policies, would reject the notion that they are
segregated. Provision for gifted and talented students is
60
often part of special education needs but not all schools
for the gifted or schools fostering elite performance in
%
sports or arts count as special schools.

40
Internationally comparable statistics on these

20 types of separate schooling are scarce. Gender is
the most common dimension of disaggregation.
Yet even statistics on enrolment in single-sex schools
0 are patchy (see Focus 14.1). Religious affiliation is
sometimes captured in school censuses or household
C. A. R.
Gambia
Uzbekistan
Ghana
Kenya
Kyrgyzstan
Burkina Faso
Viet Nam
Mozambique
Eritrea
surveys, although variations in response categories

and lack of clear boundaries between faith-based
and non-government organization schools make
GEM StatLink: StatLink: http://bit.ly/GEM2020_fig3_7
Source: GEM Report team calculations based on Global Partnership for
cross-country comparisons difficult. Every two years,
Education (2018), tables 2.2 and 2.3. for instance, the United States surveys private schools,
which account for about 10% of total enrolment in
3
primary and secondary education. The survey provides a Residential segregation drives the concentration of
breakdown between religious and non-religious schools disadvantaged students in certain schools
and, among the former, distinguishes between schools Spatial segregation among schools may persist even
that are Catholic or conservative Christian, belong to when each is inclusive of its students. Poor or migrant
associations with another specific religious orientation, families are often clustered in certain localities and
and are unaffiliated (National Center for Education schools (Nieuwenhuis and Hooimeijer, 2016). Such
Statistics, 2016). In sub-Saharan Africa, household schools are not identified as schools for immigrants
surveys in 16 countries indicated that faith-based schools in education statistics; there is therefore no direct
accounted for 11% to 14% of enrolment, an estimate equivalent to special school enrolment statistics.
that corresponded reasonably well, on average, with
the administrative data collected in some countries In the United States, the 1968 desegregation policy
(Wodon, 2014). How Islamic schools are captured in led to a rapid decline in the share of black students
statistics depends on the status of the schools in various attending intensely segregated schools (where at
countries (Box 3.1). least 90% of the student population belonged to a
minority group). However, the share increased in all
Even when voluntary, high levels of segregation are a regions between 1991 and 2011, especially in the South,
warning sign. Preferences adapt to available alternatives. where more than half of black students live: There the
As argued above with respect to private schooling, share increased from 26% to 34%, although the South
parents are not obliged to wait for systems to change remains the least segregated region. The highest share
(Swift, 2003). Flight from mainstream schools by those was observed in the north-east (51%) (Orfield and
facing barriers could be understood as a response to lack Frankenberg, 2014).
of inclusiveness (Shaw, 2017).
B OX 3 .1 :
Islamic schools span inclusion and self-segregation in parts of the world

In several countries where Islam is the religion of the majority or of a sizeable minority, religious schools have helped expand access to education.
The extent to which these schools are part of the formal system – and therefore captured in statistics – depends on historical context.
In Southern and South-eastern Asia, there has been intense debate about tradition vs modernization in education (Park and Niyozov, 2008). While
unrecognized religious schools remain, recognized madrasas that teach the official curriculum have been introduced since the 1980s and have been credited
with expanding access to students from poorer households, for instance in Bangladesh and Indonesia (Asadullah and Chaudhury, 2016; Asadullah and Maliki,
2018). In Bangladesh, madrasas accounted for 1.2 million or 6% of primary school students (grades 1 to 5) in 2016 and 2.1 million or 17% of secondary school
students (grades 6 to10) in 2018, according to the school census. The number of unregistered schools remains limited (Bangladesh Bureau of Education
Information and Statistics, 2018; Bangladesh Directorate of Primary Education, 2017). In Indonesia, the percentage of students in madrasas was 10% in
primary, 23% in lower secondary and 20% in upper secondary education in 2012. There are 7 million enrolled in registered, publicly supported madrasas
across all levels and 8 million enrolled in unregistered madrasas, often with boarding facilities, monitored by the Ministry of Religious Affairs (Asadullah and
Maliki, 2018).
While the share of students in religious schools in these two countries has remained fairly constant, Turkey has expanded, adapted and diversified the public
religious schools known as imam hatip (Aşlamacı and Kaymakcan, 2017; Çakmaklı et al., 2017). A turning point came in 2013, when imam hatip expanded from
the upper secondary to lower secondary level. Between 2012 and 2017, the share of students in these schools increased from 0% to 12% in lower secondary
and from 5.6% to 11% in upper secondary education (Butler, 2018).
In sub-Saharan Africa, Islamic schools are the preferred choice of poorer families but have remained at the margins of the education system, comparatively
speaking. While a few countries, such as Côte d’Ivoire and Mauritania, have formal Islamic schools, no more than 3% of primary school children enrol in
them, the exception being Gambia at 11%. Most of the schools are non-formal, and many children attend both a formal secular school and a non-formal
Islamic school (d’Aiglepierre and Bauer, 2018). Senegal has a large variety of non-formal Islamic schools, known as daara, including neighbourhood schools,
most of whose students also attend public schools, and boarding schools. A few have been formalized, including a handful in the public education system
(Dia et al., 2016). Such variety makes it hard to monitor the percentage of children attending the various types. A citizen-led assessment of households
estimated that 16% of 9- to 16-year-olds attended a daara but could not further distinguish the types (Fall and Cisse, 2017).
3

In countries of the Organisation for Economic
Co-operation and Development that participated in the In the Czech Republic and Slovakia,
Programme for International Student Assessment (PISA), most Roma children were educated
socio-economic segregation was a persistent challenge.
in majority Roma schools
More than two-thirds of immigrant students attended
schools where at least half the students were immigrants
(OECD, 2015). Another analysis using PISA data showed
that half the students in Chile and Mexico but less than segregation by ethnic origin is more widespread than
one-third in Scandinavian countries would have to be segregation by socio-economic status (Murillo and
reassigned schools to achieve a uniform socio-economic Martínez-Garrido, 2017).
mixture. Such segregation barely changed between
2000 and 2015 (Figure 3.8). High socio-economic The purpose of the analysis matters. Official statistics
segregation among schools is also found in China (Yuxiao on desegregation in South Africa have focused on
and Chao, 2017). Data from Latin America suggest that school-level analysis of the extent to which all population
groups have gained access to formerly white schools.
An analysis of grade 12 examination data for this report
shows that 98% of white students are from schools that
FI GURE 3 .8:
Socio-economic segregation among schools is a include non-white students. Among schools attended
persistent challenge by white students, half have 65% or more non-white
Dissimilarity index of distribution of socio-economic top and students, and half have 28% or more black students
bottom 50% of students across schools, selected countries, 2000–15 (Gustafsson, 2019).
0.55 The contentious debate about whether schools in the

More segregation United States are desegregating or resegregating hinges
on the difference between the extent to which groups
0.5
Chile
are evenly distributed and the extent to which they are
exposed to each other (Chang, 2018; Reardon and Owen,
2014). In Providence, Rhode Island, the share of schools
Index of between-school socio-economic segregation
Mexico
0.45
with 90% or more minority students increased from
36% in 2000 to 74% in 2015. Yet segregation decreased
in terms of even distribution of groups across schools
0.4 France
United States (Barshay, 2018).
Germany
Policies to counter residential and school segregation

0.35
must take their complex interaction into account.
Denmark
In San Francisco, California, families from historically
Sweden
disadvantaged neighbourhoods get a bonus in the school
0.3
Finland lottery that increases their chance of getting their first
Norway
choice. Inadvertently, this benefits middle-class families
who are gentrifying these neighbourhoods; they receive
0.25
the bonus on top of their existing advantage and make
Less segregation more ambitious and strategic choices in the lottery than
their neighbours who are the intended beneficiaries
0.2
2000 2003 2006 2009 2012 2015 (Goldstein, 2019).

Roma children are much less likely than non-Roma to
Notes: The dissimilarity index reflects the differing distribution of two groups (e.g. attend school; those who do attend are often educated
students of high and low socio-economic status) among specific units (e.g. schools). separately. In the Czech Republic and Slovakia, most
It is equal to half the sum of absolute differences in proportions between the two
groups across schools. It ranges from zero (where the proportion of both groups Roma children were educated in majority Roma schools.
in every school is equal to the proportions found in the population, i.e. there is no Special needs identification serves to segregate Roma
segregation) to one (where there is complete segregation of students, i.e. all schools
have only one group of students represented). children in special schools or in segregated classes within
Source: Based on Gutiérrez et al. (2020). mixed schools, with separate entrances and cafeterias.
3

Feelings of relating and belonging affect learning

At least 5% of Roma in Croatia, Hungary, the Republic of smiled at me and said in front of everyone,
Moldova and Romania, and at least 10% in Slovakia and ‘Tom, our troublesome little boy, has finally decided
Bulgaria, attended segregated classes in mainstream to participate and show us his worldly wisdom.’
schools (Brüggemann, 2012) Everyone laughed. At that moment I decided that
I would never talk in front of that teacher or that
Some countries with concentrations of indigenous, class again. Not ever (Lund, 2014, p. 100).
ethnic, linguistic and other cultural minority communities
identify them using geographical areas as proxies instead Feelings of relating and belonging affect learning
of trying to determine individual students’ identities. (Alton-Lee, 2003; Porter et al., 2013). An environment
Bangladesh has used such an approach to target ethnic that allows students to be persistently mocked cannot
minorities, populations on flood-prone river islands and be genuinely inclusive, even if ridicule is directed not
in coastal or haor (wetland) areas, those vulnerable to the at a disability or group membership but at physical
monga (lean season of rice production), families working appearance, motor skills, an uncommon name or
on tea plantations and, most recently, Rohingya refugees. new-student status (Dare et al., 2017; Oravec, 2012).
Each group lives in fairly clearly demarcated parts of the
country (Begum et al., 2019). In Nepal, the government Cross-national learning achievement surveys tend to ask
introduced an equity index in 2014, with the support questions on sense of belonging. In the 2018 PISA, around
of UNICEF and other development partners, to assess 1 in 10 students in Belarus, Norway and Spain, but over
education disparity within and across districts for 1 in 3 in Brunei Darussalam, the Dominican Republic
needs-based school-level planning (UNICEF, 2018). and the United States, reported feeling like outsiders
at school (Figure 3.9). From this and other questions,
such as whether they feel lonely at school, an index of
MONITORING OF INCLUSION IN SCHOOLS sense of belonging has been calculated. Schools in every
SHOULD BE AMBITIOUS participating country fall far short of making students
Monitoring inclusive teaching in classrooms is challenging. from all socio-economic backgrounds equally feel like
Comprehensive reviews confirm a lack of evidence on any they belong (Figure 3.10).
special pedagogy for teaching children with special needs
(Davis et al., 2004; Nind and Wearmouth, 2004; Rix and The Index for Inclusion is the most prominent holistic
Sheehy, 2014). Evidence on specific inclusive pedagogies framework of school-level indicators across the domains
is also lacking for special schools (Hedegaard-Soerensen of inclusive cultures, policies and practices (Booth and
et al., 2018). Teachers who can effectively teach students Ainscow, 2002). While its applicability in developing
with special needs are the most effective teachers overall countries has been questioned, both because of lack
(Jordan and McGhie-Richmond, 2014). of resources and the risks a tick-box approach entails,
the index can be adapted to local contexts through school
Information on the education outcomes of children self-evaluations and value frameworks (Carrington and
belonging to various groups gives at best a limited view of Duke, 2014). It has been translated into 40 languages
their experiences of exclusion and inclusion. Students can and adapted and used in many countries. In Brazil, it has
be physically in a class but not belong to the class socially helped schools identify inclusion barriers and informed
(Ferguson, 2008). Learners can be subject to humiliating teacher and civil servant professional development since
treatment whether they belong to a specific group or not. 2006 (Index for Inclusion Network, 2019).
Few data on student experiences exist, and outsiders The index does not generate a one-dimensional value
have only limited and irregular opportunities to observe for simple aggregation and comparison of schools,
classrooms (Kuper et al., 2018; Price, 2018). A study of however. To inform policy and monitor implementation
dropout in Norway found that ‘[t]eachers’ displays of and outcomes, detailed data must be captured in an
ignorance, sarcastic remarks and absent leadership are education management information system (EMIS).
the main topics in the adolescents’ statements’: Yet almost half of low- and middle-income countries have
no EMIS that is inclusive, for instance of children with
Finally, feeling a little nervous … I raised my hand disabilities (United Nations, 2018).
and was ready to give my answer. The teacher
82
3
Index of sense of belonging at school %
0
5
10
15
20
25
30
35
40
-0.60
-0.40
-0.20
0.00
0.20
0.40
0.60
0.80
Netherlands
Brunei Daruss. Rep. of Korea
OECD countries.
Macao, China Albania
F I GURE 3 .9 :
Hong Kong, China Denmark
Source: OECD (2019).

F I GURE 3 .1 0:
Viet Nam Belarus
Russian Fed. Spain
Thailand Norway
Czechia Japan
Poland Portugal
Italy
C H A P T E R 3 • Data
Malta
Philippines Belgium
Rep. Moldova
Weaker sense of belonging

Bulgaria
Stronger sense of belonging

Morocco Croatia
Slovakia Finland

Austria

Latvia
Advantaged students
Kazakhstan Estonia
Disadvantaged students
Ireland Germany
Switzerland
Ukraine
Peru
Many students feel like outsiders at school
Turkey
Romania
United States Georgia
Dominican Rep. Luxembourg
New Zealand Latvia
United Kingdom Ukraine
Indonesia Hungary
Malaysia Indonesia
Qatar Sweden
Disadvantaged students feel they do not belong at school

Panama Greece
Montenegro Iceland
Australia Montenegro
Singapore Bosnia/Herzeg.
Colombia Slovenia
Lithuania Costa Rica
Brazil Malaysia
Jordan Mexico
Index of sense of belonging, by socio-economic status, selected countries, 2018

Canada Kazakhstan
Belarus Poland
Peru Serbia
U. A. Emirates Ireland
Slovenia Uruguay
Cyprus Chile
Estonia Colombia
France Singapore
Chile Saudi Arabia
Georgia Macao, China
Bosnia/Herzeg. Turkey
Belgium Czechia
Argentina Cyprus
Rep. Moldova United Kingdom
Finland Russian Fed.
Italy New Zealand
Japan Lithuania
Mexico Canada
Croatia Philippines
Romania U. A. Emirates
Serbia Australia
Greece Thailand
Sweden Argentina
Percentage of students who agree or strongly agree that they feel like outsiders or left out at school, selected countries, 2018
Saudi Arabia Viet Nam

Hungary Brazil
Costa Rica Slovakia
Uruguay Hong Kong, China
Iceland Morocco
Netherlands Qatar
Luxembourg Panama
Portugal France
Denmark United States
Germany Malta
Switzerland Bulgaria
‘I feel like I belong at school’, ‘I feel awkward and out of place in my school’, ‘Other students seem to like me’ and ‘I feel lonely at school’. The value of zero is the average for
Rep. of Korea Jordan
Notes: The index of sense of belonging is based on responses to the following questions: ‘I feel like an outsider (or left out of things) at school’, ‘I make friends easily at school’,
Norway Dominican Rep.
Austria Brunei Daruss.
Spain
Albania
3

The review recommends replacing general questions
In 14 countries, the share of children on school accessibility with specific questions related
with a functional difficulty in at least to availability of accommodations, such as Braille
materials and modified furniture. Existing questions,
one domain was 12%
e.g. on availability of internet for pedagogical
purposes, can be extended with an additional question
on availability of screen readers for students with
The scope and quality of the data, where available, often visual impairment.
remain limited. In a survey of education ministries in
11 sub-Saharan African countries on children with visual Leveraging of EMIS for inclusion can and should go
impairments, conducted for this report, Cameroon and much further. New Zealand systematically monitors
Nigeria could not provide enrolment data, while Ghana, soft indicators at the national level, including on whether
Kenya and Zambia could provide data for children in students feel cared for, safe and secure, and on their
special and integrated schools but not mainstream ones. ability to establish and maintain positive relationships,
Moreover, some ministries stressed the potential lack of respect others’ needs and show empathy (New Zealand
data reliability (Sightsavers, 2020). Education Review Office, 2016). Fiji’s EMIS may be one
of the most comprehensive examples with respect to
Incorporation of inclusion indicators into EMIS is an disability (Box 3.2).
emerging best practice. UNICEF recently produced a
guide on adding disability-related questions to school In Colombia, inclusion indices go beyond primary and
censuses, including a recommended minimum set secondary schooling, having also been prepared for
related to inclusion. Feasible and universally applicable early childhood and higher education. The National
questions include incidence of in-service teacher training Accreditation Council established the higher education
on teaching children with disabilities and whether assessment to guide institutional self-assessment
schools’ main entrances are wide enough for wheelchairs. of inclusion. Across Latin America, there has been an
Gearing school-level data collection towards inclusion initiative for a harmonized regional education information
can be incremental. India simply added a column to system on students with disabilities (UNESCO, 2011).
forms collecting information on various facilities on
whether they were accessible to students with disabilities
(UNICEF, 2016). FIG U R E 3 .1 1 :
Most countries collect some disability data, but few in
The UIS reviewed approaches to collecting administrative sufficient detail
data on disability in 71 low- and middle-income countries Percentage of education management information system
to determine the extent to which they aligned with the questionnaires that collect information on various aspects of
social model of disability, along with what measures disability, 71 low- and middle-income countries, 2018
could contribute to both national policy and Sustainable
Identifying disability
Development Goal (SDG) 4 monitoring. Administrative
data from Rwanda demonstrated the value of combining More than binary disability/
detailed information on education and disability: special education needs
Enrolment of children with multiple disabilities was found Degree of disability

(only for vision/hearing)
to have dropped from 348 in grade 1 to 87 in grade 6 in
2018. However, few systems collect sufficiently detailed All four domains
(vision/hearing/physical/intellectual)
data on disability or education programmes and
outcomes (Figure 3.11): Costa Rica, Fiji, Indonesia, 0 20 40 60 80 100
%
the Marshall Islands and Puerto Rico (United States)
include information on psychosocial or behavioural Yes No
difficulties, while 14 systems identify four common

domains: vision, hearing, physical and intellectual Source: GEM Report team analysis based on UIS (2019).
impairments (UIS, 2019).
3

B OX 3.2:
Collecting data on inclusion can
The education management information system in itself be part of making schools
Fiji focuses on inclusion
and systems more inclusive

Across Pacific Island states, there have been efforts to improve
indicators for disability-inclusive education (Sharma, 2016).
The evolution of Fiji’s EMIS is an instructive example of good During the first phase, 8 countries used a reduced
practice. The online, individual-level system replaced the questionnaire with 14 of 42 originally proposed qualitative
previous school-level system in 2013; technical and financial and quantitative indicators on the normative and policy
support came from the Australia-funded Access to Quality framework along with statistical information. One finding
Education Program. was that relatively low shares of mainstream primary
schools received students with disabilities, ranging from
While disability disaggregation was possible from the beginning,
40% in Brazil to 2.5% in Paraguay (UNESCO, 2013).
the system was initially limited: Teachers gave simple responses
to whether disabilities on a list were present and there were
no instructions or training on how to respond (Sprunt, 2014).
DATA COLLECTION SHOULD PROMOTE INCLUSION
The system was expanded in 2013 to include a more
Monitoring, evaluation, accountability and learning should
sophisticated disability disaggregation toolkit based on the
not only serve the function of collecting data on inclusion
MICS Module on Child Functioning. Standard questions improve
but also be inclusive in methodology and actively foster
the chance of data being comparable with findings from sample
inclusion (Save the Children, 2016). Collecting data on
surveys using the same questions (Fiji Ministry of Education,
inclusion can itself be part of making schools and systems
Heritage and Arts, 2016, 2017).
more inclusive. The choice of indicators directs attention to
Among other components, teachers receive a guidebook and are issues that may have been ignored. School self-assessments
trained to assess the difficulties students experience, compared are part of finding solutions to overcoming barriers to
with children of the same age. They are encouraged to complete inclusion. The Fiji EMIS data collection process, for instance,
a student learning profile for any child who consistently improves teacher awareness and encourages more nuanced
performs poorly. The form is meant to be completed with thinking about inclusion.
parents, taking clinical assessments into account when
appropriate. Parents and teachers review the assessments The Monitoring Framework for Inclusive Education
and agree on any need for targeted support. in Serbia, initiated by UNICEF and the government’s
Social Inclusion and Poverty Reduction Unit, is a
Student-level information in the system is complemented well-elaborated framework suitable for national adoption.
with school information, including an accessibility audit. It includes indicators for inter-sectoral monitoring and
Involvement by disabled persons’ organizations and students identifies minimal and optimal indicator sets, including
with disabilities and their families is encouraged. The system for identifying disparity among school authorities,
records information on the services needed and those available. municipalities and schools in terms of inclusion success.
Crucially, the estimated cost of closing any gaps between the It has clear reporting cycles and assigned roles for
two is also recorded. information collection. It also envisages consolidation
of information from school and municipal reports,
Schools provide information on out-of-school children with
the national statistical office, the national EMIS, other
disabilities known to them, as well as on engagement, such
organizations’ research, and special surveys (Serbia Social
as home visits. There are links with the national teacher data
Inclusion and Poverty Reduction Unit and UNICEF, 2014).
system and the national literacy and numeracy assessment
The framework has been integrated within the overall
database. Schools are encouraged to assess all children without
school quality assurance policy and quality standards for
undue concern over the effects on their average test results
schools (Nedeljkovic, 2019).
(Fiji Ministry of Education, Heritage and Arts, 2017).
3

CONCLUSION
Comprehensive data collection
that helps monitor equity and Data on inclusion deliver a clear message: Many millions
continue to be excluded from education access and
inclusion without creating stigma success. Among them, disproportionately, are women;
at the individual level is possible people living in poverty; ethnic, religious and linguistic

minorities; people with disabilities; and, especially, those
experiencing intersecting sources of discrimination
The Inclusive Futures in Rwanda programme similarly and disadvantage. To reach the excluded requires
went beyond data collection and monitoring. understanding who they are and the barriers they face.
By establishing monitoring teams, the project was able
to monitor and evaluate its own data collection process, Many countries still struggle to collect meaningful data
as well as evaluate the impact of the standards, tools, for inclusion of educationally disadvantaged populations.
roles and norms it proposed, which are now included in Comprehensive data collection that helps monitor
the ministry guide to inclusive education (Murenzi and equity and inclusion without creating stigma at the
McGeown, 2015; Rwanda Education Board, 2016). individual level is possible. Inclusion of data on qualitative
experiences at the school level in the national EMIS is a
Inclusive data collection asks questions of all promising approach. Comprehensive data on inclusion
concerned, from head teachers and teachers to must cover inputs, processes and outcomes at all levels
government officials, local partners, parents and of the system.
students. Community-based surveys can respond to
this challenge. A community-based EMIS in Tajikistan Monitoring education inequality at the system level
that collected information on out-of-school children requires identifying specific groups. Whether involving
and attendance of enrolled children both motivated ethnicity or poverty, such categorization will always be
community solutions and informed district policies imperfect. With respect to disability, data collection needs
(Save the Children, 2016). Perhaps the best-known to use standardized best-practice instruments based on
inclusion-oriented data collection initiative is that of the the Washington Group’s set of questions and the Module
People’s Action for Learning Network, whose citizen-led on Child Functioning that adapts them to children.
learning assessments collected and widely shared data
on education attainment and achievement in schools and By contrast, inclusion at the individual learner level is best
households to raise awareness and a sense of ownership served by avoiding categorization and labels as much as
in the community, notably in India and Pakistan possible. Assumptions about what learners can or cannot
(Rose and Sabates, 2017). do, based on assigned categories, should be replaced
with understanding of every individual’s abilities and their
For non-academic outcomes especially, it is important experience of exclusion and inclusion.
to consult with children and young people directly and
elicit their views, not only to monitor outcomes but also
to foster inclusive practices (Messiou, 2008). Article 12 of
the UN Convention on the Rights of the Child explicitly
requires student consultation. This is possible even if the
child has communication difficulties or limited formal
language skills (Fayette and Bond, 2017). Ensuring that
children can express dissent, including non-verbally,
and that all children’s voices are heard is a crucial
consideration (Porter, 2014).
Schoolchildren eat midday meals
at Mondalpara High School,
Mondalpara Gaighata, West Bengal.
CREDIT: UNICEF/Altaf
86 C H A P T E R 4 • G ov e r n a n c e a n d f i n a n c e
C HA PTER
4
Governance
and finance
How should countries manage
and finance inclusion?
87
4
KEY MESSAGES
Inclusive education requires horizontal collaboration to share information, set standards and sequence
support services, but implementation is often thwarted
Kenya established Educational Assessment and Resource Centres with multidisciplinary professional
teams, but one-third of county-level centres had only one officer.
Services need to be complementary. In Colombia, social programmes are tied to a poverty index score
for each family, which they can consult to see the services they are eligible for.
Standards need to be coherent. In Jordan, the ministries of education and social development set
separate standards for licensing and accrediting special education centres.
Governments need capacity to regulate NGOs. China aims to put in place an effective system to
purchase services from them and pass relevant legislation by the end of 2020.
Inclusive education requires vertical collaboration among government levels for local authorities to fulfil
their mandates
In the Republic of Moldova, an inclusive education reform stumbled because savings from reducing the
number of children in residential institutions were not transferred to the local government institutions
and schools absorbing the students.
In the United Kingdom, the number of children with special needs increased by 33% between 2015 and
2019, while the funding local councils received rose by only 7%.
Equity and inclusion will not be achieved without adequate funding reaching schools and students
according to need
Governments finance local authorities or schools. In Indonesia, poorer districts with lower capacity to
raise revenue struggle and inter-municipal inequality in attainment has grown.
Education programmes may target students and families through exemptions (e.g. from fees), cash
transfers (e.g. scholarships) or in-kind transfers (e.g. school meals). A 2018 law in Finland aims to reduce
fees to minimize the effects of socio-economic background.
Social protection financing policies and programmes also target students and families, affecting equity
and inclusion in education. Since the 1990s, conditional cash transfer programmes in Latin America have
increased education attainment by 0.5 to 1.5 years.
About 310 million schoolchildren in low- and middle-income countries receive a daily meal at school. A
government-led school feeding programme in Ghana targeting priority districts increased test scores,
especially among girls, poor children and those from northern regions.
Providing education for students with disabilities involves extra and often mounting costs
Evidence from Europe and Northern America suggests it costs about 2 to 2.5 times more to educate
students with disabilities.
Many high-income countries are trying to remove incentives to increase the number of students with
special needs, shifting funding to block grants to local authorities.
4
Delivering inclusive education requires multiple actors to work together��90

There are several routes to financing equity and inclusion in education�� 99
Conclusion��109
The main barrier to inclusion in education is the lack of public policy

and financial support.
Anne Kole, public health policy advisor at EURORDIS and parent, France
E ducation governance encompasses a dense network

of institutions, rules and norms that determine policy
formulation, implementation and monitoring. As the
This chapter focuses on mobilization of the
organizational and financial actors required to make
education systems inclusive. Weak collaboration,
2009 EFA Global Monitoring Report proposed, a review of cooperation and coordination of stakeholders within
governance arrangements in education should capture not the system (from early childhood to adult education),
only formal administrative and management systems but also across sectors (e.g. reaching out to health and social
informal processes that distribute power in these systems protection), across government levels (from central
and determine decision making at all levels. Other chapters of to local) and between government and non-state
this report cover aspects of education governance that have institutions (e.g. civil society or the private sector)
an impact on inclusion, such as standard-setting processes can impede implementation of ambitious laws and
through laws and policies (see Chapter 2), monitoring and policies (Figure 4.1).
evaluation mechanisms (see Chapter 3) and communities’ role
in holding government to account (see Chapter 8).
F I GURE 4 .1 :
Delivering inclusive education requires collaboration, cooperation and coordination
Conceptual mapping of partners needed for inclusive education
Horizontal integration
Sectors
Education levels Finance Health Education Social Labour Government levels
Vertical integration
Early childhood National

Primary/secondary Inclusive education Regional/provincial
Tertiary Local
Adult School
Actors
Private sector NGOs Government Researchers Professionals

Note: NGO = non-government organization.
Source: GEM Report team.
4

The chapter addresses collaboration, cooperation and
coordination from two viewpoints. First, considering Weak collaboration, cooperation and
the need to break down silos in policy formulation coordination of stakeholders can
and implementation, which is the hallmark of the
impede implementation of ambitious
United Nations (UN) 2030 Agenda for Sustainable
Development, it looks at how education ministries laws and policies
establish strong partnerships between education levels,

between government levels, with other sectors and with
non-government stakeholders. Second, it looks at the emotional health. Co-locating services can reduce
financing of services for equity and inclusion, including duplication. Cooperative arrangements, in which various
mechanisms to allocate education resource to regions, service professionals communicate and work together on
schools and students. It also looks at social protection behalf of individual users, can also improve service quality
programmes that target vulnerable groups and can (OECD, 2015; Statham, 2011).
affect education, concluding with a review of financing
mechanisms for disability-inclusive education.
Interministerial responsibility-sharing arrangements
are common
DELIVERING INCLUSIVE EDUCATION Government agencies generally share administrative
REQUIRES MULTIPLE ACTORS TO responsibilities for delivery of inclusive education.
WORK TOGETHER A mapping of inclusive education implementation in
18 European countries, mostly regarding students
Ensuring equal education opportunities for those at risk with disabilities, showed substantial division of labour.
of exclusion is not the sole responsibility of education Education ministries tend to be responsible for
policy designers. It requires mobilizing multiple actors and providing additional teachers, running mainstream
aligning the administrative systems supporting various and special schools and providing learning materials.
facets of vulnerable populations’ lives. Responsibilities In most countries, health ministries bear responsibility
for delivering inclusive education need to be shared for screening, assessment and rehabilitation services,
horizontally among government departments or while social protection ministries tend to provide
government and non-government actors, as well as financial aid and advice (Figure 4.2). Regional and local
vertically across education or government levels, taking authorities lead on physical accessibility or extracurricular
their respective advantages into account. support. Transport and public works ministries are
also involved in promoting infrastructure accessibility
Integrating services has two main benefits. First, it allows (European Agency for Special Needs and Inclusive
for greater consideration of a child’s full set of needs, Education, 2016).
including health, well-being, participation, social justice
and equality. Services that form part of holistic care are Structures bringing together government entities to
more accessible and more likely to be taken up. Greater coordinate service delivery are a common first step
awareness of services and how they are linked also towards integration. In New Zealand, the Ministerial
increases uptake. By improving needs identification and Committee on Disability Issues is the government
promoting accessibility, integrated services can also focal point on implementation of the UN Convention
positively affect outcomes for those with complex needs on the Rights of Persons with Disabilities and the
(CfBT Education Trust, 2010; Corter, 2019; OECD, 2015). national disability strategy. It also outlined priorities
for cross-government action in the Disability Action
Second, integrated provision can improve the quality and Plan 2014–2018, which aimed to transform the support
cost-effectiveness of services, leading to cost savings. system, ensure personal safety, promote access and
Integration can be achieved through case management increase employment and economic opportunities.
whereby one service provider acts as a referral point for Regular reports documented progress on these priorities.
access to another. It can also be achieved by providing For instance, developing policy options for children under
multiple services at single sites or by reducing transaction age 8 with disabilities was on track in 2018 (New Zealand
costs related to travel, safety, nutrition or mental and Office for Disability Issues, 2015, 2018).
4
F I GURE 4 .2 :
To ensure inclusion, education ministries share responsibility with other ministries and local government
Division of administrative responsibilities for inclusive education in 18 European countries, 2014–15
Advice from counselling centres
Specialists
Physical accessibility
Extracurricular support
Additional teaching staff
Rehabilitation
Financial aid
Special settings
Learning materials
0 2 4 6 8 10 12 14 16 18
Number of education systems
Education ministry Social protection ministry Health ministry Regions and counties Local authorities Schools

Source: European Agency for Special Needs and Inclusive Education (2016).
However, sharing responsibility does not always imply a challenge hindering planning and implementation
collaboration, cooperation and coordination. Deep-rooted of inclusive education programmes for children with
norms, traditions and bureaucratic cultures hinder disabilities (Global Partnership for Education, 2018a).
smooth transition from traditional siloed service delivery In Sierra Leone, the 2011 National Disability Act
to innovative collaboration and cooperation between established a national commission for people with
education and other sectors. Variable access to and disabilities, composed of representatives of several
quality of social services create additional, overlapping ministries and NGOs, with responsibility for issuing
obstacles to effective integration. Inadequate training, disability certificates to recognize rights and provide
ineffective communication with educators, lack of shared access to services (Sierra Leone Government, 2011).
vision or overarching policy framework, and variation However, implementation has been very slow as a result
in standards across regions also inhibit efficient service of lack of staff and financing (Tigere and Moyo, 2019).
provision (Lawrence and Thorne, 2016; Lord et al., 2008).
Serbia’s government established local coordination HORIZONTAL COLLABORATION IS A

mechanisms among the education, health and social PRECONDITION FOR INCLUSIVE EDUCATION
sectors to identify needs and provide support to all As education outcomes are strongly correlated with
children (Serbia Prime Minister’s Office, 2019). However, health, poverty and social exclusion, integrated service
coordinating state financing structures was challenging, delivery that encourages collaboration across social
and local coordinating body recommendations were services can efficiently address disadvantaged students’
not binding for service providers (NOOIS, 2018). challenges. Economic, social, cultural or physical
Kyrgyzstan, the Lao People’s Democratic Republic, vulnerability is not best addressed when sectors work in
Tajikistan and Uzbekistan cited lack of coordination as isolation. Horizontal integration connects services but
also professions, policy groups and non-government
actors across sectors to make education services more
Variable access to and quality of social inclusive and holistic (Munday, 2007; OECD, 2015).
This section discusses types of collaboration,
services create additional, overlapping highlighting the context-specific opportunities and
obstacles to effective integration

4

Structures bringing together government entities to coordinate

service delivery are a common first step towards integration
challenges governments face when attempting to In Nordic countries, identification of risk and needs
integrate services.1 for specialized support starts before birth. In Finland,
maternity and child health clinics reach virtually all
expecting mothers, as a medical examination is necessary
Sectors should share information related to to receive a maternity grant. These clinics, located within
needs identification municipal health centres, monitor the physical health of
Identifying populations to be served is a crucial first step mothers and young children and offer a wide range of
in developing integrated services to improve inclusive other services, including health education, child-rearing
education. Early childhood identification, intervention and guidance and support, social services and mental health
prevention strategies are far more cost-effective, in terms support. Strong emphasis is placed on early identification
of tackling disability, disadvantage, vulnerability and of children’s physical health and mental or behavioural
social exclusion, than corrective measures later (European disorders, as well as family well-being. Additional tailored
Commission, 2016; UNESCO, 2006). Some studies suggest support is provided in coordination with social and health
that prevention-oriented strategies facilitate inter-agency service providers (Finland National Institute for Health
cooperation and communication and a greater focus on and Welfare, 2019).
the family than do correction-oriented strategies (CfBT
Education Trust, 2010). Croatia harmonized procedures for assessing the needs of
learners with autism spectrum disorders and established
committees that included representatives of all education
and support stakeholders (European Agency for Special
1 This section is based on Patana (2020).
92 C H A P T E R 4 • G OVE RNANCE
4
The Framework for the Assessment of Children in Need

Identifying populations to be served is a and their Families, initially developed in England and
crucial first step in developing integrated Wales (United Kingdom), was adapted in more than
15 countries, including Canada, New Zealand and the
services to improve inclusive education
Russian Federation (Léveillé and Chamberland, 2010).
The Common Assessment Framework, used as part of the
Every Child Matters strategy in England (United Kingdom),
Needs and Inclusive Education, 2016). In the Republic of took a standardized approach to assessing children and
Korea, Dream Start centres identify vulnerable families their families, identifying their needs and providing support
based on administrative data records and subsequent in a coordinated manner. It sought to provide additional
letters and home visits (Republic of Korea Ministry of coordinated services to those below the threshold of
Health and Welfare, 2019). intensive support (e.g. child protection) to encourage a
client-centred approach (Holmes et al., 2012; OECD, 2015).
Kenya established Educational Assessment and Resource
Centres to increase the number of children assessed and Some multidisciplinary social programmes that disburse
expand education access and transition from primary cash benefits conditional on children’s use of a range of
to secondary and vocational schools for children with education and health services determine access to benefits
disabilities. Multidisciplinary teams of professionals on the basis of household income and means tests.
were to involve the community in early identification, In Colombia, Más Familias en Acción (More Families in
assessment, intervention and placement of children Action) is a cash transfer programme conditional on school
with special needs in integrated programmes. However, attendance and health service use. It serves 2.7 million
a national survey in 2016/17 found that one-third of poor families targeted through two complementary
county-level centres had only one officer, just 15% had mechanisms. First, three registries are used to certify
speech therapists, and staff had not been trained to use vulnerability: beneficiaries of the extreme poverty
the revised assessment tool. The 2018 Sector Policy for programme Red Unidos (United Network), victims of
Learners and Trainees with Disabilities aims to address displacement and those enumerated in the Indigenous
these weaknesses (Kenya Ministry of Education, 2018). Census. Second, the National Planning Department’s
Ultimately, lack of implementation means relatively few multidimensional Beneficiary Identification System for
learners with disabilities are enrolled in mainstream schools Social Programmes index uses proxy characteristics to
and segregated education persists (Kiru, 2019). estimate living standards. The programme’s management
information system uses information technology to
In South Africa, the National Strategy on Screening, improve operational efficiency and reduce families’
Identification, Assessment and Support was one participation costs (Medellín and Sánchez Prada, 2015).
of six elements in the 2001 Education White Paper,
a broader commitment to improve inclusive education, Countries lacking technical means to identify children
integrate learners with special needs into the education and families most in need have simpler ways of targeting.
system and better respond to the needs of children at For instance, Cambodia’s Second Education Sector Support
risk of marginalization and learners in special education. Project used geographical targeting based on district
The strategy, a result of collaboration among agencies, gross enrolment ratios to expand disadvantaged children’s
schools and stakeholders, paved the way for additional access to early childhood care and education (ECCE).
services through district- and institution-based A synergistic approach involving 14 ministries increased
support teams and special school centres. Education interventions’ impact (World Bank, 2018).
professionals, parents, schools and districts complete
a Support Needs Assessment to identify barriers to
learning and develop a support strategy to overcome Standard setting is essential for sectors
them. Guidelines help parents and service providers to communicate
navigate the process (South Africa Department of When developing and implementing integrated service
Basic Education, 2014). However, studies point to slow delivery, clear definition of standards and objectives is key
implementation and differences in practices and beliefs to ensuring their effectiveness and quality. Well-defined,
(Donohue and Bornman, 2014). measurable standards outline actors’ responsibilities,
the desired outcomes of integration and the dimensions
4

Some studies note that lack of clearly defined standards and framework

is a major impediment to integrating education and health services
in which policies will be evaluated. Some studies note developed inspection standards to assess classroom
that lack of clearly defined standards and framework is inclusivity so as to increase enrolment of children
a major impediment to integrating education and health with disabilities and improve their learning outcomes.
services (Lawrence and Thorne, 2016). For instance, inspectors determined whether learning
materials were accessible to all students with special
Chile established an Agency for Quality Education to pool education needs. The Rwanda Education Board helped
information across government sectors for monitoring define, harmonize and monitor the standards using their
and evaluating education outcomes (OECD, 2017a). inspectors, which helped develop capacity and promote
The country had already reformed its ECCE curriculum, sustainability (Murenzi and McGeown, 2015).
for instance creating an inter-institutional commission
that brought together stakeholders and professionals Since 1995, the Early Head Start and Head Start
from various sectors involved (Kaga et al., 2010) (Box 4.1). programmes in the United States, which provide
comprehensive early education, health and social
Standards and guidelines are also necessary for services to disadvantaged children and youth, have
development of collaborative practices, capacity and included performance standards mandating service
joint working. Rwanda’s Inclusive Futures project providers to work towards improving coordination and
communication among them and to record their efforts.
The programmes have been effective in promoting
B OX 4.1:
cooperation and establishing partnerships among local
providers, ensuring access to a variety of services to help
Chile’s Crece Contigo early childhood programme
families be self-sufficient, including families of children
set clear standards
with disabilities (Vogel and Xue, 2018).
Chile Crece Contigo (Chile Grows with You) is a comprehensive early
childhood programme covering prenatal to age 4. Through strong Problems arise where standards are not harmonized.
political will and consensus-based policy development, it provides In Jordan, the 1993 disability law transferred
coordinated services across all relevant sectors. Municipalities responsibility for the education of most students
coordinate education, health and social teams. A coordinating with special needs to the Ministry of Education
body at the Ministry of Social Development and a 2009 law that from the Ministry of Social Development, which
institutionalized the programme and provided a permanent budget retained responsibility for diagnosis, care, training
line facilitated national expansion. Resources were allocated to the and rehabilitation of those with mild to severe
health and education ministries through transfer agreements and to learning difficulties (Abu-Hamour and Al-Hmouz,
municipalities through direct transfer agreements. The agreements 2014). The Higher Council for Affairs of Persons with
specified technical standards for institutions, providing a quality Disabilities was established to coordinate actors at the
control mechanism. national level. However, lack of coordination persisted.
The Ministry of Education had a special education
The programme is part of the social protection system, directorate, while the Ministry of Social Development
which includes psychosocial support for extremely poor and the Higher Council set their respective separate
families. Successful expansion was also a result of incremental standards for licensing and accrediting special education
improvements to existing systems, which promoted collaboration centres (Jordan Government, 2016). The 2017 disability
among the health, social protection and education sectors and law aimed to resolve these issues, and the 10-year
built on municipal social protection programmes. Local health and strategy to implement the law’s inclusive education
education teams’ skills and competences have increased. Progress is commitments envisaged developing inclusive school
inter-sectoral and participatory, indicating continuous feedback to standards and curriculum development standards
the local level (Milman et al., 2018). (Jordan Ministry of Education, 2020; Tabazah, 2017).
4
Integration allows services to be sequenced

Case management and co-location are key in efforts ‘One-stop shops’ are the ideal in service
to integrate services for vulnerable children and youth, delivery to individuals and households
although the sequencing of services depends on
with multiple and complex needs
education and child and family welfare structures (OECD,
2015; Sloper, 2004). Where access to child and maternity
clinics, ECCE and other specialized services is free and
universal, basic education and health services often act as
an entry point for referral to additional, more specialized, Other initiatives target families at risk of exclusion or
multidisciplinary services. disadvantage. The United Kingdom’s Sure Start provides
education, health and social services, focusing on
Most children can be reached through schools, which socially deprived areas. It offers co-located, nearby and
can play a central role in support, for instance through home-based services to children under age 5 and their
school-based health. A policy review of global nutrition families, aiming to prevent intergenerational transmission
in 160 countries showed that 89% had some type of of disadvantage and improve children’s cognitive and
school health and nutrition programme (WHO, 2018). language development, education and other outcomes
South Africa’s Integrated School Health Policy, initiated (Bate and Foster, 2017). Countries including Australia
in 2012, provides a package of basic health services (Children’s Contact Services) and Hungary (Sure Start)
at all schools. They include preventive measures for have similar targeted initiatives (Patana, 2020).
physical and emotional health, and treatment for
visual impairment, mental health and HIV/AIDS (South Arrangements of this type also show great potential for
Africa Department of Basic Education, 2015). In the reaching disadvantaged and disengaged youth. Brazil’s
United States, school-based health centres offer Public Employment Service established Estação Juventude
co-located, multidisciplinary support to primary and (Youth Station) to address difficulties related to the large
secondary school students through case management. number of unintegrated programmes targeting youth
They have reduced gaps in access to health services among (OECD, 2014). It combines information on education
disadvantaged groups, such as students with disabilities and employment opportunities with personalized,
and racial minorities, for preventive care, treatment of multidisciplinary services that address young people’s
chronic illness and health risk behaviour reduction (Arenson specific needs and facilitate their autonomy and social
et al., 2019). In Nordic countries, health, mental health and inclusion. The services are set up in partnership with state
social support are available to all learners in compulsory and municipal governments; the infrastructure depends
education (Nordic Welfare Centre, 2019). on local needs and the social partners taking part (Brazil
National Secretariat of Youth, 2017). Related initiatives have
‘One-stop shops’ are the ideal in service delivery to been established in countries including Finland (Ohjaamo),
individuals and households with multiple and complex France (Missions Locales), New Zealand (Youth Service)
needs. Some are universal, such as Sweden’s family and the United Kingdom (Connexions) (Patana, 2020).
centres, which provide preventive, low-threshold support
services to all. These multidisciplinary, co-located services In Colombia, several social programmes are linked.
seek to identify mental, physical and social challenges The links are facilitated partly by unified databases:
early and provide integrated services to address them. Vulnerable families can consult their multidimensional
Case managers help ensure that families in need get poverty index score and check which programmes
access to specialized services (Kekkonen et al., 2012). they are eligible for. Links are promoted by design.
Norway’s 0-to-24 Cooperation seeks to bring together Beneficiaries of Más Familias en Acción, the health
four ministries to support all children and young and education conditional cash transfer programme,
people, recognizing that inclusive service provision is have priority to join Jóvenes en Acción (Youth in
not a child-specific need (UNESCO, 2019a). Smoother Action), another conditional transfer programme
coordination between education and health authorities is providing academic training and life skills relevant
at the heart of a recent white paper on early intervention to the labour market for poor and vulnerable youth.
and inclusive communities, which focuses on grade 1 to Many families benefiting from Más Familias en Acción
4 students at risk of falling behind in reading, writing and are also registered in Red Unidos, the extreme poverty
mathematics (Norway Government, 2019). programme. Administrators guide families on access
4
to public services appropriate to their situations. Governments need to develop capacity to regulate
A handbook lists available programmes, including those NGOs. The Chinese government’s 2013 State Council
related to education and training (Medellín and Sánchez Office’s Guidance on Purchasing Services from Society
Prada, 2015). supported local authorities in purchasing public services,
including education. The government aims to have an
effective purchasing system in place and pass relevant
Horizontal collaboration between government and non- legislation at the local level by 2020. However, an analysis
government actors is needed of integrated family service centres in Guangzhou
In many countries, non-government actors play a major contracted to NGOs suggested that local-level officials
role in provision of inclusive education (see Chapter 8). needed more training to develop contracts and evaluation
Governments contract out specific services to NGOs, arrangements and manage relationships with the NGOs
although regulation of the organizations varies (Kwan Chan and Lei, 2017).
substantially. In Malta, for instance, the government
finances NGOs supporting children and adults with
dyslexia and other learning difficulties (Bezzina, 2018). VERTICAL COLLABORATION IS CRITICAL FOR
However, service agreements would benefit from a INCLUSIVE EDUCATION
stronger focus on quality assurance standards (European Vertical integration of governance and financing
Agency for Special Needs and Inclusive Education, 2015). promotes cooperation and coordination among
government or education levels to harmonize standards,
In India, through the Assistance to Disabled Persons share data, ensure full funding of commitments and
Scheme, established in 1981, NGOs serve as implementing improve monitoring and evaluation of student outcomes.
agencies, buying and fitting aids and appliances for
children with disabilities. There are registry requirements,
income eligibility requirements and periodic revision Local governments need support to provide
of eligible aids or appliances for those with visual, inclusive education
hearing, locomotor, mental and multiple disabilities. A common criticism of centralized governance systems
The government website includes details of institutions is that, through one-size-fits-all policies and limited
that have received grants and information on suspended autonomy at lower levels, they are less likely to promote
or blacklisted NGOs, e.g. those that during monitoring local ownership. In principle, decentralization aligns needs
visits could not prove distribution of funds (India Ministry with preferences and improves accountability. However,
of Social Justice and Empowerment, 2017, 2019). underfunding of mandates granted to local actors and
failure to develop local capacity may worsen inequality.
Some countries are moving to formalize relationships
with NGOs to make them more robust and transparent. For instance, China is constitutionally a unitary state,
In Indonesia, most national and international NGOs and provinces have limited autonomy in raising revenue.
relied on donor funding (Davis, 2013). A 2018 presidential Yet it is the world’s most decentralized country in
regulation made it easier for them to bid on government terms of subnational share of total expenditure (85%),
contracts to provide services for hard-to-reach which has resulted in unfunded mandates. Only 5% of
populations, including those in remote areas, ethnic and education, which is a joint mandate, is centrally funded.
religious minorities and people with disabilities (Jackson, While provinces step in to equalize allocations at the
2018). In countries where donors have greater influence county level, a recent reform aims to increase central
and provide significant financing for inclusive education, government’s role in reducing regional disparity and
the government’s role in managing or regulating NGOs improve public service delivery (Wingender, 2018).
may be more tenuous, as NGOs can be more wary of
formalized, hierarchical arrangements and contracts To strike the right balance between centralized and
(Rose, 2011). decentralized systems, governments ideally maintain a

Underfunding of mandates granted to local actors and failure

to develop local capacity may worsen inequality
4

Several countries have recently undergone decentralization, with

local institutions assuming increased responsibility for inclusive education
level of control, for instance developing and monitoring improvement processes to enable development of
delivery standards and managing funding transfers, inclusive education through support, counselling,
while striving to strengthen local institutional capacity educator and administrator training, and guidance to
(European Agency for Special Needs and Inclusive families (Dominican Republic Ministry of Education,
Education, 2017a). Overlaps or gaps in responsibilities 2008; UNESCO, 2018).
can prevent local governments and schools from
delivering inclusive education that meets standards. In Nepal, authority for education delivery was
In Iceland, overlapping roles and responsibilities decentralized through the 1999 Local Self-Governance Act
between the Ministry of Education and municipalities and strengthened with a new federal political structure
led to disagreement over funding and hampered formal (Nepal Ministry of Education, 2016). A midterm evaluation
collaboration among bodies and agencies. Local and of the current school sector programme and an initial
school stakeholders argued that, while language around inclusive education workshop found that, while some
inclusive education had changed, practices had not. Only central government posts were being shifted, provincial
the municipality of the capital, Reykjavík, developed a and local government capacity to support decentralized
formal inclusive education policy. Regional variation in education service delivery was weak (Asian Development
implementation led to demand for guidance on minimum Bank, 2019; Hunt and Poudyal, 2019).
standards (European Agency for Special Needs and
Inclusive Education, 2017b). The Republic of Moldova Ministry of Education
cooperates with the Institute of Education Sciences
An analysis of inclusive education in Europe found and the Republican Centre of Psycho-pedagogical
that many implementation weaknesses were linked to Assistance to develop and manage inclusive education
governance mechanisms that did not ensure sufficient policy implementation. At the district level, the Education
resources or allow for inter-institutional cooperation and Directorate, inclusive education officers and the
coordinated provision. Local authorities lacked capacity psycho-pedagogical assistance service implement
to use resources efficiently, and schools lacked staff to the policy, identify needs and support professional
assist learners (European Agency for Special Needs and development. At the local level, multidisciplinary
Inclusive Education, 2016). intra-school commissions, individualized education plan
teams, resource centres for inclusive education and
Several countries have recently undergone assistance personnel have direct contact with parents
decentralization, with local institutions assuming and families to ensure child protection (Republic of
increased responsibility for inclusive education. Moldova Ministry of Education, Culture and Research,
Colombia’s Ministry of National Education provides 2017).
guidelines for inclusive education and works with
national institutes for the blind and the deaf to Many European countries frame cooperation with
create inclusive programmes. Regional education formal agreements. In Italy, national- and regional-level
departments implement the policy. They carry out framework agreements regulate, integrate and
identification and enrolment campaigns for children coordinate the policies of entities involved in education,
with disabilities, in coordination with other government social and health interventions. In the Netherlands, there
entities, then develop progressive implementation plans are agreements with school alliances and communities
(Colombia Ministry of National Education, 2017). responsible for youth care, health and social services.
In Portugal, municipalities and the Ministry of Education
As part of its commitment to fulfil the right to inclusive sign contracts governing implementation of national
education enshrined in the 1997 General Education Act, policies: Primary and secondary schools can enter into
the Dominican Republic has established regional resource formal agreements with the ministry that increase their
centres since 2004. These promote whole-school autonomy in curricular and pedagogical organization,
4

Decentralization can exacerbate inequality when it does not take fully into

account local governments’ uneven capacity for mobilizing resources
human resource management, social support and In the United Kingdom, central government funding for
financial management (European Agency for Special students with special education needs is provided to local
Needs and Inclusive Education, 2016). councils’ education budgets. While the number of children
and youth with an education, health and care plan rose by
33% between 2015 and 2019, from 240,000 to 320,000,
Local government inclusive education mandates funding to local councils increased by 7% (Weale, 2019).
need to be fully funded
Ensuring that resources match local- and school-level In the US state of Wisconsin, the cost of special education
service delivery commitments requires central eligible for state aid increased by 18% between 2008 and
governments to monitor the situation and support 2018, but state aid remained flat and fell as a share of
entities that struggle to raise the necessary resources. total special education spending, from 29% to 25%.
Decentralization can exacerbate inequality when it does Federal aid also remained flat. Cash-strapped districts
not take fully into account local governments’ uneven have therefore diverted resources from mainstream
capacity for mobilizing resources, a concern that applies education, as they must cover the cost of, for instance,
across social spending commitments. speech language pathology, physical therapy, classroom
aids, modified curriculum, counselling, transport and
In the Republic of Moldova, a reform sought to support school nursing (Wisconsin Taxpayer, 2019).
inclusive education, moving children out of residential
institutions, most of which were Ministry of Education
boarding schools. An evaluation showed that the reform Transition between education levels requires
stumbled because savings from reducing the number of coherence and coordination
children in residential institutions were not transferred to Transition between education levels requires coordination
the local government institutions and schools absorbing to ensure that delivery continues smoothly. An analysis of
the students (Evans, 2013). early childhood to primary education transition policies in
30 high-income countries found growing attention to this
issue in strategy and policy documents. Early childhood
4
THERE ARE SEVERAL ROUTES TO

About three in four countries noted that FINANCING EQUITY AND INCLUSION
they provided specialist support, such as IN EDUCATION
psychologists or care workers, for children Achieving equity and inclusion requires adequate funding
with special needs during transition reaching schools and students according to need.

Countries pursue policies of varying form and intensity
to mitigate the education impact of vulnerabilities
education responsibilities are increasingly integrated such as poverty, ethnicity, disability and remoteness.
within education ministries to facilitate collaboration, In general, three funding levers are important in analysing
including for inclusive education. Austria developed a financing for equity and inclusion in education.
national strategy on transition, recognizing that its
decentralized context meant several early childhood First, governments pursue an overall policy of financing
centres were not coordinating well with primary schools. local authorities or schools. Such policies range from
Japan uses a five-level scale to evaluate collaboration those aimed at ensuring that every authority or
quality among municipal stakeholders, assigning the top school receives the same level of resources per student
score when reviews have been undertaken to improve (equality) to those meant to take characteristics of
transition. Schools use self-evaluation and develop plans areas or schools (or their student populations) into
for collaboration and exchange at the beginning of each account (equity). Policies may vary by type of school
school year (OECD, 2017b). or by type of financial, human resource or material
input, with approaches for distribution of maintenance
Regarding the added challenges children from grants, for instance, differing from those for teacher
disadvantaged backgrounds face, policies to fill transition appointments or equipment purchases. More rarely,
gaps include language support and financial support for allocations may be determined by outcomes or have
early childhood education participation. About three in a performance element. General policies focusing on
four countries noted that they provided specialist support, equality may be complemented by specific programmes
such as psychologists or care workers, for children with compensating for disadvantage.
special needs during transition. The Netherlands Ministry
of Education developed agreements with the 37 largest Second, education financing policies and programmes
municipalities to track, and provide extra funding for, may target students and their families rather than
their efforts on targeted programmes for disadvantaged authorities and schools. These may be in the form of
children, including collaborating with parents during cash (e.g. scholarships) or exemptions from payment
transition (OECD, 2017b). (e.g. of fees), or in kind (e.g. school meals).
The transition between secondary and post-secondary Third are financing policies and programmes,
education and integration into society is often much also targeting students and families, that are not
harder (Moriña, 2017). An evaluation of inclusive education education-specific but may affect equity and inclusion
provision in Iceland showed that municipal goals were in education. These tend to be social protection
ambitious at the preschool and compulsory education programmes, such as conditional cash transfers or
levels but less so at the upper secondary level (European child grants with an education component that aim to
Agency for Special Needs and Inclusive Education, address poverty, for instance with a gender dimension.
2017b). An analysis of how young people with disabilities Targeting mechanisms tend to be well articulated and
experienced transitioning to tertiary education in regularly evaluated.
Austria, the Czech Republic, Ireland and Spain found a
lack of financial support and service delivery measures For each funding lever, the key aspects to consider when
(Biewer et al., 2015). examining the potential impact on equity are whether
specific policies or programmes to reallocate resources to
disadvantaged areas or populations exist (and, if so, using
what targeting criteria); the absolute volume or relative
depth of spending (e.g. average transfer size); and the
coverage in terms of percentage of schools, students or
families reached.
4

General policies focusing on equality may be complemented by

specific programmes compensating for disadvantage
SOME COUNTRIES CONSIDER EQUITY IN THEIR funding (Rwanda Ministry of Finance and Economic
FUNDING TO REGIONS OR SCHOOLS Planning, 2017). Parental contributions to schools in richer
Several countries devolve funds to the local level and may areas exacerbate inequality (Paxton and Mutesi, 2012).
include a fiscal redistribution element to reduce disparity. Better targeting of the grant to poorer schools is needed
to achieve universal secondary education (Department
Poorer countries generally lack capacity for fund for International Development, 2016), a policy concern in
redistribution. As a first step, however, some have many sub-Saharan African countries (Box 4.2).
allocated funds transparently to districts or schools
through capitation grants. Since 2003, Rwanda has Mauritania has been considering introducing education
provided schools with a simple capitation grant priority zones to coordinate activities addressing
allocated to teaching and learning materials (50%), school disadvantage in selected geographical areas.
school maintenance (35%) and teacher training (15%), The 2014–17 education sector action plan allocated
combined with a teacher salary top-up. The grant has 1.3% of resources to development of such zones,
provided basic funds to all schools and helped improve covering 150 schools, with an emphasis on promoting
textbook availability, but its effect on teacher training revenue-raising activities such as horticulture and
is unknown, especially after that part of the grant was school-managed shops where students could procure
recentralized in 2012 (Milligan et al., 2017; Williams, lower-cost materials (Mauritania Government, 2015).
2017). No adjustment is made for schools needing more
B OX 4 .2 :
Sub-Saharan African countries struggle to finance recent commitments to provide free secondary education
In recent years, many sub-Saharan African countries have committed to delivering free secondary education, pursuing a range of funding strategies with mixed
outcomes. There is a notable lack of attention to the equity implications of education expansion, when most countries are yet to achieve universal primary completion.
Uganda was the first to introduce a universal secondary education policy in 2007. For the first 10 years, it was financed through a public–private partnership. Up to
one-third of students had access to over 800 publicly funded, privately managed schools in 2016. Some analyses have focused on the cost-effectiveness of this
delivery mode (O’Donoghue et al., 2018), while others have highlighted its unaffordability (Malouf Bous and Farr, 2019). In 2018, the government decided to phase out
such schools and instead support government school construction (Ahimbisibwe, 2018). However, the education share in the budget declined from 20% in 2004 to
12% in 2017, according to the UNESCO Institute for Statistics, and is projected to continue declining to 10.3% in 2019/20, casting doubt on the sustainability of the
commitment (Mutegeki, 2019).
Kenya did away with secondary school tuition fees in 2008. The fees had accounted for about 40% of the total cost to households, which still paid for infrastructure,
boarding and school uniforms. In 2016/17, the cost of the policy amounted to US$320 million, close to 2% of the budget or almost double the cost of the earlier free
primary education policy. An evaluation found that the policy increased females’ education attainment by about 0.75 years, decreased their probability of marriage
before 18 by around 25% and increased their likelihood of skilled work by 28% (Brudevold-Newman, 2017).
The United Republic of Tanzania abolished lower secondary education fees in 2015. There had been significant increases to the education budget, which doubled
between 2011/12 and 2015/16 (UNICEF, 2017). A simulation exercise estimated that the policy might increase lower secondary enrolment by over 50% by 2025, costing
at least US$840 million per year by 2024 and representing an increase in the budget share of lower secondary education, from 19% in 2018 to 35% in 2024, to fund
the additional 75,000 teachers and 30,000 classrooms. The analysis recommended cost-saving measures, especially on construction, to keep the expansion fiscally
sustainable (Asim et al., 2019).
In Ghana, basic education has been free since 1992. A free upper secondary school policy was introduced in 2017 to meet increasing demand. While education has been
well funded, education as a share of total recurrent public expenditure (excluding debt service) was expected to decrease, from a peak of 32.3% in 2015 to 21.3% in
2019 and 19.9% in 2020 (Global Partnership for Education, 2018b), which may be at odds with the free secondary school policy.
4
However, as of 2019 there had been no implementation Provinces in Sri Lanka also receive funds through two
progress (Aïdara, 2019). main channels. First, they receive block grants for
salaries and recurrent non-salary expenditure. Almost all
Many countries that attempt to redistribute funds schools receive education quality input funds according
struggle to make an impact on inequality. Education to a formula that takes student population, school size
financing in Argentina, a federal country, is in three parts. and grade coverage into account. Second, provinces
First, there are automatic transfers from the federal receive grants for capital expenditure, notably the
government to provincial governments. Rules for some of Province Specific Development Grant, whose allocation
them are set in the 2006 education financing law, which is determined by four factors to equalize intra-provincial
takes rural and out-of-school populations into account disparity: per capita income (40%), infrastructure (30%),
(Argentina Government, 2006). However, these transfers health (15%) and education (15%), the latter in the form
do not sufficiently account for provincial differences of an index based on enrolment and pass rates for
(Rivas and Dborkin, 2018). Second, the ministries of five examinations (Sri Lanka Finance Commission, 2014).
education and public administration make non-automatic However, considerable disparity exists among districts in
transfers to provinces and municipalities in implementing both resource allocation and examination results; in the
their nationwide programmes. Their effect on inequality latter case, within-district disparity was even higher
is hard to estimate. Third, provinces co-finance education than inter-district disparity. In addition to late, partial or
from their revenue, which provides the bulk of total non-receipt of funds, smaller schools with fewer resources
education spending (Bertoni et al., 2018). As this have limited ability to raise funds, exacerbating disparity
revenue varies a lot, it is a major source of inequality. (Ranasinghe et al., 2016).
There are calls for a more centralized model to address
interprovincial inequality, as well as for a review of In assessing the inclusivity of budget practices, the value
non-automatic transfers to increase their effect on of targeting groups instead of targeting factors more
inequality (Claus and Sanchez, 2019). A recent comparison broadly associated with underlying disadvantage is
with other Latin American countries gives an idea of the debatable. For instance, while students with immigrant
lost redistribution potential (González, 2019). backgrounds are a common policy concern in many
high-income countries, migrant status is rarely explicitly
In Indonesia, different mechanisms are used for the included as a factor in financing schools. Belgium, England
two main types of education expenditure. First, teacher (United Kingdom), Israel and the Netherlands have either
salaries and allowances are paid through the General reduced or removed the focus on migrant status in favour
Allocation Grant. This unconditional grant transfers of related factors, such as socio-economic status and
resources to local governments to cover salary costs. parental education level (UNESCO, 2019b).
It also attempts to compensate for the difference
between local needs and revenue, but inequality
has been increasing (Akita et al., 2019; UNDP, 2019). School feeding programmes can promote equity
Second, a capitation grant covers schools’ operational and inclusion
and, since 2009, quality-related costs. Some districts About 310 million schoolchildren in low- and middle-income
complement this with a school grant. However, districts countries receive a daily meal at school, with Brazil, China
vary significantly in revenue-raising capacity, and the and India having some of the largest programmes (WFP,
poorest struggle (OECD and ADB, 2015). Some studies 2019a). Such programmes are a key part of poverty
focusing on inputs found that decentralization resulted reduction strategies, using schools as venues to address
in lower budgets and teachers with fewer qualifications malnutrition. They can also promote equity and inclusion
in poorer schools. Teachers also spent less time in by increasing poor students’ attendance and learning
classrooms in rural areas (Leer, 2016). Another study, outcomes, as improved nutrition and health can affect
focusing on outcomes, found that decentralization attention and cognitive functions (Bundy et al., 2018).
increased inter-municipal inequality in attainment
(Muttaqin et al., 2016).

Many countries that attempt to redistribute funds struggle

to make an impact on inequality
4

for acute malnutrition (Humanitarian Information
A systematic analysis of 15 school Unit, 2018). The country relaunched school feeding in
feeding programmes found that 2018 with the support of the World Food Programme,
distributing high-energy biscuits and date bars to all
overall they increased attendance
primary schools across 13 governorates, reaching almost
400,000 students. More than half the snacks were
Successful programmes provide meals of high nutritional locally produced and procured to shorten commodity
quality and target children who might not otherwise lead times and support the local economy. A review of
get a meal at home. One concern has been inadequate the context as part of World Bank’s Systems Approach
emphasis on raising family awareness about nutrition for Better Education Results identified an urgent need
and snack quality (Kristjansson et al., 2016). A systematic for a national school feeding policy that would lead to
analysis of 15 school feeding programmes found budget commitments, effective and efficient logistics and
that, despite wide variability, overall they increased procurement focused on local sourcing and community
attendance, particularly in contexts of food insecurity participation, and a monitoring and evaluation system.
and low attendance rates. Evidence on learning outcomes An inter-sectoral steering committee was set up in
has been less consistent (Snilstveit et al., 2015). 2019 to coordinate actions towards a national school
feeding programme (WFP, 2019b).
A randomized control trial evaluated a large-scale,
government-led school feeding programme in Ghana, The social aspect of school meals should not be ignored.
introduced after poverty and food insecurity rankings Meaningful inclusion through sharing of school meals
were developed to target priority districts. It found that can be difficult to achieve in some contexts, as with the
the programme increased test scores, especially among discrimination observed in the implementation of India’s
girls, poor children and those from northern regions. midday meal programme (Box 4.3).
The effect was the result of increased school participation
and reduced time doing household chores. The study
also countered earlier findings and criticisms that EDUCATION PROGRAMMES TARGETING
the programme did not target areas most in need STUDENTS COMPENSATE FOR DISADVANTAGE
(Aurino et al., 2018). Education policies may target not only regions and
schools but also individual learners and their families to
Many governments struggle to develop equitable and ease financial and other constraints.
inclusive school feeding programmes. The civil war in
Yemen left 53% of the population severely food insecure; Several countries offer fee exemptions to increase access
about 2 million children under age 5 required treatment to education for girls, the poor and other vulnerable
B OX 4 .3 :
Caste discrimination mars the midday meal programme in India

India’s midday meal programme was launched in 1995 to combat poverty and malnutrition and to promote primary school access and other education objectives.
It went nationwide in 2001, after the Supreme Court ruled the midday meal a legal entitlement for all primary school children. The world’s largest national
school feeding programme, it serves more than 100 million children. Several studies have documented resulting increases in enrolment, attendance, retention
and learning (Drèze and Khera, 2017). Effectiveness depends on the nutritional components and whether schools actually receive the intended grains or funds
(Accountability Initiative, 2013).
One programme objective, using school meals for socialization to combat discrimination, has had challenges. A parliamentary committee condemned the practice
of untouchability in the midday meal programme, observed in 144 districts (India Committee on the Welfare of Scheduled Castes and Scheduled Tribes, 2013).
Several reports, qualitative studies and media articles have documented caste-based discrimination in midday meals. Lower-caste children (Dalit) were made
to sit separately from their upper-caste peers (National Campaign on Dalit Human Rights, 2017), and scheduled-caste children received less food (Sabharwal
et al., 2014). In addition, schools and parents have resisted employing cooks from scheduled castes. A study based on 709 households in the seven poorest
states in eastern and central India found that the percentage of scheduled-caste cooks and helpers was very low due to the practice of untouchability, despite a
2004 Supreme Court directive to give preference to them (Reddy, 2018; Sabharwal et al., 2014; Samal and Dehury, 2017).
4

Several countries offer fee exemptions to increase access to education

for girls, the poor and other vulnerable groups
groups. In Benin, girls are exempt from secondary and programmes; 45 had student loan programmes; and
tertiary tuition fees (Benin Ministry of Pre-Primary 40 had tuition fee reduction policies (Salmi, 2018).
and Primary Education, 2018). Finland launched a The Plurinational State of Bolivia offered solidarity
EUR 5 million pilot in 2018 giving discretionary transfers scholarships to students from poor, indigenous and
to municipalities that provide free ECCE to 5-year-olds. Afro-descendant backgrounds to attend private
A 2018 law aims to reduce fees to minimize the effects university (Bolivia Ministry of Education, 2018).
of socio-economic background on learning outcomes In Georgia, while most scholarships were merit-based,
(Eurydice, 2018). The programme is being evaluated between 6% and 10% were needs-based with a merit
to assess whether it increases participation rates component, to support students from schools in
and how municipalities organize their costs (Finnish conflict-affected or remote areas or serving linguistic
Education Evaluation Centre, 2019). Viet Nam granted minorities (World Bank, 2014). Ireland gave tertiary
preschool tuition fee exemptions to poor and remote education institutions access to a Fund for Students
households in 2018 (Viet Nam Ministry of Planning and with Disabilities to help provide services and support
Investment, 2018). (Salmi, 2018).
Scholarships are another common measure. Their equity

and inclusion effects strongly depend on the targeting Disparity in distribution of resources needs to
mechanism. Several programmes have increased inclusion be addressed
of girls. A large-scale female secondary school stipend Governments need to ensure equity not only in education
programme introduced in Bangladesh in 1994 increased financing flows but also in distribution of inputs.
attainment by 14% to 25%, delayed marriage, reduced Teachers, for instance, are often unequally distributed.
number of offspring and improved decision-making Across 32 Organisation for Economic Co-operation
autonomy (Hahn et al., 2018). Primary school and Development countries, socio-economically
poverty- and merit-targeted scholarships targeting disadvantaged schools and classrooms are more likely
grade 4 students in rural Cambodia led to higher to have less qualified teachers (Qin and Bowen, 2019).
attainment (Barrera-Osorio et al., 2018). An evaluation Teachers in poorer areas of Mexico were less qualified and
of secondary school scholarships in Ghana found that had less education than teachers in richer areas (Luschei
beneficiaries attained more years of secondary school, and Chudgar, 2016). In Zambia, on average, rural schools
had higher reading and mathematics test scores, have four vacancies while urban schools are overstaffed
adopted more preventive health behaviour and earned by four teachers (Figueiredo Walter, 2018).
more, largely because women’s tertiary enrolment rates
doubled (Duflo et al., 2017). In low- and middle-income countries, resources and
services to support learners with disabilities tend to be
In Indonesia, Bantuan Siswa Miskin, a cash transfer for scarce and mechanisms to ensure their equal distribution
poor students, expanded its coverage and improved underdeveloped. CBM, an international NGO, works with
its targeting in 2013 (World Bank, 2017a). Although local NGOs to help governments fill gaps. In Cambodia,
households were not obliged to change spending early intervention centres for children with hearing
patterns, poor families’ education expenditure increased impairment offer appropriately fitted quality hearing
(Anindita and Sahadewo, 2020). aids and ear moulds with expert aftercare support.
Speech and language therapists develop receptive skills
The equity and inclusion impact of financing policies lip-reading and expressive skills. In North East India,
to promote access to tertiary education is contested. special schools were transformed into resource centres,
An analysis of 71 countries found that 32% had defined which, in addition to hosting specialists, have become
participation targets for any specific group. By contrast, hubs that share knowledge, develop teacher capacity,
60 countries had scholarships, bursaries or grant carry out early interventions, distribute assistive devices,
4
were rolled out in Latin America in the 1990s, have been

Equitable distribution of textbooks extensively evaluated and found to have consistently
and learning materials is necessary for positive effects on enrolment, dropout and completion
(Snilstveit et al., 2015). Evidence of their long-term effects
inclusive access to learning opportunities
shows they have increased education attainment by
between 0.5 and 1.5 grades (Molina Millán et al., 2019).
early learning kits and audio books, and produce inclusive Public expenditure on these programmes varies by
teaching and learning materials. In Papua New Guinea, country, from 0.01% of gross domestic product (GDP)
the Network of Callan Services includes 19 resource in Belize to 0.61% in Argentina. Population coverage also
centres, which offer screening and prepare children with varies, from 1.2% in El Salvador to 51% in the Plurinational
disabilities for placement in mainstream education. State of Bolivia. While all programmes target by poverty,
An inclusive education institute trains resource centre some also target by location or disability (Table 4.2).
staff and mainstream teachers (CBM, 2018).
A review of 35 studies found that making transfers
Equitable distribution of textbooks and learning conditional on school attendance had a greater effect on
materials is necessary for inclusive access to learning attendance than targeting unconditional transfers to poor
opportunities. In Timor-Leste, textbook distribution people, but the difference was not statistically significant.
is unequal across regions due to weak transport links Positive effects were greater when conditionality was
(Smart and Jagannathan, 2018). In India, several schools monitored (Baird et al., 2014). In Ecuador, Bono de
in eight New Delhi districts experienced months of Desarollo Humano (Human Development Grant) targeted
textbook delivery delays (Prakash, 2017). Less than households that had children under age 16 and were
10% of existing published materials were accessible classified as vulnerable according to the Social Registry’s
for visually impaired people (World Blind Union, 2016). socio-economic index. Ultimately, the programme’s
Bangladesh’s curriculum and textbook board reached conditionality on school attendance was not enforced;
963 of an estimated 40,000 visually impaired children however, an evaluation of effects over 10 years found a
under 15 with Braille textbooks in 2016 (Sarker, 2019). significant increase in secondary school completion: up to
two percentage points (Araujo et al., 2017).
Some studies caution that textbook distribution policies,
while necessary for inclusive learning, are not sufficient. Conditional and unconditional programmes targeting
Free textbook distribution in two Kenyan districts had the poor and having an effect on inclusion exist in many
no impact on dropout except among grade 8 students, other parts of the world. Some have a long history, while
whose transition to secondary education rate improved, others were inspired by lessons and developments in
and no impact on learning except among the top fifth of Latin America. In Indonesia, Program Keluarga Harapan
students. A potential explanation was that the textbooks (Family Hope Programme) began providing quarterly
were too difficult to be of much use to weaker students cash transfers to very poor households in 2008. Initially
(Glewwe et al., 2009) (see Chapter 5). A randomized equivalent to 15% to 20% of income, their real value fell
control trial evaluation of a free primary school textbook to 7% within six years. Eligible households have certain
programme in Sierra Leone showed that attendance did demographic characteristics, such as children under age
not increase, as teachers restricted access to textbooks 15 or children aged 16 to 18 who have not completed
out of uncertainty they would continue receiving them in nine years of education. Conditions for payments
the future (Sabarwal et al., 2014). include an 85% school attendance rate. A six-year
follow-up evaluation showed enrolment rates among
13- to 15-year-olds rose by up to nine percentage points,
SOCIAL PROGRAMMES TARGETING STUDENTS equivalent to halving the share of those out of school.
CAN COMPENSATE FOR EDUCATION Increases of between four and seven percentage points
DISADVANTAGE were observed in the secondary school completion rate
Social protection programmes are a key example of how among 18- to 21-year-olds, with the effect concentrated
cross-sector collaboration can contribute to inclusion among young men (Cahyadi et al., 2018). The government
in education. In particular, cash transfers conditional aimed to scaled up the programme from 3.5 million to
on school attendance and use of health services, which
4

Conditional cash transfers in Latin America since the 1990s have increased

education attainment by between 0.5 and 1.5 grades
TAB LE 4 .2 :
Conditional cash transfer programme coverage in Latin American countries
Beneficiaries:
Country: Percentage of GDP Average transfer, Share of population
Programme Targeting criteria (year) US$ per month Number
El Salvador: 0.18% 1.2%
Location, poverty 15–20
Programa Comunidades Solidarias (2016) 0.38m households
Costa Rica: Location, poverty, 0.18% 3.7%
53–70
Avancemos academic performance (2017) 0.18m students
Chile: 0.03%
Poverty 9 4.4%
Subsistema de Seguridades y Oportunidades (N/A)
Guatemala: Location, poverty, 0.05% 5.9%
65–168
Mi Bono Seguro pregnant/breastfeeding (2017) 0.98m people/0.15m households
Ecuador: 0.24% 6.3%
Bono de Desarrollo Humano (2017) 1.9m people/0.41m households
Panama: 0.06% 8.2%
Location, poverty 25
Red de Oportunidades (2017) 0.33m people/0.05m households
Argentina: 0.61% 9.0%
Poverty, disability 75–98
Asignación Universal por Hijo (2016) 3.9m people/2.2m households
Uruguay: 0.34% 11.0%
Asignaciones Familiares – Plan de Equidad (2015) 0.38m people/0.14m households
Paraguay: 0.16% 11.6%
Tekoporâ (2016) 0.78m people/0.14m households
Belize:
0.01% 16.9%
Building Opportunities for Our Social Poverty 22–247
(2012) 0.48m people/0.88m households
Transformation
Honduras: 0.25% 17.5%
Bono Vida Mejor (2017) 1.6m people/0.27m households
Dominican Republic: 0.37% 33.3%
Poverty 8–92
Progresando con Solidaridad (2017) 3.5m people/0.97m households
Bolivia, P. S.: Poverty, disability, public 0.18% 51%
29
Bono Juancito Pinto schools (2017) 2.2m students/1.16m households
Source: United Nations Economic Commission for Latin America and the Caribbean.
10 million households by the end of 2018, equivalent to and extended it in May 2017 to reach Syrian and
14% of the population (World Bank, 2017c). other refugee children. It is implemented through a
partnership of the Ministry of Family, Work and Social
Turkey has run a conditional cash transfer programme Services, Ministry of National Education, Turkish
since 2003. An initial evaluation found large positive Red Crescent, European Commission and UNICEF.
effects on the secondary school enrolment rate By June 2019, more than 500,000 students regularly
among 14- to 17-year-olds, especially in rural areas, attending school were receiving a transfer of between
where the probability of being enrolled increased US$6 and US$10 per month; 83% of the families
by 17% and, for boys, as much as 23% (Ahmed et al., also benefited from Emergency Social Safety Net
2007). The government later scaled up the programme
4
grants of US$20 per family member per month (Turkey Households with people with disabilities also earn less
Government and European Commission, 2019). because of limited employment opportunities, including
as a result of lower education attainment, and because
other household members have to be caregivers.
PROVIDING EDUCATION FOR STUDENTS WITH In Cambodia, the probability of a household being poor
DISABILITIES INVOLVES ADDITIONAL COSTS almost doubled, from 18% to 34%, if it had a member with
Beyond general financing to promote equity and a disability (Palmer et al., 2016). In Nepal, some 40% of
inclusion, financing disability-inclusive education requires people with visual, hearing and physical impairments
additional focus by governments. The challenge for cited financial challenges as a major barrier to pursuing
policymakers is that spending throughout the education their education (Lamichhane, 2015). As a result, disability
system, even if it mainstreams students from vulnerable is associated with higher poverty.
groups, may fail learners with disabilities, especially
since fulfilling their need for specific support is costlier.
A twin-track approach to financing is needed both to Well-resourced systems pursue a variety of disability-
address exclusion from general programmes and to inclusive education funding mechanisms
introduce specific targeted programmes (IDDC and Even in richer countries, good information on school
Light for the World, 2016). financing is usually lacking, especially on how resources
are allocated to special and inclusive settings or, in the
Three main issues confront policymakers. First, they need latter case, how spending is distributed between
to interpret national legislation by defining standards general and specific uses. A project mapping how
for services to be delivered and costs they will cover. 16 European countries finance inclusive education found
Second, they need to be able to meet increased costs that 5 had information available (European Agency for
when special needs identification rates rise, and design Special Needs and Inclusive Education, 2016). Thus,
ways to prioritize, finance and deliver targeted services few countries can analyse cost-effectiveness or estimate
for a wide range of needs. Third, they need to define the financial impact of policy changes. The problem is
results in a way that maintains pressure on local more acute in poorer countries.
authorities and schools to avoid further earmarking
services for children with diagnosed special needs and Patchy historical information from Europe and Northern
further segregating settings at the expense of other America suggested that students with disabilities cost
groups or general financing needs (Center for Inclusive about 2 to 2.5 times more to educate than other students
Policy, 2019). (Chambers et al., 2004; OECD, 2000). Costs varied widely
by impairment and type of expenditure. In the US city
Costing education delivery for people with disabilities of New York, the cost of educating students with special
is related to the overall challenge of costing their living needs was 3 times higher, hiring paraprofessionals
expenses. People with disabilities and their families need was 12 times higher and transport was 20 times higher
to pay for additional health services and the higher (Figure 4.3). Educating students with special needs
cost of routine activities that require assistive devices, accounted for 31% of total education expenditure in
adaptations, additional services and caregivers. These 2017 (New York City Department of Education, 2018).
sizeable costs vary by severity of disability and household
composition: Those living alone or in small households Even within one country, such as Australia or the
rely more on private caregivers and transport (Mitra et al., United States, it is difficult to compare expenditure
2017). In the United Kingdom, the extra cost for people on special education across school districts (Cornman
with disabilities is about US$750 per month, on average, et al., 2019; Sharma et al., 2015). It is much more difficult
or almost half their income (John et al., 2019). to compare costs among countries, as they vary in
various respects. They may vary in terms of the extent

A twin-track approach to financing is needed both to address exclusion

from general programmes and to introduce specific targeted programmes
4

F I G U RE 4 .3 : The cost of delivering education for learners
In New York City, education costs for students with special
with disabilities has been rising in high-income
needs were three times higher than for other students
Ratio of expenditure per student, by student type, countries, in some cases because more students
New York City, 2017
are being identified as needing support
Total expenditure

2.9
By type of cost:
Teachers 2.9 increases for teachers (47%) and transport (41%). While
Instructional 7.4 the school transport programme serves both children
support services
living far from school (91%) and those with a diagnosed
System-wide
1.0 disability (9%), the latter account for almost half its budget
obligations
Transport 20.2 because the number of children requiring escorts and

individual services has risen (Ireland Department of
Leadership, supervision
1.4
and support Public Expenditure and Reform, 2017).
Other classroom
1.9
instruction
There are competing explanations for the growing
Building services 1.2 number of children identified as having special education
Paraprofessionals 11.6 needs in some countries. It may be prompted by local
Other ancillary services 1.2 authorities and schools applying standards loosely to
System-wide costs 1.4 ease teachers’ work or by parents exerting pressure
as they seek opportunities to support their children.
Field support 1.5
Others contend that local authorities and schools apply
0 1 2 3 4 5 6 7 8 9 10 standards strictly, but the prevalence of some disabilities
Ratio, special vs general education student is increasing. For instance, researchers cannot definitively
GEM StatLink: http://bit.ly/GEM2020_fig4_3 attribute the increasing reported prevalence of autism
Note: Expenditure types are presented by descending order of magnitude. spectrum disorders to changes in the clinical definition
Source: New York City Department of Education (2018).
(encompassing more people), better diagnosis efforts
(identifying more people) or simply more people with the
disorders (CDC, 2019).
to which provision is through mainstream or costlier
special schools. Cost structures may vary, depending on In the United States, the Individuals with Disabilities
how services are procured. There is also wide variation Education Act says the federal government must provide
in the percentage of students identified with special each state with 40% of the per-student expenditure
needs, a number that changes at different rates through multiplied by the number of special education students
changes in legislation and policy but also for different (Griffith, 2015). In fact, it provides only 18% (National
impairments and across different population groups. Council on Disability, 2018), and the states make up the
shortfall. Some analyses have attributed part of the
The cost of delivering education for learners with disabilities growth in expenditure to districts responding to funding
has been rising in high-income countries, in some cases mechanisms that encourage increasing the number of
because more students are being identified as needing students with disabilities (Cullen, 2003).
support. In Croatia, increased expenditure on transport and
co-financing for nutrition and special teaching aids, along Additional support for students with disabilities is
with a rising number of learners with special education provided at the state level by various funding mechanisms
needs, are the main cost drivers (European Agency for and combinations thereof. In total, 27 states apply
Special Needs and Inclusive Education, 2016). In Ireland, either a single weight to the general funding formula for
public expenditure for disability and special education mainstream schools or multiple weights (e.g. by type
support increased by 38% between 2011 and 2017, in line of impairment or instructional arrangement required).
with the increase in students qualifying for such support, Eight states distribute resources, such as support
although those diagnosed with an autism spectrum personnel or specialists, instead of money, based on the
disorder increased by 84%. There were above-average cost number of students requiring special education services.
4

Governments need to foster synergies and encourage networks to

share resources, facilities and capacity development opportunities
Five states reimburse districts for all or part of their the reform broadly met its aims, incentives for segregated
spending. One in four states provides additional funding provision still exist, while part-time special education
for very-high-cost students (Dachelet, 2019). For instance, and early intervention in mainstream education remain
Florida combines multiple weights and additional funding underfunded (Pulkkinen, 2019).
for high-cost students. It ranks students in five support
levels and awards districts 3.7 and 5.6 times more for each Similar reforms are taking place in the United States.
student at support levels 4 and 5, respectively (Florida In California, the funding mechanism avoided creating
Department of Education, 2019). incentives to increase the number of students with
special needs, but the number rose nevertheless,
Countries have tinkered with their funding mechanisms and overall funding levels did not keep pace. A statewide
with mixed results. Schools in the Netherlands used special education task force recommended a funding
to receive funding based on the number of students increase and a stronger focus on integrating special
identified as having special needs. As this encouraged education into mainstream primary and secondary
schools to declare more such students, the relevant education. It also proposed abolishing the parallel
budget was shifted in the mid-1990s to regional system of special education governance and distributing
institutions, which allocated some funds to mainstream released funds to districts instead (Hill et al., 2016).
schools with the expectation that collaboration with In Vermont, rising costs led to a 2018 reform to
special schools would grow. However, the reform accelerate integration of children with special needs
was applied inconsistently across regions, and the into mainstream classrooms, where they would receive
number of students in special education kept rising. targeted instructional time. The changes are being
As a result, the funding model changed back in 2003. rolled out without increased funding; the funding
The 2014 inclusive education policy shifted back again, mechanism is moving away from reimbursements to
calling for regional partnerships to improve resource block grants, increasing flexibility in how money is spent.
sharing and school collaboration. However, this shift The reform discourages using paraeducators in favour
has also encountered difficulties, as regions with of highly skilled professionals to support all learners
higher school participation rates had lower budgets (Morando Rhim, 2018).
(Gubbels et al., 2018).
A review of financing practices across Europe concludes
Several European countries have changed their inclusive that there is no ideal way to fund inclusive education,
education funding mechanisms in response to growing since countries vary, ‘depending on their history, their
numbers of students diagnosed with special needs and understanding of inclusive education, and levels of
to potential perverse incentives in funding mechanisms. decentralisation’. However, it argues that governments
Finland reformed its funding system in 2009, when the need to foster synergies and encourage networks to
share of full-time students in special education reached share resources, facilities and capacity development
8.5% (a 3 percentage point increase in 10 years) but also out opportunities, for instance through block grants under
of concern over delivery differences among municipalities. service agreements with local authorities or school
It shifted from a weighted (by number of students in clusters. Such autonomy and flexibility would need to
special education) to an unweighted capitation grant, be accompanied by quality assurance mechanisms to
except for students with severe disabilities in extended monitor whether local authorities and schools achieve
compulsory education. The aim was to strengthen support inclusion-specific results (Ebersold et al., 2019, p. 245).
in mainstream education, offered at three levels: general
and occasional, for all students; intensified and systematic,
for those needing regular support based on a pedagogical Poorer systems are also building disability-inclusive
assessment and a learning plan; and special, based on a education funding mechanisms
pedagogical statement and an individualized education Poorer countries are exploring, but often struggling
plan. A parallel project, Kelpo, helped develop municipal with, how to finance the shift from special to inclusive
and school capacity to implement the reform. Although education. Ghana set aside funds for inclusive education
4
policy implementation, with various cost-sharing

agreements among sectors. For instance, the Ministry of FIG U R E 4 .4
Namibia has costed implementation of its inclusive
Transport was to set aside 5% of the road sector fund for
education policy
inclusive education, especially for children with disabilities
Distribution of cost to implement the inclusive education
(Ghana Ministry of Education, 2013). Progress has been
policy, by outcome, Namibia, 2013
limited, but the education and health ministries have
coordinated to promote annual health screenings and Teacher and support staff
education and training Monitoring, evaluation and data
referrals for early detection and support (IIEP, 2018).
Curriculum and examinations
Legislation,
Regional inclusive institutions
In Nepal, the budget discussion for the 2016–23 school
education units and plans
sector development plan addressed the shift from special
Hospital schools
schools to a more inclusive approach. Reform strategies
included modules in pre-service teacher education
and capacity building of national- and district-level
staff. However, the expenditure framework noted that
inclusive education was one of several ‘other item’ costs,
which amounted to 3.4% of the total school sector Resource schools
and learning
cost categories. A separate budget line on ‘inclusive support
education’ was only explicitly noted for the secondary
school development programme, amounting to just
Resource allocation/
0.02% of secondary school activities (Nepal Ministry Inclusive schools per capita funding
of Education, 2016).
Awareness raising about
the right to education
In some countries, there are efforts to cost inclusive
education. Malawi developed a costing model for inclusive
Source: GEM Report team analysis based on Namibia Ministry of
education in its strategy document, which estimated Education (2013).
the cost at US$29 million over five years. However,
this estimate does not take into account the need to
recruit additional teachers to support inclusion (ActionAid
et al., 2020). Namibia’s sector policy on inclusive CONCLUSION
education costed its outcomes, which, in addition to the
main resource allocation policy, included establishment Education ministries need to collaborate with other
of regional inclusive education units, transformation of ministries, local governments and non-government
some schools into inclusive schools and transformation of partners, and to link education levels, to promote
special classes and schools to resources. These initiatives inclusion. Disjointed services and communication
amounted to almost half the policy implementation costs protocols, inadequate coordination efforts, insufficient
(Namibia Ministry of Education, 2013) (Figure 4.4). capacity and financing lead to poor implementation
and weak accountability. The potential of integrated
Some countries have increased their budgets to improve service delivery initiatives, for instance in early needs
education access for students with disabilities but maintain identification or transition between education levels,
a target-group-based approach. Armenian Ministry of is yet to be realized in many countries.
Finance transfers to regional education departments were
based on just over US$200 per student per year, but the Countries also need to transform funding mechanisms to
allocation was four to five times higher for students with promote inclusion. The way they finance regions, schools
special education needs (Center for Educational Research and students should have a much stronger emphasis
and Consulting, 2013). Mauritius’s 2018/19 budget set aside on equity, with better use of data and a larger share of
funds to establish a Special Education Needs Authority. resources reallocated to compensate for disadvantage.
In addition, the annual per capita grant for teaching Even as marginalized groups are mainstreamed,
aids, utilities, furniture and equipment for special needs a twin-track approach targeting them is needed, since
students was quadrupled. A taxi fare grant was being the cost of serving their support needs is much higher,
expanded from tertiary to primary and secondary school especially for students with disabilities. Education
students (Mauritius Government Information Service, planners need to recognize synergies with social cash
2019). The United Republic of Tanzania doubled the size of transfer programmes, which often have a strong impact
its primary school capitation grant (US$4.3 per student) on education attendance and attainment.
for enrolled students with disability (ActionAid et al., 2020).
A special needs classroom in the Primary wing of
Adarsha Saula Yubak Higher Secondary School,
Bhainsipati, Lalitpur, Nepal.
CREDIT: GPE/NayanTara Gurung Kakshapati
110 CHAPTER 5 • Curricula, textbooks and assessments

C HA PTER
5
Curricula,
textbooks and
assessments
How can students learn if the system
reminds them of their exclusion?
111
5
KEY MESSAGES
Curricula should adapt to learners’ diverse needs and aspire to an inclusive society
The refugee education policy in the United Republic of Tanzania promotes repatriation of Burundian
and Congolese refugees, limiting their inclusion chances in Tanzanian society.
A national language policy calls for the use of first language in Thailand, but the use of Malay as a
language of instruction is limited to pilot projects. Odisha in India uses 21 tribal languages in instruction.
Just 41 countries worldwide, 21 of them in the European Union, recognize sign language as an
official language.
Among 49 European countries, 19 had inclusive national curricula that made it compulsory to address
sexual orientation, gender identity and gender expression, 7 made it optional and 23 did not address the
issue explicitly.
Australia recognizes four levels of adjustment (extensive, substantial, supplementary, and support with
quality differentiated teaching practice) for four categories of disability (cognitive, physical, sensory
and social-emotional): 19% of students received adjustments.
Multigrade teaching is applied either by design or by necessity in rural contexts from Guatemala
to Switzerland.
Curricula can alienate if they are irrelevant to local contexts. In Namibia, mobile schools delivering the
national curriculum did not make good use of pastoralist communities’ environment.
Textbooks can exclude by perpetuating stereotypes through omission and misrepresentation
The share of females in secondary school English language textbook text and images was 44% in
Indonesia, 37% in Bangladesh and 24% in Punjab province of Pakistan.
Textbooks may mitigate or exacerbate the degree to which minority groups are received, or perceive
themselves, as ‘other’. A trilingual education policy in Kazakhstan made it possible to increase provision
of new Tajik, Uighur and Uzbek primary school textbooks.
In Bahrain, civil education teachers opposed applying the curriculum’s Western conception of
citizenship and diversity because they believed it might increase tensions.
The rights of people with disabilities were mentioned in 9% of secondary school social science
textbooks around 2010, up from 2% in the 1970s.
Good-quality assessment is fundamental to inclusive education but testing that does not accommodate
different needs can exclude learners
Formative and summative assessments need to be more closely related. In seven sub-Saharan African
countries, no teacher had minimum knowledge in student assessment.
A review of studies of test accommodations in the United States showed that extended time tended to
improve test scores for students with disabilities, whereas oral delivery did not.

5
Inclusive curricula take the needs of all learners into account�� 113

Textbooks can exclude through omission and misrepresentation��125
Reliable, relevant and formative assessment promotes inclusion�� 130
Conclusion��133
Inclusion in education is what I aspire to; however, the reality of the

situation is that the design of our environment and curriculum offers
challenges and barriers to achieving it.
Sarah Rhodes, senior lecturer in Learning and Teaching at University of Wolverhampton, UK
I nclusion is not just about ensuring everyone is in school

or eliminating physical segregation. An inclusive learning
experience requires inclusive curriculum, textbooks and
This chapter addresses these three interlinked aspects
of learning, showing how a number of factors need to be
aligned for inclusive curricular, textbook and assessment
assessment practices. The curriculum has been described reforms to be successful. Capacities need to be developed
as ‘the central means through which the principle of so that stakeholders work collaboratively and think
inclusion is put into action within an education system’ strategically. Partnerships need to be in place so that
(IBE, 2008, p. 22). It reflects what is meant to be taught all parties own the process and work towards the same
(content) and learned (goals). It needs to be coherent with goals. Successful attempts to make curricula, textbooks
how it is to be taught (pedagogical methods) and learned and assessments inclusive entail participatory processes
(tasks), as well as with the materials to support learning during design, development and implementation to
(e.g. textbooks, computers) and the methods to assess ensure that all students’ needs are reflected.
learning (e.g. examinations, projects).
Curricula exclude when they do not cater to learners’ INCLUSIVE CURRICULA TAKE
diverse needs and do not respect human and citizenship THE NEEDS OF ALL LEARNERS
rights. Textbooks can perpetuate stereotypes by INTO ACCOUNT
associating certain characteristics with particular
population groups. Inappropriate images and descriptions The International Bureau of Education defines an
can make students with non-dominant backgrounds feel inclusive curriculum as one that ‘takes into consideration
misrepresented, misunderstood, frustrated and alienated. and caters for the diverse needs, previous experiences,
While good-quality assessment is a fundamental part interests and personal characteristics of all learners.
of an inclusive education system, testing regimes It attempts to ensure that all students are part of the
that do not accommodate various needs can exclude shared learning experiences of the classroom and that
learners. Finally, the links among curricula, textbooks and equal opportunities are provided regardless of learner
assessments are often ignored, with one being changed differences’ (IBE, 2019).
while others are not.
5

There are political tensions regarding the kind of society
people aspire to achieve through education

This definition draws attention to three concepts pursued During the curriculum’s design phase, education systems
in this section. First, there are political tensions regarding need to decide on the breadth and depth of the inclusion
the kind of society people aspire to achieve through paradigm they will follow. In the development phase,
education, for inclusion is an exercise in democracy. Second, the commitment to inclusion is tested in the ways
there are practical challenges in ensuring flexibility in order in which diversity is tackled and other viewpoints to
to serve diverse contexts and needs without segregating broaden student understanding are taken into account.
learners. Third, there are technical challenges in ensuring It is at this stage that certain content is eliminated and
that the curriculum serves equity by being relevant and in new content is added. Original ideas encounter resistance
creating bridges that do not cut off some learners. if there is too little or too much attention to certain
minorities. Parents may find it hard to reconcile some
The curriculum is not just ‘a set of plans made for guiding topics with their personal, cultural or religious beliefs.
learning’ but also the ‘actualization of those plans’ Teachers may realize the new curriculum requires them
(Glatthorn et al., 2018, p. 3). It entails distinct phases, to teach new skills or take more inclusive pedagogical
from design to development, implementation and approaches. Even if these hurdles are overcome,
evaluation, each of which affects how inclusive curricula an inclusive curriculum’s effectiveness is really put to
are (Table 5.1). Throughout, a conscious effort is made to the test during the implementation phase, when the
ensure that students master particular content, referring intended curriculum is interpreted and enacted in schools.
to the intended curriculum. In practice, what students Without proper understanding and mastery of the
receive and learn is also affected by social and cultural expected pedagogies, the reform could easily lose steam
norms, which contribute to what is sometimes called the (Berkvens, 2020).
hidden curriculum.
TAB LE 5.1:
Phases of curriculum development
Phase
Participants Questions Enabling or constraining factors
Characterization
Pre-design and design Ministry of Education Who is pushing for inclusion and
Written curriculum There is usually a genuine interest in inclusive education.
Teacher organizations on the basis of what paradigms?
(as embodied in approved texts)
Curriculum department A focus on the general curriculum and the basic
Development Who is included in the process
Publishing houses knowledge, skills and attitudes to be mastered by all
Supported curriculum and at what stages?
Teacher organizations may result in a heavy and overloaded curriculum. Not
(as shaped by resources Who makes the final decisions,
Students, parents and organizations enough time may be allocated to subjects, or textbooks
allocated to deliver it) and what are they based on?
through consultations may not be available or appropriate.
Opportunities for teacher education and professional
Teacher education institutions
Implementation development and other support may be insufficient. If
and universities Are teachers and school
Taught curriculum teachers are forced to follow the curriculum with fidelity
School leaders and teachers principals prepared? How?
(as observed in class) but have limited autonomy, the inclusiveness objective
School boards
may be diluted.
Is school inspection prepared
to assess the new curriculum?
Evaluation School inspectorate The role of formative evaluation may be neglected, and
What is assessed at the end of
Assessed curriculum Curriculum department national examinations may neglect the importance of
education? Who is involved in
(as tested) Examination department non-academic areas of learning for inclusiveness.
measuring the success of the
inclusive curriculum?
Source: GEM Report team analysis based on Berkvens (2020) and Glatthorn et al. (2018).

5
INCLUSIVE CURRICULA NEED TO RESPECT resumption of a preschool bilingual programme that

HUMAN RIGHTS had been discontinued in 1983 (Arphattananon, 2011).
An inclusive education should reflect the aspiration The first national language policy in 2010 called for use
of a society committed to social inclusion (Tedesco of first language (Warotamasikkhadit and Person, 2011),
et al., 2013). Some countries develop a broad inclusive but political instability has hindered its implementation.
curriculum that encompasses all population groups. In 2015, two teacher education institutions, one of which
They recognize the value of acknowledging and was in southern Thailand, started to train teachers in
respecting diversity. The Kenyan Institute for Curriculum multilingual education (Kosonen, 2017). The use of Malay
Development developed a curriculum framework in as a language of instruction is limited to pilot projects.
2016 based on inclusion, among other principles. It aims A joint project by UNICEF and Mahidol University for
to enable learners to appreciate diversity in terms of students up to grade 6 introduced new teaching materials
race, ethnicity, gender, language, culture and religion, meeting Ministry of Education standards; it was found
and respect learners’ various needs and abilities, to double the use of Thai words among grade 3 students
‘valuing these within an inclusive learning environment’ (Mahidol University and UNICEF, 2018; Premsrirat, 2019).
(Njeng’ere Kabita and Ji, 2017, p. 9).
In Bosnia and Herzegovina, displacement during and after
However, in many countries, implementation is a the 1990s war in the former Yugoslavia homogenized
stumbling block. Inclusive curriculum implementation several areas of the country by ethnicity. As part of
needs to tackle head-on the inclusion of groups whose efforts to encourage the return of refugees and internally
existence may have been ignored, hidden, parallel displaced people in a fraught post-war environment,
or pushed to the margins of societies and education the Two Schools Under One Roof policy was established
systems. Governments are likely to encounter backlash to bring into a single building children of different
related to teachers not being prepared, parents not ethnicities who had previously studied separately.
accepting or people not understanding, even when This temporary solution was considered only a first step
proposed reforms are meant to fulfil commitments made towards full integration but 56 schools still segregate
in national laws and international conventions. children on the basis of ethnicity, offering distinct
curricula on the same school premises (OSCE, 2018;
In Norway, where the core curriculum puts great emphasis Surk, 2018).
on culture as a source of enrichment in education,
the physical education curriculum states that schools In many parts of Europe, Roma and traveller children are
with students with immigrant backgrounds should teach at high risk of exclusion in education through curriculum
games from their home countries (Norway Ministry of deficiencies. They are disproportionately likely to be
Education and Research, 2015). By contrast, the refugee taught a reduced curriculum because they are often
education policy in the United Republic of Tanzania sent to remedial classes and special schools (Council of
supports the principle of repatriation. In Kigoma region, Europe, 2017). Moreover, the core curriculum does not
150,000 school-age refugee children receive education in reflect their history. The Council of Europe’s Committee of
three refugee camps, where the Burundian and Congolese Experts on Roma and Traveller Issues is working towards
national curricula are used for the respective nationals a recommendation on the inclusion of their history in
(U. R. Tanzania Ministry of Education, Science and curricula and teaching materials (Council of Europe, 2019).
Technology, 2018). This segregation limits their chances of
inclusion in further education in Tanzanian schools. In a national survey in the United States, 72% of
respondents said significant changes to the curriculum
In Thailand, historical grievances of the Muslim population on Native American history and culture were needed.
in the four southern provinces close to the Malaysian
border are rooted in perceptions of state discrimination
on the basis of ethnicity and religion (Lo Bianco,
2019; UNICEF, 2014). The conflict has an education Inclusive curriculum implementation needs
component, and local militants have attacked schools.
Thai has been the single language of instruction,
to tackle head-on the inclusion of groups
with the use of the Patani dialect of Malay prohibited whose existence may have been ignored
in schools. In 2004, the separatist insurgency led to the

5

Roma and traveller children are likely to be taught a reduced curriculum

because they are often sent to remedial classes and special schools
According to teachers, ‘history of Native American A prime example is citizenship education, discussed
peoples’ and ‘pre-Columbian American history and below in the section on textbooks. Inclusiveness
culture’ have worse coverage and accuracy than any and democratic values can also be served through
other subjects (First Nations Development Institute, curricula that shift away from knowledge and towards
2018). Another survey, conducted in 28 states, 26 of which competences. Communication, collaboration, critical
had federally recognized tribal nations, indicated that thinking and problem solving have been slowly making
only 12 required Native American material to be taught inroads into curricula and instructional approaches. While
in some or all public school grades (National Congress of some countries promote such competences to make
American Indians, 2019). their workforces internationally competitive, others see
them as integral to strengthening inclusion. In Mexico,
The issue of religion and education is complex for most as part of the curriculum for compulsory education
societies. In France, a secular public education system rolled out in August 2018, inclusion is to be strengthened
means that religion is only taught in the curriculum as through enhanced participation, active pedagogies,
part of history and does not include discussions over curriculum flexibility, and citizenship and peace education
belief and spirituality or over religious diversity in today’s (UNESCO, 2019). The Ministry of Preschool Education in
society. A commitment to religious neutrality, which Uzbekistan approved a revised curriculum in September
can be traced back to a specific historical context, stifles 2018 that moves to a competence-based model through
attempts to review the role of religion in public education, early learning development standards. It is being
even though this may be a factor that weakens social piloted in selected preschools (Uzbekistan Ministry
cohesion (Localmultidem, 2007). In other contexts, of Education, 2019).
religious minorities are presented as alien and curricula
portray the history of the majority religious community Good intentions can be derailed, however. In Peru,
as superior. Such domination even extends to physical the basic education curriculum’s long-term vision is
discrimination (Amor, 2001). For instance, hate speech students who value diversity through intercultural
has been repeatedly used in education institutions dialogue in a democratic context (Peru Ministry of
against the Ahmadi community in Pakistan (FIDH and Education, 2016). As part of a commitment to develop
HRCP, 2015). competences for democratic participation and living
together, the curriculum recognized diversity in sexual
Countries around the world struggle to address sexual orientation. After this was legally challenged by pressure
orientation, gender identity and gender expression in groups, the government had to develop a communication
curricula (Box 5.1). They tend to omit affirmative inclusion strategy to defend the curriculum content (Peru Ministry
of such identities and realities. An inclusive education of Education, 2017).
index covering 49 European countries found that 19 had
inclusive national curricula that made it compulsory Teachers in Ghana considered their involvement
to address sexual orientation, 7 made it optional and in curriculum development essential, but 46% felt
23 did not address the issue explicitly (Ávila, 2018). their participation in design was low or very low and
90% felt their contributions had not been taken into
account (Abudu and Mensah, 2016). Often, curriculum
Inclusive curricula are an exercise in democracy development efforts are initiated through cooperation
A common denominator in making a curriculum inclusive with international organizations. While the latter tend to
is preventing the preferences of the majority population have a relatively good understanding of contemporary
from violating the needs of minority populations at risk of international trends and examples, they may not be
exclusion. Inclusive education is aligned with democratic sufficiently steeped in local context, which can drive
values, notably protection of the rights of all and active a wedge between curriculum intentions and realities
participation (Education International, 2019). (Berkvens, 2020).

5
B OX 5 .1 :
Progress in recognizing sexual orientation, gender identity and gender expression in curricula is mixed
Many curricula either ignore homosexuality, bisexuality and non-binary gender identities or treat them as deviant or abnormal. Coupled with stereotypes and
discrimination in everyday school life, this can have negative effects on the well-being of lesbian, gay, bisexual, transgender and intersex (LGBTI) students. In the
United States, the 2017 GLSEN School Climate survey found that two-thirds of students had not been exposed to representation of LBGTI people and history in
school. It also found that students in schools with inclusive curricula were less likely to feel unsafe at school because of their sexual orientation (42% vs 63%) or to
be often or frequently exposed to biased language (52% vs 75%) (Kosciw et al., 2018).
A survey of 6,000 teachers in Japan showed that between 63% and 73% felt the curriculum should cover sexual orientation, gender identity and gender expression
(Doi, 2016). The current curriculum does not properly reflect diversity in sexual orientation. The 2016 curriculum revision missed an opportunity to address this
issue (Doi and Knight, 2017). A 2011 review of curricula in 10 eastern and southern African countries found that none addressed sexual diversity appropriately
(UNESCO and UNFPA, 2012). Namibia’s life skills curriculum in grades 8 and 12 at least refers to the issue of diversity in sexual orientation (UNESCO, 2016b).
Around the world, countries realize the need to embed sexual orientation, gender identity and gender expression in curricula. High-income countries are taking
the lead. Following recommendations by the LGBTI Inclusive Education Working Group, Scotland (United Kingdom) announced it would be ‘the first’ to embed
LGBTI-inclusive education in the curriculum across all state schools by 2021 (Scotland Government, 2018). The state of Berlin in Germany focused on concepts such
as difference, tolerance and acceptance to introduce sexual diversity in the primary curriculum. In Canada’s Ontario province, grade 8 students learn to connect
sexual orientation and gender identity with the concept of respect (UNESCO, 2016b).
California was the first US state to introduce a regulatory framework for inclusion of LGBTI people’s contributions in history and social science curricula. In 2019,
Colorado, Illinois, New Jersey and Oregon followed (Illinois Safe Schools Alliance, 2019). By contrast, seven states have discriminatory curriculum laws. South
Carolina’s school board guidelines on sexuality education say that ‘the program of instruction … may not include a discussion of alternate sexual lifestyles from
heterosexual relationships’ (South Carolina Code of Laws, 2013). The Texas Health and Safety Code states that sexuality education content should emphasize
‘that homosexuality is not a lifestyle acceptable to the general public and that homosexual conduct is a criminal offense’ under state law (Texas Health and
Safety Code, 2018). Discriminatory language can also be found in the state’s education regulations and curriculum guidelines (Rosky, 2017). In Utah, civil society
mobilization led to the repeal of a statutory prohibition against ‘advocacy of homosexuality’ as a step towards stopping discrimination based on sexual orientation
and gender identity in public schools (Wood, 2017).
Some low- and middle-income countries have inclusive curricula with respect to sexual orientation and gender identity. Mongolia includes sexual behaviour and
diversity in its sexual and reproductive health curriculum in grades 6 to 9. In Nepal, the health and physical education curriculum in grades 6 to 9 discusses health
and well-being of sexually and gender diverse learners, with a particular focus on the hijras, a transgender and intersex group recognized in Southern Asia as a third
gender (UNESCO, 2015). Thailand’s new course and textbooks on physical and health education in grades 1 to 12, introduced in May 2019, cover sexual diversity
(Thai PBS News, 2019).
This is why a fully participatory process in curricular INCLUSIVE CURRICULA SHOULD BE FLEXIBLE
reform is so important. Between 2012 and 2016, Finland Inclusive curricula do not lower standards or reduce
undertook a comprehensive curricular reform to improve knowledge, which would compromise students’ future
basic education’s quality and equity. Four values underlie opportunities; rather, they are flexible and involve
the new curricula: uniqueness of each student and right interactive or group work to facilitate learning and
to a good education; humanity, equality, democracy enhance achievement (Flecha, 2015). Flexibility can refer
and general knowledge and ability; cultural diversity to processes or outcomes (e.g. number of words to be
as richness; and necessity of a sustainable way of mastered) (O’Mara et al., 2012). Accommodations are
living. The new curricula lay the learning and teaching curricular adaptations that maintain the curriculum
foundations but are adapted at the local level to take standards and expected outcomes but focus on
local needs into consideration. The curricula were processes, for instance through basic interventions,
developed through a participatory process in which such as enlarged print (Mitchell, 2014), or more complex
teachers played an instrumental role (Halinen, 2018; ones, such as collaborative teaching (Tremblay, 2013),
Pietarinen et al., 2016). to enable student participation and access to information.
5

Inclusive curricula do not lower standards or reduce knowledge

Modifications also follow the curriculum standards and flexibility are key characteristics of an inclusive
but allow for different individual student outcomes. curriculum (New Zealand Ministry of Education, 2017).
For instance, while all students may be assigned the
same task, one student may be assigned fewer and In Portugal, a 2017 legislative order increased school
more targeted questions. Lack of time is a common autonomy in curriculum management and flexibility.
challenge in implementing curriculum differentiation In the pilot phase of an autonomy and curriculum
(Ware et al., 2011). Some students who need more intense flexibility project in 2017/18, 302 schools could adapt
or differentiated support can receive individualized the curriculum to various learning needs and teachers
education plans, although care should be taken to ensure could tailor delivery to make lessons more inclusive.
that these are part of an inclusive curriculum (Box 5.2). The 2018 law for inclusion formally offered all schools
more autonomy to manage curricula (European
A flexible curriculum is one key to including children Commission, 2019; Hunt, 2020; Portugal Presidency of
with disabilities while minimizing the stigma of following the Council of Ministers, 2018). In the Russian Federation,
a different programme (Hunt, 2020). Some countries students with disabilities are entitled to adapted
have made curriculum accessibility a priority for education programmes, supported by special textbooks
inclusion. Australia recognizes four levels of adjustment and training equipment for collective and individual use
(extensive, substantial, supplementary, and support (GEM Report Education Profiles1). The inclusive education
with quality differentiated teaching practice) for four policy framework in Dubai, United Arab Emirates,
categories of disability (cognitive, physical, sensory and
social-emotional). In total, 19% of students received
adjustments (Australia Education Council, 2017). 1 A new GEM Report tool for systematic monitoring of national education
New Zealand’s teaching guides stress that accessibility laws and policies, accessible at www.education-profiles.org.
B OX 5.2:
Individualized education plans may or may not be part of an inclusive curriculum for students with disabilities
In many countries, students with disabilities receive support services according to individualized education plans with clear objectives and
the intermediate steps needed to reach them. Teachers and support personnel develop these plans together with parents and students
(McCausland, 2005). In Hong Kong, China, all mainstream schools are requested to include students with special needs using a three-tier
intervention model. The first tier integrates students with mild or temporary difficulties into mainstream classrooms. The second involves
small group learning and pull-out programmes for those with persistent learning difficulties. The third covers support for learners with severe
learning difficulties and is based on an individualized education plan, regularly reviewed with parents (GEM Report Education Profiles). In the
Maldives, the 2013 inclusive education policy stipulated that schools should establish individualized education plans for gifted and talented
children, children with various learning disabilities and children who need additional learning support, to be reviewed twice per year (GEM Report
Education Profiles). In Saudi Arabia, individualized education plans are defined in the Regulations of Special Education Institutes and Programmes
(Alkahtani and Kheirallah, 2016).
Such plans often originate in a medical interpretation of impairments and tend to focus on what needs to be fixed. In that sense, there is a risk
of individualized education plans slowing down support for inclusive education. They have been criticized as leading to exclusion from classroom
peer interactions and feedback opportunities (Carrington and MacArthur, 2012; Florian, 2013). Challenges include lack of communication
between schools and families, lack of training and clear information on the roles of teachers and other actors (Carrington and MacArthur,
2012), and negative attitudes and insufficient teacher training impeding student progression. Individualized education plans should be seen
not as a gateway to services for children with disabilities but as an accountability mechanism for students who need more structured support
(Hunt, 2020).

5

uses curriculum adjustments and flexible curriculum
pathways (Dubai KHDA, 2017). In the United States, New Zealand’s teaching guides stress
the Education for All Handicapped Children Act was seen that accessibility and flexibility are key
as guaranteeing the right to special education, but a
characteristics of an inclusive curriculum
1997 amendment reinterpreted the right as specially
designed instruction to ensure access to the general
curriculum (United States Code, 2011; United States
Office of the Federal Registers, 2019). understanding of concepts (Little, 2006). Adaptation
has been applied either by design or by necessity
Curriculum adaptation need not be limited to rich in rural contexts from Guatemala (McEwan, 2008)
contexts. In Namibia, in response to the 2013 inclusive to Switzerland (Smit and Humpert, 2012). In Myanmar,
education policy, the government reviewed the national the 2016–21 education sector plan envisions development
curriculum for basic education and issued a supplement of a local curriculum, consisting of five classes per week
on inclusive education, encouraging adaptation of subject in primary school and four in secondary school and
content with suitable methodologies and materials in including ethnic languages, culture and arts. Schools can
response to learner diversity (GEM Report Education adapt and improve the curriculum. The Ministry of
Profiles). In a poor rural district in South Africa, teachers Education spells out standards for special education
highlighted several ways they adapted the curriculum to programme content targeted to diverse learners
students with special needs, including through teaching (GEM Report Education Profiles). In Sri Lanka, schools
strategies, individual work, group work and extra work have similar freedom to adapt the curriculum to the local
(Adewumi et al., 2017). environment (GEM Report Education Profiles).
Nor does adaptation necessarily refer exclusively In practice, curriculum adaptation faces many
to students with disabilities. Flexible time frames obstacles, such as insufficient teacher preparation.
for particular subjects are one example. Multigrade Teachers and education support personnel in Australia’s
classrooms expose students to diverse content, allowing Victoria state reported that they lacked training on
some to revisit earlier grade material and reinforce their implementing differentiated teaching and adjustments
2 0 2 0 • G LOBAL
LO B A L E
EDU
D U C AT
ATION
ION M
MONITORIN
O N I TO R I N G R
REEPO
ORT
RT 119
5
(Victoria State Government, 2016). Ethiopia issued B OX 5 .3 :

guidelines for curriculum differentiation in 2012 and
a master plan in 2016, but delays in implementation Universal Design for Learning goes beyond inclusive
have been reported (Ethiopia Ministry of Education, environments to ensure inclusive teaching
2012, 2016; Mergia, 2020).
Inclusive education rests on the idea that barriers to learning
Lack of resources is another frequent constraint. emerge not from learners but from their interaction with education
In Malawi, students with disabilities cannot system components, including curriculum. The Universal Design
benefit from information and communications for Learning concept encapsulates approaches to maximize
technology, computer studies or science in accessibility and minimize barriers to learning. Developed in the
the general curriculum because of lack of mid-1990s at the Center for Applied Special Technology in the
resources for adjustments (Munde-Mana, 2019). US state of Massachusetts, it exploits the flexibility of digital
A review of education sector plans in 51 low- and technology to design learning environments that accommodate
lower-middle-income countries showed that diverse learner needs. Initially focused on learners with disabilities,
1 in 5 planned to adapt or modify curricula to suit its scope rapidly expanded to encompass education developments
children with disabilities’ needs, and fewer still that could improve all learners’ access to curricula (Meyer
had clear plans for how to proceed, Kenya being et al., 2016).
one exception (Global Partnership for Education,
Universal Design for Learning, grounded in neuroscience and
2018). Insufficient attention can be another barrier.
education research, seeks to provide flexible approaches to
In Turkey, mathematics and computing are among
curriculum design that can be adjusted for individual needs. As ‘brain
subjects not adapted to the needs of students
functions and characteristics fall along a continuum of systematic
with impairments, especially to hearing and sight
variability’, it views student differences not as a problem but as ‘an
(OHCHR, 2019b).
actively positive force in learning for the group as a whole’ (Meyer
et al., 2016, p. 9). These differences can be built into the curriculum,
While curriculum flexibility helps in responding
which would be flexible and adapted to diverse needs through
better to learners’ needs, it presents technical
teaching and learning methods, including technology.
complexities concerning the organization of
learning and teaching. Ultimately, some curricula This vision supports a shift to a learner-centred education system
may have been poorly designed in the first place and away from labels. It calls for multiple means of representation
and too costly to amend. Just as inaccessible (the ‘what’ of learning: present information and content in various
school buildings generated demand for universal ways), action and expression (the ‘how’ of learning: differentiate the
design (see Chapter 7), a movement for Universal ways students can express what they know) and engagement (the
Design for Learning has been conceived as ‘a set ‘why’ of learning: stimulate interest and motivation for learning) to
of principles for curriculum development that ensure the needs of all students are met (New Zealand Ministry of
give all individuals equal opportunities to learn’ Education, 2015).
(AHEAD, 2017). A holistic perspective to learning
goes beyond learners’ strengths and weaknesses to In 2008, the term Universal Design for Learning was included in the
consider conditions and approaches that make each US Higher Education Opportunity Act. In 2010, it was mentioned in
learner most likely to learn (Box 5.3). the US Department of Education’s National Education Technology
Plan as a framework to benefit all learners, especially the
underserved (US Department of Education, 2010). Other countries,
such as New Zealand, are seeking to embed Universal Design for
Learning principles in teacher class planning (New Zealand Ministry
Curriculum adaptation faces many of Education, 2015). The Ghanaian inclusive education policy has
obstacles, such as insufficient also endorsed the approach (GEM Report Education Profiles).
teacher preparation


5
INCLUSIVE CURRICULA PROMOTE EQUITY targets’ (European External Action Service, 2018).
THROUGH RELEVANCE AND CLEAR PATHWAYS A recent review of 25 countries in the region showed
Inclusive curricula should be close to students’ contexts, that 13 had attempted similar ambitious reforms.
focus on relevant skills and be coherent so as to create However, although no rigorous evaluations have been
better linkage between education levels. done, the overwhelming evidence is that the reforms have
not been successful, whether because of design flaws or
implementation bottlenecks, such as lack of professional
Curricula alienate learners in many poorer countries development (Fleisch et al., 2019).
The appendix to the first General Comment to Article 29(1)
of the Convention on the Rights of the Child emphasizes A survey of primary mathematics curriculum enacted
that ‘the curriculum must be of direct relevance to the in Uganda highlighted inequality in implementation.
child’s social, cultural, environmental and economic Three higher-order topics aiming for computational
context’ (United Nations, 2001, p. 4). Yet in many low- proficiency and conceptual understanding of
and lower-middle-income countries, curricula tend to mathematical ideas (number sense, operations and
be insensitive to local and learner contexts. This lack is measurement) received disproportionately more
manifested in overambitious curricula delivered at a pace attention, on average, relative to what the curriculum
disadvantaged students cannot keep up with, skills that standards prescribed, than the lower-order topics of
do not meet the needs of marginalized populations and reciting, memorizing and recalling mathematical facts,
languages of instruction different from those learners especially in grades 1 to 3. Moreover, measurement was
speak. These and other consequences run counter to a least emphasized in rural areas and most emphasized in
scenario in which ‘children should be able to relate what urban areas. Urban teachers also prioritized the ability
they learn to their context, to find a deep understanding to communicate and demonstrate understanding of
of their immediate world along with the tools for its care mathematical ideas, while rural teachers focused on
and transformation, and discover their own culture in reciting, memorizing and recalling. Since measurement
their native language’ (Schmelkes, 2018, p. 14). got more emphasis in primary school leaving
examinations, rural children were at a disadvantage
(Atuhurra and Alinda, 2018). As another dimension
The pace of curriculum delivery is often too fast of inequality, private school teachers and students
for vulnerable students complemented English instruction with better quality
Evidence from citizen-led assessments in Southern and better suited support material available on the open
Asia and sub-Saharan Africa highlights the large gap market (Ssentanda et al., 2019).
between curriculum objectives and learning outcomes.
Students are often expected to progress at an unrealistic
pace, too fast to follow the curriculum, leading to lower Curricula are not sufficiently relevant for some
cumulative learning. Remedial education and curriculum marginalized groups
simplification are needed, but countries have lacked Curriculum relevance receives insufficient attention
the resources for the former (Pritchett and Beatty, despite evidence it plays a large role in inclusion and
2012) while, with respect to the latter, observers note learning. Pastoralists are one group not served by
that systems, especially in sub-Saharan Africa, bear national curricula. In Kenya, the curriculum developed to
the elitist stamp of colonial legacy, catering to more serve the 2008 nomadic education policy incorporated
privileged students and certain types of knowledge traditional knowledge, was adjusted to the nomadic
(Nyamnjoh, 2012).
In recent years, many sub-Saharan African countries

have undertaken ambitious curricular reforms. Eswatini Students are often expected
adopted a competence-based curriculum framework in
2018 to help children develop ‘according to [their] talents
to progress at an unrealistic pace,
and capabilities as opposed to the current system of too fast to follow the curriculum
making children … compete according to pre-determined

5
calendar and included the use of radio and mobile Home languages need to be promoted
phones for outreach. Yet the content changes did Learning in the mother tongue is vital, especially in
not go far enough, and there were doubts about primary school, to avoid knowledge gaps and increase
implementation (e.g. a lack of mother tongue reading the speed of learning and understanding what is taught
materials) and parental approval (Ng’asike, 2019). (UNESCO, 2016a). This is particularly important in
In Namibia, mobile schools introduced to serve pastoralist sub-Saharan Africa, where implementation has lagged,
communities, such as the Himba and Zemba, delivered despite home language introduction in many countries’
the national curriculum, which was considered contrary curricula. In Uganda, which has 41 languages in addition
to their beliefs and did not help them make better use to the two national languages, the 2007 curriculum
of their environment (Hailombe, 2011). After curriculum mandated use of local languages in grades 1 to 3 before
relevance emerged as a priority for the African Union a switch to English in grade 4 (UNICEF, 2016). Teachers
at the first international conference on curriculum for needed more support in early grades to manage mother
sustainable learning in 2018, a cluster on curriculum tongue instruction, and transition to English was a
development for all levels of education was created as challenge for children whose teachers lacked skills to
part of the Continental Education Strategy for Africa teach English as a subject (Ssentanda, 2014). Language of
implementation (African Union, 2016, 2018). instruction policy, although important, is not sufficient
to make curricula more inclusive. South Africa has
India’s tribal people are seldom depicted in curricula and committed to 11 official languages in the constitution
textbooks. When they are, the material often provokes a and in education. Yet learning outcomes have been
sense of inferiority among tribal students, as it promotes consistently low. While this is partly related to gaps
the dominant class’s caste, gender and religious values in language of instruction policy implementation,
(Darak, 2018). Maharashtra developed a state curriculum implementation needs to be combined with core
adapting the 2005 national curriculum, but although it pedagogical interventions (Fleisch, 2018).
allows assessments to be administered orally to tribal
children who do not understand Marathi, the state In Armenia, the model general education curriculum
language, there are few other curriculum and pedagogical for national minorities allocates 41 hours per week to
aids to bridge mainstream curriculum and tribal ways of teaching their language and literature in all 12 grades.
life (Centre for Budget and Policy Studies, 2017). The criteria and programme for Kurdish and Assyrian
languages have been approved (UNECE, 2014). In Georgia,
Bolivia’s Plurinational Base Curriculum is based on the national curriculum mandates teaching in a native
four pillars: decolonisation, intra- and inter-culturalism, language (Armenian, Azeri or Russian) as well as a state
productive education and communitarian education. language in minority schools (UNESCO, 2018).
Created to address indigenous, rural and Afro-descendant
people’s demands (Cortina, 2014), it has national (60%), In India’s Odisha state, multilingual education has
regional (30%) and local (10% to 20%) components. been in effect since the mid-2000s. Its coverage
Indigenous peoples’ education councils elaborate regional has expanded to about 1,500 primary schools and
education curricula that correspond to indigenous 21 languages of instruction (UNICEF, 2019), for which
cultures (Altinyelken, 2015). online dictionaries have been published (Global Voices,
2019). After evaluation of the initial phase, which
showed positive effects on learning outcomes, the state
government announced a policy for tribal children
in 2014, the first of its kind in the country (Odisha
In Bolivia, indigenous peoples’
Government, 2014). In preparation for and support of
education councils elaborate the policy, it developed curriculum and culture-specific
regional education curricula that learning materials in tribal languages, as well as teacher
training manuals. The community was actively involved
correspond to indigenous cultures
in the curriculum design. Priority was given to recruiting
teachers fluent in the respective languages. A state
resource group, including teachers, linguists, international

5

Own language is a right and an essential part of any group’s ethnic identity

agencies, anthropologists and tribal language experts, mother tongue. Just 41 countries worldwide recognize
was formed (Mohanty, 2017, 2019). sign language as an official language. Of these, 21 are
in the European Union, in line with a 1988 European
A review of language policies in six South-eastern Parliament resolution (World Federation of the Deaf, 2017).
Asian countries noted that only Myanmar recognized
three languages – mother tongue, Burmese and English – The UN Convention on the Rights of Persons with
in its language policy, introduced in 2016 (Bradley, 2019). Disabilities explicitly requires states to provide for
Cambodia developed a multilingual education curriculum sign language in many aspects of life, including education.
using Khmer and five indigenous languages. An evaluation Sign language is thus a means of fostering access to
positively appraised the 2014–18 Multilingual Education curricula. In the context of deaf children, access to
National Action Plan but called for providing the mainstream schools with reasonable accommodations
curriculum and materials for pre-primary and primary requires sign language interpretation of the national
schools in more languages and strengthening teacher language. However, International Sign notwithstanding,
capacity (Ball and Smith, 2019). there are hundreds of national sign languages, with their
morphologies, phonologies and syntax (Hohenberger,
Own language is a right and an essential part of any 2007). For instance, Dutch Sign Language has
group’s ethnic identity (Expert Mechanism on the seven dialects (Mercator, 2017).
Rights of Indigenous Peoples, 2010); it has been among
the fundamental claims of indigenous organizations Deaf people’s organizations strive for bilingual education
(ECLAC, 2014). South and central America has some with sign language as the language of instruction
560 indigenous languages in 21 countries and territories. and the national language as the written language.
In six countries, some indigenous languages are official; A number of countries recognize sign language for
in three, they are recognized as regional languages; instruction, including Ethiopia in its 2016 education law.
in a further seven countries and territories, some are In the United States, 45 of the 50 states do (National
used as languages of instruction (World Bank, 2015). Association of the Deaf, 2018). However, recognition
In Chile, indigenous languages were incorporated into does not imply implementation. Faroese Sign Language
schools with over 50% indigenous enrolment in 2010. was recognized as official in June 2017. The government
In 2013, this was extended as a voluntary initiative in intends to provide for teaching of and in sign language,
schools with at least 20% indigenous enrolment (Webb and a sign language dictionary has been prepared, but the
and Radcliffe, 2013). The curriculum framework for measure has not yet been implemented (OHCHR, 2019a).
indigenous languages has been implemented in Aymara,
Mapuzugun, Quechua and Rapa Nui. Study plans and Zimbabwe Sign Language has no direct links with
programmes have also been developed (Chile Ministry spoken languages and has no descriptive grammar.
of Education, 2019). The government recognized it as an official language in
the 2013 Constitution, but its role in instruction is unclear.
The United Nations (UN) Standard Rules on the Most deaf children lack an appropriate environment to
Equalization of Opportunities for Persons with Disabilities learn it at home and arrive at boarding schools without
stress the need for governments to consider the use of
sign language in educating deaf children (United Nations
General Assembly, 1994). About 34 million children
worldwide have disabling hearing loss (WHO, 2018). Just 41 countries worldwide recognize
Nearly 95% of deaf children are born to hearing parents,
for whom sign language knowledge is crucial. Local sign
sign language as an official language.
languages introduce deaf children to basic expression and Of these, 21 are in the European Union
communication skills and need to be recognized as their

5
a spoken or signed language. They learn it among and Impact of Support Staff project suggested that
themselves, with each school developing a separate students with special education needs were often involved
system (Kadenge and Muzengi, 2018). Teachers in in one-to-one interaction with a teaching assistant and
mainstream rural primary schools lack dictionaries, removed from class. In 87% of cases when they were not
and large class sizes affect their ability to pay attention in class, they were known to be doing a different task than
to deaf learners’ needs (Musengi and Chireshe, 2012). their peers (Blatchford et al., 2009).
Some teachers believe the sign language is a deficient
communication system that deaf students can learn In many countries, students with disabilities are explicitly
informally and independently (Musengi, 2019). Some fear taught a special education curriculum. In Kenya, the basic
it interferes with learning the spoken language and education curriculum framework includes a special needs
are uncomfortable with the role of teaching assistants education framework. Students who can follow the regular
(Musengi et al., 2012). Zimbabwe recently began to assess curriculum can receive it with adaptations, while for those
teacher performance and publicly examine deaf children, who may not be able to (e.g. those with ‘mental handicap,
which it is hoped will have a positive influence on negative deaf blindness, autism, cerebral palsy, multiple handicaps,
attitudes (Kadenge and Muzengi, 2018). and profound disabilities’), four levels of education have
been designed: foundation, intermediate, pre-vocational
The Kenyan Constitution promotes development and vocational. Yet the modality is stage-based,
and use of Kenyan Sign Language, Braille and other not age-based (Kenya Institute of Curriculum
communication formats and technology accessible Development, 2017). In Malaysia, special education
to people with disabilities. Since most deaf children in curriculum, also known as alternative curriculum,
low-resource settings start primary school with little was developed in line with the 2013 Special Education
or no language, the role of local sign languages as Regulations. Tailored curricula were also designed for
mother tongues is essential in introducing them to basic specific groups, such as blind learners. No curricula for
expression and communication skills and opening the students with learning disabilities, such as autism, have
pathway for progression in formal education (Deaf Child yet been introduced (GEM Report Education Profiles).
Worldwide, 2018; VSO and Deaf Child WorldWide,
2018). Teaching reading in a way that is not primarily Choice options, whether for schools or students,
sound-based but centres on sign language helps deaf may hurt disadvantaged learners. In Austria, school
children understand the meaning of and remember autonomy over curriculum provides a means of boosting
written words (Wauters et al., 2001). Such teaching schools’ attractiveness but creates a hierarchy among
requires specific teaching skills and reading materials schools, as they can choose students from a surplus
(Royal Dutch Kentalis, 2019). eKitabu’s Studio KSL of applications. Most often, the most vulnerable and
project integrates Kenyan Sign Language videos into marginalized students end up in the ‘leftover’ classes
digital children’s storybooks featuring locally relevant or schools (Altrichter, 2019). In the United Kingdom,
stories and characters, packaged in the open standard students with lower achievement levels were encouraged
EPUB format for wide access. The storybooks contain to take certain vocational qualifications, which helped
sign language glossaries and questions for teachers and them – and their schools – obtain higher scores but did
children to use together (All Children Reading, 2018). not necessarily help them learn what they needed most;
hence a 2016 reform removed these qualifications from
the school performance tables (Spielman, 2017).
Incoherent curricula may deepen education exclusion
Use of different or non-standard curricula for some Building pathways instead of dead ends between education
groups hinders inclusion (Garner et al., 2012). In England levels is a key challenge for inclusion. In Brazil, the primary
and Wales (United Kingdom), results from the Deployment education structure supports both vertical articulation

In many countries, students with disabilities

are explicitly taught a special education curriculum

5

A textbook development approach that employs inclusive
language, represents diverse identities and integrates

human rights serves the purpose of inclusion
(learning continuity and progression through the primary HOW MINORITIES ARE REPRESENTED IN
cycle) and horizontal (among areas of knowledge) (Opertti TEXTBOOKS IS KEY TO THEIR INCLUSION
et al., 2018). In Finland, the 2014 National Core Curriculum Representation of ethnic, linguistic, religious and
for Basic Education aims to promote education continuity indigenous minorities in textbooks depends largely
and ensure that learners can progress through the levels on historical and national context. Factors influencing
and cycles (Finnish National Board of Education, 2014). countries’ treatment of minorities include the presence
of indigenous populations; the demographic, political
or economic dominance of one or more ethnic
TEXTBOOKS CAN EXCLUDE THROUGH groups; the history of segregation or conflict; the
OMISSION AND MISREPRESENTATION conceptualization of nationhood; the role of immigration;
and various combinations of these factors. Textbooks
Textbooks, as an essential part of enacted curricula, may acknowledge minority groups in ways that mitigate
are crucial for promoting inclusion (Fuchs and Bock, 2018). or exacerbate the degree to which they are received,
A textbook development approach that employs or perceive themselves, as ‘other’ (Fuchs et al., 2020).
inclusive language, represents diverse identities and
integrates human rights serves the purpose of inclusion In New Zealand, a lower secondary school social studies
(UNESCO, 2017). Civic education, social studies, history, textbook introduces the term ‘superdiversity’ and depicts
geography, religion and ethics textbooks, in particular, migration as a continuous phenomenon, from the first
should encompass human and citizen rights. This also Polynesian settlers to the most recent migrants from
implies that inclusion and exclusion in different social Eastern and South-eastern Asia. It addresses historical
and historical contexts should be represented to foster ethnic and religious discrimination, with victims ranging
awareness of challenges. from resident Germans during the two world wars
to Polynesian immigrants whose homes were raided
Even when textbooks deal with diversity and by the police in the 1970s and 1980s to vandalism of
multiculturalism, they may avoid critical discussion Jewish graves in 2004, which led to the establishment
of complex and controversial topics. Diversity may of Te Ngira, a diversity action programme. The textbook
appear as a special topic rather than a normal feature focuses extensively on the indigenous Māori culture,
of social coexistence. Ethnic or religious groups may ensuring that nearly all chapters feature examples
be marginalized, and certain minority stereotypes relating to their history, customs and skills. There
perpetuated (Niehaus, 2018). is notable use of Māori terms to describe specific
cultural concepts, which goes beyond isolated content
Textbooks and the legitimate knowledge they elements, pointing to indigenous practices in society
convey emerge from complex power dynamics (Fuchs et al., 2020).
(Apple and Christian-Smith, 1991). They can perpetuate
biases and stereotypes through visual or written Countries with a history of ethnic, tribal and religious
content but also by omission. This section highlights conflict tend to cultivate a self-image as a plurinational
representations and misrepresentations in textbooks state. They emphasize the common aspects of the
through examples drawn primarily from an analysis of constituent cultures and how diversity enriches the
textbooks from 28 countries conducted for this report nation. Mostly they focus on the welfare of the state and
(Fuchs et al., 2020). how individual citizens can fulfil civic duty. Some try to
reflect on how power relations affect representation of
individual groups.
5

Textbooks may acknowledge minority groups in ways that
mitigate or exacerbate the degree to which they are received,

or perceive themselves, as ‘other’
China recognizes 56 ethnic groups (Mullaney, 2010). Following the break-up of the Soviet Union, Central Asian
Analyses of secondary school history textbook content, countries developed state language schools and tried to
language and organization have documented how strengthen state language teaching. However, the collapse
representation of non-Han people changed in the late of textbook supply chains had a damaging influence on
1970s from non-Chinese to Chinese, following the education quality. For instance, in Kazakhstan, less than
principle of interethnic equality. History textbooks 40% of sanctioned textbooks were available in Kyrgyz and
have since covered minority histories and contributions Russian and even less in Uzbek and Tajik. In Kazakhstan
to China, even downplaying the role of Han figures and Kyrgyzstan, primary and secondary schools
that could be relatively controversial for other ethnic choose target languages for subjects based on teacher
groups (Baranovitch, 2010). However, the process capacity, context and resources. The most successful
has not always been uniform (Yan and Vickers, 2019). pilot schools became resource centres for new schools,
Other analyses argue that moral education textbooks providing multilingual content and teaching materials.
both under-represent minorities and are more likely to The High Commissioner on National Minorities of the
use stereotypes in their imagery (Chu, 2018). With respect Organization for Security and Co-operation in Europe
to language of instruction, the 1984 Regional Ethnic supported the creation of an Uzbek language textbook
Autonomy Law stated that schools should use textbooks development and publishing centre in Osh, Kyrgyzstan.
in their own languages and also use these languages for The recent adoption of a trilingual education policy in
teaching, whenever possible (China Government, 2001). Kazakhstan made it possible to increase provision of new
In Xinjiang province, Uighur was replaced as language Tajik, Uighur and Uzbek primary school textbooks and
of instruction in primary and secondary education in learning materials (Stoianova and Angermann, 2018).
1999 and a bilingual education policy adopted, which
was extended to preschools in 2005. While there are In Bangladesh, within the framework of the
two teachers in many bilingual preschool classrooms, 2010 National Education Policy, which recognized the
one of them Uighur-speaking, most were instructed and right of all children to receive mother tongue education,
trained to teach in Chinese only (Chen et al., 2018). the Mother Tongue-based Multilingual Education
programme has been introduced in five indigenous
In Indonesia, the grade 10 civic education textbook languages in pre-primary education (GEM Report
presents official identity-forming principles: Bhinneka Education Profiles). Non-government organizations
Tunggal Ika (unity in diversity or, literally, out of many, (NGOs) often step in to provide mother tongue
one) and Pancasila (five principles: belief in god, just pre-primary education for indigenous children, as in the
and civilized humanity, national unity, representative BRAC Education for Ethnic Children project (Ali, 2016).
democracy and social justice). The textbook describes In these preschools, teachers communicate in ethnic
religious, ethnic, sub-ethnic and linguistic diversity with languages and Bengali using teaching materials based
respect, and speaks in favour of openness, tolerance, on local culture (Sharif, 2014). Among minorities, Santals
inclusion and respect for human rights. At the same time, often suffer from exclusion and early school dropout
it does not shy away from sociocultural and inter-religious (Sarker and Davey, 2009; Siddique and Vlassopoulos,
conflicts or human rights violations, providing detailed 2020). Moreover, Santals have no textbooks because
information on abuses of power and violent riots in recent of lack of agreement on whether to use Bangla,
national history. The textbook emphasizes domestic Roman or Ol Chiki, a Santal script developed in the
inclusiveness and does not refer to the various ethnic and 1920s (Sharif, 2014). In 2017, a parliamentary standing
tribal groups as minorities (Fuchs et al., 2020). committee asked the government to resolve the issue

5
(New Age, 2017). India has recognized Santali as an official disproportionately less space and did not acknowledge its
language (Choksi, 2017), and Ol Chiki script has been contributions (Abdou, 2016, 2017).
included in university curricula (Anderson, 2015).
In Cameroon’s grade 9–10 civic education textbook,
In Nepal, the Curriculum Development Centre developed diversity is particularly emphasized in relation to human
primary school textbooks and supplementary reading rights, although national unity is given preference
materials in 22 languages (GEM Report Education over diversity in the context of citizenship. The upper
Profiles). In the Philippines, textbooks have been prepared secondary civic education textbook in Nigeria emphasizes
and translated in 14 languages to support the curriculum multi-ethnic national identity even more strongly,
for indigenous people. Indigenization of learning materials as the concept of government majority is linked to both
is encouraged in the Occidental Mindoro and Oriental effective representation of various ethnic interests
Mindoro areas (GEM Report Education Profiles). and duties of care towards them (Fuchs et al., 2020).
In South Africa, representation of races varies across
The Bahraini grade 9 civic education textbook, subjects. For instance, white people are represented in
introduced after a reform in 2005, covers citizenship 18% of visuals in history and social science and 28% in
extensively, with emphasis on national unity and how mathematics and life skills. Some stereotypes are also
individual citizens can contribute to it. It characterizes apparent with respect to representation in sports, with
Bahraini society by its Arab and Islamic identity white people in more privileged positions (South Africa
while also emphasizing the country’s multi-ethnicity, Department of Basic Education, 2019).
its geographical position, the importance of intercultural
exchange and the regional tensions that lead to Three grade 9 and 10 civic education textbooks from
different interpretations of citizenship (Fuchs et al., Latin America show a generally inclusive approach.
2020). However, applying a Western conception of The Argentinian textbook critically examines racism
citizenship based on liberal values, which was at least and xenophobia. The foreword to the Mexican
partly influenced by collaboration with international textbook defines inclusion as one of 10 basic principles
advisers during curriculum preparation, has not been (e.g. peaceful conflict resolution, respect). The Peruvian
problem-free. Teachers found it difficult when students textbook reflects on the country as a multi-ethnic
raised controversial issues. Discussion was not being used nation-state, explicitly including specific ethnic minorities
as a structured activity, and teachers took an avoidance and indigenous groups within a human rights and
approach, as most opposed explicitly acknowledging citizenship framework under the heading ‘We are a diverse
diversity in Bahraini society because they believed it nation’. However, it repeatedly focuses on the indigenous
might increase tensions (Selaibeekh, 2017). population as an ethnic minority, with textual and visual
depiction predominantly of people in traditional costume,
In Egypt, history textbooks have made great strides posing a risk of stereotyping (Fuchs et al., 2020).
in shedding negative depictions of various religions.
For instance, they cast Christian values of justice, equality An analysis of textbooks from the Canadian provinces
and tolerance in a positive light and have removed of British Columbia and of Labrador and Newfoundland
references to relatively controversial historical figures points to examples that ask students to think as
that might have been offensive to some minorities. settlers. Such a narrative may be considered insensitive,
Nevertheless, there is a sense that the overall historical undermining indigenous peoples’ historical grievances
narrative favours the Arab Muslim identity over other based on prior presence (Schaefli et al., 2019). However,
perspectives and voices, which could undermine the representation of indigenous people has been improving.
aim of inclusiveness. For instance, the history of the The Quebec government spent CAD 1.6 million in
Coptic minority, although consistently included, took up 2018 to replace the word Amerindian and modify
other indigenous content in recently finalized history
textbooks (Banerjee, 2018). By contrast, in the United
States, 87% of national and state history standards
Nepal developed primary school related to indigenous peoples focus on pre-1900 history,
textbooks and supplementary limiting discussion and representation of indigenous
reading materials in 22 languages peoples. Of existing state standards, 17 had no
post-1900 indigenous standards (Shear et al., 2015).
5
WOMEN ARE UNDER-REPRESENTED (Islam and Asadullah, 2018). A Malaysian primary

IN TEXTBOOKS school textbook suggested girls risked being shamed
In many countries, girls and women are and ostracized unless they protected their modesty.
under-represented in textbooks or, when included, The Ministry of Education acknowledged weaknesses in
depicted in traditional roles. In Afghanistan, women were quality control and sent a sticker to cover the graphic in
almost absent from grade 1 textbooks published in the question (Lin, 2019).
1990s. Since 2001, they have been more present but
in passive and domestic roles as mothers, caregivers, Respondents to a public consultation on gender
daughters and sisters. They are mostly represented discrimination in textbooks in the Republic of Korea
as dependent, with teaching being the only career pointed out that doctors and scientists were shown as
open to them (Sarvarzade and Wotipka, 2017). A review mainly male, dancers, housewives and nurses as mainly
of 95 primary and secondary compulsory education female. Early childhood education textbooks depicted
textbooks in the Islamic Republic of Iran showed that rabbits and foxes as female and lions and tigers as
women accounted for 37% of images. About half the male (Republic of Korea Ministry of Gender Equality
images showing women were related to family and and Family, 2018). In the United States, a study of
education, while work environments appeared in less than introductory economics textbooks found that 18% of
7%. There were no images of women in about 60% of characters mentioned were female, mostly portrayed in
textbooks for Farsi and foreign language, 63% for science relation to food, fashion or entertainment (Stevenson
and 74% for social science (Paivandi, 2008). In India, and Zlotnick, 2018). A report on how women’s history was
the Maharashtra State Bureau of Textbook Production reflected in pre-primary, primary and secondary social
and Curriculum Research revised many textbook images studies found that 53% of mentions of women in state
in 2019. For instance, grade 2 textbooks show men and standards referred to domestic and family roles and
women sharing household chores, along with a female 2% to entry into the workforce (Maurer et al., 2018).
doctor and a male chef. Students are asked to note these
images and talk about them (News18, 2019).

The share of females in secondary school English
In Chile, the grade 6 science
language textbook text and images was 44% in Malaysia
and Indonesia, 37% in Bangladesh and 24% in Punjab textbook had 2 female vs
province, Pakistan. Women were represented in less 29 male characters
prestigious occupations and as introverted and passive

5

The rights of people with disabilities were mentioned in 9%
of secondary school social science textbooks around 2010,

up from 2% in the 1970s
Chilean grade 4 history textbooks had 2 female There was only one mention related to disability in
characters for every 10 male, and their historical the text of seven secondary school English language
contributions were represented with stereotyped views textbooks in the Islamic Republic of Iran (Hodkinson
linked to domestic chores. The grade 6 science textbook et al., 2016). In South Africa, a government review
had 2 female vs 29 male characters (Covacevich and found that people with physical disabilities accounted
Quintela-Dávila, 2014). Women’s under-representation for 2% of visuals and 1% of text mentions, and that
was also observed in Italy, despite its participation in a intellectual disabilities were not represented. An exception
European Union project in which textbook publishers was the Life Orientation textbook, which considered
agreed to a code to improve gender equality (Scierri, disability more extensively and covered various types,
2017). In Spain, the share of female characters was 10% in such as physical impairment, sensory impediment and
primary school and 13% in secondary school textbooks. learning disorder. A volunteer activity section depicted
One-fifth of more than 12,000 images were of women young people with disabilities helping less fortunate
(López Navajas and López García-Molins, 2009). children (Fuchs et al., 2020; South Africa Department of
Basic Education, 2019).
An analysis of preschool textbooks in Morocco
found that 71% of images depicting women showed In Spain, 0.6% of primary school physical education
them doing voluntary work and 10% doing paid textbooks published between 2006 and 2013 involved
work (Cobano-Delgado and Llorent-Bedmar, 2019). people with disabilities, chiefly people with physical
In Turkey, primary school textbooks presented unequal disabilities using a wheelchair (Moya-Mata et al., 2017).
social roles and a patriarchal understanding of family The Turkish grade 11 social studies textbook covered
unquestioningly, and secondary school textbook disability under ‘negative deviance’, which also
language exhibited sexism, although these problems included criminals and those with mental deficiencies
were somewhat reduced after the 2004 curricular or psychological disorders (Çayir, 2014). A study of
reform (Çayir, 2014). In Uganda, secondary school 96 primary school textbooks in the United Kingdom
physics textbooks generally did not mention the gender showed that 0.3% of characters in illustrations and
of objects and subjects. However, use of gendered 0.8% in photographs were people with disabilities
nouns (e.g. boy) and pronouns (e.g. his) gave the text (Hodkinson et al., 2016). Such limited exposure can
gender connotations, while illustrations referred to men generate negative attitudes.
(Namatende-Sakwa, 2018).
REPRESENTATION OF DISABILITY IN
TEXTBOOKS REQUIRES MORE ATTENTION Disability is often misrepresented
The main challenges with representation of disability in
in children’s reading books.
textbooks are neglect and misrepresentation. A global
analysis showed that the rights of people with disabilities Characters with disabilities
were mentioned in 9% of secondary school social tend to be positioned as inferior
science textbooks around 2010, up from 2% in the 1970s
(UNESCO, 2016c).
5
Disability is often misrepresented in children’s reading RELIABLE, RELEVANT AND

books. Connotations of something outside the FORMATIVE ASSESSMENT PROMOTES
norm convey an exclusionary message. Characters INCLUSION
with disabilities tend to be positioned as inferior
(Curwood, 2013; Wopperer, 2011), often as victims, Information from learning assessments is critical to
dependent or objects of pity (Beckett et al., 2010). guide teaching for all students.2 Yet assessment tends
Even award-winning books, often recommended to be associated with standardized tests administered
reading in schools, may have been written years in a controlled way at the end of an education cycle to
ago, with an outdated understanding of disability large numbers of students, often to the disadvantage
(Leininger et al., 2010). of the more vulnerable. When used for accountability
purposes, such high-stakes assessments can lead to
A review of 28 textbooks for this report suggests that the adoption of negative practices, such as selective
changes are under way. Some two-thirds mention admission, strict discipline policies, student reassignment
the situation of people with physical or mental and greater focus and time given to those most likely
disabilities, generally through legislative amendments. to succeed. According to head teacher reports across
They use keywords, such as anti-discrimination law countries taking part in the 2015 Organization for
and accessibility. In some cases, disability is extended Economic Co-operation and Development Programme
to include the chronically ill and the elderly. Although for International Student Assessment, 38% of tested
people with disabilities are still rarely depicted in students were in schools where academic performance
non-disability-related contexts, a Canadian textbook was an important determinant of admission. In Bulgaria,
shows people with disabilities as autonomous individuals, Croatia, Hong Kong (China), Hungary, Japan, Singapore,
activists and public figures, such as a sports personality Thailand and Viet Nam, more than 8 in 10 schools used
greeting young people. A Romanian textbook section performance as a criterion. By contrast, Finland, Greece,
on non-violence in schools shows a sprinter with Norway, Spain and Sweden rarely based admission on
one arm and a man in a wheelchair playing a guitar student performance (OECD, 2016).
(Fuchs et al., 2020).
While exclusionary practices are common, assessment
Lack of textbooks in alternative formats hinders and inclusion need not be seen as contrary. However,
curriculum accessibility, especially for visually impaired to support inclusive education, assessment systems
people. The 2013 Marrakesh Treaty tried to address the need to abide by principles that promote learning
fact that only 1% to 7% of the world’s published books for all students. A review of assessment systems in
were accessible due to copyright barriers, among other 29 European countries provides useful entry points into
challenges (WIPO, 2016). In Greece, many textbooks these principles. First, all students’ learning progress
are either not translated into Braille or inaccurately and achievement should be identified and valued, and all
translated (National Confederation of Disabled People, students should have the opportunity to demonstrate
2019). In Malawi, curriculum revision is often not their progress and achievement. Second, assessment
matched by revision of learning materials in Braille procedures should be complementary, coherent
(Malawi Government, 2016). with the goal of supporting learning and teaching,
2 This section draws on Hegarty (2020).

High-stakes assessments can lead to negative practices, such as
selective admission, strict discipline policies, student reassignment

and greater focus and time given to those most likely to succeed

5

Standardized tests can provide important diagnostic information,

but it is how the information is used that makes the difference
and coordinated, avoiding segregation through labelling. In the United Republic of Tanzania, the Toa Nafasi
Third, students should be entitled to reliable and valid (Provide a Chance) Project uses assessment to target
assessment procedures that accommodate and, where interventions in 10 public primary schools. It assesses
possible, are modified to meet their needs (European grade 1 children in literacy, numeracy and cognitive
Agency for Development in Special Needs Education, skills and collects information on social behaviour,
2007, 2008). adaptive activities and motor skills through observation
and interviews. Administered to all children by trained
teachers on a one-to-one basis, it takes up to 20 minutes
A RENEWED FOCUS ON FORMATIVE per child. It is used to identify which children need specific
ASSESSMENT IS NEEDED classroom small-group interventions and individual
To serve its purpose, assessment should be valid tutoring in literacy and mathematics and group games
and not driven by external factors. Language skills to promote executive functioning and social skills. Five
assessment administered in a student’s second language such sessions per week, each lasting 30 to 45 minutes,
may be biased, as it will be insufficiently accurate in are devoted to literacy, mathematics, games and art.
measuring actual linguistic proficiency. If test content or An evaluation found that about one in four children
administration favours some test takers over others, or if screened in three successive year cohorts was selected
their learning experiences are substantially different in to receive the interventions. Significant progress was
relation to what is being tested, it can be difficult if not recorded at 6- and 12-month intervals for each cohort
impossible to interpret test scores or to make equitable (Stone-Macdonald and Fettig, 2019).
decisions on that basis.
However, in poor and rich countries alike,
Assessment should focus on students’ tasks: how they such assessment approaches are scattered and
tackle them, which ones prove difficult and how some unsystematic. A review of assessment approaches in
aspects can be adapted to enable success. A shift in Germany noted numerous examples of individualized
emphasis from high-stakes summative assessments at teaching and assessment in heterogeneous learning
the end of the education cycle to low-stakes formative groups, but they were unevenly dispersed across
assessments over the education trajectory (i.e. from the locations and types of schools (Prengel, 2016). A review
outcome to the process of assessment) underpins efforts of approaches to inclusive education in Uganda identified
to make assessment fit for the purpose of inclusive isolated examples of learning assessment for children
education (Laveault and Allal, 2016; Opertti and Ji, 2017). with disabilities, such as the approach used in three
An appropriate connection needs to be made between schools by Sense International, an NGO for deaf-blind
summative and formative assessment. Standardized children (Enable-Ed and Uganda Society for Disabled
tests can provide important diagnostic information, but it Children, 2017). There is scope to collect information
is how the information is used that makes the difference. systematically to evaluate approaches’ effectiveness and
suitability for daily use so that they can be adopted in
Teachers need a degree of autonomy to identify the mainstream education (Lebeer et al., 2011).
assessment practices that best serve a broader set
of learning goals. In New Zealand, a national survey
of assessment practices in primary and secondary

schools attended by students with high or very high It is up to governments to ensure
needs enumerated 24 approaches, some of which were that inclusive education and
highly valued and frequently used by teachers, such
as observations, work samples, anecdotal records and assessment policies are consistent

portfolios (Bourke and Mentis, 2010).
5

In many poorer countries, a core underlying problem is that there is

insufficient attention to monitoring of learning outcomes
ASSESSMENT SHOULD BE COHERENT WITH A study based on Service Delivery Indicator surveys

INCLUSIVE EDUCATION in seven sub-Saharan African countries showed that
Often, assessments are held responsible for exclusion roughly 1 in 10 teachers had minimum knowledge in
when it is the entire legislative and policy framework general pedagogy and none had minimum knowledge in
that is exclusionary. Where opportunities to continue student assessment. While teachers use some practices,
education are rationed and determined by an examination, such as structuring, planning, asking questions and giving
more vulnerable students’ education may be ended feedback, to promote learning in classrooms, less than
prematurely or diverted towards less desirable pathways. 1 in 10 applied all practices (Bold et al., 2017).
Placement in special schools, for instance, is often based
on psychological or achievement tests, complemented
by teacher and other professional reports, another ASSESSMENT SHOULD PROVIDE
form of assessment. Yet the outcomes vary by country, ACCOMMODATIONS
depending on whether special schools are the exception As in the case of curriculum, accommodations are ways
or the rule. Often assessment becomes just a tool to to adapt tests to remove barriers that distract from
implement exclusionary laws and policies (Hegarty, 2020). the measurement of learning outcomes. They include
changes to test content, format or administration
It is up to governments to ensure that inclusive that remove irrelevant obstacles for certain test takers
education and assessment policies are consistent. without compromising test validity or giving unfair
Teachers in South Africa’s Eastern Cape province advantage to individual test takers. They aim to ensure
pointed to inconsistency between the 2001 Education that all students are assessed and, in the case of
White Paper 6 and the 2014 Screening, Identification, high-stakes tests, ranked fairly. To the extent that they
Assessment and Support (SIAS) strategy on the one are successful, accommodations provide an important
hand, which promote curriculum differentiation, mainstream experience for students who otherwise risk
and Curriculum and Assessment Policy Statements being excluded or ranked below their true ability.
that contradict them (Geldenhuys and Wevers, 2013).
SIAS is also under-resourced. The SIAS strategy entails The Gordon Commission on the future of assessment in
all children being screened in grade 1 and the results education in the United States examined issues related
recorded in a learner profile, a legal document that follows to students with disabilities or at risk of being assessed
students when they move schools. In consultation unfairly (ETS, 2013). Braille or large-print versions of tests,
with parents, teachers are to complete a support needs written replacements for oral components, extra time in
assessment as a basis for an individualized support timed tests, use of voice recording or an assistant to record
plan. If teacher support is insufficient, a school-based responses, and access to bilingual glossaries or other
support team draws up a plan, which in turn is referred second-language support are among the tools being tried
to district-level support if the objectives are not met (Thurlow, 2013; World Bank et al., 2019). For students with
(Adewumi et al., 2017). District officials have been trained, language disabilities, assessments that rely on language
but the strategy has not sufficiently informed pre-service communication need to use different communication
and in-service teacher education, which affects uptake of modes, such as non-linguistic or visual modes, which
the otherwise clear procedures (Kelly and McKenzie, 2018; could be more effective in providing feedback.
McKenzie et al., 2018).
Various reviews have assessed the effectiveness of
In many poorer countries, a core underlying problem test accommodations in the United States. The use of
is that there is insufficient attention to monitoring of audio presentation in mathematics enhanced scores
learning outcomes. Preoccupation with high-stakes for primary but not secondary school students
examinations, often mistakenly considered equivalent (Laitusis et al., 2012). A review of five types of
to assessment for learning, usually takes over. accommodations for grade 3 to 8 students with attention

5
deficit hyperactivity disorder showed no association CONCLUSION

with improved standardized test scores in reading and
mathematics (Pritchard et al., 2016). A major review Curricula, textbooks and assessments are key building
of 53 studies published in 2013–14, from preschool to blocks of inclusive education systems. Curriculum choices
post-secondary education, offered a mixed picture. are of fundamental importance to promote the values
Extended time tended to improve test scores for of an inclusive and democratic society. Curricula need
students with disabilities, whereas oral delivery did not. to reassure all groups at risk of exclusion that they are
Two studies examining calculator use showed positive if at the core of the education project, whether in terms
nuanced support for enhanced performance by students of content or implementation. Curricula need to be
with disabilities (Rogers et al., 2016). flexible and adapted to diverse needs. They should not
lead to dead ends in education but offer pathways for
Methodological limitations make it hard to reach continuous education opportunities.
straightforward conclusions. Small sample size,
weak study design and insufficient control over how Textbooks, as a component of curriculum, can omit
accommodations are applied, including simultaneous or misrepresent group characteristics, perpetuating
implementation of various accommodations, get in the stereotypes and undermining any pretence to inclusion.
way of interpreting results. Some accommodations Through textbooks, minorities and vulnerable groups can
are used for very different kinds of impairments even see themselves included as equal contributors to national
if grouped under a common label, such as learning development, rather than relegated to a marginalized
disabilities (Thurlow, 2013). A positive effect of position in society, and can see their differences
accommodations not to be underestimated involves treasured and respected, rather than caricatured.
perception. Students feel that accommodations help
them perform better, and teachers believe they are Assessments are often organized unduly narrowly.
beneficial to student performance and self-esteem Critics see governments sending conflicting signals
(Rogers et al., 2016). through assessments about their commitment to
inclusion. If appropriately designed and focused on
Importantly, the validity of assessing the effectiveness learning, they are essential for steering teachers
of standardized test accommodations has been and students towards targeted interventions.
questioned on theoretical grounds, as they appear General Comment 4 to Article 24 on the right to inclusive
to fit students to a model, for instance in the case of education of the UN Convention of the Rights of Persons
students with dyslexia (Reid, 2016). The emphasis should with Disabilities is clear: ‘Standardised assessments must
instead be on students with impairments and how be replaced by flexible and multiple forms of assessments
the assessment can support them in demonstrating and recognition of individual progress towards broad
learning. Australia’s Queensland state has developed goals that provide alternative routes for learning’
an approach to high-stakes assessment for grade (UN Committee on the Rights of Persons with Disabilities,
12 students that avoids accommodations. The process 2016, p. 9).
starts with identifying and transparently setting down
learning expectations to be assessed based on the state
curriculum and individualized education programmes,
where necessary. The assessment modality takes
student impairments into account without minimizing
the requirement or opportunity to demonstrate
learning. Ultimately, a moderation process based on
peer review of work samples ensures comparability of
learning goals and consistency of judgement standards
(Cumming and Maxwell, 2013). Reports from the
assessment regulator showed evidence of high levels of
comparability in schools’ application of the standards
(Queensland Government, 2017).
Lesieli Latu teaches students with disabilities
at Ngele’ia Primary School in Nuku’alofa,
Tonga. The class is part of an inclusive
education pilot programme.
CREDIT: Connor Ashleigh/DFAT
134 C H A P T E R 6 • T e ac h e r s
C HA PTER
6
Teachers
What is teaching for inclusion?
135
6
KEY MESSAGES
Inclusive teaching requires teachers to recognize the experiences and abilities of every student and to be
open to diversity
Inclusive approaches to teaching connect classroom and life experiences in problem-solving activities
and require teachers to make a range of options available to all, not some, students.
Teachers tend to have positive attitudes towards inclusion but also doubts about its feasibility
Teachers may have entrenched views about students’ potential to learn. In Lebanon, teachers did not
believe all students with disabilities could be successfully included.
Teachers may not be immune to social biases and stereotypes. In the United States, 31% believed
inequality was mainly due to African Americans lacking motivation.
Such biases are detrimental to student learning. In Italy, girls assigned to teachers with implicit gender
bias underperformed in mathematics and chose less demanding schools.
Teachers need to be prepared to teach students with varied backgrounds and abilities
Some 25% of teachers in middle- and high-income countries reported a high need for professional
development on teaching students with special needs.
Across 10 francophone sub-Saharan African countries, just 8% of grade 2 and 6 teachers had received
in-service training in inclusive education.
Training on inclusion tends to focus on teaching skills for specialists. But in New Brunswick province of
Canada, a quarter of all teachers were trained to help students with autism spectrum disorders.
Mainstream and special school teachers tend to be trained separately and the latter are more likely to
be negative about inclusion as the best way to educate all students. In Belarus and Norway, transition
to inclusive education has been challenging for specialized teachers.
Education officials who monitor implementation of inclusive teaching also need training. In Zanzibar
(United Republic of Tanzania), nearly 70% of school inspectors, examiners and curriculum developers
had attended one- to three-day training courses on inclusion.
It is not sufficient for teachers to have knowledge; they also need good working conditions
In Cambodia, teachers questioned the feasibility of applying child-centred pedagogy in a context of

overcrowded classrooms, scarce teaching resources and overambitious curricula.
Support personnel accompany a transition towards inclusion, but a survey of unions suggested they
were always available in no more than 22% of countries.
Teaching-force composition often does not reflect the diversity of classroom composition
In India, the share of teachers from scheduled castes, which constitute 16% of the country’s population,
increased from 9% to 13% between 2005 and 2013.
6
Inclusive teaching adapts to student strengths and needs�� 138

Positive teacher attitudes towards inclusion
are combined with scepticism�� 138
Teachers need comprehensive training on inclusion��141
Teachers need support to ensure inclusive teaching��148
Many education systems struggle to achieve diversity
in the teaching profession�� 151
If teachers understand what inclusion means and leave their comfort zone, taking
advantage of opportunities to develop skills for children to help them recognise
and respect diversity, they can be agents of change.
Maria Teresa Moreno Zavaleta, teacher, Peru
A n important element of inclusive education involves

ensuring that all teachers are prepared to teach all
students. Inclusion cannot be realized unless teachers are
to diversity. They need to be aware that all students learn
by connecting classroom with life experiences, and thus
embed new ideas and skills in problem-solving activities.
agents of change, with values, knowledge and attitudes While many teacher education and professional learning
that permit every student to succeed. Throughout the opportunities are designed accordingly, entrenched
world, variations in how teachers are prepared reflect views of some students as deficient, unable to learn or
standards and qualifications that differ across national incapable mean that teachers sometimes struggle to see
contexts. But a common theme is that education that each student’s learning capacity is open-ended.
systems are moving away from identifying problems
with learners and towards ‘identifying barriers to learning Consequently, teachers’ attitudes often mix commitment
and participation and providing anticipatory responses, to the principle of inclusion with doubts about their
planning for all learners up front’ (European Agency for preparedness and how ready the education system
Special Needs and Inclusive Education, 2015, pp. 14–15). is to support them. Ensuring that teachers rise to the
challenge requires training. It also requires support,
This chapter shows how this shift challenges teachers appropriate working conditions and autonomy in
to be active agents for inclusion and to reflect on how the classroom to focus on every learner’s success.
approaches to teaching can be inclusive of all learners. The chapter also describes the challenge of making
Inclusive teaching requires teachers to recognize the the teaching workforce more representative of
experiences and abilities of every student and to be open social diversity.
6
Inclusive teaching requires teachers to recognize the experiences

and abilities of every student and to be open to diversity
INCLUSIVE TEACHING ADAPTS TO Inclusive approaches to teaching also require teachers to

STUDENT STRENGTHS AND NEEDS take responsibility for all students by making a range of
options available to everybody in the classroom rather
A teacher education for inclusion project identified four than offering a set of differentiated options only to
core values and associated competence areas (European some (Florian and Spratt, 2013). For instance, adapted,
Agency for Special Needs and Inclusive Education, 2012). learner-centred approaches that establish measurable
Instilling these values – supporting all learners, working academic goals, address strengths and challenges
with others, valuing learner diversity and engaging in related to learning, and mitigate social and behavioural
professional development – should lead to teachers challenges may be particularly suitable for students with
who have high expectations for all learners (Table 6.1). disabilities (Hayes et al., 2018). To meet the standard of
The framework’s implications for teacher attitudes, inclusion, these approaches should be applied in ways
methods and professionalism should be addressed that do not exclude some students from opportunities
head-on and not as afterthoughts in teacher education. available to others.
Inclusive approaches to teaching are based on recognition

that many students are not actively participating in POSITIVE TEACHER ATTITUDES
the learning process. Such approaches reject methods TOWARDS INCLUSION ARE
that label and segregate students on the basis of COMBINED WITH SCEPTICISM
characteristics, strengths or weaknesses. An example that
has received a lot of attention is the Teaching at the Right Evaluating teacher attitudes towards inclusion is not
Level (TaRL) programme in India, which was developed straightforward. A review of teacher attitude studies in
in response to students being left behind. It shifted six countries, including Australia, Canada and India, found
attention from age and grade as organizing principles that few assessed the various cognitive, affective and
to students’ actual learning levels. The programme has behavioural components of attitudes (Ewing et al., 2017).
been applied in multiple contexts and can be used during
and outside school hours, including during the summer Still, many studies found that teachers had positive
holidays (Box 6.1). attitudes towards inclusion but also had reservations,
TAB L E 6.1:
Core values and competence areas of inclusive teaching
Core values Competence areas
Support all Promote academic, practical, social and emotional learning for all
learners Engage effective teaching approaches in heterogenous classes based on understanding of a variety of learning processes and how to support them
Work with Work with parents and families to engage them effectively in learning
others Work with other education professionals, including collaboration with other teachers
Value learner Understand inclusive education (e.g. it is based in belief in equality, human rights and democracy for all)
diversity Respect, value and view learner diversity as an asset
Engage in Be reflective practitioners (i.e. systematically evaluate one’s own performance)

professional
development
View initial teacher education as the foundation for ongoing professional learning
Source: Based on European Agency for Special Needs and Inclusive Education (2012).
6
B OX 6.1 :
Inclusive pedagogies are a reaction to more traditional, passive modes of teaching and learning
The non-government organization (NGO) Pratham developed TaRL in urban India in 2002 in response to the realization that schools were failing to equip
students with basic reading, writing and mathematics skills. The approach has since been expanded to rural areas and outside India (Pratham, 2020).
As a pedagogical approach, TaRL was designed with a remedial mindset, aiming to enable children left behind to catch up. It departs from more traditional
approaches by emphasizing clearly articulated learning goals instead of covering an entire textbook. It focuses on active teaching through simple daily
activities that involve children working in groups. The instructional process starts with a basic assessment of children’s learning levels and forming groups
for instruction by level rather than grade. Other assessments track progress and make corrections to the course. As children progress, they move quickly
into more advanced groups. Teaching–learning activities are based on the belief that children learn best through a combination of activities carried out in
big groups, small groups and individually, some shared by all groups and others tailored to group level.
Evaluations have shown learning gains compared with traditional teaching. The Read India programme, which uses the TaRL approach, focuses on basic
Hindi and mathematics skills acquired during intensive learning camps. An evaluation in two districts in Uttar Pradesh randomly assigned schools to four
groups. The first received a 10-day camp plus another 10-day camp during the summer. The second received a 20-day camp plus another 10-day camp
during the summer. The third received TaRL material without academic support. No activities took place in the fourth group. Children in the first two
groups gained between 0.7 and 1 levels, on average, in language and mathematics compared with almost no progress in the third group. By the end of
the learning camps, 49% of participants could read paragraphs and stories, compared with 24% in the control group. By 2017, the model was in use in over
4,000 schools across India, reaching over 200,000 children (Banerjee et al., 2017).
As of 2019, variations of the TaRL approach are being applied in 12 countries in Africa and 3 in Asia. For instance, the Catch Up programme, piloted in
80 schools in Zambia, increased the share of students able to complete a two-digit subtraction from 32% to 50% and the share of those able to read a
simple paragraph or story from 34% to 52%. The programme was to be scaled up to 1,800 schools in 2019 (Teaching at the Right Level, 2019b). In Ghana,
the STARS programme, run in partnership with the Ministry of Education and other public authorities, focuses on equipping teachers of grades 4 to 6 to
understand the reasons behind low achievement and to offer appropriate responses (Teaching at the Right Level, 2019a).
TaRL shares features with other inclusion-oriented teaching approaches. Escuela Nueva, which began in Colombia in 1975, has expanded to 14 other
countries, including the Philippines and Viet Nam (Le, 2018). It promotes active and participatory learning, with teachers serving as facilitators. It fosters
skills development in multigrade instruction and encourages collaborative teacher relationships and parental and community engagement (Colbert and
Arboleda, 2016). Save the Children’s Literacy Boost programme has been implemented in more than 30 countries (Save the Children, 2019). It aims to
improve children’s reading skills by training teachers to keep students engaged. In Ethiopia, girls participating in the programme were 43% more likely to
stay in school than their peers in schools without it (Dowd et al., 2013).
either because they were not empowered to overcome These country-specific studies were somewhat
certain barriers or because they believed the education corroborated in the comparative Organisation for
system and learning environment were not supportive. Economic Co-operation and Development (OECD)
A survey found that teachers in Finland questioned Teaching and Learning International Study (TALIS),
the feasibility of inclusion and its merit for all students which examined the attitudes and competences of lower
without fundamental shifts in the system and secondary school teachers in 48 education systems
investment levels. Some respondents saw inclusion
policies as a cover for cost-cutting (Honkasilta et al.,
2019). In Japan, teachers expressed generally positive
Many studies found that teachers had
attitudes towards inclusion but had concerns about
implementation, partly due to lack of belief in their ability positive attitudes towards inclusion
to carry out activities that would achieve inclusion (Yada but also had reservations
and Savolainen, 2017).
6

in 2018, mostly in upper-middle- and high-income
countries. Finland and Japan were among the countries Positive experiences affect
where teachers adapted their teaching the least to teachers’ attitudes positively
students’ cultural diversity. One reason may be both
countries’ relative ethnic homogeneity and recent
exposure to immigration. By contrast, almost all teachers teachers’ attitudes positively. In Bangladesh, success at
in Colombia, Portugal and the United Arab Emirates teaching children with disabilities and perceived school
adapted their teaching in diverse classrooms (Figure 6.1). support for inclusive teaching practices were associated
with more positive attitudes towards inclusive education
In Cambodia, teachers’ perceptions of the possibility of (Ahmmed et al., 2012).
inclusion of students with disabilities depended on the
type of disability to be accommodated. At least half Ultimately, teachers may not be immune to social biases
the respondents considered inclusion of students with and stereotypes. A study comparing the general and
learning, physical, visual and hearing impairments ‘very teacher populations in the United States between 1985 and
possible’ or ‘possible’. However, less than 20% felt the 2014 found that educators had less negative racial
same in the case of students who were blind or deaf, attitudes. However, these differences could be explained
had intellectual disabilities or had severe and multiple by educational attainment. A small minority of teachers
disabilities (Kartika and Kuroda, 2019). In Lebanon, a survey still had racial attitudes detrimental to student learning
of teachers who were part of the National Inclusion and development. For instance, in 2014, 4% of pre-primary,
Project, which aimed to remedy exclusion of students primary and secondary school teachers believed inequality
with disabilities in mainstream schools, found positive was mainly due to African Americans having less innate
attitudes towards inclusion but a general belief that not all ability to learn, and 31% believed it was mainly due to
students with a disability could be successfully included African Americans lacking motivation or willpower to
(Khochen and Radford, 2012). Positive experiences affect pull themselves out of poverty (Quinn, 2017). In Mexico,
F I GU R E 6.1:
Many teachers feel they cannot respond to the challenge of diversity
Percentage of teachers who adapt their teaching to the cultural diversity of students ‘quite a bit’ or ‘a lot’, selected middle-
and high‑income countries, 2018
100
75
50
%
25
0
Japan
Rep. of Korea
Slovenia
Finland
Norway
Netherlands
Estonia
Spain
Austria
Turkey
Sweden
Iceland
Czechia
Israel
United States
France
Slovakia
Malta
Singapore
Viet Nam
Australia
Cyprus
New Zealand
Chile
Belgium
Kazakhstan
Mexico
Denmark
Lithuania
Romania
Bulgaria
Croatia
Hungary
Russia
Georgia
Saudi Arabia
Italy
South Africa
Brazil
Latvia
Portugal
Colombia
U. A. Emirates

Note: Responses refer to a sample of teachers reporting that they have taught a culturally diverse classroom.
6

prejudice influenced teacher attitudes towards inclusion
of Mayan children (Osorio Vázquez, 2017). Roma parents Teachers’ attitudes affect student
in Europe cited discriminatory teacher behaviour, such as achievement, even when they are not explicit
bullying and ostracization, as a key safety consideration
for their children (Albert et al., 2015; O’Nions, 2010).
Attitudes affect student achievement, even when they In fact, the idea that specialized knowledge is needed
are not explicit. In Italy, girls assigned to teachers with can marginalize issues of diversity in teacher education
implicit gender bias underperformed in mathematics (Cochran-Smith and Dudley-Marling, 2012). Overcoming
and chose less demanding schools, following teachers’ the legacy of preparing different types of teachers
recommendations (Carlana, 2019). for different types of students is a dominant concern,
alongside questions about the level of preparedness and
reflection among teacher educators (Florian and Pantić,
TEACHERS NEED COMPREHENSIVE 2017; Symeonidou, 2017).
TRAINING ON INCLUSION
Overall, teachers around the world lack access to
Lack of preparedness for inclusive teaching may result comprehensive training on inclusion. Analysis of
from gaps in teachers’ knowledge about pedagogies information collected for the GEM Report Education
and other aspects of inclusion. Teacher education can Profiles1 determined that out of 168 countries analysed,
address issues ranging from instructional techniques 61% provided elements of training on inclusion. However,
and classroom management to multi-professional teams this analysis does not contain sufficient information on
and learning assessment methods. To be of good quality, coverage and quality. An alternative approach is to ask
teacher education must be relevant to teachers’ needs, teachers directly about their experience of training.
cover multiple aspects of inclusive teaching for all learners
and include follow-up support to help teachers integrate
new skills into classroom practices (European Agency for 1 A new GEM Report tool for systematic monitoring of national
Special Needs and Inclusive Education, 2010, 2015). education laws and policies, accessible at www.education-profiles.org
6

on meeting the needs of students with disabilities
Analysis of information collected (Rahaman, 2017). In Morocco, teachers lacked training on
for the GEM Report Education adaptive methods for ensuring learning among children
with disabilities or special needs (UNICEF, 2015a).
Profiles determined that out of
168 countries analysed, 61% provided
elements of training on inclusion FEW COUNTRIES PROVIDE PRE-SERVICE
TEACHER EDUCATION ON INCLUSION FROM
A BROAD PERSPECTIVE
Even in countries where most teachers are trained Inclusion-oriented pre-service teacher education
and qualified, many of them report a lack of training programmes tend to focus on content knowledge
on inclusion or teaching of vulnerable groups. about how to address challenges various types of
For instance, among OECD countries participating learners might encounter. The risk of this approach is
in TALIS, only 35% of teachers reported that teaching that modules on special education end up emphasizing
in multicultural and multilingual settings was included differences between learners and reinforcing the very
in their formal teacher education or training, while divisions that create barriers to inclusion (Florian, 2019).
62% reported receiving training to teach in mixed-ability Research on teacher education for inclusive education
settings (OECD, 2019). suggests that inclusive approaches should be a core
element of general teacher preparation rather than a
The situation is much more challenging in countries with specialist topic (Rouse and Florian, 2012).
fewer resources, where many teachers are not trained
according to national standards (Education International, A review for this Report on teacher education for
2018). Across 10 sub-Saharan African countries that inclusion in Argentina, Ethiopia, Ghana, the Lao People’s
participated in the Programme d’analyse des systèmes Democratic Republic and Zanzibar (United Republic of
éducatifs de la CONFEMEN learning achievement survey, Tanzania) found policies on training for inclusion in all
just 8% of grade 2 and 6 teachers had received in-service the countries at the primary education level and a clear
training in inclusive education – the lowest among the trend to extend teacher development for inclusion to
topics included in the relevant question (Wodon et al., early childhood care and education, secondary education
2018). Teachers in Bangladesh reported a lack of both pre- and higher and adult education. However, most efforts
and in-service opportunities for professional development focused on students with disabilities, though there
6
Inclusive approaches should be a core element of general

teacher preparation rather than a specialist topic

were some efforts towards a whole-school approach for Learning and learner-friendly methods, including
and system transformation to build inclusive school in teacher education (Ghana Ministry of Education,
communities and cultures (Lehtomäki et al., 2020). 2015). In the Lao People’s Democratic Republic,
the 2016–20 Education and Sports Sector Development
A few countries provide examples of how inclusion Plan aims to build on previous efforts to include all
training can be embedded in a wider system of initial students in education, though progress has been slow
teacher education. To graduate from the Upper Austria (Lao PDR Ministry of Education and Sports, 2015)
College of Education, student teachers must have (Box 6.2).
inclusive pedagogical competences and knowledge to
teach students with various needs. Inclusive content is Inclusion-focused teacher education can have a positive
embedded in each subject (European Agency for Special impact on attitudes about inclusion. A study comparing
Needs and Inclusive Education, 2015). In South Africa, Canadian and German pre-service vocational teacher
guidelines on inclusive teaching and on responses to education found Canadian teachers more likely to have
learner diversity emphasize the principle of inclusion positive attitudes regarding inclusion and their capacity
and the practice of adapting curriculum to diverse needs to create inclusive classrooms, partly because of the
(South Africa Department of Basic Education, 2010, 2011). more prominent role inclusion played in training (Miesera
and Gebhardt, 2018). In the Seychelles, teachers who had
Ghana’s Inclusive Education Policy recognized learner inclusive education training reported higher endorsement
diversity in terms of disability, socio-economic of the inclusion of children with disabilities in mainstream
background and ethnicity. One objective was to ensure classrooms and more positive beliefs about the practice
that all teachers were equipped to deal with diverse (Main et al., 2016).
students through the promotion of Universal Design
B OX 6.2 :
Laos has adopted a broad inclusion framework for educating teachers, but implementation is slow
The government of the Lao People’s Democratic Republic first made a commitment to leave no learner behind in the early 2000s. The 2003–15 National
Plan of Action on Education for All called for ongoing support and training for teachers on how to interact with parents of children with special needs,
and for head teachers and managerial staff to support teachers in making schools more inclusive. It also called for an inclusive teacher education
curriculum by 2008 (Lao PDR Ministry of Education, 2005).
While teachers introduced elements of student-centred teaching, they were not adequately empowered to create content or adapt material to reflect
students’ daily lives and cultural backgrounds. Generally, teachers lacked confidence to break with old routines and stereotypes about girls, ethnic
minorities and students with disabilities (Chounlamany, 2014). Moreover, while 20% of head teachers and 38% of teachers surveyed believed the
development of teacher capacity was a priority for achieving inclusion, all of them identified teaching materials as the highest priority resource still
required (Catholic Relief Services, 2016).
Under the 2016–20 Education and Sports Sector Development Plan, a system of continuous professional development for inclusive education is meant
to be developed to provide teachers with pedagogical skills to address the diverse learning needs of girls, ethnic minorities and children with disabilities,
as well as students in multigrade classrooms (Lao PDR Ministry of Education and Sports, 2015). By 2018, a pre-service training programme for curriculum
writers and a training module aimed at enabling teachers ‘to understand disability and gender issues’ were still being developed. Another effort at the
Inclusive Education Centre at the Ministry of Education and Sports focused on strengthening trainer capacity (BEQUAL, 2018).
6
Linguistic and ethnic diversity together with gender are

common focuses of teacher education programmes

INCLUSION-ORIENTED PRE-SERVICE Gender is another focus of pre-service education

PROGRAMMES TEND TO FOCUS ON programmes. Cuba’s Sexuality Education Programme
INDIVIDUAL GROUPS seeks to strengthen teacher education on sexuality and
Most pre-service programmes focus on preparing preventing HIV and other sexually transmitted infections,
teachers to address the needs of specific groups, notably with a gender and sexual rights approach, throughout
students with disabilities. In Ukraine, bachelor’s and the basic curriculum, electives and post-graduate
master’s curricula include topics on meeting the needs studies (Cuba Ministry of Education, 2011). Despite these
of people with disabilities, often directed at specialists. many examples, more attention needs to be given to
For instance, there are courses for psychologists determining effective ways to prepare teachers for work
in special schools, psychological and pedagogical in inclusive settings.
support for children with mental disabilities, practical
speech therapy methods, and approaches facilitating
social development in children with visual impairment IN-SERVICE INCLUSION-RELATED PROGRAMMES
(Ukrainian Step by Step Foundation, 2015). In Viet Nam, RESPOND TO HIGH TEACHER DEMAND
a 2007 decision established the need for teachers and There is often high demand among teachers for
education managers to be trained in inclusive education. professional development on inclusion. Some 25% of
Training institutions in Kon Tum and Ninh Thuan provinces teachers in the 2018 TALIS reported a high need for
developed pre-service modules on inclusive education of professional development on teaching students with
children with disabilities (UNICEF, 2015b). At the national special needs, and in Brazil, Colombia and Mexico the
level, education faculties at Hanoi Pedagogy University, share was over 50%. About 15% reported a high need for
Ho Chi Minh City Pedagogy University, Ho Chi Minh City personalized learning training, rising to over 40% in Japan
National Pedagogy College and the National Pedagogy and Viet Nam (Figure 6.2). In the Netherlands, one in five
College provide formal training in special education. teachers with at least two decades of experience reported
An optional sign-language module is available at the considerable difficulty dealing with students with
undergraduate level and in short-term, non-formal post-traumatic stress disorder, and 89% said they had
training courses (OHCHR, 2019). encountered at least one such student (Alisic et al., 2012).
Students belonging to linguistic and ethnic minorities, A few countries offer training on disability as part of
such as indigenous groups, are another common a larger support system. In Singapore, all teachers in
focus of teacher education programmes, especially mainstream schools receive training aimed at developing
in Latin America. In Colombia, the National Bilingual a basic understanding and awareness of disability.
Programme helps professionalize bilingual teachers In addition, some teachers in every school undergo more
and their education (Mora et al., 2019). In Costa Rica, extensive training aimed at developing deeper knowledge
a 2019 decree stipulates that indigenous educator and skills to support students with disabilities. Specially
training and participation in curricula formulation and trained Allied Educators in primary schools work closely
implementation should be promoted and facilitated with teachers to identify and provide additional learning
(GEM Report Education Profiles). In Peru, the National and behavioural support to students with mild disabilities
Bilingual Intercultural Education Plan recognizes initial (OHCHR, 2016). In Canada’s New Brunswick province,
and in-service teacher education as the most critical a comprehensive inclusive education policy introduced
aspect of implementation (Peru Ministry of Education, training opportunities for teachers to support students
2016). In 2016, Peru had 38,000 bilingual teachers (with with autism spectrum disorders (Box 6.3).
varying levels of training), but at least 17,000 new trained
teachers are required to meet demand (GEM Report More commonly, in-service teacher education for
Education Profiles). The capacity to develop such teachers inclusion tends to focus on specific skills to address
remains limited. The National Intercultural University the needs of students with disabilities and other target
of the Amazon, for instance, does not have trained groups. Teachers need knowledge to identify special
indigenous or intercultural teaching staff (Espinosa, 2017). needs and refer students to complementary services.
6
Fiji’s 2016 Policy on Special and Inclusive Education

recognized the need to train teachers in screening FIG U R E 6.2 :
and referring disabilities (Fiji Ministry of Education, Teachers need more opportunities for professional development
Heritage and Arts, 2016). In Gujarat state, India, health on inclusion
and education services cooperated to create a training Percentage of teachers reporting a high need for training in two
inclusion-related areas, selected middle- and high-income countries,
programme for early identification of students with
2018
dyslexia and other special needs. The programme started
in 2019, training 80 educators to pick up early signs of 60
disorders and connect affected students to relevant
services (Shastri, 2019). In South Africa, the Department
50
of Basic Education aimed to ensure each school had at
Japan
least one teacher trained to screen and support students,
Skills for indiviualized learning (%)

Viet Nam
40
although this target was not met (The Right to Education
Saudi Arabia
for Children with Disabilities Alliance, 2016).
30 Bulgaria
Croatia
Concerning ethnic minorities, one aim of Cambodia’s Georgia France Colombia
2015 Teacher Policy Action Plan was to promote 20 Lithuania Romania
Chile
continuous professional development through incentives Slovakia South Africa Brazil
Spain
and credits on inclusive education and multilingualism, Hungary Portugal Mexico
10
especially for remote and underperforming schools Malta Estonia
(Cambodia Ministry of Education, Youth and Sport, 2015). Slovenia Israel Cyprus
0
A component of the 2014–18 Multilingual Education 0 10 20 30 40 50 60
National Action Plan focused on a pilot programme of Skills to teach students with special needs (%)
teacher and education official training. An evaluation
of the plan called for a recruitment strategy to deploy GEM StatLink: http://bit.ly/GEM2020_fig6_2
and retain indigenous teachers with good command Note: Education systems selected are those in which teachers reported a higher-
than-average need for professional development on teaching students with special
of an indigenous language (Ball and Smith, 2019). needs, i.e. students in whom a special learning need has been formally identified
The 2019–23 Multilingual Education National Action Plan because of mental, physical or emotional disadvantage.
aims to include a multilingual education programme at a
regional teacher training centre (GEM Report Education
B OX 6.3 :
New Brunswick offers teachers training to support students with autism spectrum disorders
The Canadian province of New Brunswick has been a pioneer in promoting inclusive education for three decades. The roots go back to a home-grown movement in
which teachers played a prominent role (Porter and Towell, 2017). The province’s efforts received international recognition after it approved a legally binding policy
on inclusive education in 2013 (Zero Project, 2016). An earlier evaluation had found challenges; for instance, the many support personnel deployed were focusing
more on working directly with students with special needs than on supporting mainstream classroom teachers. To address this, professional development in some
areas, including autism spectrum disorders, needed to be strengthened (Porter and AuCoin, 2012).
In response, the Department of Education and Early Childhood Development created the Autism Learning Partnership in 2012. A training course, consisting of
online introductory and advanced learning programmes and continued education opportunities, it is supported by a team of behaviour analysts, psychologists,
researchers and educators (New Brunswick Government, 2019). In 2015, the prevalence of autism spectrum disorders was 1.3% among 6- to 17-year-olds in the
anglophone sector, which makes up 68% of the population (Canada Public Health Agency, 2018).
About 25% of all education personnel, including education assistants and behaviour interventionists, completed the course. Advanced training was offered in
49% of schools and was completed by one in three resource teachers. As part of continuing education opportunities, 30 teachers were supported to certify as
behaviour analysts. Trained staff work with all children in the preschool autism programme. Preliminary research found that introductory learning programme
participants had increased confidence in their ability to understand how autism characteristics affect learning, provide support to students with autism spectrum
disorders and recognize adaptation and response strategies to help students (New Brunswick Government, 2019).
6
In most countries, teacher education related to inclusion and safety

of LGBTI students is a neglected and contentious area

Profiles). In Colombia, inclusive higher education policy In most countries, teacher education related to inclusion
guidelines recognize educators as central actors who, and safety of lesbian, gay, bisexual, transgender and
to achieve the policy vision, must be able to develop intersex (LGBTI) students is a neglected and contentious
pedagogy, value student diversity in terms of equity and area. Less than half of teachers surveyed in Albania said
interculturality, and generate discussion and analysis they felt well informed on LGBTI rights, and two-thirds
(Colombia Ministry of National Education, 2013). reported that they did not react when LGBTI adolescents
were bullied (Pink Ambasada, 2018). Backlash in the
In high-income countries, two approaches that are highly media halted a series of workshops in Tirana schools
consistent with inclusive teaching have been developed aimed at eliminating discrimination based on sexual
in response to increasing immigration. The culturally orientation in a pilot project of the Ministry of Education,
responsive teaching approach to teacher education Sport and Youth (ILGA Europe, 2019). Scotland’s LGBTI
focuses on skills and dispositions teachers need to teach Inclusive Education Working Group, established by the
diverse student populations (Villegas and Lucas, 2007). government, recommended pre-service and in-service
In the second approach, content and language integrated training to raise awareness among teachers and ensure
learning, teacher development courses support teachers that they maintained ‘their awareness of current LGBTI
in helping students who may not speak the language issues for learners, sustaining their confidence to teach’
of instruction, enabling diverse learner groups to use (Scottish Government, 2018).
languages as both a communication and learning tool
(Coyle et al., 2010). Some countries invest in teacher education to ensure
that gifted children stay motivated and feel included in
Gender is a relatively common inclusion-related topic in the classroom. In Panama, the National Directorate for
in-service training. Chile’s 2015–18 Education for Gender Special Education began assessing exceptional abilities
Equality Plan introduced ongoing teacher education at in 2011 and developed a related programme in 2016.
the national level on gender, discrimination, inclusive Training and mentoring for teachers, school professionals
schooling, sexuality and sexual diversity in the classroom and administrative workers have raised awareness and
(Chile Ministry of Education, 2017). In Nepal, the National developed skills (GEM Report Education Profiles).
Centre for Educational Development incorporated a
gender awareness module in its teacher professional
development programme (OHCHR, 2017). Non-government organizations often lead professional
development opportunities
In Uganda, the 2015–19 National Strategy for Girls’ In many countries, especially low- and middle-income
Education aimed to introduce gender training as countries, NGOs fill resource and capacity gaps in
part of teacher education, with a focus on science government provision of in-service teacher education
teachers and on ensuring response to girls’ needs and on inclusion (see Chapter 8). In Chad’s Lac region,
interests (Uganda Ministry of Education and Sports, the international NGO Humanity and Inclusion has
2015). However, the budget for in-service training for conducted campaigns sensitizing teachers and other
primary teachers’ colleges had been scrapped since education personnel to the need to educate all students.
2013, undermining implementation (Uganda Ministry The programme includes training on differentiated
of Finance, Planning and Economic Development, pedagogical models and psychology-informed pedagogy.
2018). The National Teacher Policy launched in 2019 has Between 2017 and 2021, the training aims to support
renewed the government’s focus and has included 47 teachers, 4 education inspectors and 3 pedagogical
development and a pilot of guidelines to equip teachers counsellors (Humanity and Inclusion, 2018).
with basic knowledge about gender concepts and skills
for gender-responsive pedagogy in science, technology, Non-state stakeholders are active not only in lieu of
engineering and mathematics. (UNESCO, 2019). but also in support of government teacher education
6
policies for inclusion. For instance, Burkina Faso’s Applied Research Centre of Correctional Pedagogy or
2012–21 education sector plan provided for measures to in corresponding regional professional development
improve inclusion of children with disabilities, though few institutions (OECD, 2009; OECD and World Bank,
interventions had been carried out and no comprehensive 2015). Singapore requires teachers in special schools to
strategy introduced by 2018 (Global Partnership for have certified training, and the government provides
Education, 2018). Humanity and Inclusion has created scholarships for special education teachers to pursue
an inclusive education module at national teacher master’s degrees and professional development grants
education schools and provided further training to a (OHCHR, 2016).
cohort of teachers who visit schools to give one-to-one
support (Humanity and Inclusion, 2017). In the Lao Separate training systems can increase scepticism among
People’s Democratic Republic, Catholic Relief Services participating teachers. In Canada, teachers who received
trained teachers in the Xaybouathong district on general professional development in special education or were
inclusive education theory and on teaching methods for trained as special education teachers were much more
children with disabilities (Catholic Relief Services, 2016). likely than mainstream teachers to express negative views
about inclusion as the best way to educate all students.
In-service training is particularly crucial in contexts where Professional development systems that concentrate on
there is practically no pre-service training. In South Sudan, special needs education may be too narrowly focused
an NGO-run course on school-related gender-based and ignore the wider context of inclusion (Woodcock and
violence aimed to provide teachers with knowledge and Hardy, 2017). In addition, the transition to more inclusive
skills to understand their role in prevention, response systems can be challenging for specialized teachers.
and non-violent teaching and discipline practices. It also In Belarus and Norway, there was uncertainty about the
prepared them to be mentors in school clubs to help girls role of training systems that had served special needs
and boys break free from gender stereotypes and build educators as the countries moved towards inclusive
skills to protect themselves from violence and abuse systems, and special education professionals were
(CREW, 2017). concerned about being replaced by generalists (Hannås
and Bahdanovich Hanssen, 2016).
SPECIAL AND MAINSTREAM EDUCATION Some initiatives bring mainstream and special education
TEACHERS ARE OFTEN TRAINED SEPARATELY training closer together. An outreach project of the
It is often taken for granted that special schools School for the Deaf in Hossana, Ethiopia, provides
employ trained professionals. However, even the in-service training for mainstream and special education
most basic expectations may not be realized in the teachers, along with awareness-raising programmes for
poorest countries. In Niger, for instance, only 10 of the families, community members and education officials.
162 teachers working in special needs and inclusive It focuses on the teaching and learning of deaf and
schools were trained to work with children with hearing-impaired students in mainstream settings
disabilities (FNPH, 2018). throughout the country to improve the quality of
education in inclusive classrooms and create access to
Where teacher training exists for special education, education for children in the target group who are out of
it tends to be delivered in different institutions or school (Lehtomäki et al., 2020).
programmes from mainstream education. This can
perpetuate segregation and hinder progress towards Callan Services for Persons with Disabilities is a
making education systems inclusive. In Kazakhstan, partnership of stakeholders advocating for inclusion in
special education teachers are trained in higher Papua New Guinea. Among other activities, it established
education institutions with support from the National the Callan Inclusive Education Institute to upgrade
In many countries NGOs fill resource and capacity gaps in

government provision of in-service teacher education on inclusion

6
Professional development systems that concentrate on special needs education

may be too narrowly focused and ignore the wider context of inclusion

staff knowledge and skills at Inclusive Education serve as an inclusive education focal point. By May 2019,
Resource Centres, which raise awareness, screen for nearly 70% of school inspectors, as well as examiners and
disabilities, provide rehabilitation and preparation for curriculum developers, had attended one- to three-day
mainstream education, and place children with disabilities training courses. Local and national inclusive education
in mainstream classrooms with long-term support. advisers and assistants took part in more intensive
The institute also provides training for mainstream training involving seven study modules; a workshop on
teachers and resource centre staff on how to work with screening, identification, assessment and support for
and train mainstream teachers (CBM, 2018a, 2018b). students; and six-week introductions to sign language
and Braille (Lehtomäki et al., 2020).
FOLLOW-UP IS NEEDED FOR TRAINING TO Such cascade models are commonly used as a less costly
BE EFFECTIVE training approach, with workshops and training sessions
Research that evaluates teacher education for inclusion focusing on a few teachers selected for their capabilities
points to positive changes in attitudes but not or key positions in teacher networks. They then serve as
necessarily in classroom behaviour. master teachers, training their peers (IBE, 2017). However,
cascade models have been criticized because they can
Some approaches prepare teachers alongside their dilute content, omit context, lead to misinterpretation
educators. In Kenya, Leonard Cheshire Disability trained and undervalue the knowledge of local teachers, who are
130 teachers and 30 teacher educators in five districts. often not involved in preparation (Bett, 2016).
The five-day programme focused on inclusion of girls
with disabilities. It provided practical guidance on
teaching methods, followed by refresher training with TEACHERS NEED SUPPORT TO
a manual and wider activities for continued support. ENSURE INCLUSIVE TEACHING
Results showed increased self-efficacy in both groups
and more positive beliefs about inclusive education To adapt teaching to students’ needs and backgrounds,
among teachers. However, neither group intended to it is not sufficient for teachers to have knowledge and
adopt inclusion practices as a result of the training, skills. They also need support and appropriate working
possibly due to a lack of practical ways to follow up on conditions (Hehir et al., 2016). High pupil/teacher ratios,
the training (Carew et al., 2019). lack of education support, weak professional teacher
networks and lack of autonomy over content can prevent
Some initiatives explicitly focus on teacher educators. teachers from making classrooms inclusive.
In Ethiopia, the Federal Technical and Vocational Education
Institute and its satellite campuses have been engaged In Cambodia, despite teachers’ strong support for
in an institutional capacity-building project focused on child-centred pedagogy, classroom practices relied on
developing curricula on inclusive education and related more traditional, passive methods. Teachers questioned
modules for pre- and in-service training for technical and the feasibility of applying child-centred pedagogy in
vocational education teachers (Lehtomäki et al., 2020). a context of overcrowded classrooms, scarce teaching
resources and overambitious curricula (Song, 2015).
Training is also needed for education officials who In India’s Tamil Nadu state, teachers who did engage
monitor implementation of inclusive teaching. In Zanzibar in child-centred, activity-based learning methods
(United Republic of Tanzania), in-service training on reported difficulty in adhering to the principles of
inclusive education was extended to a range of officials tailored, one-to-one or small group teaching methods
at all education levels. In January 2015, the Ministry of in large and under-resourced classrooms (Singal
Education and Vocational Training appointed and trained et al., 2018). In South Africa, while teachers favoured
one staff member from each of the 15 departments to inclusion, they perceived the education system to be
6
too under-resourced to enable implementation and saw As part of a move from segregation to inclusion, Namibia’s
policy idealism as disconnected from the challenging Ministry of Education encouraged the transformation
reality of schools, undermining inclusive teaching and of special schools into resource centres and advised
learning (Engelbrecht et al., 2016). them to collaborate with mainstream teacher education
institutions to develop skills. Collaboration included
Inclusion can also suffer as a result of pressure on co-teaching (Namibia Ministry of Education, 2013).
teachers to comply with accountability mechanisms,
which can lead to tension between external policy and Singapore’s Ministry of Education established 16 Satellite
professional autonomy (Ben-Peretz and Flores, 2018). Partnerships between mainstream and special
This is especially true if policy calls for a standardized schools to encourage integration. Between 2015 and
approach, which may conflict with meeting the diverse 2017, the Buddy’IN programme, aimed at integrating
needs of students (European Agency for Special graduating students from mainstream and special
Needs and Inclusive Education, 2012). Teaching to schools to improve acceptance of people with disabilities,
the standardized content requirements of a learning covered 200 students (OHCHR, 2016).
assessment can make it more difficult for teachers
to adapt their work, for instance to reflect students’ In Ho Chi Minh City, Viet Nam, as part of a programme
cultural backgrounds. run by a local NGO in partnership with CBM,
an international NGO, blind students can choose
between attending the mainstream school or remaining
NETWORKS ARE CRUCIAL TO SUPPORT in segregated classes in a resource centre with boarding
INCLUSIVE PRACTICES facilities. Students who moved to the mainstream school
Cooperation among teachers in different schools can reported missing the resource centre’s extracurricular
support them in addressing the challenges of diversity, activities and vocational training. In response, the centre
especially in systems transitioning from segregation and school worked together, with the centre offering
to inclusion. Ideally, cooperation should be based on more support to the school, including in-service teacher
complementary skills. This is a challenging task, since education (CBM, 2018b).
teachers from mainstream and special schools are not
encouraged to interact, their careers diverging as early
as the pre-service level. Sometimes such collaboration EDUCATION SUPPORT PERSONNEL CAN
is absent even among teachers at the same school. PROMOTE OR PREVENT INCLUSION
In Sri Lanka, a study found that few teachers in schools Education support personnel, from teaching assistants
with special needs units reported collaborating with or and school nurses to psychologists and drivers, cover a
receiving support from the other stream, partly due to wide range of professional, technical and administrative
the units’ segregation (Furuta and Alwis, 2017). functions (Education International, 2017). In some
settings, a rise in the supply of support personnel,
In Kenya, a small-scale intervention focused on especially teaching assistants but also occupational
establishing inclusion committees consisting of students, therapists, behavioural therapists and autism support
teachers and head teachers in mainstream and special personnel, has accompanied the opening of mainstream
schools, as well as people in the community. Members education to students with special needs. Globally,
met regularly to discuss the best ways to make schools however, the provision is largely lacking. Respondents to a
more inclusive and developed modes of co-teaching survey of teacher unions reported that support personnel
and collaborating. The project empowered teachers to were largely absent or not available at all in at least 15% of
champion inclusion and sensitized communities to the countries, somewhat available in about 29% to 44% and
need to include students with disabilities in education always available in about 5% to 22%, depending on the
(Elder and Kuja, 2019). type of support personnel (Education International, 2018).
It is not sufficient for teachers to have knowledge and skills.

They also need support and appropriate working conditions

6
placed ultimate responsibility for learning in the hands of

In some settings, a rise in the supply of teachers (Box 6.4).
support personnel has accompanied the
At the tertiary level, support personnel enable the students
opening of mainstream education to
at risk of exclusion to complete their studies. The Young
students with special needs Mums programme in Melbourne, Australia, run by an
education support personnel team in collaboration
with Swinburne University, provides a safe space for
Classroom learning or teaching assistants can be mothers aged 15 to 20 with challenging family histories
particularly helpful in providing more attention to to complete their education or vocational qualifications.
students with special needs (Blatchford et al., 2009; The programme aims to fill education and welfare system
Masdeu Navarro, 2015). As part of an inclusive education gaps in child care provision, helping teenage mothers
programme in Zimbabwe, classroom assistants were concentrate on learning (Swinburne University, 2018).
introduced in selected primary schools to assist children
with disabilities. Teachers were appreciative but split over
whether assistants should primarily play a carer or an SUPPORT PERSONNEL NEED TRAINING AND
expert advisory role (Deluca et al., 2017). DEFINED ROLES AND RESPONSIBILITIES
Some question the benefits of teaching assistants in
Support personnel cannot replace teachers. Nor can inclusion. Parents may fear assistants create dependency
they compensate for overcrowded classrooms or lack of and undermine teacher accountability. Limited training or
special education teachers. As part of Ireland’s transition unclear responsibilities may restrict support personnel’s
to inclusion, since 2017, mainstream schools have effectiveness. Although increased professional
had more autonomy and flexibility to engage special development has enabled support personnel to gain
education teachers and support personnel. Primary formal qualifications in recent years, the majority enter
school guidelines on supporting students with special schools without specific training (Rose, 2020).
needs in mainstream schools state that special education
support should be solely for ‘pupils with identified special The role of support personnel is to supplement,
education needs, including those pupils for whom English not supplant, teachers’ or special educators’ work,
is an Additional Language’, and cannot be used to reduce yet they are often put in positions that demand much
the pupil/teacher ratio. Special education teachers cannot more. As support personnel are increasingly central in
have sole responsibility for delivery of curriculum to fostering inclusion, increased professional expectations,
any class (Ireland Department of Education and Skills, accompanied by often low levels of professional
2017, p. 5). The Cook Islands inclusive education policy development, can lead to lower-quality learning and
emphasized the importance of teaching assistants but be counterproductive where inclusion is sought.
B OX 6.4:
Education support personnel have been deployed in the Cook Islands

The Cook Islands Inclusive Education Policy, introduced in 2002 and reviewed in 2011, focused on taking a more inclusive approach by transferring
students with physical and learning special needs from special units to mainstream schools (Cook Islands Ministry of Education, 2014).
To achieve this, the policy recognized the role of support personnel, particularly teaching assistants. They receive specialist training, and many gain
a New Zealand-issued Certificate in Teacher Aiding. Their role is to provide ‘one on one support to an individual child or support a small group within
a class, depending on the level of need’ (Cook Islands Ministry of Education, 2014, p. 21). They work at all levels from early childhood to secondary
education. In 2017, 64 teaching assistants were employed (Cook Islands Ministry of Education, 2017a).
The assistants are meant to work with teachers to assure the best quality learning environment for students with certified special needs. Ultimate
responsibility and duty of care for all children remains with teachers; a supervisory teacher must be present at all times (Cook Islands Ministry of
Education, 2017b). Teachers write weekly plans based on the learning outcomes of the inclusive education programme and give assistants direction
and opportunity for feedback (Cook Islands Ministry of Education, 2010).
6

Inadvertent detrimental effects associated with excessive
or inappropriate use of teaching assistants include The role of support personnel is to
interference with peer interaction, decreased access to supplement, not supplant, teachers’ or
competent instruction, and stigmatization (Chopra and
Giangreco, 2019; Rose, 2020).
special educators’ work, yet they are often
put in positions that demand much more

If not properly prepared and organized, special support
and collaboration to promote transition to inclusive
education can do more harm than good. In Australia, Teachers may be unaware of their obligation to direct
the access of students with disabilities to qualified teaching assistants’ work and collaborate with them.
teachers was somewhat impeded by overdependence Rectifying this may necessitate school management
on unqualified support personnel. In some instances, support or professional development opportunities.
students received more instruction from teaching Relevant competences include conducting planning
assistants than from qualified teachers. The situation is meetings, developing supplemental plans for teaching
exacerbated when teachers consider teaching assistants assistants and monitoring their day-to-day professional
responsible for individual students, enabling the teachers activities (Chopra and Giangreco, 2019).
to abdicate professional responsibility for these students
(Butt, 2018).
MANY EDUCATION SYSTEMS
South Africa established District-Based Support Teams as STRUGGLE TO ACHIEVE DIVERSITY IN
part of the process of moving students with disabilities THE TEACHING PROFESSION
to mainstream schools. Their key functions were to
promote classroom and organizational support and Teaching staff diversity can signal the value of inclusion to
provide specialized learner, administrative and teacher students and society in general. A review of the benefits
support and curricular and institutional development. of hiring people with disabilities pointed to benefits for
However, the teams focused on students and were unable both employers (e.g. lower turnover and higher levels of
to equally support teachers (Makhalemele and Payne-van retention, innovation and productivity) and employees
Staden, 2018). (e.g. improved quality of life, enhanced self-confidence
and larger social networks) (Lindsay et al., 2018). Teachers
Training support personnel is necessary, but not with minority backgrounds can serve as role models.
sufficient, to ensure an inclusive learning environment In India’s Jharkhand state, increasing representation of
and effective cooperation with teachers. A review of various ethnic groups among teachers was associated
studies from 11 high-income countries, including Canada, with increased student enrolment of different groups
Italy and Norway, found that teaching assistants often (Borker, 2017). In the United States, teacher diversity
had unclear responsibilities and limited collaboration has had a positive effect on student performance and
with and supervision by teachers. It also noted that their student perception of teachers, particularly among
efficacy in raising learning outcomes and inclusion was students with minority backgrounds (Cherng and Halpin,
mixed. For instance, teaching assistants often taught 2016; Egalite et al., 2015).
students with disabilities in small, separate groups,
effectively excluding them from the wider classroom By contrast, homogenous teaching staff may struggle
(Sharma and Salend, 2016). to find common ground with diverse student and parent
populations. Yet in most countries the staff composition
In England (United Kingdom), teaching assistants is not representative of the population. In England
often took responsibility for instruction but were rarely (United Kingdom), a study found that, as most teachers
adequately trained and prepared. Their role should be came from middle-class backgrounds, they were not
reconsidered in terms of providing support to maintain always able to listen to and take into account comments
learner engagement, fostering independence when children from working-class parents (Gazeley, 2012).
are in difficulty and encouraging students to use their
own learning strategies. Ideally, teachers and assistants Some countries make explicit efforts to increase teacher
need to be trained together (Radford et al., 2015). representativeness, for instance hiring teachers with
disabilities (Box 6.5). Some interventions are aimed
specifically at teaching children with disabilities.
6

B OX 6.5:
A review of the benefits of hiring people
Teachers with disabilities make a unique contribution with disabilities pointed to benefits for
to education systems both employers and employees

There is little comparative evidence on teachers with disabilities
worldwide. A study of further and higher education teachers
with dyslexia in England (United Kingdom) and Finland found 16% of the country’s population, increased from 9% to
that it equipped them with a deep understanding of their role 13% (Census India, 2011; NUEPA, 2016).
as educators and the importance of empathy towards students.
They could advise colleagues on being more aware of students’
difficulties with dyslexia, contributing to greater inclusion (Burns LACK OF DIVERSITY IN THE TEACHING
and Bell, 2010). Similarly, a study in the United Kingdom during PROFESSION STEMS FROM STRUCTURAL
school placement of six student teachers with dyslexia found INEQUALITY
that they brought strengths to their work, including a better Lack of teacher diversity can be partly explained by
understanding of students’ difficulties (Griffiths, 2012). structural factors, reflecting disparity and exclusion
within education, for instance. Low representation
In Nepal, educated individuals with visual impairments are
of a group among students in higher education or
actively recruited as teachers in mainstream schools: Out of the
specific fields translates into low representation among
approximately 1,000 people in Nepal with visual impairments
graduating teachers, which in turn contributes to low
and a university degree, around 400 worked as teachers in
representation in the teaching profession.
mainstream schools. A survey found that both students and
principals perceived these teachers positively, despite some
For instance, students with disabilities pursue tertiary
challenges in classroom management, support (e.g. materials
education at lower rates, and still fewer graduate, thus
in Braille), help with marking examinations or training in use of
being unable to become teachers. In 11 sub-Saharan
computers. Students reported that the teachers’ strengths were
African countries, primary and secondary completion
positive attitudes, good communication skills and more attention
rates of students with disabilities were significantly lower
paid to social and moral lessons (Lamichhane, 2016). However,
than for students without (Wodon et al., 2018). Similarly,
teachers with disabilities often face serious obstacles. About
the scarcity of female science and mathematics teachers
81% of teachers with disabilities in the United Kingdom reported
is a consequence of low female representation in these
having been discriminated against because of their disability
fields in higher education (UNESCO, 2016).
during their teaching career (NASUWT, 2015).
Some policies provide incentives. In the Australian

state of Queensland, teachers willing to work in rural
The government of Bangladesh, with donor support, and remote areas may be entitled to rent subsidies
recruited 650 primary school teachers with disabilities, and financial benefits, depending on location and
about 70% of them women (OHCHR, 2018). degree of remoteness (Queensland Department of
Education, 2019). In the Central African Republic, teachers
Lack of diversity extends to ethnic and cultural in conflict-affected areas are recruited from local
under-representation. Data from Europe showed populations (GEM Report Education Profiles).
that teachers with migrant backgrounds were
under-represented relative to the student body. Teachers Diversity can also be hindered by corrupt hiring practices.
with minority backgrounds in the United States, such as In Afghanistan, many teaching positions are reportedly
African-American or Hispanic teachers, are increasingly gained through bribery or nepotism. Financial and other
under-represented relative to the student population obstacles to entry may effectively block candidates
(Figure 6.3). Under-representation is fuelled by barriers from diverse socio-economic backgrounds and can also
at each step, from entering initial teacher education exacerbate gender disparity. For every 100 male teachers,
to remaining in the profession (Donlevy et al., 2017). there are 66 female teachers and the ratio drops as low as
In India, there has been progress in terms of historically 10 in some provinces, including Uruzgan and Zabul. This
disadvantaged groups: Between 2005 and 2013, the share creates an obstacle to girls’ education in regions where
of teachers from scheduled castes, which constitute traditional values prohibit girls being taught by men.
6
The Ministry of Education has taken measures to reduce

corruption in teacher recruitment (Bakhshi, 2020). FIG U R E 6.3 :
Teachers with minority backgrounds are under-
represented in the United States
Moreover, lack of diversity can result from intentional
Teachers and students in public elementary and secondary
hiring and firing decisions. For instance, historical analysis
schools by race/ethnicity, United States, 1999–2015
of teacher employment patterns following school
integration in the southern United States showed that 90
integration was associated with reduced employment

80 White teachers
of African-American teachers. The reduction was not a
necessary result of the policy but a conscious choice 70
of school administrators, boards of education and
federal-level policymakers. A school district transitioning 60
from fully segregated to fully integrated reduced

50 White students
its employment of African-American teachers by
%
32% (Thompson, 2019). 40
30
Hispanic students
CONCLUSION
20
Black students
Teachers are a foundation of an inclusive education 10 Hispanic teachers
system. As education systems accommodate more Black teachers
diverse student populations, classrooms are changing. 0

1999 2003 2007 2011 2015
Teachers around the world are increasingly likely to
encounter students with varied backgrounds and GEM StatLink: http://bit.ly/GEM2020_fig6_3
experiences, strengths and weaknesses. Source: United States National Center for Education Statistics (2016).
While many countries have made progress in preparing

teachers to support all students, collaborate with
others, value diversity and engage professionally, Such misgivings are often based on discriminatory beliefs,
others struggle to change attitudes, equip teachers with which may stem from personal convictions or reflect
the skills needed to support all students, and provide wider social norms. Scepticism can also reflect system
supportive working environments. Teachers may not inefficiency, as when teachers are given insufficient
receive sufficient or appropriate pre-service education autonomy or guidance to build effective collaboration
or in-service professional development. Lack of training with peers and support personnel.
can compromise their ability to promote the learning
potential of all students. Teacher diversity often lags behind population diversity,
sometimes as a result of structural problems preventing
Questions remain about what constitutes high-quality members of marginalized groups from acquiring
training and how it should be delivered in different qualifications, teaching in schools once qualified and
parts of the world. As this chapter has shown, a range remaining in the profession. Systems should recognize
of efforts are under way, but they are inconsistent. that these teachers can bolster inclusion by offering
Teacher attitudes reveal continuing reservations about unique insights and serving as role models to all students.
the feasibility of providing inclusive education to all.
A Gay-Straight Alliance
school bus during the
Seattle Pride in 2008,
United States.
CREDIT: jglsongs
154 CHAPTER 7 • Schools

C HA PTER
7
Schools
Is school inclusiveness only
about infrastructure?
155
7
KEY MESSAGES
School ethos, the explicit and implicit values and beliefs, as well as the interpersonal relationships, that
define a school’s atmosphere, has been linked to student well-being
The share of students in OECD countries who felt they belonged in school fell from 82% in 2003 to
73% in 2015.
The strength of school ethos can be gleaned from how clearly school values are expressed, how strong
measures are to tackle bullying and how close student–teacher relationships are, but also how flexibly
the school handles student health conditions and how warmly it welcomes new students.
The overall promotion of an inclusive culture relies on visionary school leaders
Nearly one-fifth of head teachers in middle- and high-income countries, and as many as half in
Croatia, had no instructional leadership training. Yet teachers of students with special needs in
mainstream schools reported lower professional development needs if they experienced better
instructional leadership.
About 15% of head teachers in middle- and high-income countries, and as many as 60% in Viet Nam,
reported a high need for professional development in promoting equity and diversity.
School leaders can learn by sharing expertise. In Hong Kong, China, schools with strong whole-school
approaches serve as resource centres for other schools.
School culture often falls short of inclusive ideals
School bullying and violence cause exclusion. One-third of 11- to 15-year-olds have been bullied
in school.
Safe and accessible schools are crucial for inclusion
Comparable evidence on schools that have adapted infrastructure and materials for students with
disabilities remains elusive because national standards vary, monitoring capacity is weak and data are
not verified independently. Even so, no schools in Burundi, Niger or Samoa met national standards. In
Slovakia, only 15% of primary schools did.
A study of 7,000 children in 11 countries in Africa, Asia and Latin America showed that more than one-
quarter of girls reported never or seldom feeling safe on the way to school.
Incorporating accessibility and universal design features into school infrastructure is cost-effective.
Doing so from the outset increases total cost by 1%. Adapting after completion can increase it by 5% or
more, depending on the modifications.
Assistive technology can make the difference between participation and marginalization
Assistive devices are inputs (e.g. adapted keyboards), outputs (e.g. screen readers), alternative and
augmentative communication (replacing speech) and assistive listening systems (improving sound
clarity). Such technology improves graduation rates, self-esteem and optimism.

7
Inclusion and a sense of belonging depend on school ethos��157

Safe and accessible schools matter for inclusion�� 166
Technology can make the difference between participation
and marginalization��171
Conclusion��175
Schools should work by considering where children are from and that they
do not start education with the same preparations or home situations.
Els Heijnen-Maathuis, senior education advisor
C ountries have taken steps to make education

systems more inclusive through laws and policies to
mainstream students with a wide range of needs into
of belonging. This chapter documents good practices in
an inclusive school ethos, and potential barriers. It looks
at what schools can do to build inclusive cultures and
regular education. Many of these students have had the management processes. It then examines how schools
opportunity to be educated with their peers. However, can be more accessible in terms of physical infrastructure
as this report has shown, being mainstreamed does not and use of technology.
necessarily create a sense of belonging.
Inclusion in education cannot happen without inclusive INCLUSION AND A SENSE

schools, which the Salamanca Declaration defined OF BELONGING DEPEND ON
as ‘institutions which include everybody, celebrate SCHOOL ETHOS
differences, support learning and respond to individual
needs’ (UNESCO, 1994, p. iii). Schools committed to School ethos, a term sometimes used interchangeably
inclusion are dedicated to the belief that each student can with school culture or climate, refers to the explicit
and will learn and succeed, and that diversity is of value and implicit values and beliefs, as well as interpersonal
to all students (Falvey and Givner, 2005). In an inclusive relationships, defining a school’s atmosphere and guiding
school, all students are welcomed, feel they belong, behaviour (Donnelly, 2000). The concept was popularized
realize their potential and contribute to daily school life. 40 years ago, when its impact on school outcomes,
Inclusive schools ensure that all students, regardless of beyond other measurable factors, was identified
gender, ethnicity, sexual orientation, socio-economic (Rutter et al., 1979). School values and norms have
background or education need, are engaged and since come to be considered an important factor in
achieving by being present, participating and learning schools’ academic performance (Bennett, 2017). In the
(New Zealand Government, 2014). United States, the Maryland Safe and Supportive School
Climate Survey included questions related to sense of
Effective and supportive school leadership is instrumental belonging and equality of treatment. Responses from
(though not sufficient) in building such environments. about 25,000 secondary school students were used to
An inclusive school culture can increase students’ develop a measure of school climate associated with a
motivation so that they take greater responsibility for learning-conducive environment, which helps predict
their behaviour and learning and have a greater sense student achievement outcomes (Bradshaw et al., 2014).
7
Schools committed to inclusion are dedicated to the belief

that each student can and will learn and succeed
Some governments highlight the importance of ethos consistently held among staff and the extent to which
in their education policies. For instance, Curriculum for students accept them and share the school’s education
Excellence in Scotland (United Kingdom) took a positive perspective. While it is a difficult concept to capture,
ethos as the ‘starting point for learning’ (Scottish there have been attempts to operationalize it. A study
Government, 2008, p. 20). of secondary schools in Stockholm, Sweden, assessed
school ethos using teacher ratings of clarity of the
A positive school ethos has been linked to social and expression of school values, strength of measures to
emotional development, feelings of well-being and tackle bullying and violence, and closeness of student–
improved behaviour (Goldberg et al., 2019). Actively teacher relationships, along with staff turnover (Granvik
promoting a sense of belonging in school is associated Saminathen et al., 2018).
with reduced aggression and connections with risky
groups, such as gangs (Roffey, 2013). In Australia, As a first step in embracing inclusive values, schools can
a randomized control trial of a school ethos change develop a mission statement to articulate their collective
initiative, using strategies to make staff and students intent to value and accommodate student diversity and
feel more connected and valued through communication, promote respect for all school community members.
professional development and community outreach, Such statements can be publicized. An action plan can
reduced student risk behaviour and substance abuse outline school goals, and strategies can be formulated to
(Bond et al., 2004). A replication of the experiment in guide efforts. However, such measures do not constitute
Canada had similar effects (Hawe et al., 2015). an inclusive ethos in and of themselves. Crucially, inclusive
norms must guide school community members’ practices.
School ethos can be evaluated in terms of the nature of ‘Achieving an inclusive school … is more than just
school values and norms, the degree to which these are developing a value statement that addresses inclusion. …

7

An inclusive school is based on the philosophy that the
whole school shares in the responsibility for inclusion’ In OECD countries, the share of students
(NBACL, 2011, p. 6). A study of secondary schools in who felt they belonged in school fell
England (United Kingdom) showed that both the most
from 82% in 2003 to 73% in 2015
and the least successful schools had value statements,
but the latter had not integrated them into practice
(Glover and Coleman, 2005). In a context of marketization,
there is a risk of schools having an incentive to develop to participate actively at home and in school life.
superficial identities and mission statements in an effort Programmes need to develop student skills for active
to attract parents (Faas et al., 2018). engagement. Classroom management and teaching
methods should foster positive learning environments.
A comparison of inclusive schools in Portugal, Teachers need to receive the right professional
the United Kingdom and the United States (Kugelmass, development and support. Ultimately, decision-making
2006) noted that their inclusive culture was manifest processes should also facilitate student, family and
in their uncompromising commitment to and belief in community engagement, academic achievement and
inclusion, perception of diversity among students and staff empowerment (Centers for Disease Control and
staff as a resource, and commitment to inclusive ideals Prevention, 2009).
communicated across the school and to the community.
Another key element was a collaborative interaction style A meta-analysis of 51 studies confirmed that
among staff and students (Box 7.1). parental involvement in school life through effective
communication and information sessions was strongly
This is not to suggest that there are off-the-shelf,
best-practice approaches to developing an inclusive
ethos. Such approaches do not emerge mechanically
B OX 7.1 :
through organizational restructuring or adoption of
particular practices. Schools develop different ways to put
Collaborative relationships are one of the foundations
their inclusive philosophy to work. Indeed, the inclusion
of inclusive schools
logic can extend in very different directions (Box 7.2).
Approaches based on an inclusive school ethos foster collaboration
among school leaders, teachers, staff, students and parents. They lead
A WHOLE-SCHOOL FRAMEWORK IS NEEDED all school stakeholders to be involved and allow students to develop
TO BUILD A SENSE OF BELONGING a sense of belonging. Analysis for this report of results from the
Cross-national assessments, such as PISA, have been 2015 Programme for International Student Assessment (PISA) of
used to measure students’ sense of belonging in the Organisation for Economic Co-operation and Development
school. In OECD countries, while a majority of students (OECD) showed that students who had positive interactions with
reported that they did not feel awkward, lonely or other students or did not feel threatened by other students had
like outsiders, and that they made friends at school, greater collaborative problem-solving skills, even after accounting for
the share of students who felt they belonged in school socio‑economic background.
fell from 82% in 2003 to 73% in 2015. This is partly
because of increasing shares of students with immigrant Low socio-economic status was associated with low collaborative
backgrounds, but levels of native students’ sense of problem-solving skills in most countries: Differences in status
belonging have also declined (OECD, 2017, 2019a). explained about 15% of the skills variance, and in about one-third
of countries it accounted for as much as 20% to 30% (OECD,
A whole-school framework can help build sustainable 2017). Yet, PISA data suggested that more disadvantaged students
inclusive change (McMaster, 2013). A synthesis of valued teamwork more than their peers. The data also showed a
research on school belonging identified six strategies, gap in collaborative problem-solving skills between immigrant
involving students, parents, the community and and non‑immigrant students. After accounting for gender and
staff, to help students feel more connected to school. socio-economic status, immigrant students scored 26 points
The strategies are based on trusting and caring below non-immigrant students, on average, across OECD countries
relationships that promote open communication among (Bădescu, 2020).
these groups. Families also need to be encouraged
7
B OX 7.2:
An inclusive school ethos can extend to a wide range of student categories

The need for inclusion goes beyond well-identified categories of special education needs. Many conditions do not fall under the concept of disability
or may not be directly related to academic achievement. Yet neglecting them can affect students’ sense of belonging or achievement in other
domains, such as arts and sport (Rix and Sheehy, 2014).
Many chronic illnesses may not lead to a disability classification yet can have significant effects on children’s education. In the United States, it was
estimated that one in four children suffered some chronic condition (Van Cleave et al., 2010). Asthma is the most common serious chronic health
condition among children. Its prevalence, which exceeds 10% globally, has been increasing in low- and middle-income countries, including countries
as varied as Kenya, Lebanon, Paraguay and Thailand. It may be as high as 30% in some countries, including Australia and New Zealand (WAO, 2011).
Asthma is explicitly included as a subcategory of special education need in a range of countries but far from all (United Arab Emirates Ministry of
Education, 2009; Department for Education, 2015). For affected students, a school’s inclusiveness partly depends on how it handles associated
treatment. Affected students may regularly miss school for medical appointments (Fleming et al., 2019). Inclusion in this case entails flexibility,
which potentially benefits a wider student population: Finding ways to minimize the social and learning impact of absence due to illness can also
benefit students who are absent for other reasons or who re-enter after dropout (Gleason et al., 2016; Wheeler et al., 2006).
Being left-handed is not generally recognized by law as a vulnerability. But left-handed students have to adapt to tools, instruments, classroom
furniture and schools designed for the right-handed majority. Historically, secondary schools in the United States were oriented to let sunlight
in from the left so the writing hand would not cast a shadow over what was being written (Kamenetz, 2018). Discrimination has taken the form
of forced conversion to right-hand writing (Meng, 2007). Inclusive schools should provide left-handed tools, such as scissors and furniture.
In the Philippines, a new law mandates provision of neutral desks to 10% of the student population at all levels, including technical, vocational
and higher education, within a year. Once rules and regulations are formulated, administrative penalties may be imposed for non-compliance
(Philippines Senate, 2019).
Being a newcomer to a school can be stressful, especially if it implies other challenges, such as being forced to change schools due to behaviour.
In the United States, most primary and secondary school students experience at least one non-promotional school change during their education
career (Rumberger, 2015). While evidence is mixed, on balance, changing schools typically has a negative effect on learning outcomes (Centre
for Education Statistics and Evaluation, 2016; Schwartz et al., 2017). A longitudinal analysis in the United Kingdom showed that children who
had experienced peer problems were more likely to move schools and that school mobility was a risk indicator for anxiety and depression
(Winsper et al., 2016). Where lack of inclusion makes new students feel like outsiders, the stress response may lead to a vicious circle of challenging
behaviour and further involuntary school changes (Park, 2014).
associated with students’ sense of belonging (Allen et al., 2016). Poverty can also make students vulnerable
2018). Schools need to reach out to parents and the to stress, trauma and their negative mental health
wider community to promote their ethos and vision of effects, which can lead to behavioural difficulties (Blitz
inclusion. Parents and other community members need et al., 2016). Schools with responsive and supportive
to take part in school activities or school management environments adopt multi-tiered strategies to address
committees. However, PISA results indicated that the effects of trauma on students. Psychological
only 12% of parents in OECD countries volunteered in support staff in schools, to help address symptoms
extracurricular activities and 17% participated in school without stigmatization or referral to segregated
government (OECD, 2019b). education services, greatly aid student well-being
(Phifer and Hull, 2016).
An inclusive and supportive school ethos can help
students dealing with psychological trauma. Displaced Empowering students to participate as active, responsible
students tend to be particularly at risk. In the state of citizens within the school community is also crucial.
Victoria, Australia, refugee well-being committees help Opportunities to be involved in decision making, practise
students adapt to a new environment and connect communication skills and cooperate through student
them to psychological support units (Foundation House,

7
Parents and other community members need to take part in

school activities or school management committees
councils and advisory bodies are important, especially in taught special needs students in mainstream schools
schools with high diversity (Johnson, 2003). found that those who experienced better instructional
leadership reported lower professional development
needs (Cooc, 2018). School leaders can also build
SCHOOL LEADERS PLAY A KEY ROLE IN competence in inclusion by learning from schools with
PROMOTING INCLUSION exemplary practices or sharing expertise and resources
Head teachers are responsible for applying laws and with other schools (Ainscow et al., 2016; Armstrong and
regulations on inclusion and promoting equitable access Ainscow, 2018). Some governments facilitate school
to learning. Where anti-discrimination laws or inclusive support networks and provide incentives for schools
frameworks are lacking or ambiguous, head teachers to collaborate. In Hong Kong, China, the government
need to take extra steps, for instance to ensure a fair launched a programme in which schools with strong
admission policy. Ultimately, the overall promotion of whole-school approaches to inclusive education serve
an inclusive culture and shared values relies particularly as resource centres for other schools (Poon-McBrayer
on visionary school leaders, especially where teachers and Wong, 2013). Some European countries have set up
are sceptical or unprepared for inclusive practices. specialized consultancies to assist schools in supporting
Head teachers can develop a shared vision of inclusion, special needs students. In Sweden, schools receive
guide inclusive pedagogy, communicate the value of help from local resource centres, supported by the
inclusive approaches and plan professional development Swedish National Agency for Special Needs Education
activities (Ainscow, 2011; Schuelka, 2018). School leaders and Schools (European Agency for Special Needs and
need to give staff time and space to develop a critical Inclusive Education, 2017c). Special schools are perhaps
understanding of their own beliefs, assumptions, uniquely placed to share expertise with their mainstream
prejudices and behaviours, which can sustain division counterparts but face challenges of their own (Box 7.3).
rather than promote inclusion. This is essential, as staff
need to identify barriers to inclusion and recognize their As the range of school leader tasks has become
responsibility for finding solutions. increasingly complex, covering vision, strategic thinking,
learning focus, resource management, communication,
School leaders have a responsibility to ensure that all problem solving and pedagogical leadership, it is
children, especially the most disadvantaged, receive increasingly evident that a team approach is needed
adequate learning support. Head teachers who create (European Agency for Special Needs and Inclusive
and communicate a culture of high expectations without Education, 2018b). Schools with inclusive cultures are
compromising inclusiveness have been a key factor in more likely to be characterized by a leadership style that
improving schools in poor areas (European Agency for encourages participation in these functions, along with
Special Needs and Inclusive Education, 2018b; Muijs democratic decision making.
et al., 2010). Leaders and staff at London schools that
substantially improved outcomes for disadvantaged
students shared common motivations and had strong System factors can undermine school leaders’ efforts
convictions that they could have a positive impact on to promote inclusion
these students (Baars et al., 2018). By one estimate, school leadership accounts for over
one-quarter of the difference in student learning across
Head teachers can demonstrate inclusive teaching schools that is attributable to school-level variables
practices. Those with experience teaching disadvantaged (Leithwood et al., 2008). But system-specific factors
or special needs students can coach less experienced can thwart school leaders’ efforts to create an inclusive
teachers. A cross-country study of teachers who learning environment. For instance, schools that are
7
B OX 7.3:
Special school principals face particular challenges

The challenges special school leaders face are both similar to and distinct from those of their mainstream peers, especially in planning and resource
management. For instance, they may face more challenges with staff recruitment, retention and training. In the United States, a shortage of special
education teachers has been exacerbated by high attrition rates and increased numbers of students with special needs. Head teachers report
difficulty hiring special needs support staff, such as physiotherapists and speech and language therapists (Scott and McNeish, 2013). They must
also organize professional development to keep staff up to date on mainstream developments, norms and curricula. And they must ensure that
teachers balance teaching and care responsibilities, which can involve a greater role for head teachers in mentoring and in demonstrating practice
(Bubb, 2009).
Special schools maintain relationships with health and social services. Health professionals and others may provide advice on student care and
teaching plans; schools may mediate between parents and these services. Partnership with parents is more significant and continuous than is the
case for many mainstream students. In addition, as systems increasingly mainstream students with special needs, there is an increasing role for
special schools in building the capacity of mainstream schools (Ainscow et al., 2003).
In recent years, several European countries have been converting special schools into resource centres. This strengthens links between special
and mainstream education and supports the shift towards inclusive education without making existing institutions redundant. Lithuania has two
national resource centres (for the visually impaired and hearing impaired) and a project to reorganize four special schools into resource centres is
under way (European Agency for Special Needs and Inclusive Education, 2017a). Slovenia’s move towards mainstreaming includes conversion of
special schools into resource centres at which mobile specialist teachers are based (European Agency for Development in Special Needs Education,
2013; European Agency for Special Needs and Inclusive Education, 2017b). Portugal has gone furthest along this route. Since 2009, it has converted
most special schools into resource centres and provides support through specialized professionals (European Agency for Special Needs and Inclusive
Education, 2019).
This trend is global. Malawi has transformed 140 special primary schools and 37 special secondary schools into resource centres. In Namibia,
some special schools have become resource schools to provide consultancy and support to mainstream schools. The United Republic of Tanzania
has outlined plans for similar reforms. Viet Nam has established inclusive education development support centres in 20 provinces and cities
(GEM Report Education Profiles1).
1 A new GEM Report tool for systematic monitoring of national education laws and policies, accessible at www.education-profiles.org.
evaluated on test-based student performance standards leadership found a lack of explicit focus on inclusive
may have incentives to screen out marginalized students. school leadership (European Agency for Special Needs
and Inclusive Education, 2018b).
Autonomy and room to make decisions about a school’s
direction and organization are fundamental in ensuring Yet too much decision-making autonomy can undermine
equity. Discretion does not mean head teachers cannot inclusion, as can incentives if parents push for less
be held accountable, but leadership accountability inclusion. South Africa has anti-discrimination legislation
mechanisms should be aligned with other policies to and racial desegregation in schools, but head teachers
support inclusion, which is often lacking in practice. have autonomy to determine catchment boundaries.
A review of European policy documents related to school In Johannesburg, this is a factor in increased exclusion of
Schools that are evaluated on test-based student performance

standards may have incentives to screen out marginalized students

7

poor suburban children from better-performing schools
(Bell and McKay, 2011). Head teachers are instrumental Understanding how to allocate school resources
in supporting dialogue with the community and building to implement inclusive education is critical
trust with parents. They need to be especially committed
to identifying marginalized families and persist in
including them in the school community (Campbell, 2011).
needs (Osterman and Hafner, 2009). Lack of training
Understanding how to allocate school resources to and professional development often extends over
implement inclusive education is critical. Head teachers the career (Burdette, 2010). An Estonian pilot project
may need to organize professional development or on organizational measures supporting inclusion of
decide how to schedule support staff, such as teaching special needs learners in mainstream schools offers
assistants, language specialists and school psychologists continuing training programmes for teachers and
(Hehir et al., 2017). Lack of resources can be a barrier. school leaders, and inclusive education implementation
School leaders may need to lobby school boards or local is a cross-cutting priority (European Agency for
government for material, financial and human resources Special Needs and Inclusive Education, 2018a).
(Cobb, 2014). Ireland established a Centre for School Leadership in
2015 (Fitzpatrick Associates, 2018).
School leaders need specialized training to

promote inclusion SCHOOL CULTURE OFTEN FALLS SHORT
To build inclusive schools, head teachers need knowledge OF INCLUSIVE IDEALS
and understanding of inclusion (Garner and Forbes, The 2018 TALIS offered insights into school policies to
2013; Jahnukainen, 2014). Leadership support and promote diversity and equity in diverse environments.
professional development for inclusion should focus less Across 47 education systems, head teachers of 64% of
on administration and more on learning and achievement, schools reported having organized multicultural events,
and cover areas such as evidence-informed decision such as cultural diversity days, and 70% of schools
making and use of data (European Agency for Special supported activities encouraging expression of students’
Needs and Inclusive Education, 2018b). ethnic or cultural minority identity. These figures are
likely overestimates, however, as teachers reported rates
Head teachers may not receive formal leadership or around 10 percentage points lower on these questions
administrative training. In countries that participated (Figure 7.2). Somewhat unexpectedly, the head teacher
in the 2018 OECD Teaching and Learning International share was four percentage points lower and that of
Survey (TALIS), nearly one-fifth of head teachers had teachers nine points lower for schools with a more
no instructional leadership training. The share was diverse ethnic and cultural student background. For all
one-third in Australia and Lithuania and half in Croatia participating systems, about one in five schools does not
(OECD, 2019c). Across the 47 participating education follow explicit policies against gender and socio-economic
systems, 15% of head teachers reported a high need discrimination, and the share is as much as half in some
for professional development in promoting equity and countries, including Belgium and Italy (OECD, 2019c).
diversity, with the share reaching more than 60% in
Viet Nam (Figure 7.1). Less than one-quarter of the
31 countries taking part in the World Bank Systems Bullying and school violence lead to exclusion
Approach for Better Education Results assessment on Typically, one-third of 11- to 15-year-olds have
teachers required principals to participate in an induction experienced bullying in school, although the range is
or mentoring programme (Wilichowski and Molina, 2018). wide, from less than 10% in Armenia to more than 50% in
Lithuania, Nepal and the Philippines (UNESCO, 2019).
Training in special education is obligatory for trainee In countries that participated in the 2015 Trends in
head teachers in only eight US states (Lynch, 2012). International Mathematics and Science Survey, 45% of
Leadership courses often focus on law and compliance grade 4 students reported having been bullied at least
requirements rather than on leading strong once a month, and the share ran as high as 78% in
instructional programmes for students with diverse South Africa (Mullis et al., 2016).
7
FI GURE 7.1:
Many head teachers need professional development related to inclusion
Percentage of lower secondary school head teachers who reported a high need for professional development in promoting equity and
diversity, selected countries and territories, 2018
40 62
30
20
%
10
0
Denmark
United States
Singapore
Malta
Sweden
Finland
Norway
Cyprus
New Zealand
Austria
France
Estonia
U. A. Emirates
Slovenia
Czech Rep.
Netherlands
Iceland
Turkey
Kazakhstan
Mexico
Israel
Lithuania
Portugal
Chile
Slovakia
Latvia
Belgium
Hungary
Spain
Russian Fed.
Saudi Arabia
Georgia
Brazil
Italy
South Africa
Romania
Japan
Croatia
Colombia
Rep. of Korea
Viet Nam
Source: OECD (2019c).
Generally, the students most likely to be victimized are

FI GURE 7.2: those perceived as differing from social norms or ideals.
Many schools are not implementing inclusive policies They include sexual, ethnic and religious minorities,
and practices and low-income and special needs students. Lesbian,
Selected diversity- and equity-related school practices, by type gay, bisexual, transgender and intersex students (LGBTI)
of respondent, in education systems that participated in the are often at significant risk, reporting higher rates
2018 TALIS of bullying than other groups (Schuster et al., 2015).
Encouraging student Teachers
In New Zealand, LGBTI students were three times as likely
ethnic and cultural
Head teachers to be bullied as their peers (UNESCO, 2017).
identity expression
Organizing
Findings on the experiences of students with disabilities
multicultural events
paint a bleak picture. A study in Australia found that
Following explicit policy 56% had experienced bullying in the previous 12 months,
against gender discrimination
more than the twice the rate observed in the general
Following explicit policy
against socio-economic
school-aged population (Gotlib, 2018). In Uganda, 84% of
discrimination children with disabilities had experienced violence at
the hands of peers or staff in the past week, compared
0 20 40 60 80 100
with 53% of those without disabilities (Devries et al.,
%
2018). In the United Kingdom, in addition to being bullied
GEM StatLink: http://bit.ly/GEM2020_fig7_2 more than non-autistic students, students with autism
Source: OECD (2019c). spectrum disorder reported less social support from
classmates and friends (Humphrey and Symes, 2010).

7
The 2018 TALIS shows that about one in five schools does not follow

explicit policies against gender and socio-economic discrimination
In the United States, students with intellectual disabilities, Theixos, 2012). In the United States, a pilot on working
emotional disturbance disorders and orthopedic with troubled and violent children in schools involved
impairment appear to be at greater risk than their peers assigning counsellors to work closely on behavioural
without disabilities (Blake et al., 2012). change. Results showed a promising 80% reduction in
suspensions, disciplinary referrals and peer aggression
The development of a school-wide inclusive ethos, incidents (UNESCO, 2017).
in which students both feel valued and value each other,
can be expected to reduce negative behaviour such as Successful large-scale anti-bullying programmes, such as
bullying. Measures of teacher-reported inclusive school Kiva in Finland and Zero in Norway, have included teacher
ethos (Modin et al., 2017) and of student-reported sense education. In France, new teachers are expected to
of belonging, for instance, in the Progress in International complete training on violence management (Roland et al.,
Reading Literacy Study (UNESCO, 2018), have been 2010; Salmivalli et al., 2011; UNESCO, 2017). In the United
strongly associated with lower bullying rates. Kingdom, schools with less bullying kept records of
bullying incidents, organized professional development,
Schools have a responsibility to combat bullying with talked to parents of bullies and victims, had policies on
targeted interventions. A study of schools in England teacher roles during breaks and developed behaviour
(United Kingdom) found that, while those characterized codes collaboratively (Muijs, 2017). Peru launched a
by equality of opportunity, social cohesion and good national monitoring initiative, the Specialized System
leadership showed less bullying, the strongest predictors against School Violence. Victims and witnesses in schools
were school policies and practices directly targeting registered in the system can report cases of violence
or dealing with bullying (Muijs, 2017). A meta-analysis in the school setting. The system specifies follow-up
of 53 programmes confirmed the effectiveness of actions to be completed by a designated staff member
school-based anti-bullying initiatives (Ttofi and (UNESCO, 2019).
Farrington, 2011).
Interventions to prevent school violence and bullying can
Schools should put in place classroom management be more effective when students are involved in planning
practices, guidance services and policies that identify and implementation. Save the Children’s Violence Free
staff responsibilities and actions to prevent violence Schools project in Afghanistan emphasizes involvement
and bullying and to intervene when necessary. Teacher of children to prevent abuse, bullying and gender-based
codes of conduct need to refer explicitly to violence and violence. A key element is the establishment of a child
abuse and ensure that penalties are clearly stipulated protection committee, a parent–teacher–student
and consistent with legal frameworks for child rights and association and a student council in each school
protection. Lack of firm intervention by head teachers, (UNESCO, 2017). In China, India and New Zealand, several
teachers and staff can increase the prevalence of violence schools and universities have established student-led,
among students. Students and staff should be confident school-based clubs where LGBTI students can meet and
that sanctions will follow transgressions (UNESCO, 2017). interact safely. Open to all learners, they aim to challenge
In Italy, successful school-based interventions to combat discrimination and homophobic bullying (UNESCO, 2016).
bullying have involved improved playground supervision,
disciplinary methods, classroom rules and classroom Schools should also combat violence and bullying by
management (UNESCO, 2019). teachers. In Uganda, the Good Schools Toolkit, developed
by the non-government organization (NGO) Raising
However, punitive approaches should not displace Voices, aims to develop a collective vision for schools,
provision of student support and cultivation of a create a nurturing learning environment, use more
respectful atmosphere. Punitive zero-tolerance progressive learning methodology and strengthen
approaches can unfairly marginalize some students and school governance. Two lead teachers and two student
encourage more covert forms of bullying (Borgwald and representatives in each school coordinate activities,
7
which include outreach to parents and the community. In some of the world’s poorest countries, lack of
A randomized control trial found that the initiative classroom furniture forces children to sit on the
reduced incidents of physical violence by school staff by floor, making for unacceptable learning conditions.
42% (Knight et al., 2018). The pupil/desk ratio in the United Republic of Tanzania
in 2016 was 5:1 vs the recommended 3:1. Moreover,
averages tend to hide wide discrepancies at the expense
SAFE AND ACCESSIBLE SCHOOLS of disadvantaged areas: The ratio was 7:1 in the Geita,
MATTER FOR INCLUSION Rukwa and Simiyu regions (U. R. Tanzania Ministry
of Education, 2016). In Uganda, among the Karamoja
Safe and accessible schools are crucial for all children, subregion’s four districts with data, the ratio ranged from
especially those with disabilities.2 The condition of 5:1 to 124:1 (Brown et al., 2017).
school access routes, buildings and other facilities often
violates key dimensions of the right to education, such In most countries, school facilities’ overall quality may
as accessibility, acceptability and adaptability (Table 7.1). be inadequate. A recent review of empirical studies
Among the infrastructure features that can affect access around the world concluded that a number of classroom
and inclusion are conditions on the way to school, often features affected learning, and many are essential to
neglected as a factor leading to exclusion (Box 7.4). inclusion. They include good-quality electric lighting or
abundant daylight without glare, shelter from the sun’s
heat, windows big enough for ventilation, lack of nearby
2 This section draws on Agarwal (2019).
TAB L E 7.1:
Selected infrastructure conditions related to accessibility, acceptability and adaptability
Going to school Water, sanitation and hygiene

Well-maintained routes free of obstacles and busy traffic Accessible toilets integrated with regular toilets
Sidewalks or designated pathways along the route Toilets with doors and roofs for safety and privacy
Hand- and foot-activated water and handwashing facilities
Signs identifying water, sanitation and hygiene facilities
Entering the school Play

Wide entrance for children with wheelchairs Space with a sitting area and overhead protection connected to a
Firm, even, level and well-maintained ground surface wheelchair-accessible route
Firm surface
Moving through the school Emergency evacuation

Wide hallways for children with wheelchairs School evacuation plan for children with disabilities
Handrails on stairs and ramps Classrooms not overcrowded
Well-lit hallways, walkways and stairs Visual and audio alarms
Entering and using classrooms Communication

Naturally lit classrooms with shading and ventilation Quiet classroom environment: minimal background noise from fans and
Movable desks and tables if needed mechanical equipment
Signs identifying rooms and amenities
Good lighting illuminating face of teacher/sign-language interpreter
Low window sills allowing children to see out if seated
Source: Topping (2014).

7
B OX 7.4 :
Many journeys to school are filled with obstacles and risks

Millions of children, whether in remote rural or densely built urban areas, face significant barriers to reach school every day, affecting their attendance.
Lack of safety and threats of violence also affect access, particularly for girls. In a study of 7,000 children in 11 countries across Africa, Asia and
Latin America, more than one-quarter of girls interviewed reported never or seldom feeling safe on the way to or from school (Plan International, 2014).
In Benin City, Nigeria, a survey of secondary school students found that dangerous driving was the most significant challenge children faced en route to
school, with 15% having been injured in a road traffic accident during the previous six months (Ipingbemi and Aiworo, 2013).
Some measures, such as free or subsidized transport and upgrading of pedestrian routes or walkways, may require relatively large investments.
Others, such as volunteer-run services, may have more minor cost implications. The benefits, however, can be substantial. For instance, a survey of
head teachers in several sub-Saharan African countries estimated that more adequate transport would increase enrolment of disabled students by
one‑quarter (Access Exchange International, 2017).
For those in relatively close proximity to schools, ‘walking school bus’ programmes group children to walk safely to and from school or a school bus
stop, escorted by adults. The route picks up children at designated meeting points or homes along the way (Access Exchange International, 2017).
In San Francisco, United States, a team of parents and neighbourhood community organizations launched the Tenderloin Safe Passage programme in
2008; it now covers 15 blocks in the eponymous city neighbourhood. Trained volunteers posted at high-risk corners provide an adult presence for more
than 200 children daily (Hoodline, 2018). Children at greater distance from schools face different challenges. In Brazil, more than 35,000 school buses
were purchased and more than 170,000 bicycles procured under two nationwide programmes between 2008 and 2013 to support transport for rural
students (Brazil Government, 2014).
Lack of paved routes or transport can leave children with disabilities homebound. One-tenth of students with disabilities in Botswana and one-quarter
in Mozambique reported having stopped attending due to difficulty getting to school (UNDESA, 2019a). Motorized vehicles may be the most effective
transport to school, and governments have an important role, as costs are significant. The local government in Curitiba, Brazil, finances a fleet of
60 buses, fully accessible with wheelchair lifts, taking 2,500 students with special needs to school each day. Costa Rica gives subsidies to caregivers of
disabled children for the transport services they provide (Access Exchange International, 2017).
external noise, large simple areas for older students and THE FULL NEEDS OF STUDENTS WITH
more varied areas for younger students, easy access to DISABILITIES ARE RARELY CONSIDERED
outside spaces, wide corridors and visual variety in room IN SCHOOL DESIGN
layout (Barrett et al., 2019). While elements such as air Children with disabilities face significant barriers in and
conditioning and high-quality furnishings imply large around schools. The importance of facilities suitable
costs, others, such as engaging classroom and school for students with disabilities in ensuring inclusion is
layouts, may require little more than imagination. recognized in global indicator 4.a.1 of the Sustainable
Development Goals, which refers to the proportion
Unfortunately, schools are often designed and built of schools with access to ‘adapted infrastructure and
without fully considering the needs of students, staff and materials for students with disabilities’. Burundi, Niger
community members. Sanitation facilities are an example.
In many countries, including Mali, Mauritania and Senegal,

most primary schools lack separate toilets for girls
(Figure 7.3). This is recognized as an important factor Schools are often designed and built
in attendance of girls who have begun menstruating, without fully considering the needs of
especially in sub-Saharan Africa, where a high percentage
students, staff and community members
of students are over-age.
7
FI GURE 7.3 :
In many poorer countries, single-sex toilets are the exception, not the norm
Percentage of primary schools with single-sex toilets, selected countries, 2016–18
100
80
60
%
40
20
0
Senegal
Mauritania
Mali
Marshall Is
Eritrea
Afghanistan
Philippines
Niger
Burundi
Jordan
Bangladesh
Cameroon
Liberia
Sierra Leone
Mozambique
Cambodia
Indonesia
Togo
Rwanda
Costa Rica
S. Tome/Principe
Malawi
Sudan
Mexico
Burkina Faso
Guatemala
Panama
Ecuador
Albania
Uruguay
Gambia
India
Dominican Rep.
Morocco
Venezuela, B. R.
Sri Lanka
Ghana
Lebanon
Cabo Verde
Uzbekistan
Jamaica
Djibouti
China
Palestine
Tunisia
Note: The countries shown are those where less than 100% of schools had single-sex toilets.
and Samoa reported that no primary or lower secondary Informative, cross-country comparable evidence
school in their territory met these criteria. Few schools remains elusive, for three reasons. First, although
met basic standards even in richer countries, such as many countries have national standards, they vary.
Slovakia, where the shares were only 14% for primary and In Victoria state, Australia, the School Building Authority
21% for lower secondary schools (Figure 7.4). standards include norms for car and bus parking spaces
(Victoria Department of Education and Training, 2019).
Further breaking down averages within countries shows In Malaysia, local authorities require public buildings to
that standards are not equally enforced between urban meet the Malaysian Standard Codes of Practice on Access
and rural areas, levels of education, or public and private for Disabled Persons, enabling people with disabilities to
schools. Public schools are more likely to comply in India use them as members of the general public, as visitors or
and Jamaica, while private schools are more likely to for employment (Kamarudin et al., 2012).
comply in Malaysia and Peru.
The importance of facilities suitable for students with disabilities in ensuring inclusion

is recognized in global indicator 4.a.1 of the Sustainable Development Goals

7

A recent report argued that adapted infrastructure should
be defined globally as ‘any built environment related Detailed monitoring of school design
to education facilities that has been built or modified is commonly the result of research
to enable accessibility by all users, including those with
different types of disability’ and refer to ‘pathways,
or citizen action

entry, evacuation and/or use of a building and its services
and facilities (including at a minimum, educational,
recreational, and water, sanitation and hygiene facilities). of 6,685 schools with 14,762 buildings and found that
Examples of adaptations include ramps, hand rails, half had ramps (UNDESA, 2019b). India’s Department
widened doorways, modified toilets, clear signage, of Empowerment of Persons with Disabilities conducts
and tactile markers’ (UIS, 2018, p. 15). Despite progress, accessibility audits of public buildings in 48 cities, obliging
this standard has not yet taken effect. governments to retrofit buildings to meet accessibility
standards (Agarwal, 2019). In Malaysia, in both new and
Second, as this definition suggests, schools may meet retrofitted public buildings, including schools, an access
some but not all elements of a given set of standards. audit examines adherence to codes (WHO, 2011).
Third, even if standards were agreed, monitoring capacity
tends to be weak, as data are reported by schools More commonly, detailed monitoring is the result of
and not independently verified by external inspectors research or citizen action. In Ghana, a review of 20 senior
who could comment on facilities’ quality and not just secondary schools that were ranked in the top fifth
their availability. Governments rarely organize such for academic performance and physical infrastructure
monitoring. In 2015, Burkina Faso carried out a study evaluated accessibility on the basis of international
F I GURE 7.4 :
Countries struggle to ensure that schools have adequate provisions for students with disabilities
Percentage of schools with adapted infrastructure and materials for students with disabilities, by education level, selected countries,
2016–18
100
Lower secondary
Primary
80
60
%
40
20
0
Burundi
Niger
Samoa
Dominica
Burkina Faso
Cook Is
Zambia
Sierra Leone
Antigua/Barbuda
Albania
Honduras
Kazakhstan
Seychelles
Saint Lucia
Jamaica
Eswatini
Uzbekistan
Slovakia
Morocco
Latvia
Bangladesh
Marshall Is
Rwanda
Brazil
El Salvador
Peru
Mauritius
Malaysia
Palestine
Belarus
Costa Rica
Br. Virgin Is
India
Macao, China
Ukraine
Hong Kong, China
St Vincent/Grenad.

7
Universal design aims to increase functionality and be applicable

to everyone’s needs, regardless of age, size or ability
building standards and national legislation. Most schools upload images of inaccessible schools, enabling the
fell significantly short. For instance, there were no ministry to take follow-up action (Agarwal, 2019).
restrictions in just 3% of cases of vertical circulation
(between floors) and 10% of cases of horizontal
circulation, and 83% of buildings had severe restrictions in UNIVERSAL DESIGN IS AN EFFICIENT WAY
sanitation facilities (Danso et al., 2012). TO MAKE SCHOOL BUILDINGS INCLUSIVE
Where accessible infrastructure is provided, it is often the
Crowdsourced data, mostly from high-income countries, result of specialized optional measures to support a few
suggest that 47% of education facilities are accessible children, but not necessarily all. Rather than promoting
to people using wheelchairs (UNDESA, 2019a). In France, the addition of accessibility features, the United Nations
a disability helpline was developed to accommodate (UN) Convention on the Rights of Persons with Disabilities
concerns reported by families of students with disabilities adopted the concept of universal design: ‘the design of
and to offer solutions in cooperation with local education products, environments, programmes, and services to
authorities and school inspectorates (UNDESA, 2019a). be usable by all people to the greatest extent possible,
In India, an audit by the Comptroller and Auditor General without the need for adaptation or specialised design’
found significant discrepancies in the limited number of (United Nations, 2006, p. 4). Universal design aims to
accessibility measures captured in education monitoring increase functionality and be applicable to everyone’s
information systems. An app developed by the Ministry needs, regardless of age, size or ability.
of Social Justice and Empowerment allows citizens to

7
Whether for school buildings, public walkways or physical Aid programmes have helped disseminate universal
appliances, universal design can be used to evaluate design principles. All schools built under Indonesia’s
existing designs, guide the design process and educate Basic Education Programme, with support from Australia,
designers and users about the characteristics of more had to install accessible toilets, handrails and ramps.
usable products and environments. Seven principles of The government later adopted similar measures for
universal design were developed by a group of architects, all new schools. Australia released a universal design
product and environmental designers, and engineers: guide to promote adherence to accessibility principles
equitable use for people with diverse abilities; flexibility in all construction projects it supported (AusAID, 2013).
in use to accommodate a range of individual preferences A school self-assessment tool, based on national
and abilities; simple and intuitive use, regardless of standards and the Centre for Studies on Inclusive
user experience, knowledge, language skills or level of Education index, was also developed (Agarwal, 2019).
concentration; perceptible information that is effectively The Kiribati Education Improvement Programme, which
communicated, regardless of surrounding conditions has been rehabilitating primary schools since 2013,
or sensory abilities; tolerance for error to minimize the is also designed to comply with national infrastructure
consequences of accidents caused by unintended actions; standards and Australian Aid’s universal design principles.
low physical effort; and appropriate size and space Features include accessible paths between buildings,
for approach, reach, manipulation and use, regardless ramps, wider doors, grab rails and wheelchair-accessible
of user’s body size, posture or mobility (Centre for toilet facilities (Coffey, 2016).
Excellence in Universal Design, 2019).
Incorporating accessibility and universal design features TECHNOLOGY CAN MAKE

into school infrastructure is cost-effective. In Ethiopia, THE DIFFERENCE BETWEEN
including access features in a school toilet amounted PARTICIPATION AND
to less than 3% of the cost (Jones, 2011). Incorporating MARGINALIZATION
full-access facilities from the outset is estimated to
increase the total cost by 1%, while adaptation after Technology has considerable but largely unused potential
completion can increase it by 5% or more, depending on to support inclusive education. In relation to the universal
the modifications (United Nations, 2019). design for learning (see Chapter 5), it supports the
focus on inclusive means of representing information,
India has taken steps in recent years to promote expressing knowledge and engaging in learning (Rose
accessibility via policy and legislation. The 2016 Rights et al., 2002). Assistive devices help overcome barriers
of Persons with Disabilities Act mandates provision preventing vulnerable students from fully benefiting
of accessible transport systems and universal design from curriculum. To realize its potential, technology
in public buildings and education facilities. The draft needs to be used with appropriate pedagogy. It also
National Education Policy states that universal design needs to be personalized to accommodate students’
should be applied to schools’ building design, sports differing and sometimes conflicting needs (Foley and
facilities and general environments so all children benefit. Ferri, 2012). Yet differentiated learning supported by
In each state, a committee of cognitive scientists, early technology is rarely used, largely due to lack of relevant
childhood education experts, artists and architects is to teacher education. In low- and middle-income countries,
be formed to design school spaces ‘that are truly inviting lack of infrastructure can exacerbate the challenges of
and inspiring places to spend time and learn’. Funding using technology.3
is promised for existing schools to adapt their facilities
(Agarwal, 2019).
3 This section draws on Hersh (2020).
Differentiated learning supported by technology is rarely used,

largely due to lack of relevant teacher education
7
Stigma can be reduced by technological designs that are small, attractive

and similar to general-purpose ones and that challenge stereotypes
Information and communication technology (ICT) on the Rights of Persons with Disabilities states that
can support creative and cooperative learning ‘“universal design” shall not exclude assistive devices for
environments and promote inclusion of students with particular groups of persons with disabilities where this is
disabilities. Computers with specialized software can be needed’ (United Nations, 2006, p. 4).
used to record, edit and share ideas, help in completing
assignments on time and improve motivation. Yet ICT’s Assistive technology in schools has been found to
implications for the needs of students and staff with increase rates of graduation, post-secondary education,
disabilities are often not considered in advance. paid employment and earning above minimum wage
(Bouck et al., 2011). It can also improve academic
The use of ICT in education frequently involves orientation, enjoyment, self-esteem, optimism and
computer-aided learning using tablets that can serve subjective well-being, as a study in Ireland has shown
students with disabilities. For instance, in Western (Wynne et al., 2017). Student and staff attitudes are
Australia state, teachers in an education support centre important: A study of university students with disabilities
who were trained to use popular apps to support in the United Kingdom found that some used such
literacy and mathematics considered tablets suitable technology only at home due to concerns over stigma
for students with autism spectrum disorder, attention (Seale et al., 2010). Stigma can be reduced by designs
deficit disorder and those requiring multisensory input, that are small, attractive and similar to general-purpose
as they were customizable, portable and comprehensive devices and that challenge stereotypes (Bichard et al.,
(Johnson, 2013). Use of multimedia, concept mapping 2007). Reliability and availability of technical support,
or organizing software, and dictation with speech involvement of potential users and their families in
recognition can improve the writing skills of children and decision making, and ease of use, particularly the
adults with learning difficulties (Batorowicz et al., 2012). time required to programme a device, also affect use
Symbol production software has been found to improve (Baxter et al., 2012).
the reading comprehension of adults with mild learning
disabilities (Jones et al., 2007). In high-income countries, enabling learners to use
their own devices with assistive technology already
installed is another way to encourage uptake (Hersh
ASSISTIVE TECHNOLOGY CAN GREATLY and Mouroutsou, 2015). Yet while many students are
SUPPORT STUDENTS WITH DISABILITIES frequent, highly proficient technology users familiar with
Some general-purpose technology, such as alternative a wide range of learning strategies, others may be unable
and augmentative communication apps, can meet learner to commit the time and effort required to use such
needs and have the advantage of being more readily technology successfully (Seale et al., 2010). As there are
available, cheaper, more familiar and less stigmatized than trade-offs between assistive technology and other forms
specialized technology (McNaughton and Light, 2013). of support, both options need to be offered and seen
People with minimal technical knowledge can fairly easily as complementary.
develop personalized content for language intervention,
for instance for learners with autism spectrum disorders Availability of assistive technology varies greatly by
(Shane et al., 2012). Where this is not possible, assistive country, education level and disability type (Box 7.6).
technology is increasingly available (Ahmad, 2015) In Estonia, schools provide a text-to-speech converter,
and can make the difference between marginalization and screen reader, e-learning platforms and online dictionaries
participation, not only in school but also in community and handbooks free of charge (Hersh and Mouroutsou,
life and lifelong learning (Box 7.5). The UN Convention 2019). In Italy, schools are required to provide computers

7
B OX 7.5:
There is a large variety of assistive technology for education

There are no agreed definitions related to technology for inclusive education (Robyler and Doering, 2013). While education technology supports
the teaching and learning of all learners, assistive technology refers to ‘technologies, equipment, devices, apparatus, services, systems,
processes and environmental modifications used by disabled and/or older people to overcome the social, infrastructural and other barriers to
[learning] independence, full participation in society and carrying out [learning] activities safely and easily’ (Hersh and Johnson, 2008, p. 196).
Assistive devices may refer to input technology, such as big key, on-screen, Braille/chording or other keyboards; options for controlling computer
input by eye, head or foot; joysticks, including sip and puff mouth-controlled joysticks; ways to emulate mouse operations, such as multiple
switch scanning; single-switch entry devices to scan and choose letters, numbers, symbols and graphics using any body part under consistent
control; speech input/dictation software; and text input improvement software that reduces the amount of typing, for instance through natural
pointing gestures or word prediction.
Assistive devices can also refer to output technology, especially for learners with visual impairments. Examples include screen readers and
magnifiers, refreshable displays enabling text to be read using Braille cells, and Braille note-takers. Three-dimensional printers produce tactile
diagrams raised above the paper surface; Braille embossers print Braille documents; closed-circuit television (CCTV) produces magnified
images with various text and background colours for partially sighted people; digital accessible information systems produce talking books; and
scanners with optical character recognition convert scanned images of text to editable text files that can be read with screen readers or Braille
displays. Teachers with minimal Braille knowledge can use free Braille Easy software to produce Braille mathematics representations from
computer text. Software such as LaTex, BlindMath, LAMBDA and LeanMath use access overlay and hot-key techniques to improve accessibility
(Ashraf et al., 2017).
Alternative and augmentative communication systems replace speech. There are stand-alone versions and apps for mobile and other devices.
Picture exchange communication systems feature ‘object’ and ‘action’ pictures used to ask for objects. Proloquo2go is a flexible app using
symbols, with a large core vocabulary, options to add symbols and photos, and an output choice of 100 natural-sounding voices, including
children’s voices, in various languages (Hersh, 2019).
Assistive listening systems improve sound clarity and reduce background noise. In audio induction loops, cable placed around a room or building
transmits signals to users’ hearing aids. With frequency modulated microphone and receiver systems, speech into a microphone is received
through small earpieces. Infrared listening systems amplify audio devices. Another example for the hearing impaired is software that recognizes
sign language and converts it to text. Software that converts text to sign language is still limited (Hersh, 2019).
equipped with assistive technology to students with synthesizers, speech-to-text converters, memory/
disabilities, although there is no standard set-up. In the organization devices, voice-over on devices); the main
Republic of Korea, modified keyboards, mouse emulators, users in education are the hearing impaired and people
screen magnifiers and screen readers are available in with learning disabilities. Irregular electricity supply
special education schools but only for specific students hampered the use of available devices (Ajuwon and
in mainstream schools. Additional technology can be Chitiyo, 2015).
supplied on request to mainstream and special schools
(Hersh and Mouroutsou, 2019).

In low- and middle-income countries, availability of
In low- and middle-income
assistive technology is limited. In Nigeria, there is limited
use of assistive hardware (e.g. large key keyboards, countries, availability of assistive
mouse alternatives) and software (e.g. screen readers, technology is limited
magnifiers, print-to-Braille converters, Braille-to-speech
7
B OX 7.6:
Countries are improving inclusion of various groups through assistive technology

Visual impairment At Bauman Moscow State Technical University, the Principal
Portugal established a network of 41 reference schools to educate blind Educational, Research and Methodological Center for the deaf and
and partially sighted students in regular classes in mainstream schools. hearing impaired offers bachelor’s and master’s degree programmes in
The schools provided screen readers, refreshable Braille displays, computer science and engineering. It uses ICT, including a smart board
Braille embossers, scanners, electronic calculators, electronic pocket with associated software, internet resources, scanners and printers,
magnifiers and CCTV. Computers with assistive and other software, to support alternative communication in the classroom and improve
as well as the learning content management system Moodle, were access to information. After an evaluation of their needs, students
also used. Specialist and regular teachers worked together, without a receive a personalized resource package, including individual and
technology adviser. Specialist teachers had more knowledge of the tools group hardware, as well as communication and rehabilitation services,
used (Ramos and de Andrade, 2016). such as special software, assistive listening devices and sign language
translation (Bauman University, 2019).
In Georgia, blind and partially sighted children mainly use a slate and
stylus to write, and there is limited availability of Braille displays, CCTV Autism spectrum disorder and other learning disabilities
and magnifiers. In Romania, digital recorders and Braille materials are Timers, computer software, online learning environments and personal
available only in special schools. Romania also developed Robobraille, digital assistants have been effective for learners with autism spectrum
free software that produces accessible document formats (Hersh, 2019). disorders, but provision of a single mobile device with multiple apps
In Serbia, screen readers are used less frequently in rural than in urban would probably have advantages in mainstream education (Southall,
schools (Ault et al., 2013). 2013). The voice output communication aid Proxtalker, which stores
vocabulary on sound tags and retrieves it with radio frequency
In Brazil, teachers at a school for visually impaired students developed
identification technology, has been used on an individual basis and
tactile graphics for use in mathematics and science classes. While the
could be beneficial on a larger scale (ACE Centre, 2019).
school has equipment and technicians to do this on a large scale, low-
cost materials are used to facilitate reproduction by teachers (Bernardo A smartphone app used in special schools in Brazil supports
and Rust, 2018). In Grenada, five visually impaired students were autistic students and those with cognitive impairments in using
supported in transferring from special to mainstream schools in 2004, picture exchange communication systems (Manrique et al., 2016).
using computers with screen readers, magnifiers, special keyboards and In a special education college in north-eastern England (United
various Braille tools. Two trained professionals and a trained instructor Kingdom), autistic students and those with dementia or low
visited the schools and assisted students, who then took the Caribbean literacy use touchscreen technology with about 50 symbols to
Secondary Education Certificate. It was the first time blind students support vocational learning in horticulture, travel and daily living
passed an examination at this level. Two of the students became skills. The approach can be used with any instructions that can be
teachers, one at his old school (UNESCO, 2011). presented in sequence (Hersh, 2014).
Hearing impairment In Toronto, Canada, a five-month trial in special needs classes in

ICT-based approaches for learners with hearing disabilities include two schools found that a mobile app inputting vocabulary and
lecture recordings, subtitles (closed captions) and digital materials. linking words with pictures increased confidence, ease of learning,
Lecture recordings allow repeat review at students’ own pace. A survey social interaction, a sense of community and peer-assisted
of deaf people in Poland and the United Kingdom found that they learning, despite difficulty understanding voices, manipulation
preferred subtitles for recorded materials and a combination of subtitles problems due to the small size, and charging and storage
and sign language for lectures (Hersh, 2013). Subtitles are also useful to difficulties (Campigotto et al., 2013).
non-native speakers.
Touchscreen mobile devices for communication and self-prompting
Text highlighting and captions for digital materials have proved useful. have been effective for people with developmental disabilities,
Microphone and receiver systems linked to students’ hearing aids have although studies have mostly been small scale, involved one
been used in universities in Scotland (United Kingdom) and Tunisia. product (Proloquo2go) and assessed limited skills. While learners
In the former case, a hearing-impaired student, supported by a lecturer mastered them to varying degrees, they did not show spontaneous
always speaking facing the class and giving pointers to lab technicians, communication, indicating a need for more research on teaching
obtained top marks in an engineering class (Hersh, 2019). spontaneous communication (Stephenson and Limbrick, 2015).

7
FINANCING AND TEACHER EDUCATION Pre- and in-service education is needed to develop
ARE CHALLENGES IN USE OF ASSISTIVE teacher knowledge. In Kazakhstan, a 36-hour training
TECHNOLOGY course for primary school teachers focuses on using
Huge disparities in access to even the most basic ICT in teaching children with disabilities. It involves both
infrastructure, including electricity and the internet, theoretical knowledge about inclusive education and
mean that much of the potential of education and practical skills in using ICT in an inclusive environment.
assistive technology for inclusion remains untapped and Four modules cover ICT use in inclusive education, teacher
far out of reach for many in the world’s poorest countries. readiness, assistive technology, and software for creating
Beyond that, barriers to the introduction of assistive interactive exercises. Project materials include websites,
technology relate to funding and teacher education. videos, online education media and links to networks
of education communities (Oralbekova et al., 2016).
There are various approaches to financing individual and Such institutionalized training is the exception worldwide,
institutional access to assistive technology. The federal though. More often, the emphasis is on project-based
and state governments in Australia provide direct and one-off courses.
payments to schools and universities to support students
with disabilities. In the Republic of Korea, support
centres provide assistive technology. Direct payments CONCLUSION
are made to students in Slovakia. University students
can obtain funding for ICT and assistive technology An inclusive school ethos is key to making all students
in Estonia (PRIMUS Programme), Poland (Student feel they belong and can realize their potential.
II Programme of the National Rehabilitation Fund) Effective and supportive school leadership, while not
and the United Kingdom (Disabled Students’ Allowance) enough in itself, is highly conducive to an inclusive school
(Hersh and Mouroutsou, 2015). climate. For school leaders to effectively promote an
inclusive school environment, they need autonomy to
Successful introduction and use of ICT and assistive make the right decisions. They also require specialized
technology in inclusive education requires their training. Head teachers, like teachers more generally,
integration with appropriate pedagogical approaches must combat bullying and school violence, which
used by well-trained teachers. Many teachers, however, constitute one of the most important drivers of exclusion.
lack relevant training. Developing expertise requires
assistive technology professional development plans, Adequate physical infrastructure and effective use
time for teachers to share assistive technology strategies of technology can further foster an inclusive school
in meetings, and time to attend assistive technology environment. Safe and accessible schools are important
training and professional development (Messinger-Willman for each child, and even more so for children with
and Marino, 2010). And teacher attitudes and beliefs disabilities. Therefore, school design must follow universal
can have a significant impact on successful ICT use. principles that address the needs of all students and staff.
In Bangladesh, teachers with positive attitudes, even those While general-purpose education technology can support
with less ICT knowledge than others, found it easier to inclusive learning, assistive technology can play a crucial
integrate ICT into their teaching (Khan et al., 2012). complementary role.
Anis, 13 years old, at a Save the Children-supported
Temporary Learning Space in a village in southern Idlib governorate
in northwestern Syria. Before he was displaced, he was injured
during an airstrike and became paralyzed. He is now in fourth grade.
CREDIT: Save The Children
176 C H A P T E R 8 • S t u d e n t s , pa r e n t s a n d c o m m u n i t i e s
C HA PTER
8
Students,
parents and
communities
What role do parents and the
community play?
177
8
KEY MESSAGES
Students’ attitudes towards inclusion vary according to their experiences and background, but some
groups are at risk of being discriminated against and alienated from school
Students hold largely neutral beliefs and feelings towards peers with disabilities, but a minority of
negatively predisposed students can make students with disabilities feel isolated.
Peer attitudes can improve through contact with a diverse student body from an early age.
In Barbados, those with a friend at school with a disability had more positive attitudes.
Examples abound of students discriminating against peers from minority groups, whether it is the
Roma in Cyprus, indigenous groups in Ecuador, immigrants in the Republic of Korea, Syrian refugees
in Turkey, Muslims in the United States or the Muhamasheen, a marginalized social group associated
with garbage collection, in Yemen.
In São Paulo, Brazil, grade 8 mathematics teachers were more likely to give white students a passing
grade than their equally proficient and well-behaved black classmates.
Parents can drive, but also resist, inclusive education
Among parents, 15% in Germany and 59% in Hong Kong, China, feared that children with disabilities
disturbed other students’ learning. In Australia’s Queensland state, 37% of students in special
schools had moved from mainstream schools.
School choice exacerbates parental tendency to self-segregate, for instance in Chile (by income),
in Denmark (between migrants and natives), in Lebanon (along sectarian lines) and in Malaysia
(by ethnicity).
Home schooling is a test for inclusion. Countries in Europe are banning the practice in law.
Parents can organise networks to press for inclusive education. In the Russian Federation, they sued
the government for access to schools for children with cerebral palsy.
Parents with disabilities or from marginalised backgrounds are more likely to be poor, less educated
and face barriers coming to school or working with teachers. In Viet Nam, children of parents with
disabilities had 16% lower attendance rates.
Organizations for people with disabilities, disabled people’s organizations, grassroots associations and
international NGOs active in development and education play key roles
Civil society is an advocate and watchdog for the right to inclusive education. It monitors progress
on government commitments and defends against right violations. In Armenia, an NGO campaign
resulted in a decision to roll out inclusive education nationally by 2025.
Civil society organizations provide education services on government contract or their own
initiative. They support groups governments do not reach (e.g. street children) or offer alternatives.
Afghanistan supports community-based education. Yet NGO services should align with policy and
not replicate services or compete for limited funds.
8
Vulnerable students wish to be included but risk being isolated��179

Parents can drive inclusive education but also resist it��183
Communities and organizations support governments
and hold them to account for inclusive education�� 191
Societal norms often are the biggest barrier to inclusion.
Simona, preschool teacher, Italy
B reakthroughs towards inclusion have sometimes been

the result of efforts by inspirational and committed
pedagogical and education leaders who played key roles
better served through separate provision. Grassroots
organizations established to protect vulnerable children’s
rights can become an obstacle to making overall systems
in breaking down discrimination barriers and empowering inclusive, regardless of whether attempts to preserve
vulnerable groups. In other cases, they have been the a status quo come from conviction or self-interest.
result of groups campaigning to challenge injustices This chapter discusses how students’, parents’ and
suffered by others or because their own needs had been communities’ attitudes and behaviours can shift the
systematically neglected and they organized to hold balance towards or against inclusion in education.
those responsible to account.
A move towards inclusion cannot be sustained solely VULNERABLE STUDENTS WISH TO BE

through interventions by experts or mobilization by INCLUDED BUT RISK BEING ISOLATED
advocates, however. Societies need to embrace inclusion
as a goal. Everyone needs to contribute – in the An inclusive school offers conditions that promote
schoolyard, at school management committee meetings, all students’ well-being. It promotes participation,
during local and national elections. Inclusive societies cultivates a sense of belonging and rejects discrimination.
require social and political transformation whereby Establishing friendships is a critical aspect of an education
everyone respects others’ rights and believes in fulfilling experience and may even be the main motivation for
everyone’s potential. Such transformation requires attending school. Conversely, difficulty making friends
active participation, not passive reception of instructions is a key obstacle to thriving at school. Having at least
and guidelines. one good friend may serve an important protective
function (Avramidis et al., 2018; Bollmer et al., 2005).
Efforts to build inclusive education systems can easily
be undermined by certain behaviour towards vulnerable
groups, which may be unconscious and without
reflection. Children can ostracize disadvantaged peers Inclusive societies require social and
through jokes or intentional aggression. Parents can block
political transformation whereby everyone
efforts to form inclusive classrooms, whether because
they belong to a privileged group and do not want their respects others’ rights and believes in
children’s progress negatively affected or because they fulfilling everyone’s potential
believe their children’s or community’s special needs are
8
Segregation in mainstream classrooms clearly decreases

children’s chances of seeing their friends and participating In the United Kingdom, one-third of
in activities during and after school (Finnvold, 2018). students in special schools said they would
Yet inclusive settings can also expose vulnerable students
have preferred mainstream schools
to abusive behaviour and other challenges.
STUDENTS WITH DISABILITIES HAVE MIXED Primary school students with special education needs
ATTITUDES TOWARDS INCLUSION in Botswana reported that they appreciated being in
Taking vulnerable students’ views and experiences into inclusive classrooms but that parts of the curriculum
account is fundamental in designing truly inclusive remained inaccessible (Mukhopadhyay et al., 2019).
education systems. Yet documenting and addressing A study of academically talented students found that
their interests is not straightforward. Eliciting views of they preferred homogenous groups to improve learning
children at risk of exclusion in a way that treats them outcomes but were less certain about the impact of
equally, respects their rights and empowers them to such arrangements on social outcomes, including the
reveal their concerns without feeling singled out and opportunity to be recognized for their academic abilities
targeted requires careful research design. Among studies in a mixed group (Adams-Byers et al., 2004).
that tried to assess their beliefs on inclusive education
and their daily experiences in various education settings, Students with dyslexia can suffer low self-esteem and
several found that vulnerable students preferred inclusive a feeling of helplessness when they attribute their
settings. The sheer variability of cases and contexts, struggle with reading to a lack of ability that is beyond
however, makes it difficult to draw general conclusions. their control. An early diagnosis is necessary to separate
Type of vulnerability, type of school currently attended, the learning difficulty from the understanding of
prior experience at a different type of school, level of their ability and to build self-esteem (Glazzard, 2010).
specialized support and how discreetly it is provided are It is also important for learners to remain motivated
among the factors that can shape student preferences. (Elbeheri et al., 2017). A study of dyslexic students in
South Africa suggested that they preferred special
In the United Kingdom, 65% of children with mild to schools where they felt normal to mainstream schools,
moderate learning difficulties in both mainstream and which deepened their sense of difference from other
special schools gave positive reports about their current students (Leseyane et al., 2018).
education experience. Among those in special schools,
74% had previous experience in mainstream schools.
Of those, twice as many expressed negative as expressed PEER ATTITUDES TOWARDS STUDENTS
positive views. One-third of students in special schools WITH DISABILITIES CAN IMPROVE THROUGH
said they would have preferred mainstream school CONTACT AND KNOWLEDGE
(Norwich and Kelly, 2004). Diaries and drawings by While vulnerable students have a preference for being
students on the autism spectrum have been used as fully included in education, their attitude is conditioned
complementary tools in research to capture how these by a host of factors, not least of which are peers’
children experience social isolation as they struggle attitudes. Eliciting information on these attitudes is not
with social interaction and communication with peers. straightforward. The reliability of information is affected
The order and predictability that many children with by studies’ quality and the extent to which they are free
related conditions prefer can easily be disrupted by the of bias. Respondents to attitude surveys have been shown
disorder of schools, especially at the secondary education to provide answers they think interviewers and society
level, adding to anxiety (Humphrey and Lewis, 2008). at large want to hear (Lüke and Grosche, 2018). Still,
students appear to hold largely neutral beliefs, feelings
Even when they are in mainstream schools, vulnerable and intentions towards peers with disabilities, although
students may appreciate the opportunity to receive a minority of negatively predisposed students can make
learning support in separate settings, for reasons ranging students with disabilities feel isolated (de Boer et al., 2012).
from more attention and higher quality to less noise. Attitudes tend to vary by type of disability: Students with
8
behavioural problems and intellectual disabilities are the in mainstream schools does not guarantee inclusion
most vulnerable. In Canada, primary school students in outside school. A randomized controlled experiment
inclusive schools were more prejudiced against children examined the effectiveness of peer instead of adult
with intellectual disabilities than against those with paraprofessional support on academic and social
physical disabilities (Nowicki, 2006). outcomes of students with severe disabilities in inclusive
classrooms. Compared with students receiving support
Positive peer attitudes are important for the success of only from adults, peer support increased interaction and
inclusive education. Overall, there is limited evidence on led to academic engagement and social participation,
the effectiveness of interventions aimed at influencing including friendships that lasted after the intervention
attitudes towards students with disabilities (Scior, 2011). (Carter et al., 2016). Studies that collected information on
Existing interventions stress early contact with vulnerable both quality and quantity of contact concluded quality
groups and awareness raising to increase the level of rather than quantity reduced prejudice. In fact, controlling
knowledge about particular vulnerabilities. for quality of contact, more contact increased prejudice
against students with intellectual and developmental
A review of 35 studies showed that 22 claimed contact disabilities (Keith et al., 2015).
with people with disabilities had a positive effect on
attitudes (MacMillan et al., 2014). In Barbados, where Improved knowledge can help shape student attitudes
less than half of students reported having a friend with a towards peers with disabilities. Interventions to improve
disability, those with either a personal friend or a friend understanding of peers with autism spectrum disorders
at school with a disability had more positive attitudes through detailed explanations and suggestions on
(Blackman, 2016). In Saudi Arabia, contact with children how to interact with them can play a role (Campbell
with intellectual disabilities in an inclusive school resulted and Barger, 2014). An online autism awareness-raising
in positive student attitudes (Alnahdi, 2019). programme involving university students in Lebanon and
the United States helped increase knowledge and reduce
Interaction should be fostered early on to increase stigma (Obeid et al., 2015). An analysis of 20 studies on
acceptance of diversity. In inclusive early childhood care school-based interventions to improve student attitudes
and education settings, students with disabilities gain in towards children with disabilities from kindergarten
peer acceptance, friendships and cognitive development through secondary school in the Republic of Korea
(Odom et al., 2011). Awareness can be most influenced showed positive effects, especially when interventions
at preschool age, when children exposed to people were contact-based and used role play (Chae et al., 2019).
with disabilities can develop a basic understanding of
disabilities and share the emotional state of people with
disabilities (Hong et al., 2014). A study of grade 8 students STUDENTS FROM MINORITY AND VULNERABLE
in Austria’s Styria state showed that intensive contact GROUPS ARE AT RISK OF BEING STEREOTYPED
with students with special needs through common school AND DISCRIMINATED AGAINST
projects was more effective for improving attitudes Majority populations tend to stereotype minority and
towards peers with disabilities than mere coexistence in vulnerable groups because of a predisposal to categorize,
an inclusive classroom (Schwab, 2017, 2018). simplify and develop group identities. Stereotypes
affect the type of information majority groups collect
Pairing students to support peers with disabilities, both about minority groups and can lead to expectations
in school and in the community, is a key intervention to that perpetuate stereotypes, contributing to negative
increase acceptance and empathy, although inclusion attitudes and discriminatory actions. In education,

Pairing students to support peers with disabilities, both in school and in the

community, is a key intervention to increase acceptance and empathy
8

In education, stereotypes and negative peer attitudes

lead to less acceptance and to isolation and bullying
stereotypes and negative peer attitudes lead to less sanitation-related occupations bullied in school
acceptance and to isolation and bullying. (Lall, 2016). Adolescents from ethnic minorities in
Viet Nam have reported being singled out for bullying
and physical assault (Pells et al., 2016). In Yemen, children
Stereotypes affect a sense of belonging of the Muhamasheen, a historically marginalized social
Students may internalize stereotypes, which compounds group associated with garbage collection, face persistent
negative effects on their sense of belonging and discrimination, abuse by teachers and bullying by peers
education achievement. In Turkey, Syrian refugees (Equal Rights Trust, 2017).
complained that negative stereotypes led to feelings of
depression, stigmatization and alienation from school Roma students in Cyprus suffer bullying, negative
(Çelik and İçduygu, 2018). language and social isolation (Symeou et al., 2009).
In Serbia and Slovenia, the poorer the Roma students,
Students at risk of being stereotyped may fear the more negative their experiences with respect to fear
confirming a negative stereotype. This feeling has a of rejection by peers and teachers (Macura-Milovanović
negative impact on test performance (Lyons et al., 2018). et al., 2013). Afro-descendant and indigenous students
A study in the United States showed that presenting a in Ecuador have been ignored or excluded from
reading test as a diagnostic of abilities adversely affected collective projects (Martinez Novo and de la Torre, 2010).
the performance of African-American children, who were In the US state of California, 53% of Muslim students
aware of racial stereotypes (Wasserberg, 2014). reported being made fun of, verbally insulted or abused
at school because of their identity, more than double
Stereotypes can lower expectations and self-esteem. the average national rate (CAIR, 2017). Albino students
A study in Switzerland is one of many confirming that in the United Republic of Tanzania were bullied by peers
girls internalize the stereotype that they are less suited who did not understand the condition (Ngalomba, 2016).
than boys for science, technology, engineering and A recent spate of aggressive acts against this population
mathematics, which discourages them from pursuing led to the opening of special schools and shelters or the
degrees in these fields (Makarova et al., 2019). A survey withdrawal of albino children from school (Pedneault and
of US schools showed that 87% of lesbian, gay, bisexual, Labaki, 2019).
transgender, queer and questioning students experienced
peer harassment or assault in 2017. They had lower Stereotypes tend to persist, especially if reinforced
self-esteem, did less well on examinations and were through the social status of particular groups. However,
twice as likely as other students to report that they increased contact with minority groups in schools can
did not want to pursue post-secondary education help break these stereotypes. For instance, students
(Kosciw et al., 2018). with Albanian immigrant backgrounds were initially
less accepted by native students in Greece. However,
a three-year longitudinal study in lower secondary
Negative attitudes towards minorities lead to schools showed that they were increasingly accepted
student bullying as their involvement with local culture increased
Students around the world harbour negative attitudes (Asendorpf and Motti, 2017). A study involving
towards minorities. Children with immigrant backgrounds 6,000 grade 6 students in the United States showed
in the Republic of Korea are three to five times as likely that the more school diversity increased, the more likely
as native students to be victims of school violence but students were to make friends from different ethnic
less likely to bully others (Bae et al., 2019; Lee et al., 2019). groups, and these friendships led to more positive
In northern Sri Lanka, a legacy of the caste system interethnic attitudes (Graham, 2018).
persists, with children of families associated with
8
Minority and vulnerable students experience teacher to share their notes (Strnadová et al., 2015). The heavy
prejudice and discrimination legacy of oppression and systemic discrimination against
Teachers can be instrumental in fighting but also in indigenous populations in Australia and Canada is being
perpetuating discrimination in education, affecting addressed through various policy initiatives (Box 8.1).
the self-esteem and academic achievement of
minority and vulnerable groups. In São Paulo, Brazil,
grade 8 mathematics teachers were more likely to PARENTS CAN DRIVE INCLUSIVE
give white students a passing grade than their equally EDUCATION BUT ALSO RESIST IT
proficient and well-behaved black classmates. This bias
corresponded to a 4% difference in the probability of Attitudes towards inclusion in education reflect attitudes
retention and a 5% reduction in the probability of black towards social inclusion in general. Parents who hold
students being at the top of their class (Botelho et al., discriminatory beliefs about gender, disability, ethnicity,
2015). Studies on teachers’ assessment of pre-primary race or religion may be unlikely to support inclusive
students in the United States showed that they classrooms and schools. Parents of vulnerable children
judged boys’ proficiency to be above girls’ when both may favour special education and resist inclusion in
performed and behaved similarly (Cimpian et al., 2014; mainstream schools if they believe the children will not
Cimpian et al., 2016). receive sufficient attention. Parents living on the margins
of society may be powerless to prevent discrimination.
Teachers in China had less favourable perceptions of
rural migrant students – and their parents – than of their
urban peers. Conversely, the latter reported that their SOME PARENTS HOLD DISCRIMINATORY
teachers, across subjects, asked them to participate in BELIEFS
class and praised them more than their migrant peers. Discriminatory norms can be diffused in populations
Children left behind in rural areas by parents migrating to through lack of information or through inaccurate
urban areas felt their teachers were less likely to call on or information. In parts of the world, some parents
praise them (Cherng and Han, 2018). In Spain, secondary mistakenly believe disability is infectious or a form
school teachers’ low expectations affected immigrant of divine punishment (Mariga et al., 2014). In the
students’ academic achievement and probability of Central African Republic, children – mostly boys –
dropout (Prats et al., 2017). with physical or mental disabilities are considered witches
and chased from home and community, depriving them
In parts of the world, certain groups, such as boys, of shelter, let alone access to education (Tesemma, 2011).
ethnic minorities and children with disabilities, are more
likely to be subject to corporal punishment in school Moreover, parents may refuse the additional cost of
(Gershoff, 2017). Children aged 8 from disadvantaged admitting minority students, adopting a ‘not in my
families in Peru were more likely to receive such backyard’ attitude and being unwilling to take into
punishment than children from more privileged families. account the social benefits of inclusion. They may worry
School violence, including by teachers, is the main their children will lose out by being taught with vulnerable
reason children dislike school, with shares ranging students, especially in cultures that emphasize academic
from one-quarter in India to over half in Viet Nam achievement. In Germany, 15% of parents feared that
(Ogando Portela and Pells, 2015). their children might adopt negative behaviour of other
children, and 16% that children with disabilities might
Vulnerable students are at risk of mistreatment in slow down their children’s learning (Lohmann et al., 2019).
both basic and higher education. A study on university
students with disabilities in the Czech Republic
revealed that they faced institutional, attitudinal
and disability-specific barriers, including inflexibility, A study in the United States showed
less welcoming approaches by administrators and
that the more school diversity increased,
the absence of guiding protocols. Problems included
difficulty following lectures and making contact with the more likely students were to make
others, lecturers’ unwillingness to make slides and friends from different ethnic groups
handouts accessible and other students’ reluctance
8
B OX 8 .1:
Despite radical changes in policy and attitudes, indigenous students in Australia and Canada still face difficulty
in being included
Indigenous populations in Australia and Canada have historically been subjected to discrimination and abuse, including in education. Both countries’
governments have issued formal apologies for past mistreatment, and reconciliation processes are under way (Australia Government, 2008;
Canada Government, 2008).
Racism has had a negative impact on the schooling experience of Aboriginal and Torres Strait Islanders in Australia. Long-term effects include
negative beliefs about indigenous peoples’ intelligence and academic performance (Moodie et al., 2019). The experience of racism has negatively
affected Aboriginal children’s well-being and increased the risk of emotional and behavioural difficulties (Macedo et al., 2019; Priest et al., 2012).
While cultural integration and inclusion policies improved indigenous students’ situation at nearly all education levels, discrimination in schools
persists (Bodkin-Andrews and Carlson, 2016). In New South Wales and Victoria, 40% of students with indigenous backgrounds reported having
been racially discriminated against by peers and 20% reported discrimination by teachers (Australian National University, 2019). The Longitudinal
Literacy and Numeracy Surveys for Indigenous Students, which followed students through grades 3 to 6, also found that indigenous students’
average achievement in English and mathematics was lower than their non-indigenous peers, although the gap was mitigated by a positive learning
environment and teacher–student relations (Purdie et al., 2011).
In Canada, between the 1870s and the 1990s, 150,000 First Nation, Inuit and Métis students aged 4 to 16 attended, mostly forcibly, a network of
boarding schools aimed at weakening family ties and promoting assimilation into dominant Canadian culture. Indigenous students were isolated,
divided, neglected and abused in these poorly located, built and maintained residential schools (OECD, 2017). The system was described as physical,
biological and cultural genocide (Truth and Reconciliation Commission of Canada, 2015a). While the schools had been closed by 1997, 20 years later,
an independent body was still proposing 94 further actions, notably calling on the federal government to draft legislation giving indigenous parents
and communities responsibility, control and accountability in their children’s education (Truth and Reconciliation Commission of Canada, 2015b).
Various provincial governments have taken measures in recent years. In Alberta, the First Nations, Métis, and Inuit High School Completion Coach
Project was introduced in 2016/17 to develop positive relationships in the school community (Edmonton Public Schools, 2018). In 2016, the Alberta
Teachers’ Association and other stakeholders signed a commitment with the province’s education department to ensure that all students learned
the histories and cultures of indigenous people, notably through Walking Together: Education for Reconciliation, a professional learning project.
Its resources, including the Stepping Stones series, aim to increase knowledge in line with teaching quality standards (Alberta Teachers’ Association,
2019). In south-western Ontario, the Fourth R: Uniting Our Nations programmes promote inclusive education and improve transition from primary
to secondary school for indigenous students through mentoring, cultural leadership courses and camps, and student advisory committees
(Crooks et al., 2015). Yukon has developed First Hunt, First Fish and Spring Camp, three programmes aimed at empowering First Nation students
to build a sense of self-worth and pride in themselves, their cultural heritage and their language (Yukon Government, 2019).
In Hong Kong, China, 59% of parents felt that students As part of a research project aimed at consulting with
with special needs disturbed other students’ learning parents on lesbian, gay, bisexual, transgender, queer
and 39% that they used too many school resources and questioning content in curriculum, supported by
(Sin et al., 2012). It is not uncommon for parents to the New South Wales state government in Australia,
oppose admission of children with developmental 34 in 39 primary and secondary schools declined to
disorders, such as autism, despite government efforts participate. Many cited the project as ‘incompatible
towards more inclusive education systems (Chia, 2017). with the parent community’ (Ullman and Ferfolja, 2016).
In 2019, after the UK Parliament voted for primary-level
Parents around the world have opposed admitting poor sex and relationship education that would include
and marginalized children, whether out of prejudice
or lack of solidarity and unwillingness to share costs.
Students with disabilities are not the only minority
In Hong Kong, China, 59% of parents
targeted: Parents in Greece voiced xenophobic concerns
over establishing a refugee reception facility and felt that students with special needs
threatened to occupy schools in protest (Simopoulos and disturbed other students’ learning
Alexandridis, 2019).
8

Inclusive approaches should be a core element of general
teacher preparation rather than a specialist topic

lesbian, gay, bisexual and transgender topics, there student motivation and improved education participation
were demonstrations in front of a primary school in and achievement (Nicoletti and Kunz, 2018; Ryder, 2015).
Birmingham that had introduced lessons about same-sex
relationships. About 400 parents signed a petition
to stop the lessons and threatened to withdraw their PARENTS OF VULNERABLE CHILDREN
children, with the result that the classes were suspended TEND TO SUPPORT INCLUSION BUT OFTEN
(Stewart, 2019; The Economist, 2019; Parveen, 2019). HAVE RESERVATIONS
In much of the world, parents of children with disabilities
The media are a powerful force, capable of perpetuating have few, if any, school options. There may be no
and dismantling stereotypes among parents. Coverage of inclusive schools catering for children with disabilities in
vulnerable groups can be a bellwether, leading changes in rural areas in low- and middle-income countries, reducing
attitudes. Media discourse can be negative for inclusive parents’ choices to no schooling, placement in a local
education, depicting children with disabilities as deviant school with no resources, or education in an appropriate
and a threat to other students’ education, or presenting school far from home.
special schools as the only option for addressing their
needs (Runswick-Cole, 2008). Conversely, accurate and When realistic choices are available, parents of
balanced representation of disability as part of everyday vulnerable children wish to send them to schools where
life can challenge misconceptions and make an important they can achieve their academic potential but, more
contribution towards inclusion (United Nations, 2019). particularly, where their well-being and opportunities
for social development are ensured. In India, parents of
Parents can influence education policies through children with disabilities were initially concerned about
elections, and the media play a large role in the nature of teasing, sanitation, teacher attitudes and academic
the debate. In 2017, inclusive education proved a decisive expectations, but they later recognized improvement
issue in state elections of North Rhine-Westphalia, in both the academic and social domains (Hooja, 2009).
Germany, with the electorate divided between support In Nigeria, parents with greater knowledge may support
for inclusive schools and support for choice and the teaching children with disabilities in mainstream schools
value of special schools (Bernewasser, 2018). Several (Torgbenu et al., 2018). Among parents of children with
media outlets presented inclusive education negatively, disabilities in the United States, positive views of inclusion
emphasizing the cost and giving insufficient space to were more likely among those with higher levels of
experts (Thoms, 2017). Plans to generalize inclusive education (Leyser and Kirk, 2004).
education were rolled back in 2018 (North-Rhine
Westphalia Ministry of Schools and Education, 2018). Parents also need to be confident that mainstream
Only primary schools are inclusive, while conditions at schools will understand and respond to their children’s
secondary schools make it very difficult to accommodate needs. Even some well-informed parents prefer early
students with learning disabilities (Stein, 2019). identification and placement in special needs sections
or special schools, fearing that mainstream schools
As part of a school desegregation project run by Roma are unprepared. A review of parental attitude studies
non-government organizations (NGOs) in Bulgaria, showed that parents of children with disabilities were
supported by the Open Society Institute and the Roma neutral about the concept of inclusive education but
Education Fund, 20,000 Roma children were integrated not in favour when it concerned inclusion of their child
into mainstream schools over a 12-year period. The NGOs (de Boer et al., 2010).
engaged in discussions with local authorities, school
directors and non-Roma parents, and the effort was In some cases of severe disability, difficulties increase
accompanied by a sustained media campaign. Roma with age, and under-resourced mainstream schools
parents were encouraged to become members of school may not be able to offer enough support. A study in
boards. The project resulted in considerably increased England (United Kingdom) focused on children with
8

A review showed that parents of children with disabilities were
neutral about the concept of inclusive education but not in favour
when it concerned inclusion of their child

autism spectrum disorder that made them less likely to schools – whether special or mainstream – showed that
respond to demands. As the school schedule became half favoured special classes, possibly because
more demanding, these children were more likely to 70% believed their child required more patient teachers,
be excluded, forcing parents to look for schools that more substantial changes in classroom procedures and
better met their needs (Brede et al., 2017). A study in more special training for teachers than they thought
the Netherlands found that other parents were the were available in mainstream settings (Elkins et al., 2003).
most negative about inclusion of children with profound Data from the Australian Institute of Health and Welfare
intellectual and multiple disabilities in primary school previously suggested that 29% of children with disabilities
classrooms (de Boer and Munde, 2015). A key school who started in a mainstream school either left school,
choice decision is the transition between primary and went to segregated classes or, in one-third of cases,
secondary education (Byrne, 2013; Makin et al., 2017). moved to a special school. In Queensland, 37% of students
in special schools in 2015 had moved from mainstream
Parents take several factors into account in choosing schools. A survey of 80 parents who transferred their child
from a range of inclusive and special schools. Especially to one of the 42 special schools found that insufficient
in richer countries, where more options may be available, provision for academic learning in the mainstream school,
parents examine the availability of special education coupled with lack of an inclusive ethos, led to emotional
needs programmes, school and class size, distance from strain (Mann et al., 2018). In addition, about 12% of
home, teacher interpersonal skills, frequency of parent– children with disabilities in Australia were denied a place
teacher communication and possibilities for parental in a mainstream school (Children and Young People With
involvement. They also look for a positive attitude Disability Australia, 2017).
towards children with disabilities, allowing school and
family values to align and their children to maintain their At times, parents go so far as to bribe officials to
support system (Mawene and Bal, 2018). recognize a special need to gain advantage in assessment
or support. To increase the chances of university
Choice also depends on parents’ assessment of their admission, some parents in the United States falsely
children’s ability to learn and, in the case of moderate claimed that their children had learning disabilities,
to severe disabilities, their eventual ability to work. allowing them to take entrance examinations
Popular beliefs about disability can distort parental alone, where bribed officials could provide answers
perspectives about their child’s potential (Chu and (Pierpoint, 2019).
Lo, 2016). Parents who believe their child has a condition
that sets them apart from society (medical model)
favour special schools to focus on life skills, while parents School choice has implications for inclusion
who believe social, institutional and attitudinal barriers and segregation
prevent inclusion (social model) prefer inclusive schools In countries where school choice is possible or even
because they encourage social integration (Mawene actively encouraged, a portfolio of options beyond
and Bal, 2018). Parents with negative attitudes towards the local school usually means families with adequate
inclusive education tend to have little faith in the financial means are more likely to avoid disadvantaged
mainstream school system (Opoku, 2019). schools and send their children to schools that cater to
their academic or social aspirations. This choice can lead
In Australia’s Queensland state, a survey of parents to enrolment patterns that increase segregation and
of children with disabilities attending public reduce social cohesion.
8
In Europe, when the share of immigrants becomes In the United States, a range of school choice policies
disproportionally high in less affluent neighbourhoods, contribute to growing segregation by income and race
parents of native students may respond by moving to (Roda and Wells, 2013). An evaluation of a policy in
other schools (Brunello and De Paola, 2017). In Denmark, Chicago that tried to increase information to poor families
an increase by 7 percentage points over 15 years in the about school quality showed that, while such families
share of students in larger municipalities whose parents left failing schools, they went to other low-performing
were born outside the EU or OECD was associated schools (Rich and Jennings, 2015). When white parents
with a rise of 1 percentage point in the share of natives choose schools, they use racial composition and factors
attending private school (Gerdes, 2013). for which race is a proxy, such as school safety, quality
of facilities and academic performance (Billingham
In Chile, school segregation by income is among the and Hunt, 2016). In 11 southern states where a major
highest in the world. A study calculated the percentage of desegregation effort took place in the late 1960s in
students at the bottom of the socio-economic distribution response to the civil rights movement, those gains have
who should have been moved to achieve homogeneity been eroding, owing partly to demographic trends related
across schools and reflect changes over time. It showed to immigration and partly to school choice policies.
that the level of segregation and worsening trend The share of black students attending a school with
resulted not only from high levels of income inequality less than 10% white students rose, from 23% in 1980 to
and residential segregation but also from a school choice 36% in 2014 (Frankenberg et al., 2017).
mechanism with exclusionary selection practices and from
price discrimination (Valenzuela et al., 2014).

Parents with negative attitudes towards inclusive education
tend to have little faith in the mainstream school system

8
In other countries, even in the absence of government of how parental preference for self-segregation can test
policy actively encouraging school choice, parental the limits of inclusive education, despite the potential
decisions lead to self-segregation. In Lebanon, the vast that distance and online mainstream education offer for
majority of parents favour private schools along sectarian inclusion (Box 8.2).
lines. Segregation shows no sign of abating, not only
because of social divisions but also because of the
perceived lower quality of public schools and indirect PARENTS CAN SUPPORT THE REALIZATION
public support to private schools (Baytiyeh, 2017; OF INCLUSIVE EDUCATION
Shuayb, 2016). In Malaysia, the education system is Parents are best placed to know the needs of their
expected to support national unity. However, alternative children and well placed to assess the coherence of
private streams, organized by ethnicity and differentiated various interventions (Sayeed, 2009). They can support
by quality, have developed in parallel, contributing to teachers with valuable information, a practice which
ethnic stratification despite government measures to can also make parents feel listened to and respected.
desegregate schools (Raman and Sua, 2010). Parents highly value mainstream school–home
communication (Stevens and Wurf, 2020). Parents need
Migration poses challenges to inclusion. The Gulf to communicate and cooperate effectively with teachers
Cooperation Council countries rely on migrant workforces and have access to information about the school’s
to such an extent that, in some countries, immigrants organization and requirements and their children’s
constitute more than half the student population. achievements and challenges. They can also help
Migration is managed through short-term contracts reinforce the school programme through activities at
and high migrant turnover. As a result, ministries of home. Some countries have policies to capitalize on
education do not make substantive efforts to integrate parental knowledge. In Georgia, parents of children with
immigrant children but encourage the development of disabilities must be involved in decision making regarding
private schools, where access and quality are linked to the best school model and in the formulation of individual
ability to pay. These schools offer an extensive range education plans (Tchintcharauli and Javakhishvili, 2017).
of curricula, mostly in line with the country of origin of
the student body. For instance, 194 private schools in For parents to play a greater role in promoting the
Dubai, United Arab Emirates, offer 17 different curricula. interests of vulnerable children and fulfilling the vision
Students are taught in the language of their home of inclusive education, their participation in school
country or in English and use textbooks from the country activities and decision-making bodies is highly desirable.
of origin (Kippels and Ridge, 2019). However, it is often challenging, either because parents
are marginalized themselves or because of challenges
In some immigrant host countries, there is a tendency related to time, distance, language and other factors
for groups to establish independent schools along ethnic, (Page et al., 2007). A study showed that most immigrant
linguistic or religious lines. In Canada, school choice in parents in the province of Quebec, Canada, were not
Muslim communities navigates between the desire involved in school committees due to work or their
for education in private Islamic schools, in line with perception that the school was unapproachable and
home values, and public secular schools, in line with remote from their lives (Beauregard et al., 2014).
the realities of a multicultural society (Zine, 2007).
In the Netherlands, Hindu schools respond to parents’ In the United States, 47% of students living at or above
need for a sense of belonging and their high teacher the federal poverty level had a parent serving on a school
expectations. The schools are aligned with the national committee in 2015/16, compared with 27% of those
education system through multiple links, including
curricula (e.g. intercultural and citizenship education)
and monitoring. A key question is whether a voluntary
and affirmative parental decision to educate children In the Netherlands, Hindu schools respond
separately is a legitimate response for minorities and,
if so, what conditions and criteria allow the avoidance
to parents’ need for a sense of belonging
of school ghettoization to the detriment of inclusion and their high teacher expectations
(Merry and Driessen, 2012). Homeschooling is an example
8
B OX 8.2 :
Homeschooling expands but also tests the limits of inclusion

Educating children at home is illegal in many countries, especially in Europe. In Germany, a family whose request for exemption from
compulsory primary school for religious reasons was rejected by the school supervisory authority appealed to the European Court of Human
Rights. The court sided with the national body on multiple grounds, notably in asserting that the obligation of the state extended beyond the
acquisition of knowledge to
the education of responsible citizens who participate in a democratic and pluralistic society. The acquisition of social competence in
dealing with other persons who hold different views and in holding an opinion which differed from the views of the majority could only
materialise through regular contact with society. … Given the general interest of society in the integration of minorities and in avoiding
the emergence of parallel societies, the interference with the applicants’ fundamental rights was proportionate and reasonable. (Council
of Europe, 2006, p. 26)
The European countries that still allow homeschooling do so under tight restrictions.
Some countries are increasingly making the option available under relatively simple conditions. The Philippines and Ukraine recently issued
regulations easing homeschooling requirements (Donnelly, 2019). The highest prevalence of homeschooling occurs in the United States,
where the Department of Education estimated that the number of homeschooled children increased from 850,000 in 1999 to 1.8 million in 2012,
or 3.4% of the school-age population (US Department of Education, 2012). As to the main reasons for homeschooling, 34% of parents cited
concerns over the school environment (safety, drugs, peer pressure), while 12% cited physical health, mental health or some other special need.
About 51% cited a desire to provide religious instruction, although only 16% gave that as the main reason (McQuiggan et al., 2017).
Some systems provide the services of a teacher or teaching assistant to children who do not attend mainstream school, ranging from a few
hours per day to a few hours per month. In Western Australia, parents of children with an autism spectrum disorder can homeschool them with
support from the Schools of Isolated and Distance Education, originally established as part of the state’s Department of Education to educate
children in remote areas (Chamberlain, 2019; McDonald and Lopes, 2014). Public schools in Des Moines, United States, offer a dual enrolment
programme for homeschooled children. Parents can choose between unassisted or assisted instruction. Those choosing unassisted instruction
develop an education plan and select the curriculum and instruction methods. A licensed teacher conducts a year-end evaluation. Parents
choosing assisted instruction are assigned a teacher who makes regular home visits to advise on the child’s schooling, including the education
plan and instruction methods. Homeschooled students can also take part in school music lessons, sports teams and any class of interest
(Johnson, 2013).
living below it. Some 65% of parents who completed for more inclusive education (Stubbs, 2008). They build
university or professional education served on a links and foster partnerships with local and national
committee, while 25% of parents without a secondary education authorities, organize meetings to present
school certificate did so. Parental participation was new approaches and support teacher development.
34% for black students, compared with 49% for white Parents can also change policy and practice through
students, and 25% for parents who did not speak the courts. A group of parents in Petrozavodsk,
English at home, compared with 46% of parents who did the Russian Federation, sued the government and
(McQuiggan et al., 2017). In some societies, women are subsequently protested for access to mainstream
not expected to play an active role in public life and are schools for children with cerebral palsy (Meresman,
heavily under-represented on school-based management 2014). Parents of children with disabilities in South Africa
committees. In a representative survey of primary campaigned for removing school fees for children with
schools in four Nigerian states, the percentage of women disabilities (Human Rights Watch, 2019). After parents of
on such committees ranged from 12% in Jigawa to children with dyslexia in the United States state of Ohio
32% in Kwara (Antoninis, 2010). filed a class action against their district because schools
were not identifying dyslexia or providing adequate help,
As the next section will show, parents often organize schools began training staff to identify and evaluate
in networks or associations outside schools to press students with learning disabilities (Hanford, 2018).
8
Parents also need support Disadvantaged parents of students with disabilities

Parents of vulnerable children often find themselves in a are likely to feel less empowered regarding education.
distressing situation. In many cultures, they react with They may see teachers and other professionals as more
shock and shame to the birth of a child with a disability; knowledgeable, raising barriers to communication.
they are psychologically, emotionally and socially In Bhutan, most parents of at least partially integrated
unprepared. They may feel despair, helplessness and children with special education needs had minimal or
hopelessness. They may experience pressure from their no communication with school, due at least in part to a
own families: In Lagos, Nigeria, couples have separated culture of deference to teachers, especially among people
because of family pressures. Often, it is mothers who from rural areas or with little education (Jigyel et al.,
give up employment to look after children with disabilities 2018). Parents need support and counselling to monitor
(Brydges and Mkandawire, 2020). Parents with disabilities their children’s progress and become more confident in
present particular concerns (Box 8.3). dealing with schools (Hornby, 2010).
Parents of children with disabilities, especially poorer They also need support managing their children’s sleep,
parents, may be unaware of education opportunities behaviour, nursing, comfort and care. Early intervention
and need information on inclusive education and their programmes for children with disabilities that help
rights. They need support in finding out about early families take care of their children at home can lead to
identification and intervention, medical and therapeutic a virtuous circle whereby parents grow more confident,
services, and early childhood education and schooling. use other support services and are more likely to enrol
Early intervention and inclusive development are crucial. their children in mainstream schools. Mutual support
Early intervention for deaf or hard-of-hearing children programmes, involving information from others they
enables access to sign language, reducing the risk of trust who have had similar experiences, also help parents
linguistic deprivation, which makes them vulnerable cope. Parent and family groups can provide solidarity,
to abuse and can lead to cognitive delays, mental support, confidence and information (Mariga et al., 2014).
health challenges and post-traumatic stress disorder
(Humphries et al., 2012).
B OX 8.3:
Parents with disabilities can struggle to secure their children’s education

Parents with disabilities are more likely to be poor and have lower education levels (Inclusion International, 2006). Their children may have
increased responsibility at home, or parents may be unable to take them to school. The parents may experience more stress, reducing their
capacity to monitor and support their children’s education. In Viet Nam, children of parents with disabilities had 16% lower attendance rates
and lower attainment levels. Outcomes were more negative for boys and when the mother was the disabled parent. Tuition fee exemptions and
transport assistance improved attendance (Mont and Nguyen, 2013).
Parental disability may be unknown to the school. In the United States, there are at least 4 million parents with disabilities with children under
age 18. As with any parent, access to information and communication is crucial to involvement in education. Lack of physical facilities and
modes of communication can prevent parents with disabilities from coming to school or working with teachers. Schools may be unaware that
these parents cannot attend meetings because the building is inaccessible or that they do not respond to letters due to visual impairment.
Parents may be unwilling to acknowledge a disability because they fear their parenting capacities will be called into question (Through the
Looking Glass, 2013).
In Australia, parents with disabilities are over-represented in child protection and legal proceedings, mainly due to prejudice and absence of
adequate support services (Booth et al., 2005). In Israel, social workers have a legal obligation to support parents with intellectual disabilities in
the exercise of their parental rights. They are asked to make efforts to ensure that children remain with their parents and are obliged to treat
parents with intellectual disabilities like any others. Nevertheless, a majority of social workers had negative or ambivalent attitudes regarding
the parental capacities of those with intellectual disabilities (Gur and Stein, 2020).
8
COMMUNITIES AND ORGANIZATIONS Several organizations have run successful advocacy

SUPPORT GOVERNMENTS AND H OLD campaigns to change public opinion and push for
THEM TO ACCOUNT FOR INCLUSIVE changes in policy, practice and service delivery to fulfil
EDUCATION the right to education for all (Lang and Officer, 2009).
In Armenia, Bridge of Hope ran an advocacy campaign
Social mobilization to promote inclusive education often starting in 2001 to switch to inclusive schools. Ultimately,
goes beyond spontaneous activities by concerned it succeeded, with a new legal and budget framework to
parents and vulnerable people. Organized civil society roll out inclusive education nationally by 2025 and transfer
activity of various forms has played a fundamental funding from special to inclusive mainstream schools
role in demanding quality education. Such activity and support centres (Tadevosyan and Ghukasyan, 2015).
includes advocacy and watchdog functions to hold In Paraguay, Fundación Saraki elaborated guidelines for
governments accountable for national and international inclusive education to ensure implementation of the law
commitments, along with provision of education on inclusion (Paraguay Ministry of Education and Sciences
services at various levels, especially in support of
learners with disabilities (Box 8.4). Nevertheless, the role
B OX 8.4 :
of civil society organizations (CSOs) as education
providers has challenges, for instance in the extent to
which they complement or substitute for government
Various organizations have shaped education for
services and the extent to which they support special or
people with disabilities
inclusive education.1 Four broad types of NGOs and CSOs have been instrumental
in the development of education for children with disabilities.
First, there are organizations for people with disabilities, often
ORGANIZATIONS ACT AS ADVOCATES having a philanthropic or religious affiliation. While several have
AND WATCHDOGS FOR THE RIGHT TO tended to respond through medical care, interventions and
INCLUSIVE EDUCATION
rehabilitation, many demonstrate an increased understanding
Grassroots NGOs and CSOs have long advocated for of the social model. Second, disabled people’s organizations
inclusive education at the local, regional and national (DPOs) are representative organizations or groups of people with
levels whenever governments have not met the needs disabilities, who constitute most of the staff, board members
of vulnerable groups. Relying on their comparative and volunteers. Their efforts, with a strong advocacy focus, are
advantages of innovation, specialization and directed towards removing barriers that restrict life choices.
responsiveness, they collect data and other evidence to Third are parent associations, described above. Fourth, some
monitor implementation of government commitments, international NGOs active in development and education have
campaign for fulfilment of rights and defend against played a major role in promoting inclusive education in the
violations of the right to inclusive education, especially global agenda.
for those with disabilities.
The United Nations (UN) Convention on the Rights of Persons
International NGOs commission research to underpin with Disabilities (CRPD) acknowledged these organizations’ role in
their advocacy. For instance, World Vision analysed how helping those with disabilities gain access to services and realize
28 education sector plans endorsed by the Fast Track their basic human rights over the course of their lives. However,
Initiative addressed the challenges of disability and in keeping with efforts to promote and implement inclusive
inclusion (World Vision, 2007). Light for the World and education, the CRPD positions governments at the centre of
the Open Society Foundations funded research on the service delivery, assigning organizations a greater role in raising
current state and future challenges of financing inclusive public awareness. Nevertheless, NGOs and CSOs have been key
education (IDDC and Light for the World, 2016). providers of education services for children with disabilities.
They have supported mainstream schools in including them by
supplying teaching aids and appliances, developing infrastructure
and supporting the workforce with training and support staff.
Some have worked directly with children and their families to
1 This section draws extensively on Singal (2020). support inclusion.
8
et al., 2018). The Open Society Institute in Tajikistan Article 33(2) of the CRPD requires DPOs to be either
set up a working group of DPOs, parents’ organizations represented, even at the board level, or closely
and education ministry staff to improve understanding cooperating with independent monitoring mechanisms.
of inclusive education and explore inclusive practices, Some DPOs are preparing and submitting parallel
which resulted in budget increases (Dastambuev, 2015). reports to the UN Committee on the Rights of Persons
Yet advocacy activities and engagement may tread a with Disabilities (de Beco, 2014). The Federation of
fine line. In China, a three-year campaign by NGOs pushed Organisations of Disabled People in Angola, the Namibian
forward a national policy on reasonable accommodation Association of Differently Abled Women and the National
for university entrance examinations. In 2016, however, Federation of People with Disabilities in Namibia have
new legislation preventing NGOs from receiving any form been active in such reporting (Singal, 2020).
of overseas funding had a disproportionately negative
effect on the nascent disability rights movement, which
relied heavily on such funding (Huang, 2019). Organizations defend vulnerable groups’ right to
education around the world
Many organizations provide information on rights, access Many NGOs are engaged in supporting vulnerable groups’
to services and how to influence decisions that affect education when governments leave a void due to lack of
the education of children with disabilities. They support will, capacity or resources. For instance, the Open Society
families in reporting rights violations and help Foundations established the Barvalipe schools in 2011 in
disseminate knowledge online (Meresman, 2014). In the Albania, the Republic of Moldova, Serbia, Spain and Turkey
slums of Mumbai, India, the Spastics Society promoted to empower the Roma population and provide them with
inclusive education with support from UNICEF. Parents advocacy skills to raise awareness of their communities’
were initially cool to the idea. Those with disabled children situation, including in education (OSCE and ODIHR,
felt they were better off in special schools, where they 2015). Retrak Ethiopia reintegrated hundreds of street
would not be teased; others thought their children would children into school, many of whom passed the national
lag behind. Parent support groups and parent–teacher– examination allowing them entry into secondary school
therapist meetings were set up to address these fears, (Yohannes et al., 2017). In El Salvador and Guatemala,
and parents with both concerns were enlisted to remove Toybox has supported 20,000 street children in school
barriers and became resource persons (Alur, 2010). since the 1990s with local partners Viva El Salvador and
In Kazakhstan, NGOs inform parents about school Conacmi. One of their projects helps children obtain
options, legislation and the benefits of inclusive education birth registration, which is required to enrol for and sit
(Rollan and Somerton, 2019). examinations (Theirworld, 2018). ChildHope, with local
partner Centro de Estudios Sociales y Publicaciones,
DPOs have been crucial in a worldwide movement supported over 9,000 street-connected children in
to demand full civil rights (Rieser, 2009). They have Lima to increase their safety at school and build their
shifted the disability discourse from a charity-based confidence, among other objectives (Dave, 2017).
to a rights-based perspective. They have also joined
forces with NGOs in advocacy campaigns. For instance, Ultimately, however, non-engagement by the state
the International Disability and Development can undermine some interventions’ chances of long-term
Consortium launched a call to action on investing in success. In Peru, the German technical assistance
disability-inclusive education to pressure governments programme worked closely with indigenous organizations
and donors to deliver on the SDGs. The Global Partnership and NGOs to include teacher training in intercultural
for Education endorsed the call (IDDC, 2018). bilingual education within a larger project of decentralizing

Disabled people’s organizations have shifted the disability

discourse from a charity-based to a rights-based perspective
8
decision making in education. Yet the programme was

abandoned, partly because the government decided to
NGOs were the first to provide inclusive and
limit decentralization and reduce admissions to teacher
education institutes (Cortina, 2014a, 2014b). special education services in much of the world

Despite their good intentions, care should be taken to
ensure NGOs do not become an obstacle to inclusion, However, where NGOs provide education instead of
especially those involved in service provision. For instance, governments, concerns can arise over governments’ role
in the case of the Roma, some NGOs have been criticized (Srivastava et al., 2015). There is a risk of segregation
for supporting this vulnerable population but at the same when NGOs focus on setting up special schools for
time depriving it of agency (van Baar, 2013). They may specific groups instead of adopting an inclusive approach.
also have perpetuated a portrayal of this group based on Governments need to provide the appropriate policy
its most marginalized members (Timmer, 2010). To obtain environment. In Rwanda, the Ministry of Education
recognition and funding, there is incentive for some recognized the important roles community-based and
NGOs to present a given group as a problem, reinforcing faith-based organizations and NGOs play in education
difference and separation from the rest of the population service provision in its 2018 special needs and inclusive
(Timmer, 2017). education policy. It also noted, however, that service
quality was uncoordinated and lacked standards (Rwanda
Ministry of Education, 2018). One project operationalizing
SEVERAL ORGANIZATIONS PROVIDE the policy is Expanding Access to Inclusive Basic
A RANGE OF INCLUSIVE AND SPECIALIZED Education, run by Humanity and Inclusion and funded by
EDUCATION SERVICES UNICEF. Aiming to develop a culture of inclusion, it has
Grassroots NGOs and CSOs provide education services, trained educators at 480 teacher education colleges
whether on government contract or their own initiative. and plans to train 3,160 pre-service teachers in 2020.
These services may fill gaps or be alternatives to In addition, it has trained 55 district education staff to
government services. They may cover the full needs of support target schools (McGeown, 2019).
learners with disabilities, help form a bridge to formal
education or be auxiliary. Many organizations pilot In India, some NGOs have paved the way for governments
approaches that are then rolled out or even taken up by to take over their work in inclusive education.
governments. In poorer countries, NGOs often deliver In Tamil Nadu, under the Sarva Shiksha Abhiyan primary
education to hard-to-reach children whom governments education programme, NGO responsibility for inclusive
cannot or do not want to serve (Srivastava et al., 2015). education was eventually transferred to the government
(Furuta and Thamburaj, 2014). The government adopted
NGOs were the first to provide services in much of the provision of an inclusive school environment for children
world. For instance, the Association of Deaf Uruguayans with special needs and children from disadvantaged
established an institute of Uruguayan Sign Language groups as a primary education objective for 2019–20.
and helped establish the Association for Parents and A State Resource Centre for Inclusive Education was set
Friends of Deaf Uruguayans, which supports schools for up in Chennai for children with special needs (Tamil Nadu
the deaf to help children participate independently in School Education Department, 2019). Other NGOs, which
social and economic life (Meresman, 2014). As a result may continue to operate in parallel, have shifted from
of such efforts, many governments recognize NGOs as special schools to a more inclusive model and are scaling
equal partners in achieving inclusive education objectives. up services. One organization, the Spastics Society of
The Master Plan for Special Needs Education/Inclusive India, established special schools for children with cerebral
Education in Ethiopia 2016–25 sees delivery of inclusive palsy and physical disabilities in 1973 and, over the years,
education as the shared responsibility of the government, has turned them into inclusive schools. It runs centres in
NGOs, DPOs and communities (Federal Democratic 16 states and many parts of Mumbai. It aims to provide
Republic of Ethiopian Ministry of Education, 2016). a holistic model of development by combining education,
The Ghana Inclusive Education Policy calls on NGOs treatment and socio-economic development. It helps
to mobilize resources, advocate for increased funding, teachers develop individualized education plans and
contribute to infrastructure development and engage in provides specialized aids and assistance in the classroom
research, monitoring and evaluation (Ghana Ministry of to students with disabilities (Singal, 2020).
Education, 2015).
8

A key challenge is to counter negative attitudes, stereotypes
and discrimination and prevent their further development,
as they can hamper the education of vulnerable students

NGOs face several challenges as providers of inclusive armed conflict in the Bajaur and Kurram tribal agencies
education. Organizations often do not collaborate of Pakistan, NGOs made important contributions to
but replicate services and compete for limited funds. education for children of the tribal population in 2007–12.
International NGOs, with greater resources and They increased enrolment and decreased dropout
experience, may be effective in influencing national rates through targeted interventions, such as school
policies but sometimes do not engage with local reconstruction. However, the sustainability of education
NGOs. Dependence on resources from international delivery remains to be addressed (Khan et al., 2018).
development partners can result in some national NGO In Somalia, in 2012–13, the Candlelight NGO provided
strategies being driven by their funders, which may make basic education for children from pastoral communities
organizations more accountable to their donors than through mobile schools, audio radio teaching and a camel
to their members. The Cambodian Disabled People’s library (Candlelight, 2015).
Organization depended on resources from donors that
used different concepts of disability and rights than its In much of the world, community-based education
own (Nuth, 2018). In Papua New Guinea, an inclusive (CBE) has been instrumental in expanding services in
curriculum was introduced with funding from external areas governments find hard to reach. In some cases,
donors, but local stakeholders felt it reflected Western governments can eventually take over CBE structures,
education influences (Le Fanu, 2013). More collective which rely on local people in resource-constrained
efforts need to be directed towards developing national environments, as in Afghanistan (Box 8.5).
NGO capacity (Charema, 2007). There is very little
systematic and rigorous evaluation of the effectiveness
of NGO-run projects (Srivastava et al., 2015). CONCLUSION
Students, parents, organizations and communities are

Organizations provide education to vulnerable groups the pillars on which to build a favourable environment
around the world in support of inclusive education. A key challenge
Organizations provide education to various vulnerable is to counter negative attitudes, stereotypes and
groups. In Shanghai, China, migrant children were barred discrimination and prevent their further development,
from taking secondary school entrance examinations. as they can hamper the education of vulnerable students.
They had three options after graduating from lower Parents can be valuable allies but need sufficient
secondary school: entering the job market, continuing information and positive interactions with schools.
education in their rural hometowns or attending Parents of children with disabilities may be sceptical
vocational schools in the city. Changban, an NGO about sending them to mainstream schools without
providing education to children of migrant workers, reassurances that the children will be fully supported and
ensured that 60% of its students opted for vocational not alienated or marginalized.
schools in Shanghai. After graduating, they started work
in companies, opened stores or pursued higher education While the state bears the duty of education, grassroots
in their hometowns (Xiong and Li, 2017). NGOs and CSOs often step in, especially in poorer
countries, to provide education services for populations
In a slum in the Gomti Nagar area of Lucknow, India, not reached by governments. Such organizations also lead
the Study Hall Educational Foundation runs a school the way in putting pressure on governments to fulfil their
for over 800 girls from poor families, from preschool national and international obligations to guarantee the
through grade 12, with an emphasis on empowering right to inclusive education for all. This role is recognized in
them for equal participation in society. While the school formal monitoring mechanisms. Government leadership,
equips girls with necessary skills, it provides a separate dialogue among all parties and a coordinated approach,
alternative to mainstream school (Sahni, 2019). During aligned with national education policies, are essential.
8
B OX 8.5:
Community-based education has been a success for inclusion in Afghanistan

Afghanistan is marked by several exclusion challenges: security issues that expose schools as targets for attacks; cultural beliefs that
systematically exclude girls and children with disabilities; and poverty, which exacerbates geographical and climate challenges in remote
mountainous areas. CBE has been a key mechanism in addressing these challenges. The system is primarily made up of community-based
classes and accelerated learning programmes jointly established and implemented by provincial and district education departments,
communities and NGOs (Afghanistan Ministry of Education, 2018).
A CBE policy was developed in 2018 through multi-stakeholder consultations to improve existing practices, define standards and articulate
institutional stakeholders’ roles and responsibilities. The policy document specifies criteria to be met when establishing community-based
classes. For instance, a community can request a class if the nearest public school is more than 3 km away and there are 20 to 35 school-age
students. The Ministry of Education is responsible for oversight of textbooks and learning materials, but an implementation partner can provide
government textbooks and additional books if so agreed. The expectation is that institutionalizing CBE will help sustain education delivery in
villages, improve working conditions of community-based teachers and increase coordination of CBE within the ministry (UNESCO, 2019).
The policy recognizes the need to ensure continuation of education beyond the primary level. Certification at the end of primary education is
recognized by the ministry and allows graduates to attend a government hub school to ensure transition to secondary education. However,
transition is likely to remain a challenge, especially for girls who never attended the nearest primary hub school.
Sustainability is another challenge. There is an understanding between the Citizens’ Charter project and the ministry to link CBE policy to existing
community development councils, opening up potential additional funding and management through community block grants. The goal is to
bring financing from all sources on-budget through a Community‑Based Education Transition Unit to improve the sustainability and national
ownership of the ministry (UNESCO, 2019).
Community-based schools are mostly managed by school management committees or shuras (village councils). Some parents support teacher
salaries and make in-kind contributions. However, there is very limited social accountability in terms of equity and inclusion. Exclusionary
practices that permeate the community inevitably also affect the learning process (Bakhshi, 2019).
The schools, with an estimated 334,000 students in 2016, are credited with having expanded access to education (Afghanistan Ministry of
Education, 2016). The role of international donors has been key. In 2017/18, a programme funded by the United States Agency for International
Development was operating in 8,440 community-based classes and accelerated learning programmes, with 171,300 students, 53% of whom were
girls (USAID, 2019b). Yet evaluations of effectiveness and relevance are rare. A randomized field experiment to evaluate the effectiveness of CBE,
teacher recruitment and community mobilization in six provinces showed some improvement in attendance and learning outcomes, although
increasing parental support for education remains a challenge, despite efforts to use culturally embedded messages for raising awareness of the
role of education (Burde et al., 2017; Burde et al., 2015).
A group of girls in a circle at
a peer-led village workshop
designed to inform and empower
girls, in Sylhet, Bangladesh.
CREDIT: Tom Merilion/

Save the Children
196 C H A P T E R 9 • M o n i to r i n g e d u c at i o n i n t h e S u s ta i n a b l e D e v e lo p m e n t G oa l s
C HA PTER
9
ThisMonitoring
title must be
added
education
manuallyin
(InDesign
the Sustainable
variables
don’t break lines :( )
Development
Goals
Question?
197
9
KEY MESSAGES
Following its 2020 Comprehensive Review, the Inter-agency and Expert Group (IAEG) on
SDG Indicators adopted the completion rate as a second global indicator for target 4.1, filling an
important gap in the SDG 4 monitoring framework.
The IAEG also upgraded the last two SDG 4 global indicators whose methodology had been
questioned: the proportion of 3- to 5-year-olds who are developmentally on track and the extent
to which sustainable development and global citizenship are mainstreamed in education systems.
An agreement was reached to develop minimum regional benchmarks for seven SDG 4
indicators, an unfulfilled commitment from the Education 2030 Framework for Action.
Data gaps remain in key areas of the SDG 4 monitoring framework:
In 2015–19, household survey data were publicly available for 59% of countries,
corresponding to 87% of the population. The lowest coverage rates are in Northern Africa
and Western Asia in population terms (46%) and Oceania in country terms (29%).
Good-quality data on learning outcomes is lacking. In Africa, since 2014, only 14 of 54

countries have reported data on reading proficiency in early grades; 10 of those are
francophone countries that took part in the PASEC assessment.
There is a shortage of data on teachers. Only one of the six most populous countries in
sub-Saharan Africa has reported the number of primary education teachers since 2015.
Countries also struggle to distinguish between trained and qualified teachers. In 2019,
the UNESCO General Conference approved a process to establish an international standard
classification for teachers to improve comparability in the definition of trained teachers.
In assessing whether SDG monitoring contributes to equity and inclusion:
Indicators need to be disaggregated by individual characteristics.
Indicator development and data collection processes should be inclusive.
Multiple sources, including non-traditional and unofficial data, such as satellite/drone

imagery, sensor networks and commercial data, should be used.
An inclusive paradigm should be used in interpreting indicators. For instance, learning

gains should not be seen as an achievement if they result from excluding more children
from tests.
9
There have been positive developments in the SDG 4

monitoring framework��199
Major data availability challenges remain for several global indicators��200
Guide to the monitoring part – in print and online��207
Inclusive education is but a natural progression of human rights into the

education system. It is the need of the hour.
Percy Cardozo, programme head and counsellor, India
A s an introduction to the review of progress on

education in the Sustainable Development Goals
(SDGs), this chapter reviews the latest developments
The IAEG approved a UIS proposal to adopt primary,
lower secondary and upper secondary completion rates
as a second global indicator for target 4.1. This decision
concerning the SDG 4 monitoring framework, then addressed a gap in the global monitoring framework,
discusses selected data gaps preventing a fuller picture as the target’s other global indicator, the proportion
on equity, learning and teachers globally and with of children achieving minimum proficiency in reading
particular reference to sub-Saharan Africa. and mathematics, refers only to those in school. It was
among just 6 of more than 200 new global indicator
proposals approved in the 2020 review. The proposal
THERE HAVE BEEN POSITIVE leaves open the possibility that the completion rate will
DEVELOPMENTS IN THE SDG 4 be estimated in the future with a statistical model to
MONITORING FRAMEWORK overcome typical problems associated with household
survey data, such as timeliness, volatility and multiple
Throughout 2019, United Nations (UN) Member States sources. The GEM Report team has developed such a
and multilateral agencies worked to refine the SDG model (Barakat et al., 2019) and reported results and
monitoring framework. The Inter-agency and Expert projections as part of the SDG 4 review for the High-level
Group (IAEG) on SDG Indicators convened in Beirut in Political Forum (UNESCO, 2019b) (see Chapter 10). It has
March and in Addis Ababa in October to review proposed committed to discussing further development of the
methodologies for global indicators that had been model within the framework of the TCG in 2020.
insufficiently developed, among other tasks. The IAEG
carried out the 2020 Comprehensive Review of the
original list of 232 global indicators adopted by the

UN General Assembly in 2017. The Technical Cooperation
Group (TCG) – the IAEG’s counterpart, convened by The IAEG approved a UIS proposal to
UNESCO and the UNESCO Institute for Statistics (UIS) adopt primary, lower secondary and
to develop the SDG 4 monitoring framework, including
upper secondary completion rates as
global and other education-specific thematic indicators –
convened in Yerevan in August. This section summarizes a second global indicator for target 4.1

key developments related to SDG 4.
9

national benchmarks, even though it is 2020. The most
Setting global benchmarks is difficult promising way forward is to set minimum benchmarks
because starting points vary across for countries in a region.
countries; however, most countries The Framework for Action requires benchmarks to be
have yet to set national benchmarks, set through an inclusive process. The most important
even though it is 2020 development in the last TCG meeting was an agreement
in principle to develop minimum regional benchmarks
for seven SDG 4 indicators (UIS, 2019a). The proposal
would require mobilization of SDG 4 regional steering
The IAEG upgraded two global indicators from tier III committees to review and set regional benchmarks in
(no established methodology) to tier II (established 2020. EU countries set benchmarks for seven education
methodology but countries do not regularly produce indicators to be achieved by 2020 through a similar
data): global indicator 4.2.1 on the development of 3- to process, which is being repeated for new benchmarks
5-year-olds, following approval of a plan by its custodian to be achieved by 2030 (European Commission, 2019;
agency, UNICEF, at the end of a long consultation and European Council, 2020).
methodological development process (see Chapter 11);
and global indicator 4.7.1 on education system efforts
to mainstream sustainable development and global MAJOR DATA AVAILABILITY
citizenship, after two failed proposals. While the latter CHALLENGES REMAIN FOR SEVERAL
indicator still presents significant challenges, the revised GLOBAL INDICATORS
proposal introduces some discipline, notably by
ensuring that countries provide references to support Progress has been made in formulating, endorsing
subjective responses. A slight reformulation of the and refining an expanded SDG monitoring framework,
indicator means it is now identical to global indicators but much more effort is needed to ensure that countries
12.8.1 and 13.3.1 (see Chapter 16). There are now no tier report on the global indicators across the SDGs.
III SDG 4 global indicators (except for the portion of Custodian agencies need to communicate indicators’
indicator 4.2.1 referring to children under age 3). Tier III meaning, significance and methodologies to national
indicators would have been dropped at the end of the authorities. National authorities need to collect data
2020 Comprehensive Review. and build their capacity to analyse, report and use
them. Funders need to coordinate their data collection
The 12 global indicators (Table 9.1) are complemented by and capacity-development programmes. This section
30 thematic indicators for a total of 42 indicators (see the discusses data gaps in three key SDG 4 areas, which can
introduction to the statistical tables in the annex) aimed be addressed through improved coordination among
at enriching the perspective on progress towards SDG 4. these three groups of actors.
Starting with the 2019 data release, the UIS reports
on one additional indicator: 4.2.3 on the percentage of
children under age 5 experiencing positive and stimulating EQUITY: FOUR IN TEN COUNTRIES HAVE NO
home learning environments. This brings the total RECENT, PUBLICLY AVAILABLE SURVEY TO
the UIS reports on to 33 of the 42 global and thematic DISAGGREGATE EDUCATION DATA
SDG 4 indicators. The SDGs emphasize equity. The Intersecretariat
Working Group on Household Surveys, which has a broad
One outstanding monitoring issue is the commitment mandate to promote household survey methodological
made in the Education 2030 Framework for Action that development and common standards, has pointed out
called on countries to establish ‘appropriate intermediate that at least 80 of the 232 SDG global indicators depend
benchmarks (e.g. for 2020 and 2025)’ towards achieving on household surveys (UNSC, 2019).
SDG 4, seeing these as ‘indispensable for addressing
the accountability deficit associated with longer-term Household and other surveys are the foundation for
targets’ (UNESCO, 2016, Art. 28). Setting global disaggregating global education indicators by individual
benchmarks is difficult because starting points vary characteristics. Examples include completion (4.1), early
across countries; however, most countries have yet to set childhood education participation (4.2), adult education
9
TA B LE 9.1 :
SDG 4 and other education-related global indicators, by custodian agency and classification tier
Indicator Custodian agency Tier

SDG 4
4.1.1 Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end
of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, UIS I
by sex
4.1.2 (New) Completion rate (primary education, lower secondary education, upper secondary education) UIS I
4.2.1 Proportion of children under 5 years of age who are developmentally on track in health, learning and
UNICEF II/III
psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex UIS I
4.3.1 Participation rate of youth and adults in formal and non-formal education and training in the previous
UIS II
12 months, by sex
4.4.1 Proportion of youth and adults with information and communications technology (ICT) skills, by type
UIS and ITU II
of skill
4.5.1 Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability I/II
status, indigenous peoples and conflict-affected, as data become available) for all education indicators UIS depending
on this list that can be disaggregated on indicator
4.6.1 Proportion of population in a given age group achieving at least a fixed level of proficiency in functional
UIS II
(a) literacy and (b) numeracy skills, by sex
4.7.1 Extent to which (i) global citizenship education and (ii) education for sustainable development are
mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student UIS II
assessment
4.a.1 Proportion of schools offering basic services, by type of service

(new simplified formulation adopted by the IAEG; no changes to the metadata, which still refer to
UIS II
electricity; internet; computers; adapted infrastructure and materials for students with disabilities;
water; single-sex toilets; and handwashing facilities)
4.b.1 Volume of official development assistance flows for scholarships by sector and type of study OECD I
4.c.1 Proportion of teachers with the minimum required qualifications, by education level
UIS II
(new simplified formulation adopted by the IAEG; no changes to the metadata)
Other SDGs
1.a.2 Proportion of total government spending on essential services (education, health and social protection) ILO, UIS and WHO II
5.6.2 Number of countries with laws and regulations that guarantee full and equal access to women and men
UNFPA II
aged 15 years and older to sexual and reproductive health care, information and education
8.6.1 Proportion of youth (aged 15–24 years) not in education, employment or training ILO I
12.8.1 = 4.7.1 UIS II
13.3.1 = 4.7.1 UIS II
Notes: Tier classifications are defined as follows:

Tier 1: Indicator is conceptually clear, has an internationally established methodology and standards are available, and data are regularly
produced by countries for at least 50% of countries and of the population in every region where the indicator is relevant.
Tier 2: Indicator is conceptually clear, has an internationally established methodology and standards are available, but data are not regularly
produced by countries.
Tier 3: No internationally established methodology or standards are yet available for the indicator, but methodology/standards are being
(or will be) developed or tested.
Source: UNSD (2020).
9

participation (4.3), youth and adult information and
communication technology skills (4.4) and adult literacy A review of household survey coverage for
(4.6). Such surveys are also the basis for calculating global this report showed that data were available
indicator 4.5.1, the parity index, by gender, location and
wealth. Surveys should be frequent, their questions
for 59% of countries, corresponding to 87%
comparable and their data publicly available to allow of the population

open discussion.
Surveys are increasingly becoming publicly available. A review of household survey coverage for this report
The main international household survey programmes, showed that data were available for 59% of countries,
the Demographic and Health Surveys (DHS) and the corresponding to 87% of the population. Northern Africa
Multiple Indicator Cluster Surveys (MICS), have made data and Western Asia has the lowest coverage in population
available for more than 20 years. The Living Standards terms (46%). Repeated rounds of the DHS in Egypt,
Measurement Study, which pioneered cross-national Jordan and Yemen and of the MICS in Algeria, Iraq,
household surveys in the late 1980s, is part of a Palestine, Sudan and Tunisia helped increase coverage,
2015 World Bank commitment to address data gaps: but there have been no data since 2014 in Egypt and
Only 63 out of 155 countries had at least two household Sudan. Public access to data from Morocco, Turkey and,
surveys between 2002 and 2011 to estimate poverty; especially, Gulf Cooperation Council countries has been
it aims to ensure one household survey of this kind is restricted; for instance, Oman’s data from the 2014 MICS
carried out every three years (Sánchez-Páramo and are not public. Oceania has the lowest coverage in country
Fu, 2019; Serajuddin et al., 2015). terms (29%) (Table 9.2). After severe technical obstacles,
the 2016–18 Papua New Guinea DHS is the first publicly
Some projects have invested in harmonizing data from available household survey data set from the region in
various sources and making them available free for years. It provides valuable insight into baseline education
research purposes. The University of Minnesota’s IPUMS indicators to evaluate progress towards SDG 4 (Box 9.1).
project is the largest collection of publicly available
and harmonized individual-level census data, covering The review of household survey country coverage for
82 countries (IPUMS, 2019). The Luxembourg Income this report may overstate data availability. Some surveys
Study Database is the largest database of harmonized are not nationally representative. More importantly,
household income and expenditure microdata, the quality of education questions included in
drawing on about 50 mostly high-income countries background information in surveys designed to collect
(LIS, 2019). information on health or household living conditions may
be unsatisfactory from an education point of view.
International organizations have supported statistical
capacity development programmes, including efforts to
make national statistical agency data more accessible.
The now-defunct International Household Survey TA B L E 9.2 :
Network helped countries make survey data publicly Coverage of publicly available household survey
available in the 2000s through the National Data data, by region, 2015–19
Archive (NADA), a survey cataloguing software, and the
Countries Population
establishment of international reporting standards (IHSN, Region (%) (%)
2013). The World Bank’s Microdata Library, which includes World 59 87
more than 3,000 surveys, uses NADA (World Bank, 2019).
Sub-Saharan Africa 71 89
The Partnership in Statistics for Development in the
Northern Africa and Western Asia 42 46
21st Century, which reports on measures of statistical Central/S.Asia 71 94
capacity, shows that, while 66% of countries in Africa Eastern and South-eastern Asia 61 88
used NADA in 2018, the region lagged others in making Oceania 29 83
a data portal available (64% of countries in 2018) and in Latin America and the Caribbean 43 87
national statistical office user outreach (44% in 2017) Europe and Northern America 83 96
(PARIS21, 2019).
Source: GEM Report team analysis.
9
B OX 9.1 :
Papua New Guinea successfully concluded a Demographic and Health Survey to establish a baseline
for key SDG 4 indicators
Papua New Guinea, a country of immense cultural
diversity, has rugged terrain that hampers data FIG U R E 9.1 :
collection. The latest DHS took 27 months (October Papua New Guinea faces a large challenge to achieve target 4.1
2016 to December 2018) to collect data, in 4 phases, on Completion rates, by wealth quintile, Papua New Guinea, 2016–18,
19,200 households. Challenges included ‘inaccessibility compared with Angola, 2015–16, and Timor-Leste, 2016
because of the geography of the country and severe
100
weather patterns, refusal by respondents to participate
in the survey, need for security due to law and order Richest
90
situations, outstanding payments owed to service Upper middle
providers, absence of reliable communication services, Middle
80
and late disbursement of funds to support teams in the Lower middle
field’ (Papua New Guinea National Statistical Office and Poorest
70
ICF, 2019, p. 4). Fieldwork was not completed in 4% of the Average
clusters in the sample.
60
DHS data from 1996 and 2006 were not publicly available
Timor-Leste
(Pacific Community, 2013). The third round is the first 50
%
to make data accessible on the DHS website, allowing

baseline estimations for selected education development 40
indicators. Results show that Papua New Guinea faces

considerable challenges to achieve target 4.1, compared 30
with other resource-rich countries. Average completion

rates at all education levels are almost identical to 20 Angola
Papua
those of Angola but well below those of neighbouring New Guinea
Timor‑Leste. Moreover, inequality by wealth is high. 10
About 40% from the poorest wealth quintile complete

0
primary school, compared with 84% from the richest;
2% from the poorest but 40% from the richest complete
upper secondary school. Nationally, 4 in 10 children do
not complete primary, and barely 1 in 6 youth completes
Source: GEM Report team analysis of DHS data.
upper secondary, on average (Figure 9.1).

LEARNING: ONLY 3 IN 10 AFRICAN
Surveys should be frequent, their questions COUNTRIES HAVE RECENTLY REPORTED
comparable and their data publicly available ON LEARNING OUTCOMES
to allow open discussion Learning assessments are the source of information
on global indicator 4.1.1 but also a potential source
of information on selected thematic indicators,
including knowledge of environmental science (4.7.4)
Ensuring that data on key indicators are disaggregated is and bullying (4.a.2). Many countries report their
necessary to promote discussion on equity and inclusion. cross-national assessment results, but national
However, it is only a first step and far from sufficient. assessments are also used, for instance for data
Ensuring that SDG 4 monitoring is itself inclusive involves on reading skills in countries including China (lower
several factors (Box 9.2). secondary education) and India (primary education).
9
B OX 9.2 :
An equity and inclusion focus in monitoring should not stop at disaggregation

Assessing whether SDG monitoring contributes to equity and inclusion entails several components. First and foremost, the process of developing the SDG
monitoring framework has been inclusive, with systematic participation of countries, civil society and multilateral agencies (Fukuda Parr and McNeill, 2019;
Fukuda Parr and Muchhala, 2020).
Second, SDG monitoring efforts have drawn attention to groups at risk of exclusion that were largely invisible in the Millennium Development Goals (MDGs).
Disability, ethnicity and migratory status, for instance, have gained in prominence. Yet disaggregation of indicators by, say, indigenous status does not
amount to true inclusion of indigenous perspectives and priorities (Yap and Watene, 2019). There is also a concern that the indicator framework is narrower in
scope than the ambitious inclusive agenda it should serve (Bexell and Jönsson, 2018). To some extent, the narrower framework reflects a realistic assessment
of the costs and benefits of investing in data collection. However, given different actors’ conflicting approaches to development, some argue the narrower
framework is the result of more powerful actors imposing their perspective (Burke and Rürup, 2019). Global indicators should not undermine the SDGs’
transformational potential (Pérez Piñán and Vibert, 2019).
Third, it is important to include multiple partners in overcoming challenges in implementing the monitoring framework. Open initiatives have emerged, such as
the Global Partnership for Sustainable Development Data, a multi-stakeholder network that goes beyond international agencies and national statistical
offices to include citizen and civil society groups, foundations, enterprises/private actors, academia and others (GPSDD, 2019a). The Inclusive Data Charter,
launched in 2018 by 10 partners, is another example. It includes multilateral agencies, non-government organizations, and governments, including those of
Colombia, Ghana, the Philippines and the United Kingdom. The charter promotes five principles consistent with the spirit of the SDGs: All populations must be
included in the data; all data should be disaggregated wherever possible; data should be drawn from all available sources; there must be accountability in and
for data collection and statistics production; and data capacity must be improved, including through increased financing. Signing up to the charter requires a
commitment to develop an action plan, which is made publicly available (GPSDD, 2019b).
Including all available data sources is manifest in the greater use of non-traditional and unofficial data sources for monitoring the SDGs, compared with the
MDGs, including satellite/drone imagery and sensor networks, and commercial data. Several research institutions have called for greater use of ‘citizen science’
for SDG monitoring to increase coverage and frequency (Fritz et al., 2019). This involves risks. The Inclusive Data Charter maintains that broader data sourcing
must not come at the cost of transparency, accountability or national capacity (Mahajan, 2019). The UN Statistical Commission emphasizes national statistical
offices’ continued responsibility, especially for standard setting and quality assurance, even in the context of a data revolution (Merry, 2019).
An inclusive paradigm should inform the understanding and interpretation of the indicators themselves. No indicator should be interpreted as having
improved when, in practice, more people are being excluded from measurement. Any indicators defined on the in-school population must be contextualized
with an indication of who is excluded. Gains in learning outcomes as a result of excluding more children from tests cannot be recognized as an achievement.
An inclusive perspective motivates recognition that gender parity indices are a useful operational proxy for basic equality in access but also that much more
comprehensive measurement is needed to understand gender inequality in education. The gender equality in education monitoring framework employed in
the GEM Report’s Gender Report edition is based on these premises (UNESCO, 2019a).
The UIS inventory of learning assessments contains since 2010, 38 have been done since 2014 (Figure 9.2a).
valuable information on the grades at which national There are 24 of the 42 whose assessments (a) report the
and cross-national learning assessments are conducted, share of learners performing at the various proficiency
as well as some of their technical properties. For Africa, levels instead of average scores, (b) provide sufficient
which has the lowest percentage of children and information on proficiency levels to determine a
adolescents reaching minimum learning proficiency, minimum acceptable level and (c) employ state-of-the-art
all but a handful of 54 countries conduct a learning psychometric scoring (Figure 9.2b). Of those, only 21 are
assessment at the end of primary or lower secondary from 2014 or later (Figure 9.2c). The corresponding
school. There are fewer national examinations in early number is 17 countries for the end of primary and 9 for
grades, but even at that level, 42 countries have done the end of lower secondary education, where data tend to
assessments since 2010. come from national examinations. As a result of further
limitations in some assessments, the availability of
As these figures may overstate the availability of quality-assured, usable learning data for indicator 4.1.1 is
assessment data with the right properties for monitoring even lower. The UIS database shows that 26% of African
SDG 4, however, coverage of indicator 4.1.1 may be countries have reported data on reading proficiency in
much lower. Of the 42 early grade assessments done early grades since 2014, corresponding to 28% of the
9
The UIS database shows that 26%

of African countries have reported
data on reading proficiency in early
grades since 2014, corresponding
and for country operations. Within the Global Coalition
to 28% of the population
for Education Data framework, a multilateral agency
initiative, the UIS has recently attempted to create a
virtual registry of donor support to learning assessments.
population; 10 of those are francophone countries that Such information is currently not shared. In the absence
took part in the Programme d’analyse des systèmes of publicly available information on how donors fund
éducatifs de la CONFEMEN (PASEC) in 2014 (Figure 9.2d). data collection and capacity development for global
indicator 4.1.1, it is impossible to hold them to account for
Considerable capacity and financial constraints need remaining gaps and to develop joint, coordinated plans
to be overcome to ensure African countries carry out for filling these gaps in every country.
nationally representative, sample-based national or
cross-national assessments every three to five years that
meet quality standards. Many governments have not QUALITY: DATA ON QUALIFIED AND
been sufficiently supportive. For instance, the 2013 round TRAINED TEACHERS ARE SCARCE AND
of the Southern and Eastern Africa Consortium for DIFFICULT TO COMPARE
Monitoring Educational Quality assessment faced serious Administrative data provide information on
delays in the release of country reports and doubts about teacher-related indicators. About 58% of sub-Saharan
the validity of results (Spaull, 2016). African countries have reported data on primary and
25% on upper secondary education since 2016. Of the
Donors have also not risen to the challenge of filling six most populous countries, only the United Republic of
the coordination and financing gap. For instance, there Tanzania has regularly reported the number of teachers in
is insufficient information how regional assessments, primary education. The Democratic Republic of the Congo
such as the 2019 round of PASEC, which involved and South Africa last reported in 2015, and there are no
15 francophone African countries, secure adequate and data in the UIS database for Ethiopia, Kenya (other than
predictable financial support both for the secretariat UIS estimates) and Nigeria.
9
FI GURE 9.2:
Sufficiently good learning assessments for SDG 4 reporting remain rare in Africa
Availability of reading or mathematics learning assessments in grades 2/3, by assessment characteristics, Africa
a. Any assessment since 2014 b. Assessments with item response theory score
and proficiency level since 2010
MRT
MRT MARMAR DZADZA TUNTUN LBYLBY EGY
EGY MRT
EGY
MRT
EGY MRT
EGY
CPV
CPV SEN GNB
SEN GNB GINGIN MLIMLI BFABFA SDN
SDN ERIERI CPV
CPV SEN GNB
SDN ERIERI
CPV
CPV SEN GNB
SEN GNB GINGIN MLI MLI BFABFA SDN
SDN ERIERI CPV
CPV SEN GNB
SDN ERIERI
SLESLE LBR
LBR CIVCIV GHAGHA NERNER TCD ETH DJIDJI
TCD ETH SLESLE LBR
TCD ETH
SLE
SLE LBRLBR CIVCIV GHAGHA NERNER TCD ETH DJIDJI
TCD ETH SLE
TCD ETH
GMB
GMB TGO BEN NGA
TGO BEN NGA CAR SSD SOM
CAR SSD SOM GMB
GMB TGO BEN NGA
CAR SSD SOM
GMB
GMB TGO BEN NGA
CAR SSD SOM GMB
GMB TGO BEN NGA
CAR SSD SOM
GNQ
GNQ CMRCMR UGAUGA KEN
KEN SYC
SYC GNQ
KEN SYC
SYC
GNQ
KEN SYC
SYC GNQ
KEN SYC
SYC
STP
STP GAB
GAB COGCOG RWA
RWA TZATZA STP
STP GAB
GAB COGCOG RWA
RWA TZATZA
STP
STP GAB
GAB COG COG RWA
RWA TZATZA STP
STP GAB
GAB COG COG RWA
RWA TZATZA
COD
COD BDIBDI MWI
MWI COM
COM COD
COD BDIBDI MWI
MWI COM
COM
COD
COD BDIBDI MWI
MWI COM
COM COD
COD BDIBDI MWI
MWI COM
COM
AGO
AGO ZMB
ZMB MOZ
MOZ MDG
MDG MUS
MUS AGO
AGO ZMB
ZMB MOZ
MOZ MDG
MDG MUS
MUS
AGO
AGO ZMB
ZMB MOZ
MOZ MDG
MDG MUS
MUS AGO
AGO ZMB
ZMB MOZ
MOZ MDG
MDG MUS
MUS
NAM BWA
NAM BWA ZWE ZWE NAM BWA
NAM BWA ZWE ZWE
NAM
NAM BWA BWA ZWE
ZWE NAM
NAM BWA BWA ZWE
ZWE
ZAF LSO
ZAF LSO SWZ
SWZ ZAF LSO
ZAF LSO SWZ
SWZ
ZAF LSO
ZAF LSO SWZ
SWZ ZAF LSO
ZAF LSO SWZ
SWZ
c. Assessments with item response theory score d. Countries reporting data since 2014
and proficiency level since 2014
MRT
EGY MRT
EGY
MRT
EGY MRT
EGY
CPV
CPV SEN GNB
SDN ERIERI CPV
CPV SEN GNB
SDN ERIERI
CPV
CPV SEN GNB
SDN ERIERI CPV
CPV SEN GNB
SDN ERIERI
SLESLE LBR
TCD ETH SLESLE LBR
TCD ETH
SLE
TCD ETH SLE
TCD ETH
GMB
GMB TGO BEN NGA
CAR SSD SOM GMB
GMB TGO BEN NGA
CAR SSD SOM
GMB
GMB TGO BEN NGA
CAR SSD SOM GMB
GMB TGO BEN NGA
CAR SSD SOM
GNQ
KEN SYC
SYC GNQ
KEN SYC
SYC
GNQ
KEN SYC
SYC GNQ
KEN SYC
SYC
STP
STP GAB
GAB COGCOG RWA
RWA TZATZA STP
STP GAB
GAB COGCOG RWA
RWA TZATZA
STP
STP GAB
GAB COG COG RWA
RWA TZATZA STP
STP GAB
GAB COG COG RWA
RWA TZATZA
COD
COD BDIBDI MWI
MWI COM
COM COD
COD BDIBDI MWI
MWI COM
COM
COD
COD BDIBDI MWI
MWI COM
COM COD
COD BDIBDI MWI
MWI COM
COM
AGO
AGO ZMB
ZMB MOZ
MOZ MDG
MDG MUS
MUS AGO
AGO ZMB
ZMB MOZ
MOZ MDG
MDG MUS
MUS
AGO
AGO ZMB
ZMB MOZ
MOZ MDG
MDG MUS
MUS AGO ZMB
AGO ZMB MOZ
MOZ MDG
MDG MUS
MUS
NAM
NAM BWABWA ZWE
ZWE NAM
NAM BWABWA ZWE
ZWE
NAM
NAM BWA BWA ZWE
ZWE NAM
NAM BWA BWA ZWE
ZWE
ZAF LSO
ZAF LSO SWZ
SWZ ZAF LSO
ZAF LSO SWZ
SWZ
ZAF LSO
ZAF LSO SWZ
SWZ ZAF LSO
ZAF LSO SWZ
SWZ

Notes: Availability of proficiency levels means results are expressed as a distribution of students over levels of achievement for which there are qualitative
descriptors of what students achieved.
Source: UIS inventory of learning assessments.
Without information as basic as teacher numbers, it is not one who has been trained. Target 4.c indicator definitions
possible to report on global indicator 4.c.1, the percentage are not part of the UIS survey questionnaire but are
of trained teachers, and other thematic indicators related included in an accompanying 40-page manual (UIS, 2018).
to trained and qualified teachers. Trained or qualified is Data collection tools in high-income countries often do
an important distinction. Qualified refers to academic not distinguish between the concepts. This may change,
qualifications, such as an undergraduate degree, required as such countries are being given the opportunity to
to teach. This is separate from teacher training. A teacher complete the UIS questionnaire on teacher statistics,
can be qualified, trained, both or neither. which makes the distinction, and can indicate whether
they do not collect data because of statutory
In practice, the distinction may not be straightforward, recruitment requirements, i.e. schools cannot legally hire
depending on country context, or may clash with teachers who lack requisite academic qualifications and a
established terminology whereby a qualified teacher is teacher training certificate. In other countries, even given
9
a meaningful distinction, administrative data may include in November 2019. The classification would code
only one of the two categories. Less than one-quarter programmes by level (e.g. primary teachers), minimum
of countries report distinct values for qualified and level of education to participate and duration in years.
trained teachers (Figure 9.3). Some countries report that
all teachers are both trained and qualified, potentially
indicating lack of distinction. GUIDE TO THE MONITORING PART –
IN PRINT AND ONLINE
More generally, data interpretation and comparability
between countries suffer from lack of clarity in the As with each edition of the report, the next 12 chapters
definition of trained teachers. A recent review of available provide an update on progress in education in the SDGs.
data from the International Standard Classification of Chapters 10 to 19 review progress towards the seven
Education for 46 teacher education programmes in targets (4.1 to 4.7) and three means of implementation
39 countries has shown, for instance, that the usual entry (4.a to 4.c), Chapter 20 discusses issues related to
level for primary school teachers was after completion education in three other SDGs and Chapter 21 reviews
of secondary education for an average programme education financing. In addition, each chapter focuses
duration of two years. However, these averages on selected issues that shed light on various challenges
mask diversity in entry points and duration between to monitoring.
countries. In addition, there are other important teacher
preparation programme characteristics, including length As of January 2020, the print version of the report
and conditions of probationary or induction periods is complemented by an online monitoring version,
and additional certification or licensing processes (UIS, SCOPE (Scoping Progress in Education) available at
2019b). UIS will attempt to tackle this challenge with a Education-Progress.org, which provides a synthetic
new international standard classification for teachers, narrative on key issues regarding SDG 4.
a process approved by the UNESCO General Conference
F I GURE 9.3 :
Less than one-quarter of countries report distinct values for qualified and trained teachers
Relationship between reported values on trained teachers’ education, by region, 2018 or latest available year
100
80
Both unreported
Trained unreported;
60 qualified reported
Trained reported;
%
qualified unreported
40 Both reported as 100%
Both reported,
same value (≠100%)
Both reported,
20 different values
0
Europe/N. America Latin America/ Oceania Sub-Saharan Northern Africa/ Eastern/ Central/S.Asia
Caribbean Africa W. Asia South-east. Asia

Source: GEM Report team calculations based on UIS database.
SCOPE
Scoping Progress in Education
A new interactive online report to support the monitoring of

progress towards Sustainable Development Goal 4
education-progress.org
CONTEXT AND OBJECTIVES
The Global Education Monitoring Report has a twin mandate

from the Education 2030 Framework for Action: to monitor
progress on education in the Sustainable Development
Goals and to report on implementation of national and
international education strategies to help hold partners
accountable for their commitments. To better fulfil its
mandate, the GEM Report has developed a resource to
complement the printed edition: SCOPE, an online report
enabling interactive data visualizations that allow comparison
Access Equity Learning Quality Finance
between countries or with regional and global averages.
On the SCOPE website, users can explore, create, download,

share and print images and data files for use online or in
presentations. Aimed at the general public, the website is of
special interest to journalists and opinion makers, who can
introduce content into the political discourse.
SCOPE brings together administrative, household survey

and learning assessment data from various sources, notably
the UNESCO Institute for Statistics, to highlight progress
towards SDG 4. It includes and updates some of the most
popular GEM Report graphs of recent years.
The purpose is to provide a concise, accessible picture of

global education trends using selected SDG 4 global and
thematic indicators. Interactive links give access to the
UIS database. The website is available in Arabic, Chinese,
English, French, German, Russian and Spanish and will be
refreshed with data updates and stories from countries
and regions.
x S C O P E – S coping P rogress in E ducation

CONTENT
SCOPE content is organized into five themes, each with a core indicator showing level of progress.
Access covers progress in school attendance and Learning shows the low level of reading
over-age participation. It shows the impact of population and mathematics skills in many poor
growth on out-of-school numbers. In sub-Saharan Africa, countries. Many children cannot read a
for instance, the primary school-aged population more single word after three years of schooling.
than doubled between 1990 and 2017. As a result, Data from citizen-led assessments in India
even though the rate of out-of-school children more than and Pakistan highlight how learning results
halved during this period, the number of children out depend on whether assessments cover
of school barely changed. The website article on access children not in school. Adult illiteracy remains
also presents completion rate estimates based on the widespread in many countries, especially
GEM Report’s recent model. One interesting finding is among women. Visualizations of rates of
how completion rates differ depending on whether they change in literacy show whether they owe to
include those who complete an education level between literate youth reaching adulthood or adults
three and five years later than the official graduation age receiving education.
or those who complete even later than that.
Quality shows the impact the abolition of
fees in sub-Saharan Africa between 1990 and
2000 had on increasing pupil/teacher ratios.
It shows rates of trained teachers by country
and region over time and the existence of
appropriate learning environments, including
adequate water and sanitation, electricity,
internet, and freedom from violence
and bullying.
Finance shows government, donor

and household contributions to education
spending. It depicts the amounts main donors
allocate to poor countries, to basic education
and as a share of national income over time.
It itemizes how much the top 10 donors give
to each education level in various countries,
evidencing how little is allocated to basic
education in the poorest countries.
Equity complements the World Inequality Database

on Education. It shows gender parity rates over time by
income group and region. It demonstrates, for instance,
the pace of change towards gender parity in lower
secondary education in Central and Southern Asia.
It also depicts the increasing prevalence of disparity at
the expense of boys, particularly in tertiary education.
Household survey data show that education gaps
between females and males are not as wide as those
between rural and urban areas and between the poor
and the rich. Intersecting parity indices for poverty and
gender highlight how gender gaps are greatest among
the poorest.
2 0 2 0 • G LO B A L E D U C AT I O N M O N I TO R I N G R E P O R T x
10
Due to extensive heat, children from a

public elementary school attend a class
outdoors in Yucatán state, Mexico.
Caption.
CREDIT: Juan Alfonso Rangel Terrazas/

CREDIT: UNICEF/Brown
UNESCO
KEY MESSAGES
Globally, 1 in 12 primary school-age children, 1 in 6 lower secondary school-age adolescents and 1 in 3 upper
secondary school-age youth are out of school. In 2018, sub-Saharan Africa surpassed Central and Southern
Asia as the region with the largest out-of-school population. Sub-Saharan Africa’s share of the school-age
population will have doubled to 25% between 1990 and 2030.
In low-income countries, as enrolment rates stagnated, completion rates continued to increase, but not
enough to ensure universal completion by 2030.
Over-age participation is a challenge. In 20 low- and middle-income countries, at least 30% of 15-year-olds
were still in primary school; in Malawi, the share was 75%.
High-income countries have many hidden out-of-school populations, a result of temporary and permanent
exclusion, which disproportionately affects disadvantaged groups.
Learning outcomes in rich countries have not progressed. The share of 15-year-olds without basic reading
skills even increased in OECD countries, from 19% in 2003 to 22% in 2018.
Less than 3% of 15-year-olds, including those out of school, were proficient readers in Cambodia, Senegal
and Zambia.
Some assessments are too difficult for average learners in some countries. Up to 37% of students failed to
score above the random guessing threshold on regional assessments in mathematics in Latin America and in
southern and eastern Africa.
210 C H A P T E R 1 0 • TA R G E T 4.1 – P rimary and secondary education

10
CHAPTER 10
4.1
TARGET 4.1
Primary and
secondary education
By 2030, ensure that all girls and boys complete free, equitable
and quality primary and secondary education leading to relevant
and effective learning outcomes
GLOBAL INDICATOR
4.1.1– Proportion of children and young people (a) in Grade 2 or 3;
(b) at the end of primary education; and (c) at the end of lower secondary
education achieving at least a minimum proficiency level in (i) reading and
(ii) mathematics, by sex
4.1.2– Completion rate (primary education, lower secondary education,
upper secondary education)
THEMATIC INDICATORS
4.1.3– Gross intake ratio to the last grade (primary education,
lower secondary education)
4.1.4– Out-of-school rate (primary education, lower secondary education,
upper secondary education)
4.1.5– Percentage of children over-age for grade (primary education,
lower secondary education)
4.1.6– Administration of a nationally-representative learning assessment
(a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of
4.1.7– Number of years of (a) free and (b) compulsory primary and secondary
10
School attendance and completion��212

Focus 10.1: Many countries have high over‑age attendance��214
Focus 10.2: There are hidden out‑of‑school children
in high‑income countries��216
Learning��217
Focus 10.3: It is time to examine low performance i
n learning assessments�� 223
T arget 4.1 focuses on the need for universal access

to schooling of good quality that leads to relevant
learning outcomes. This chapter tackles attendance,
youth are recorded as out of school. Care must be taken
when interpreting upper secondary out-of-school rates
to account for country contexts that allow some youth to
completion and learning outcomes, drawing attention to graduate from upper secondary programmes earlier than
their interaction. the indicator assumes. Conversely, significant numbers
of school-age children in high-income countries may
be effectively out of school but not recognized as such
SCHOOL ATTENDANCE (Focus 10.2).
AND COMPLETION
The completion rate, which the Inter-agency and Expert
Globally, 1 in 12 primary school-age children (59 million), Group on SDG Indicators approved as a new global
1 in 6 lower secondary school-age adolescents (61 million) indicator for target 4.1 in November 2019 (see Chapter 9),
and 1 in 3 upper secondary school-age youth (138 million) has reached 85% for primary, 73% for lower secondary
are out of school. Just over half of out-of-school and 49% for upper secondary education (Table 10.2).
children and adolescents are in sub-Saharan Africa. As of While the attendance rate among primary school-age
2018, the region also hosts the largest out-of-school children and the primary completion rate are close,
population, surpassing Central and Southern Asia for the the rates diverge in secondary education.
first time (Table 10.1).
The two indicators need not agree when adolescents and
These figures reflect a refinement of the out-of-school youth start school late and repeat classes, eventually
rate indicator calculation, approved in 2018. About leaving school early. The attendance rate captures
4 million primary school-age children in pre-primary rapid increases, such as those caused by fee abolition in
education are now considered to be in school, since several sub-Saharan African countries in recent years.
children in pre-primary education almost universally The completion rate captures learners who make it to
make the transition to primary school even if they enter the final grade, including those completing later than
late (Focus 10.1). the expected age (Focus 10.1). The gap between the
two rates is larger in poorer countries, where both late
In some countries, upper secondary education is not of entry and repetition are higher. Progress in enrolment
uniform duration, with some programmes shorter than
the age bracket used for calculation of out-of-school

rates. For instance, in five European countries offering
vocational tracks leading to secondary qualification As of 2018, sub-Saharan Africa hosts
within two rather than three years, such as Croatia and the largest out-of-school population
Denmark, at least 10% of upper secondary school-age
212 C H A P T E R 1 0 • P rimary and secondary education

10
TA BLE 1 0.1 : TA B L E 1 0 .2 :
Selected indicators on school participation 2018 Completion rate, by level, 2018

Out-of-school Out-of-school Out-of-school
children adolescents youth Lower Upper
(000) (%) (000) (%) (000) (%) Primary secondary secondary
World 59 141 8 61 478 16 137 796 35 World 85 73 49
Sub-Saharan Africa 32 214 19 28 251 37 37 026 58 Sub-Saharan Africa 65 40 28
Northern Africa and Western Asia 5 032 9 3 998 14 8 084 30 Northern Africa and Western Asia 85 76 53
Central and Southern Asia 12 588 7 16 829 15 64 745 45 Central and Southern Asia 85 74 37
Eastern and South-eastern Asia 5 697 3 9 016 10 17 870 21 Eastern and South-eastern Asia 95 82 59
Latin America and the Caribbean 2 267 4 2 544 7 7 159 23 Latin America and the Caribbean 90 80 60
Oceania 210 5 109 5 408 25 Oceania … 83 48
Europe and Northern America 1 133 2 731 2 2 503 7 Europe and Northern America 99 97 88
Low income 20 797 19 21 243 39 26 176 61 Low income 56 28 13
Lower middle income 30 444 9 30 706 17 87 730 44 Lower middle income 84 71 42
Upper middle income 6 570 3 8 444 7 20 615 20 Upper middle income 94 84 59
High income 1 330 2 1 085 3 3 275 8 High income 99 97 88
Source: UIS database. Sources: UIS database and World Inequality Database on Education.
F I GURE 1 0.1 :
Primary school enrolment rates have stalled in sub-Saharan Africa, but completion rates continue to rise slowly
Primary adjusted net enrolment and completion rates, 2000–18
a. Low-income countries and sub-Saharan Africa b. Selected countries

100100 100100
9090 9090
8080 8080
7070 7070
6060 6060
5050 5050
%
%
%
4040 4040
3030 3030
2020 NetNet
enrolment raterate
enrolment 2020 NetNet
enrolment raterate
enrolment
Completion raterate
Completion Completion raterate
Completion
1010 1010
0 0 0 0
2000
2002
2004
2006
2008
2010
2012
2014
2016
2018
2000
2002
2004
2006
2008
2010
2012
2014
2016
2018
2000
2002
2004
2006
2008
2010
2012
2014
2016
2018
2000
2002
2004
2006
2008
2010
2012
2014
2016
2018
2000
2002
2004
2006
2008
2010
2012
2014
2016
2018
2000
2002
2004
2006
2008
2010
2012
2014
2016
2018
2000
2002
2004
2006
2008
2010
2012
2014
2016
2018
2000
2002
2004
2006
2008
2010
2012
2014
2016
2018
2000
2002
2004
2006
2008
2010
2012
2014
2016
2018
2000
2002
2004
2006
2008
2010
2012
2014
2016
2018
Low-income countries
Low-income countries Sub-Saharan Africa
Sub-Saharan Africa Cambodia
Cambodia Honduras
Honduras S. Tome/Principe
S. Tome/Principe

Note: Lines in country trends are thicker when representing actual data and thinner when based on interpolations.
Sources: UIS and GEM Report team analysis.
10
The gap between the net enrolment and completion rates in low-income
countries shrank from 35 percentage points in 2008 to 26 points in 2018

B OX 1 0.1 :
rates has stalled since the mid-2000s in low-income
and sub-Saharan African countries. Continuing
Sub-Saharan Africa will account for one-quarter of school-age
rapid population growth is a potential cause
children by 2030
(Box 10.1). The completion rate, however, continues
About 700 million children have been born between 2015 and 2019, and the number to increase, although at a pace insufficient to reach
has likely stopped growing (United Nations, 2019). Thus, the share of secondary universal primary completion in these countries
school students will grow relative to primary school students. However, the effect by 2030 (UNESCO, 2019b). The gap between the
is small relative to changes in enrolment rates. The shift is happening slowly. net enrolment and completion rates in low-income
Between 2000 and 2015, the global share of upper secondary among all school countries shrank from 35 percentage points in
enrolments increased from around 15% to just under 20%, mostly at the expense of 2008 to 26 points in 2018 (Figure 10.1a).
the share of primary enrolments.
The closing gap is evident in country data. Cambodia
More importantly, the number of births has peaked in some countries and regions has reported universal primary enrolment since
but continues to grow in others. As a result of these demographic differences, the early 2000s, when barely one in two children
the geographical distribution of school-age children and enrolments is changing completed. The gap has been closing rapidly, but at
dramatically. In terms of shares of the school-age population, sub-Saharan Africa, least one in six children still does not complete
Europe and Latin America were of comparable weight in 1990, but the weight of primary school on time (Figure 10.1b). However, half of
secondary schooling is shifting to sub-Saharan Africa. Its share of the school-age those not completing on time ultimately do so, which
population, which was 12% in 1990, is expected to reach 25% by 2030 (Figure 10.2). means that the ultimate completion rate is 92%.
A global conversation about secondary education in 2030 amounts to a
conversation about sub-Saharan Africa.
FOCUS 10.1: MANY COUNTRIES
HAVE HIGH OVER‑AGE
FI GURE 1 0.2 : ATTENDANCE
The centre of gravity of the global school-age population is shifting
to Africa The completion rate is the share of those who reach
Cartogram proportional to the school-age population, 1990 and 2030
the final grade of an education level at an age three to
five years older than the official graduation age. If the
primary school graduation age is 11, the primary
completion rate is defined over ages 14 to 16 so as
1990 to include the many students who complete a few
years late due to late entry, repetition or dropout and
re-entry. However, it is necessary to take into account
those who complete even later to interpret education
trends in some of the world’s poorest countries.
In Malawi, the standard (timely) primary completion
rate is 49%, but an estimated 73% ultimately
complete. In sub-Saharan Africa, the ultimate
2030 primary school completion rate exceeds the standard
completion rate by around 10 percentage points.
Students who are two or more years over the

theoretical age for their grade are considered
GEM StatLink: http://bit.ly/GEM2020_fig10_2 over-age. However, this definition does not capture
Note: Regions are scaled in proportion to size of school-age population. the depth of over-age participation, i.e. the large
Sources: UIS database and United Nations (2019).
number of years by which many learners are
older than classmates who entered on time and

10
F I GURE 1 0.3 : Globally, 1.6% of children are not

Many adolescents are still in primary school in low- and middle-
expected ever to enter school
income countries
a. School attendance, by education level and age,
Angola, 2015/16
never repeated. In Angola, 19% of 24-year-olds

100
In Angola, 40% of 15-year-olds were still in secondary school in 2015/16.
90
attend primary school This is a knock-on effect from lower levels:
100 For instance, 4 in 10 15-year-olds attended
In Angola, 40% of 15-year-olds
80 Secondary primary school (Figure 10.3a). In 20 selected low-
attend primary school
90
Primary and middle-income countries, at least 30% of
70
80 Pre-primary
Secondary
15-year-olds were in primary school; in Malawi,
60
Primary the share was 75% (Figure 10.3b).
70
50 Pre-primary
%
60 High levels of over-age participation represent

40 a positive development in the short term if
50 over-age students were previously more likely to
%
30
40
drop out. Yet rising expectations for appropriate
20 minimum schooling may create a backlog
30 transitional generation of late entrants and
10
re-entrants. The UNESCO Institute for Statistics
20
0 (UIS) estimates that, globally, 1.6% of children
10 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 are not expected ever to enter school. Because
Age
primary school entry was not universal in 2018,
0
5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 reaching universal secondary school completion
by the class of 2030 requires late entry. Barring
100 b. School attendance of 15-year-olds,
Age by education level, rapid turnaround in timely entry and dropout
selected countries, 2015/16
90 trends, over-age participation will increasingly be
100 required.
80
90
70 An analysis of 16 countries with Multiple Indicator
80
60 Cluster Survey (MICS) data since 2015 shows that,
70 in most, a substantial majority of out-of-school
50 children, adolescents and youth had missed at
%
60
40 most two years of schooling and could re-enter
50 without being severely over-age. This includes
%
30
Nigeria, which has a large number of out-of-school
40
20 children (Figure 10.4).
30
10
Having missed one or two years of school
20
0 is a severe disadvantage. However, the high
Malawi
Uganda
Liberia
Ethiopia
Kenya
Haiti
MozambiqueMozambique
Eswatini
Rwanda
Albania
Angola
Zambia
S. Tome/Principe
Namibia
Lesotho
Dominican Rep.
Burundi
Guinea
U. R. Tanzania
Comoros Comoros
10 baseline levels of over-age enrolment among

those currently in school means re-entrants
0
would be no older than their peers. Accelerated
Malawi
Uganda
Liberia
Ethiopia
Kenya
Haiti
Eswatini
Rwanda
Albania
Angola
Zambia
S. Tome/Principe
Namibia
Lesotho
Dominican Rep.
Burundi
Guinea
U. R. Tanzania
education programmes condensing several years

of schooling may be more appropriate for those
more than two years behind. Ten aspirational
principles for effective programmes in
GEM StatLink: http://bit.ly/GEM2020_fig10_3 humanitarian settings could be adapted to
Source: GEM Report team analysis based on DHS and MICS data.
general contexts (Myers et al., 2016).
10
Not all accelerated programme participants, especially

FI GURE 1 0.4: older adolescents, wish to (re-)enter the formal system
Most out-of-school children are not too old to re-enter by the shortest route. A study of accelerated education
Gap between years of schooling completed and theoretical grade programmes for 10- to 18-year-olds in refugee settings in
for age, selected countries, 2015–18
Uganda showed that no participants wanted to transition
into the formal primary school system. Being the right
In Nigeria, 77% of out-of-school children age was less important to them than the socio-economic
could (re)enter school and still be at most
two years over-age factors that encouraged their initial enrolment in the
more flexible, more inclusive accelerated programmes.
100
Yet almost all wished to continue with secondary
education, although they recognized this was almost
impossible due to lack of supply (Oddy, 2019).
80
FOCUS 10.2: THERE ARE HIDDEN

60
OUT‑OF‑SCHOOL CHILDREN IN
HIGH‑INCOME COUNTRIES
%
40 Education authorities in high-income countries are

responsible for the education and well-being of students
excluded from school (Thomson and Russell, 2009).
20 Yet some categories of students are disproportionally
more likely to be temporarily or permanently excluded.
Although they may be on school registers, some spend
0 large amounts of time outside school.
Iraq
Gambia
Paraguay
Sierra Leone
Mauritania
Côte d'Ivoire
Kazakhstan
Thailand
Mexico
Mali
Lao PDR
Belize
Nigeria
Suriname
Tunisia
Kyrgyzstan
According to one estimate in England (United Kingdom),

students with special needs were over nine times as likely
to be permanently excluded (Daniels and Cole, 2010).
Up to 2 years over-age In 2017/18, they accounted for almost half of the official
3 or more years over-age
411,000 temporary and 8,000 permanent exclusions
(5.1% and 0.1% of the student population, respectively)
GEM StatLink: http://bit.ly/GEM2020_fig10_4 (Department for Education, 2019). This does not include
Source: GEM Report team analysis of MICS data. the many students who are ‘off-rolled’, or encouraged
to unenroll voluntarily to pre-empt formal expulsion.
Schools have both leverage and incentive to off-roll:
Students avoid a stain on their records, and schools avoid
Aligning accelerated programmes with the national including them in disciplinary exclusion statistics. Recent
education system is key. While the programmes may estimates suggest that 1 in 10 students experiences an
issue final certification, credible pathways into the formal unexplained exit during secondary education. About
system are a concern. In the Speed School model in 24,000 students, or 4 in 10 of those who experience
Burkina Faso, Mali, Niger (Kebede, 2018), Ethiopia and an unexplained exit, do not return to a publicly funded
Uganda (Lowden, 2019), the curriculum of the first 3 years
of primary education is condensed into 9 to 10 months.
The model is designed as a temporary intervention.
Classroom space and eligible children are identified
According to one estimate in
through community outreach, and teaching is initially England, students with special needs
conducted in the local language. A crucial element is close were over nine times as likely to be
collaboration with ‘link schools’ in the formal system that
receive graduates.
permanently excluded


10

The high rate of exclusion of special needs students
In the United States, the out-of-school underscores the need for more proactive behavioural
suspension rate of students with supports to prevent further marginalization and
exacerbation of education difficulties. In the United
disabilities (10.6%) was twice as high States, one study suggested that 19.5% of students
as the national average (5.3%) with disabilities had been suspended at least once in

the academic year (Sullivan et al., 2014). Nationwide,
the out-of-school suspension rate of students with
school by the spring term of grade 11 (Hutchinson and disabilities (10.6%) was twice as high as the national
Crenna-Jennings, 2019). average (5.3%) (US Department of Education, 2019).
Many of these children have learning disabilities or
While antisocial behaviour can significantly disrupt histories of poverty and neglect; they should benefit
learning for all, removing students interferes with their from additional education and counselling services,
education progression and can perpetuate a failure not face zero-tolerance policies. Even when students
cycle, culminating in prison (Christle et al., 2007; Cuellar were extremely disruptive, teachers may have provoked
and Markowitz, 2015). In the United States, through or escalated the behaviour, and school rules may have
zero-tolerance measures, such as mandatory suspension been inappropriate (Razer et al., 2013). The New York
and law enforcement referral, schools in disadvantaged Police Department recently signed a policy limiting
areas may initiate a so-called school-to-prison pipeline police officers’ responsibilities in the New York City public
(Lewis and Vásquez Solótzano, 2006). A discretionary schools – the nation’s largest district, serving 1.1 million
suspension or expulsion nearly triples the likelihood of students. The policy is part of a school climate effort
a student being in contact with juvenile justice in the that includes hiring 285 new school social workers.
following year. Adults who as students went to schools Out-of-school suspensions will be limited and support
with above-average suspension rates experienced provided for educators to practice positive discipline
15% to 20% higher incarceration rates. High suspension techniques (Miller, 2019).
rates also negatively affect education attainment
(Bacher-Hicks et al., 2019). Yet learners excluded from
school retain their right to education, even in prison LEARNING
(see Focus 12.2).
Data on global indicator 4.1.1 come from national and
Children are funnelled into the juvenile and criminal cross-national learning assessments. While China (lower
justice systems for often minor infractions. Such secondary education) and India (primary education) base
disciplinary policies disproportionately affect black their reports on reading skills on national assessments,
students, who represent 31% of school-related arrests, most countries so far base theirs on cross-national
around twice their share of the student body, and are assessments.
suspended and expelled three times as often as white
students (US Department of Education Office for Civil Two major international learning assessments were
Rights, 2014). In a Mississippi school district, children as conducted in 2018. The Pacific Islands Literacy and
young as 10 were routinely arrested and taken to jail in Numeracy Assessment (PILNA) underwent its third round
handcuffs whenever teachers requested. Some were held since 2012, under the umbrella of the Pacific Community
for days before being given access to a lawyer. At schools Educational Quality and Assessment Programme.
in the district, including special schools, students were PILNA collects information on grade 4 and 6 student
suspended and expelled for more than 10 days at 7 times learning outcomes (corresponding to ‘end of primary’,
the state rate (Kauffman, 2012). Black girls were strongly as captured by global indicator 4.1.1b). The 2018 round
affected, representing the fastest-growing group in the covered 15 countries, 900 schools, 41,000 students and
juvenile justice system (Morris, 2016). Unlike their white 10 languages (UNESCO, 2019a). The regional aggregates,
peers, they received out-of-school rather than in-school which are the only publicly available information, show
suspensions (National Women’s Law Center, 2015). 83% of grade 6 students scored above the minimum
Nationwide, 9.6% of black girls in public primary and threshold in numeracy (compared with 68% in 2015)
secondary schools received out-of-school suspensions and 63% in literacy (compared with 46% in 2015) (Pacific
in 2013/14, compared with 1.7% of white girls (US Community, 2019).
Department of Education, 2019).
10
F I G U R E 1 0.5: The most striking finding from the 2018 PISA

Even the richest countries are not moving towards the global target
is the lack of progress in the past 15 years
on reading proficiency
Distribution of reading proficiency levels, countries participating in the 2003
and 2018 Programme for International Student Assessment (PISA) and the
19% in 2003 to 22% in 2018, and remained essentially
2017 PISA for Development (PISA-D)
constant in non-OECD countries at 47% (OECD, 2019)
Levels
(Figure 10.5).
100
5+
INEQUALITY IN LEARNING OUTCOMES

IS UNDERESTIMATED
4
80 The United Nations 2030 Agenda for Sustainable
Minimum
proficiency Development called for disaggregating results by
population group. There are several indications that
inequality in learning outcomes is underestimated,
60 3 for two reasons. Assessments look only at those in the
school system (Chmielewski, 2019) and information on
achievement of the most disadvantaged is incomplete.
%
40 Learning assessments do not yield information

2 on all children
Being school based, neither national nor cross-national
learning assessment results capture all children’s learning
20 achievement. This issue began receiving attention as
1 more upper-middle-income countries, where significant
numbers leave school before age 15, began participating
Below 1 in PISA. Three-quarters of 15-year-olds in the six
middle-income countries that took part in the 2003 and
0
2017 2003 2018 2003 2018
2018 PISA rounds were in school, including in Brazil,
PISA, PISA,
Indonesia and Turkey, an increase of 25 percentage
PISA-D
non-OECD countries OECD countries points. In Indonesia, the percentage of 15-year-olds in
school and participating in PISA increased from 46% to
Notes: The figure shows unweighted averages of proficiency levels in 7 non-OECD countries 85%. The apparent stagnation in the percentage of those
that took part in the 2017 PISA-D and 8 non-OECD and 29 OECD countries that took part reaching minimum proficiency could therefore count as
in the 2003 and 2018 PISA. Proficiency levels are mapped to the 2003 scale based on score
point thresholds as follows: level 1 = 2018 level 1a; level 5+ = 2003 level 5 and 2018 levels 5 progress, since results take into account the performance
and 6. Students achieved minimum proficiency level if they reached at least level 2. of many relatively disadvantaged adolescents who would
Source: GEM Report team analysis based on 2003 and 2018 PISA and 2017 PISA-D data.
not previously have taken the test, even if the rate of
progress is below that required to achieve SDG 4.
The Organisation for Economic Co-operation and Challenges in comparing results between countries with
Development (OECD) conducted the seventh round of low and high attendance levels were more prominent with
the Programme for International Student Assessment PISA for Development (PISA-D), conducted in nine mostly
(PISA) since 2000. It provides results for reading and lower-middle-income countries in 2017. Attendance
mathematics among 15-year-olds (roughly corresponding rates in the seven countries for which reports have been
to ‘end of lower secondary’, as captured by global published were lower than in the six lower-middle-income
indicator 4.1.1c) in education systems in 80 mostly high- countries that took part in the 2018 PISA. The share of
and upper-middle-income countries. The most striking 15-year-olds enrolled in grade 7 and above was 61% in
finding is the lack of progress in the past 15 years. Ecuador and less than 30% in Cambodia and Senegal
The percentage of 15-year-olds not achieving minimum (Figure 10.6a).
proficiency (level 2) increased in OECD countries from

10
F I GURE 1 0.6 :
Less than 3% of 15-year-olds in Cambodia, Senegal and Zambia have minimum proficiency in reading
Lower-middle-income countries participating in the 2018 PISA and in the 2017 PISA for Development
Rep. Moldova a. Distribution of 15-year-olds by grade

Ukraine
Rep. Moldova
Indonesia
Ukraine
Georgia
Indonesia
Philippines
Georgia
Morocco
Philippines
* Ecuador
Morocco
* *Paraguay
Ecuador
* *Guatemala
Paraguay
* Honduras
* Guatemala
* Zambia
* Honduras
* Senegal
* Zambia
* Cambodia
* Senegal
* Cambodia 100 80 60 40 20 0 20 40 60 80 100
%
100 80 60 40 20 0 20 40 60 80 100
Not in school/below grade 7 % 7 8 9 10 11 12
Not in school/below grade 7 7 8 9 10 11 12
b. Distribution of 15-year-olds by reading proficiency level
Ukraine
Rep. Moldova
Ukraine
Rep.* Moldova
Ecuador
Georgia
* Ecuador
Indonesia
Georgia
* Indonesia
Paraguay
Morocco
* Paraguay
* Guatemala
Morocco
Philippines
* Guatemala
*Philippines
Honduras
* Senegal
* Honduras
* Cambodia
* Senegal
* Zambia
* Cambodia
* Zambia 100 80 60 40 20 0 20 40 60 80 100
%
100 80 60 40 20 0 20 40 60 80 100
%
Not in school/below grade 7 Below 1c 1c 1b 1a 2 3 4 5+
Not in school/below grade 7 Below 1c 1c 1b 1a 2 3 4 5+
* Countries that took part in the 2017 PISA-D.

Notes: Not in school/below grade 7 includes a small percentage of eligible students who may have been excluded for other reasons
(e.g. small school size). Panel b assumes that all those not in school or below grade 7 would have scored below minimum proficiency level.
Source: GEM Report team analysis based on 2003 and 2018 PISA and 2017 PISA-D data.
10

in school. The most striking result in the 2018 ASER data
The most striking result in the 2018 from India is the slow pace of acquisition of the most
ASER data from India is the slow pace basic skills, such as reading grade 2-level text. Among
15-year-olds who completed or were still in school at
of acquisition of the most basic skills, grade 5, 22% in rural areas had grade 2-level reading skills.
such as reading grade 2-level text The gender gap in mathematics is smaller in early grades

but never quite closes (Figure 10.7).
Of those who took the test, 23% reached minimum Citizen-led assessments have emphasized contextual
proficiency in reading and 12% in mathematics (OECD, relevance and ownership, and the sharing of process
2018). Assuming none of those out of school or in lessons learned, over cross-country comparability
school but below grade 7 had minimum proficiency, less and standardization of assessment items. In 2019,
than 3% of 15-year-olds in the three poorest countries the People’s Action for Learning Network of organizations
(Cambodia, Senegal and Zambia) were proficient readers involved in citizen-led assessments began piloting a
(Figure 10.6b). PISA-D complemented school-based common Citizen-Led Assessment for Numeracy in 1 rural
assessment with a household survey to assess the district of 13 countries (Kipruto, 2019). It consisted of an
validity of this assumption; results will be published oral one-on-one assessment of foundational numeracy
in 2020. among children aged 5 to 16.
Citizen-led assessments, such as the Annual Status By contrast, the Foundational Learning module,
of Education Report (ASER) in India and Pakistan and incorporated in MICS 6, is designed to ensure comparability
Uwezo in eastern Africa, have been assessing learners in assessment of basic literacy and numeracy skills.
both in and out of school for years and continue to do The emerging results, estimated for those both in and out
so regularly, providing valuable insights, albeit only at of school, show that low-income countries in sub-Saharan
basic skills levels, which are probably below the minimum Africa struggle to make the kind of progress in early grades
proficiency level. They allow comparison of learning expected from observation of countries in Asia. In Togo,
outcomes among those who never attended school, barely 1 in 10 14-year-olds demonstrates fundamental
those who dropped out in various grades and those still numeracy skills (Figure 10.8). These data are alarming,
F I GURE 1 0.7:
In rural India, it takes several years in school to master basic skills
Percentage of 15-year-olds with basic grade 2-level skills in reading and mathematics in rural India, by highest grade achieved, 2018
100 100
Mathematics Reading
90 90
80 80
70 70
60 60
50 50
%
40 40
30 30
20 20 Female
10 10 Male
0 0
0 1 2 3 4 5 6 7 8 9 10 11 0 1 2 3 4 5 6 7 8 9 10 11
Highest grade attended Highest grade attended

Notes: Basic skills in reading are defined as being able to read a grade 2-level story. Basic skills in mathmatics are defined as being able to carry out a division of a three-digit
by a single-digit number. 0 = never attended school. Analysis excludes points with fewer than 100 observations.
Source: GEM Report team calculations based on 2018 ASER data.

10
The lower the score of students FIG U R E 1 0 .8:

In many poorer countries, less than half of 14-year-olds master
participating in the three PISA rounds
fundamental grade 3-level numeracy skills
between 2009 and 2015, the more likely Percentage of children demonstrating foundational numeracy skills by
successfully completing four tasks, by age, selected countries, 2017–19
they were not to report on the majority
100
of questions related to background

not least because the assessed skills, once linked to the 90

proficiency measure, are likely to be below the minimum
level, as in the case of citizen-led assessments.
DPR Korea
80
More work is needed to understand socio-economic
gaps in learning
The utility of learning assessments in dealing with Kyrgyzstan
70
inclusion depends on whether they provide information
Mongolia
about the learning of those at risk of being left behind.
The mobilization around SDG 4 has led to considerable
progress in the quantity and quality of data collected
Children with foundational numeracy skills (%)
60
on learning outcomes and their distribution among
population groups. MICS 6 data offer novel insights into
the association of learning proficiency with background
characteristics, such as wealth, language, maternal 50
education and disability, and their interaction.
The Foundation Learning module was administered 40

Zimbabwe
in two languages in the 2018 Lesotho MICS and three Tunisia
Suriname
languages in the 2019 Zimbabwe MICS. The use of
Lesotho
English instead of local languages is associated with
Sierra Leone
higher inequality in the distribution of learning outcomes 30
and lower performance of learners from the poorest
households. In Lesotho, among students from the
poorest 20% of households, the share demonstrating Gambia
20
fundamental reading skills was 8% when the assessment
was in English but 27% for assessment in Sesotho.
In Zimbabwe, the share of the poorest quintile
demonstrating fundamental reading skills was 6% in 10 Togo
English, 13.5% in Ndebele and 21% in Shona (Figure 10.9).
MICS data are an exception in this regard, however.

Data on learning outcomes often do not fully capture 0
7 8 9 10 11 12 13 14
disadvantaged children. Two dimensions have been
Age
underappreciated. First, statistical analyses of learning
outcomes by student characteristics may inadvertently GEM StatLink: http://bit.ly/GEM2020_fig10_8
under-represent low performers, who are less likely to Source: MICS Survey Findings Reports.
provide background information. For instance, the lower

the score of students participating in the three PISA
rounds between 2009 and 2015, the more likely they
were not to report on the majority of questions related are too difficult to allow low performers to demonstrate
to background (Figure 10.10). Second, even when their learning, which hampers interpretation of data on
background information is complete, many assessments minimum proficiency (Focus 10.3).
10
F I GURE 1 0.9 : FIG U R E 1 0 .1 0 :

English as a language of instruction has a disproportionate Poor readers are less likely to respond to background
negative effect on reading proficiency among disadvantaged questions in learning assessments
learners in Lesotho and Zimbabwe Average Programme for International Student Assessment reading
Percentage of children aged 7 to 14 who demonstrate foundational score, by share of missing responses in the individual background
reading skills by successfully completing three tasks, by language questionnaire, 2009, 2012 and 2015
and wealth, Lesotho and Zimbabwe, 2018–19
550 2009
100 2012
Richest 20%
Upper middle 2015
500
Middle
Lower middle
80
Poorest 20%
450
Average score
60
400
%
350
40
300
20
250
0–10
10–20
20–30
30–40
40–50
50–60
60–70
70–80
80–90
0
Share of missing responses in background questionnaire
English
Sesotho
English
Ndebele
Shona
(%)
Lesotho Zimbabwe
Notes: Missing rates are defined as the count of non-response to background
GEM StatLink: http://bit.ly/GEM2020_fig10_9 questions with non-zero observations.
Source: MICS Survey Findings Reports. Source: Kim and Richardson (2020), based on PISA 2009, 2012 and 2015.
EFFORTS TO ALIGN ASSESSMENT There has been progress towards implementing the
RESULTS CONTINUE second approach linking entire tests. Students from
Global debates on how to compare results across three Latin American countries that took part in the
assessments continue. The UIS, through the Global Alliance Latin American Laboratory for Assessment of the
to Monitor Learning, has pursued three approaches in
seeking consensus on appropriate methodology.
The first and simplest uses statistical techniques to link The UIS, through the Global Alliance
proficiency scales to a common standard. The World Bank to Monitor Learning, has pursued
relies on this approach for its definition of the learning three approaches in seeking consensus
poverty indicator, which is a variation on global
indicator 4.1.1b (World Bank, 2019). on comparing assessment results


10
Without the ability to distinguish levels and trends among the lowest
performers, it is difficult to tell whether interventions aimed at them work

Quality of Education (LLECE) study and those from FOCUS 10.3: IT IS TIME TO EXAMINE
three francophone African countries that took part in LOW PERFORMANCE IN LEARNING
the Programme d’Analyse des Systèmes Educatifs de ASSESSMENTS
la CONFEMEN (PASEC) would sit not only for the new
rounds of their respective surveys but also for a survey Meeting the monitoring purpose of ensuring that no
administered by the International Association for the one is left behind in learning depends on the ability to
Evaluation of Educational Achievement (IEA), such as the differentiate degrees of low performance. If an assessment
Progress in International Reading Literacy Study (PIRLS) is too difficult, some learners will not be able to answer any
(UIS, 2019). question correctly. Scores then suffer from a ‘floor effect’,
with too many students scoring zero. When, for instance,
The third, non-statistical approach may enable 40% of learners in a country score zero, it would be helpful
greater use of national assessments to inform to know whether there are variations at this very low
SDG 4 reporting. National experts review items and performance level. Without the ability to distinguish levels
reach consensus on how they align with agreed and trends among the lowest performers, it is difficult to
international benchmarks. Piloted in Bangladesh tell whether interventions aimed at them work.
and India in 2019, the approach was endorsed at the
sixth meeting of the Technical Cooperation Group The challenge is particularly obvious in international
in August 2019 and will be used in six countries assessments calibrated to a common scale rather
(Montoya and Senapaty, 2019). than geared towards the range of proficiency among a
F I G U RE 1 0.1 1 :
International assessments do not identify the very lowest and highest performers
Distribution of student scores compared with idealized underlying normal distribution, selected countries, 2015
35
30
Kuwait
Singapore
25
Share of students (%)
20
Chile
Finland
15
10
0
0 10 20 30 40 50 60 70 80 90 100
Correct answers (%)

Source: Gustafsson (2020), based on 2015 TIMSS data.
10

country’s learners. For instance, among countries that took
part in the 2015 IEA Trends in International Mathematics A recent study finds that there are
and Science Study (TIMSS), many students in Kuwait ran good reasons for low- and middle-
up against the scale floor, while in Singapore, they were
limited by the scale ceiling. This makes the gap between
income countries to use PISA or TIMSS
the countries appear smaller than it is (Figure 10.11). variants that are easier than the tests
administered in high-income countries
Even national assessments built on assumptions around
grade-level competences may be poorly targeted. In many
developing countries, skills specified in the curriculum
tend to be well above what students in that grade actually Relying on tests set at too high a level of difficulty is
learn (Pritchett and Beatty, 2012) (see Chapter 5). A test nevertheless problematic because the comparison of
focused only on specified competences is likely to be IRT scores does not account for random guessing for
too difficult for many students. multiple choice. Floor effects may come into play even
before scores hit zero. With multiple choice questions,
Item response theory (IRT) is one way to ensure in particular, what is informative about a learner’s
assessments better differentiate among students knowledge is not the raw number of correct answers.
at the low end of achievement. IRT scores take into It is how much better they did than would be expected
account the difficulty of each item. If two students with random guessing. This number can be estimated,
answer the same number of questions correctly, but one including for a mix of multiple choice questions and items
student correctly answers more difficult questions, requiring learners to construct responses (Burton, 2001).
that student receives a higher IRT score. Capacity for
IRT scoring is weak in many countries, but investing For example, 34% of students in Kuwait scored zero on
in such capacity has several benefits, including more 12 constructed response questions, while 3% scored
informative results regarding low-performing schools zero on 15 multiple choice questions. When the results
and students. IRT scoring can also be used to refine each are adjusted for random guessing, it appears likely
student’s score, using individual background data to that the achievement of around 25% of students
predict variation across students with a raw score of zero was actually too low for estimation on the multiple
(Martin et al., 2016). choice part (Gustafsson, 2020b). Largely as a result of
the introduction of TIMSS Numeracy, the number of
A recent study simulated how much more reliable countries considered by the IEA to suffer from reliability
PISA results for specific countries would be if test problems due to floor effects declined, from five in
items were easier. It finds that there are good reasons 2011 to two in 2015 (Mullis et al., 2016). While this is true
for low- and middle-income countries to use PISA at the average level, variation emerged by socio-economic
or TIMSS variants that are easier than the tests status, as defined by the number of books in the
administered in high-income countries (Rutkowski household. Among less disadvantaged students, after
et al., 2019). Since the 2015 TIMSS, some participating adjusting for random guessing, many fewer had an
countries have tested grade 4 students using either the effective zero score on TIMSS Numeracy than on the
regular TIMSS or a new, less demanding TIMSS Numeracy regular TIMSS (Figure 10.12).
assessment intended to counteract floor effects. In 2015,
grade 4 students in Bahrain, Indonesia, the Islamic The regional assessments organized by LLECE
Republic of Iran, Kuwait and Morocco were randomly in Latin America (whose third round in 2013 was
assigned to take either test. In terms of IRT scores commonly known as TERCE, its fourth in 2019 as
calculated by the IEA, differences between the regular ERCE) suffer particularly serious floor effects. In every
TIMSS and TIMSS Numeracy were barely noticeable. country, in grade 3 and 6 reading and mathematics,
In other words, IRT scores from the regular TIMSS are the percentage of students with zero scores exceeds the
fairly successful at differentiating students even at the percentage of students officially reported as below the
low end, in part due to the imputations mentioned above minimum proficiency level.
(Gustafsson, 2020a).

10
F I GURE 1 0.1 2 : FIG U R E 1 0 .1 3 :

Standard versions of well-known cross-national assessments are In Latin America, significant numbers of learners are assumed to
too difficult for disadvantaged learners meet minimum proficiency when they displayed no real evidence
Percentage of students with adjusted scores of zero, by type of of learning
assessment and household poverty, selected countries, 2015 Percentage of grade 3 students with zero correct responses in reading
above the random guessing threshold, by assigned level of proficiency,
20.0
selected Latin American countries, 2013
18.0
40
Students with zero correct responses above random guessing threshold (%)
SS her
16.0
TIM hig
lar re
TIMMS Numeracy students with adjusted zero score (%)
gu co 35 Considered non-proficient
re s s
ac r
er e
on ent
m igh
14.0
y
ud
Considered proficient
Nu e h
St
SS cor
s 30
TIM ts
on den
12.0
u
St
25
10.0
20
8.0 In Bahrain, Indonesia, the Islamic Republic of Iran
and Morocco, the relatively difficult TIMSS 15
assessment assigns a zero score in mathematics
6.0
to between 5% and 15% of non-poor () and
10
poor () students, while the easier TIMSS
4.0 Numeracy assessment assigns a zero score to
almost no students 5
2.0
0
Chile
Costa Rica
Colombia
Uruguay
Mexico
Peru
Brazil
Ecuador
Argentina
Honduras
Guatemala
Panama
Nicaragua
Paraguay
Dominican
Rep.
0.0
0.0 5.0 10.0 15.0 20.0
TIMMS students with adjusted zero score (%)
GEM StatLink: http://bit.ly/GEM2020_fig10_12 GEM StatLink: http://bit.ly/GEM2020_fig10_13

Note: Non-poor households have more than 10 books. Source: GEM Report team based on 2013 LLECE data analysis by
Source: GEM Report team based on 2015 TIMSS data analysis by Gustafsson (2020). Gustafsson (2020).
For grade 3 mathematics in TERCE, learners who had are clearly too difficult for average learners in some
raw scores indistinguishable from random guessing countries, especially in mathematics, with up to 37% of
but who were nevertheless considered proficient can students failing to score above the random guessing
be identified (Figure 10.13). Likewise, three-quarters of threshold on regional assessments in Latin America
students who did no better on multiple choice questions and southern and eastern Africa (Gustafsson, 2020b).
than random guessing were considered proficient in
reading. These students may have higher IRT scores than The good news is that calibrating difficulty so average
those in the bottom group (considered below minimum students can answer at least half the questions correctly
proficiency level), but after controlling for random generally seems to allow the vast majority of students to
guessing, there is insufficient information on students display measurable performance and limit the floor effect
from both groups to say much about what they can to, at most, 10%. However, the comparison also shows
and cannot do. In other words, LLECE assessments do that the assessments that largely manage to reduce
not include enough easy items to produce meaningful floor effects to acceptable levels have fewer multiple
information about the most marginalized students choice and more constructed response items. While the
(Gustafsson, 2020b). very large floor effects seen in some countries can be
eliminated, completely eliminating them would involve
Comparing the magnitude of floor effects against substantially different approaches to testing that are
average performance across large-scale assessments costly and more complex to develop, score and compare
yields both good and bad news. Some assessments across countries.
11 Save the Children will reach more than
15,000 girls and boys in need in urban
Port-au-Prince, Haiti, working with
teachers, parents and community
leaders to improve the quality of
education the children receive.
CREDIT: Susan Warner/Save the Children
KEY MESSAGES
Participation in pre-primary school the year before primary school entry age was 67% in 2018, with shares
ranging from 9% in Djibouti to 100% in Cuba and Viet Nam. Globally, average participation has been rising by
just over two percentage points every five years.
Participation can be increased rapidly by attaching reception classes to primary schools (as in the Lao People’s
Democratic Republic) and expanding public provision (as in Algeria). Morocco plans to introduce pre-primary
classes in all public schools to achieve universal preschool by 2028.
Children from poor households often lack stimulating home environments. In Paraguay, 90% of children in the
richest households and 40% of children in the poorest benefitted from stimulating adult engagement.
The new UNICEF tool to assess early childhood development, with 20 questions in three domains (learning,
psychosocial well-being and health), will lead to standards on whether children are ‘developmentally on track’
by ages 24, 36 and 48 months.
Many young children start attending primary school early due to childcare constraints, which results in
underperformance as much as for those who attend over-age. In Nigeria, just 12% of children start school on
time having attended pre-primary education.
226 C H A P T E R 1 1 • TA R G E T 4. 2 – E arly c h ild h o o d

11
CHAPTER 11
4.2
TARGET 4.2
Early childhood
By 2030, ensure that all girls and boys have access to quality early
childhood development, care and pre-primary education so that
they are ready for primary education
GLOBAL INDICATOR
4.2.1– Proportion of children under 5 years of age who are developmentally on track
in health, learning and psychosocial well-being, by sex
4.2.2– Participation rate in organized learning (one year before the official primary
entry age), by sex
THEMATIC INDICATORS
4.2.3– Percentage of children under 5 years of age experiencing positive and stimulating
home learning environments
4.2.4– Gross early childhood education enrolment ratio in (a) pre-primary education and
(b) early childhood educational development
4.2.5– Number of years of (i) free and (ii) compulsory pre-primary education guaranteed
in legal frameworks
11
Participation�� 228
Early childhood development�� 230
Focus 11.1: Early entry is more common than believed��234
E nsuring all children are prepared and not

behind when entering school is an important
part of reducing inequality. Continuity between the
TA B L E 1 1 .1 :
Early childhood education participation indicators, 2018
pre-primary and primary levels is important but
Participation
should not mean pre-primary education becoming one year before
increasingly academic. Early childhood and Pre-primary primary school
gross enrolment entry age
primary education should be different in purpose, ratio (%) (%)
organization and structure (UNICEF, 2019) World 52 67
(Focus 11.1).
Sub-Saharan Africa 33 42
Northern Africa and Western Asia 32 50
PARTICIPATION Central/S.Asia 26 59
Eastern and South-eastern Asia 82 87
Interpreting data on early childhood education Latin America and the Caribbean 78 96
participation depends on the age group definition, Oceania 76 80
institutional arrangements and early entry Europe and Northern America 86 64
patterns. Participation generally increases Low income 24 41

with age, reaching its highest level the year Lower middle income 37 61
Upper middle income 78 83
before primary school entry age, the focus
High income 83 91
of global indicator 4.2.2. Participation was
67% in 2018 (Table 11.1), with shares ranging from Source: UIS database.
9% in Djibouti to 100% in Cuba and Viet Nam.
In Djibouti, the enrolment rate gap relative to

regional averages for sub-Saharan Africa and fell through because they were used instead for
for Northern Africa and Western Asia has grown primary-level instruction (Djibouti Ministry of
since 2000 (Figure 11.1). Not only are enrolment National Education and Professional Training,
levels very low, but 93% of enrolment is in private 2017). The new government strategy aims to
preschools, with only 24 public preschools in ensure that all 5-year-olds, of which there were
operation in 2016. Although the official age range about 19,000 in 2019, attend one year of preschool
is two years, public preschool education lasts by 2030 (Djibouti Ministry of National Education
one year for cost efficiency reasons. Attempts to and Professional Training and UNICEF, 2019).
pilot preschool classes in public primary schools
Average participation worldwide has been rising
at a rate of just over two percentage points
every five years. Some of the fastest progress
In Djibouti, not only are enrolment in the 2010s was observed in Azerbaijan (from
30% at the decade’s beginning to 69% at its end),
levels very low, but 93% of Burundi (19% to 45%), Guinea (23% to 42%),
enrolment is in private preschools the Lao People’s Democratic Republic (38% to 67%)

and the Philippines (41% to 83%) (Figure 11.2).
228 C H A P T E R 1 1 • E arly c h ild h o o d

11
FIG U R E 1 1 .1 :
Participation has declined, even from Djibouti has the world’s lowest early childhood education
participation rate
low starting points, in some countries, Rate of participation in organized learning one year before
including Eritrea, Mali and Morocco primary school entry age, Djibouti, selected regions and world,
2000–18
70
World
Countries increase participation either by expanding 60
early childhood and pre-primary education systems
50 Northern Africa
or by attaching reception classes to primary schools. and Western Asia
After piloting a programme in 2002, the Laotian 40 Sub-Saharan Africa
government introduced a grade 0 reception class in
%
30
primary schools in 2006 and instituted pre-primary
education expansion in the 2007 education law. In parallel, 20
kindergartens not attached to primary schools catered
for 3- to 5-year-olds. However, enrolment levels remain 10 Djibouti
low for ethnic minorities, which account for 38% of the

0
population (Inui, 2020). A World Bank-funded programme
2000
2002
2004
2006
2008
2010
2012
2014
2016
2018
in selected northern districts will carry out an impact
evaluation in 2020 of two alternative approaches to GEM StatLink: http://bit.ly/GEM2020_fig11_1
delivering education for 3- to 5-year-olds: informal
community child development groups and multi-age
teaching (which would expand preschools to
children under 5) (World Bank, 2019).
FIG U R E 1 1 .2 :
Participation has declined, even from low starting Participation among pre-primary school-aged children is
points, in some countries, including Eritrea, Mali and increasing rapidly in some countries
Morocco (Figure 11.2). Morocco lacks a public pre-primary Rate of participation in organized learning one year before
education system; the share of private institutions, primary school entry age, 10 countries with the largest positive
and negative change between 2010 and 2018
mostly attached to mosques, in total enrolment was
87% in 2018, and enrolment levels have stagnated 100
over the past two decades. By contrast, enrolment in
90
Algeria increased sharply in the mid-2000s, largely
through expansion of the public system (Figure 11.3).
80
Following recommendations from its Higher Council of
Education, Training and Scientific Research, Morocco 70
%
undertook to generalize pre-primary education, aiming

to increase enrolment in 2018/19 by 100,000 and the 60
share of public institutions to 16%. A 2019–22 action plan

50
includes an enrolment rate target of 67% by 2021/22 and
pre-primary classes in all public schools as intermediate 40
steps towards universal pre-primary education by
2027/28 (Morocco Higher Council of Education Training 30
and Scientific Research, 2017; Zerrour, 2018).
20
Pre-primary education varies by country from one to 2018 or most recent year
10
four years. Participation among children across the age 2010
range was 52% in 2018, with shares by income group 0
ranging from 24% in low-income to 83% in high-income
Guinea
Burundi
Lao PDR
Palestine
Azerbaijan
Oman
Philippines
Australia
Kyrgyzstan
Saint Lucia
Eritrea
Mali
Morocco
Paraguay
Bahrain
Romania
Hungary
Grenada
San Marino
Italy
countries (Table 11.1). Country rates range from 1% in

Chad to 115% in Belgium and Ghana. Few countries report
enrolment in early childhood education development Increasing trend Decreasing trend
11
FI GURE 11.3:
Morocco is yet to establish a public pre-primary education system
Selected pre-primary education indicators, Algeria and Morocco, 2000–18
a. Percentage of pre-primary enrolment in b. Rate of participation in organized learning one year

private institutions before primary school entry age
100 100
Algeria
Morocco
80 80
60 60
%
%
Morocco
40 40
20 20
Algeria
0 0
2000
2002
2004
2006
2008
2010
2012
2014
2016
2018
2000
2002
2004
2006
2008
2010
2012
2014
2016
2018
Note: Thin line segments indicate missing data.
programmes, which may begin at age 1. Among those EARLY CHILDHOOD DEVELOPMENT
that do, variation in enrolment within income groups is
greater than for pre-primary education (Figure 11.4). Global indicator 4.2.1 is the percentage of children under
age 5 developmentally on track in health, learning and
The distinction between early childhood education psychosocial well-being. The indicator provisionally
development programmes and pre-primary drew on the Early Childhood Development Index (ECDI)
education is reflected in subcategories of level 0 in based on the Multiple Indicator Cluster Surveys (MICS).
the International Standard Classification of Education It measures the percentage of children on track in at
(ISCED). The first covers younger children, generally least three of four domains. However, concerns over
up to age 2, and the second children from around age its validity led the Inter-agency and Expert Group on
3 to the start of primary school. In some high-income SDG Indicators (IAEG) to classify the indicator as tier
countries, certain kinds of provision for the younger III (no established methodology) and to ask UNICEF,
cohort are an integral part of the national system as custodian agency, to develop a robust measure
but do not meet ISCED 0 criteria and are therefore for children aged 24 to 59 months. In March 2019,
not fully captured in the data. Across countries in the IAEG upgraded the indicator to tier II (established
the Organisation for Economic Co-operation and methodology, but countries do not regularly produce
Development (OECD), 26% of children under 3 attend data). The United Nations Statistical Commission adopted
services classified as ISCED 0 and 10% attend other the new methodology in March 2020.
registered services, with shares of the latter including
32% in France, 27% in Japan and 59% in the Netherlands Since 2015, UNICEF has systematically reviewed available
(OECD, 2019). By age 3, 77% attend institutions that meet tools; identified items that measure child development
ISCED 0 criteria and 3% other registered services. in the indicator’s three domains; carried out cognitive
Average early childhood education participation has been rising

at a rate of just over two percentage points every five years


11
F I G U RE 1 1 .4 :
Few in poor countries benefit from pre-primary education
Gross enrolment ratios for early childhood education development and pre-primary education, 2018
% 0 20 40 60 80 100 120 0 20 40 60 80 100 120

Chad Venezuela, B. R.
Yemen Ecuador
C. A. R. Jamaica
Burkina Faso Early chldhood Thailand
D. R. Congo educational development Mexico
Mali Saint Lucia
Niger Pre-primary education Argentina
Tajikistan Bulgaria
South Sudan Colombia
Sierra Leone Albania
Upper-middle-income countries, cont.

Uganda Nauru
Burundi Romania
Eritrea Tuvalu
Rwanda Suriname
Togo Russian Fed.
Benin China
Ethiopia Sri Lanka
Madagascar Maldives
U. R. Tanzania Dominica
Gambia Brazil
Nepal Costa Rica
Mauritius
Zambia Cuba
Djibouti Grenada
Myanmar Belarus
Mauritania Malaysia
India Peru
Senegal St Vincent/Grenad.
Comoros
Timor-Leste
Cambodia Saudi Arabia
Uzbekistan Bahamas
Egypt Oman
Micronesia, F. S. Bahrain
Bhutan Qatar
Cameroon Panama
Lesotho Kuwait
Angola Croatia
Kyrgyzstan Brunei Daruss.
Bangladesh Bermuda
Lower-middle-income countries
Honduras Antigua/Barbuda
Papua N. Guinea United States
Tunisia Greece
Sudan U. A. Emirates
Lao PDR Cyprus
S. Tome/Principe Poland
Morocco Chile
Palestine Hungary
Indonesia Finland
El Salvador Barbados
Cabo Verde Lithuania
Bolivia St Kitts/Nevis
Kenya New Zealand
High-income countries
Philippines Slovenia
Pakistan Luxembourg
Solomon Is Estonia
Mongolia Spain
Rep. Moldova Uruguay
Vanuatu Portugal
Viet Nam Italy
Ghana Iceland
Netherlands
Botswana Rep. of Korea
South Africa Slovakia
Jordan Seychelles
Turkey Norway
Namibia Latvia
North Macedonia Macao, China
Upper-middle-income countries
Armenia Denmark
Marshall Is Sweden
Azerbaijan San Marino
Equat. Guinea Liechtenstein
Paraguay Switzerland
Tonga Austria
Belize France
Samoa United Kingdom
Guatemala Hong Kong, China
Dominican Rep. Czechia
Iran, Isl. Rep. Germany
Kazakhstan Israel
Montenegro Malta
Serbia Belgium

11
The greatest constraint on adult FIG U R E 1 1 .5 :

More children at the same level of development are
engagement is time, which is
left behind in some countries
instead spent on labour and Percentage of children developmentally on track, selected
countries, 2010–18
livelihood challenges
20
Chad
testing in six countries (Bulgaria, India, Jamaica, Mexico,
Uganda and the United States) to understand how 15
Children on track in 0 or 1 domain (%)

D. R. Congo
mothers interpret questions and respond; and piloted
draft questions and administrative procedures in three
countries (Belize, Mexico and Palestine). The resulting
10 Guinea Nigeria
tool contains 20 questions: 11 in the domain of learning,
5 in psychosocial well-being and 4 in health. The last step
in elaborating this new ECDI is to develop an approach
Mali
for setting standards for defining whether children are 5
‘developmentally on track’ by ages 24, 36 and 48 months Cameroon
(Cappa et al., 2019).
0
Until data using the new tool are collected and analysed,
30 40 50 60 70 80 90 100
the current ECDI remains the data source. Countries
with similar overall values may have varying degrees of Children on track in at least 3 of 4 domains (%)
(Early Childhood Development Index)
inequality and vary substantially in terms of children
not being on track in multiple domains. Even in the GEM StatLink: http://bit.ly/GEM2020_fig11_5
countries with the poorest outcomes, including the
Democratic Republic of the Congo, Guinea, Nigeria
and Sierra Leone, no more than 2% of children are off
track in all domains. However, the share of children taking children outside the home; playing; and naming,
on track in at most one domain can be substantial, counting and/or drawing. Although home and early
with significant variation among countries with similar childhood education environments are likely related
overall ECDI scores. In Cameroon, Mali and Nigeria, in quality (Kuger et al., 2019), this indicator adds an
just over 60% of children are on track in at least three important dimension.
domains, but in Nigeria the share on track in no more
than one is 10%, double that of Cameroon and Mali (5%) Analysis of disaggregated data shows striking
(Figure 11.5). socio-economic gaps. Children from poor households
are consistently the least likely to experience such
There is scepticism about standardized assessment adult engagement. In Paraguay, 90% of children in the
of young children, partly because early childhood is richest 20% and 40% of children in the poorest 20% of
qualitatively different from school age. Assessment may households benefit from stimulating adult engagement.
make early childhood education more academic at the This might not be expected were it largely a matter of
expense of play. Australia deploys an early development culture. But telling stories and singing songs are no less
instrument across all institutions every three years to markers of traditional and rural than modern culture,
address some of these concerns (Box 11.1). perhaps more so. Moreover, these and some other
activities are monetarily free. The pattern suggests the
One SDG 4 thematic indicator also draws on the MICS. greatest constraint on adult engagement is time, which
The percentage of children experiencing a positive is instead spent on labour and livelihood challenges
and stimulating home environment is captured by (Figure 11.6).
adult engagement in a range of activities: reading or
looking at picture books; telling stories; singing songs;

11
B OX 1 1 .1 :
Australia regularly assesses whether children are developmentally on track

The Australia Early Childhood Development Census (AECD) is a nationwide data collection tool that measures whether young children
are developmentally on track when they start school (Boller and Harman-Smith, 2019). It was adapted from Canada’s Offord Centre
Early Development Instrument, which also informed the development of the new ECDI. The AECD has been implemented every three
years since 2009. Coverage is universal. In 2015, data were collected for over 300,000 children, or 97% of the target group. Data for every
child are collected by teachers but reported at community, state/territory and national levels. The 2018 round cost US$18 million, which
included coordination, training and research support in and between data collection years.
The 2018 results show that the most disadvantaged children, e.g. those in remote areas, Aboriginal and Torres Strait Islanders and those
with home languages other than English, are closing the developmental gap in three domains. Teachers work with a cultural consultant
when completing the questionnaire to reflect the capabilities of children from historically marginalized communities.
A 2010 evaluation confirmed the AECD’s promise as a tool to inform policy and programme design, improve early childhood
development and help evaluate long-term strategies. It identified a need to contract complex aspects of delivery to specialists and
strengthen community engagement and capacity. Key actions include intense groundwork to promote use of data in municipal and
community decision making, ownership by local community and programme leaders, a uniform measure across communities, and key
stakeholder and leader buy-in for scaling.
F I GURE 1 1 .6:
Children from poor households do not receive as much stimulating adult engagement
Percentage of children experiencing a positive and stimulating home environment, selected countries, 2015–18
100
80
60
%
Richest
40 Urban
Average
Rural
Poorest
20
0
Sierra Leone
Côte d'Ivoire
Senegal
Lao PDR
Guinea
Benin
Mauritania
Rwanda
Iraq
Chad
Myanmar
Uganda
Haiti
Mali
Burundi
Congo
Nigeria
Paraguay
Marshall Is
Mexico
Albania
Timor-Leste
Georgia
Kazakhstan
Belize
Jordan
Thailand

11
FOCUS 11.1: EARLY ENTRY IS entry age attending primary rather than pre-primary
MORE COMMON THAN BELIEVED education is higher in some countries for children with a
sibling in primary school, but lower in others. Selection
Target 4.2 aims to ensure that all children enjoy effects operate in two directions. Children with no
age-appropriate education opportunities before primary school-age siblings are more likely to come from
primary school, but assessment is hampered by the smaller and likely wealthier families and to be the first
significant number who attend primary school early. born. Children with siblings in the relevant age range who
Across 10 sub-Saharan African countries with age 7 entry, are out of school are more likely to live in disadvantaged
a significant number of 5-year-olds attend primary school areas with no pre-primary provision.
(Figure 11.7).
Early school entry statistics reveal little about the
Early school entry can be harmful. In Viet Nam, transition between levels. As a matter of policy,
disadvantaged girls who start school early are more whether primary school-age children without pre-primary
likely to experience teenage marriage and/or childbirth education should attend preschool first is open
(Nguyen and Lewis, 2019). Under-age children are as to question.
likely to underperform as those over age, if not more
so (Dyer et al., 2019). As with the problem of over-age Children one year younger than the primary school entry
enrolment (see Chapter 10), the standard of surveying age count towards global indicator 4.2.2, regardless of
attendance from age 5 may truncate the actual age whether they attend pre-primary or primary education.
distribution of enrolment. Surveys without this limitation The indicator does not distinguish between children who
show that primary school attendance may begin as much attend both in sequence at the expected ages and those
as three years early (Barakat and Bengtsson, 2017). who skip pre-primary and enter primary education a
year early. Conversely, children of primary school entry
Childcare needs are one explanation for premature age who are in pre-primary education count as being
primary school entry or presence at school of 5-, 4- and in school for the purpose of calculating out-of-school
3-year-olds in some low- and middle-income settings. rates (see Chapter 10). The out-of-school rate does not
Older schoolgoing siblings may mind them out of distinguish between those who enter primary school on
necessity while parents work. Household survey data time and those who postpone pre-primary and primary
are inconclusive: Across 17 recent MICS, the probability attendance by a year.
of children one year younger than the primary school
Some surveys, including the MICS, collect attendance
information in the current and previous school year.
In 9 of 17 countries with MICS results since 2015,
F I GURE 1 1 .7: more children one year younger than the primary school
Many children attend primary school early in sub‑Saharan Africa entry age are in primary school than preschool.
Percentage of 5-year-olds attending primary school, selected In Senegal, 64% of that cohort are in organized education,
sub‑Saharan African countries with age 7 entry, 2012–16 but only 19% of children start primary school on
time after having attended preschool. Corresponding
Rwanda estimates in Mali are 90% and 5%.
Mali
Guinea
Burundi To illustrate, early and late primary school entry
Gambia coexist in Nigeria (Figure 11.8). Basically all those
Ethiopia attending pre-primary education enter primary school,
Zambia
Namibia
U. R. Tanzania
0 5 10 15 20
%
In Viet Nam, disadvantaged girls who start
GEM StatLink: http://bit.ly/GEM2020_fig11_7 school early are more likely to experience
Source: GEM Report team analysis based on the World Inequality Database
on Education.
teenage marriage and/or childbirth


11
although not necessarily immediately: Two-thirds

F I G URE 1 1 .8: at primary school entry age remain in pre-primary
In Nigeria, 12% of children start school on time with pre- education. A majority of primary school-aged
primary education
children without pre-primary education enter
School experience among children one year before and at primary
primary school. Thus, although a large majority
school entry age, Nigeria, 2016
attend organized learning one year before primary
school entry age, a small minority represent
Out-of-school
Out-of-school the ideal of on-time primary school entry with
pre-primary education.
Pre-primary
One approach to improving the situation of
primary school-aged children who have not
Pre-primary previously attended pre-primary education
is accelerated school readiness: Ethiopia’s
programme offers 150 hours over the summer
months prior to entry (UNICEF, 2019).
System-wide recommendations depend on

analysis of differences in average outcomes
Primary between the two pathways. This requires
Primary
information on learning outcomes at a higher
grade, age upon entering primary school,
and pre-primary education attendance.
Case-by-case considerations determine which
pathway is more appropriate. Some systems
are moving away from age-based entry and
One year before Primary school
primary school entry age progression in early grades towards pooled
entry age
reception grades, which offer flexibility in entrance
12% of children start primary school on time age and time at a stage before progressing.
having attended pre-primary education The approach is practiced in some German
states and was recently proposed in Canada’s
GEM StatLink: http://bit.ly/GEM2020_fig11_8 New Brunswick province (Sweet, 2019).
12
Nur (yellow scarf), 16 years old, prepares her

tools while attending a workshop on installing
and repairing solar panels that are ubiquitous in
Caption.
Kutupalong-Balukhali mega-camp, Cox’s Bazar,
Bangladesh.
KEY MESSAGES
New data show adult education and training participation rates in the previous month to be 1% for
low-, 2% for lower-middle-, 3% for upper-middle- and 16% for high-income countries; and, in the previous
12 months, 11% for upper-middle- and 48% for high-income countries.
In OECD countries, adults with high skills are three times as likely to participate in training as adults with low
skills: 58% vs 20%.
In the EU, almost 60% of adults do not participate in adult learning because they see no need for it. Cost
and inconvenient training schedules or locations are pressing institutional barriers. Lack of time and family
responsibilities are common situational barriers, especially for women.
The 2015 Mandela rules guarantee the right of 10.7 million prisoners to education but there are hardly any
data to monitor fulfilment. Access to education in US prisons would save governments US$366 million per
year in incarceration costs.
Global participation in tertiary education reached 224 million in 2018, equivalent to a gross enrolment ratio
of 38%.
In Northern Africa and Western Asia, tertiary education participation has expanded rapidly and gender parity
has been reached, but country paths differ. In Tunisia, enrolment rates have stagnated, while gender disparity
has grown at men’s expense.
236 C H A P T E R 1 2 • TA R G E T 4. 3 – T ec h nical , vocational , tertiary and adult education

12
CHAPTER 12
4.3
TARGET 4.3
Technical, vocational,
tertiary and
adult education
By 2030, ensure equal access for all women and men to affordable and
quality technical, vocational and tertiary education, including university
GLOBAL INDICATOR
4.3.1– Participation rate of youth and adults in formal and non-formal education and training
in the previous 12 months, by sex
THEMATIC INDICATORS
4.3.2– Gross enrolment ratio for tertiary education by sex
4.3.3– Participation rate in technical-vocational programmes (15- to 24-year-olds) by sex
12
Technical, vocational and adult education�� 238

Tertiary education�� 239
Focus 12.1: Adults face multiple barriers in pursuing
education opportunities�� 242
Focus 12.2: Prison education is a right and an investment�� 243
TECHNICAL, VOCATIONAL AND For participation rates calculated for different reference
ADULT EDUCATION periods to be comparable, the distribution of training
duration, participation in multiple activities within the
Under the Belém Framework for Action and in line with the same 12-month period, and seasonal effects must be
2015 Recommendation on Adult Learning and Education, known. The reference period correlates with overall
the fourth Global Report on Adult Learning and Education participation level, further complicating comparison:
(GRALE) combines policy reviews with quantitative data The 12-month measure is largely limited to high-income
analyses and case studies. The report finds insufficient countries. Across 71 countries, the median adult education
progress in adult education. Almost one-third of countries participation rate with the previous month as the
with data report participation rates below 5%; one-quarter reference period is 1% for low-, 2% for lower-middle-,
report between 5% and 10%. Participation increased 3% for upper-middle- and 16% for high-income countries.
the slowest or not at all among marginalized groups, With the previous 12 months as the reference period, it is
including adults with disabilities. In all, 152 of 198 countries 11% for upper-middle- and 48% for high-income countries
responded to the GRALE survey. Of those, 103 reported (Figure 12.1). It is important not to mix data for different
participation rates based on actual figures rather than reference periods.
estimates. As GRALE is a quadrennial survey, other
sources are used for routine annual reporting (UIL, 2019). Some countries show considerable gender gaps in adult
education and training, regardless of reference period.
Global indicator 4.3.1 captures the rate of youth and Female participation rates exceed male rates in Baltic
adult participation in formal and non-formal education (e.g. by 14 percentage points in Estonia, 9 in Latvia)
and training in the previous 12 months, by sex. and Scandinavian countries (e.g. by 12 percentage
For 2019, estimates based on the International Labour points in Finland, 9 in Sweden) (Eurostat, 2019).
Organization’s database of labour force surveys were A potential reason is gender segregation in education
included for the first time to monitor the indicator, and employment. Too few males attend tertiary and
increasing coverage from 45 to 106 countries, of which vocational education and training in health, education
70 have been added since 2015. As the Global Education and welfare: 9% in Estonia and 16% in Finland, well
Monitoring Report 2017/8 noted, survey alignment with below the EU average of 23% (European Institute for
the indicator is imperfect. Challenges include lack of Gender Equality, 2019). In addition, these countries
standardization in adult education and training questions have above-average labour market gender segregation
and variation in age range (e.g. adult being defined as by occupation and/or by sector (Burchell et al., 2014).
age 15+ or 18+). Variation in reference period is the most Women are more likely to work, for instance, as nurse and
consequential issue. The indicator’s ‘previous 12 months’ healthcare assistants and/or in the public sector, where
is inspired by the EU Adult Education Survey (AES), opportunities for training are higher.
one of only two cross-national surveys dedicated to
adult education, alongside the Organisation for Economic
Co-operation and Development (OECD) Programme for
the International Assessment of Adult Competencies
Some countries show considerable gender
(PIAAC). Many labour force surveys use a shorter gaps in adult education and training

reference period, usually one month.
238 C H A P T E R 1 2 • T ec h nical , vocational , tertiary and adult education

12
Summary — Figure 5
F I GURE 1 2 .1 :
Estimates of participation in adult education vary according to the reference period
Percentage of adults who participated in formal or non-formal adult education, by reference period, 2018 or most recent year
70
60
50 Reference period
Past month Past 12 months
40
%
30
20
10
0
Viet Nam
Myanmar
Thailand
Mongolia
Egypt
Lao PDR
Mali
Malawi
Sri Lanka
Cook Islands
Fiji
Georgia
Mauritius
Palestine
Eswatini
Guyana
South Africa
Rwanda
Peru
Honduras
Ecuador
Zambia
Panama
Bolivia
Senegal
Uruguay
Dominican Rep.
Argentina
Romania
Namibia
Maldives
Bosnia/Herzeg.
Albania
Montenegro
North Macedonia
Greece
Ireland
Serbia
Turkey
Bulgaria
Poland
Iceland
Lithuania
Croatia
Malta
Italy
Spain
Estonia
Belgium
Slovakia
Czechia
Portugal
Slovenia
Chile
Latvia
Cyprus
Luxembourg
Denmark
France
Germany
United Kingdom
Israel
Finland
Hungary
Singapore
Austria
Norway
Sweden
Netherlands
New Zealand
Switzerland
Source: Eurostat and UIS databases.
More work is required to achieve consistent disaggregation female participation (Focus 12.1). Prisoners, a vulnerable
of indicator 4.3.1 by socio-economic status across surveys. group, may have more time than the general population,
In OECD countries, adults with high skills are three times yet prison education is often a lost opportunity (Focus 12.2).
as likely to participate in training as adults with low skills:
58% vs 20% (OECD, 2019a). Those in low-skill occupations
are less likely to have to upgrade skills. Disadvantaged TERTIARY EDUCATION
young people may be less likely to perceive themselves
as learners outside school and to seek opportunities, Global participation in tertiary education reached
which feeds a cycle of education disadvantage (Wikeley 224 million in 2018, equivalent to a gross enrolment ratio
et al., 2009). A review of OECD countries’ adult training of 38%. Shares ranged from 9% in low-income to 75% in
systems’ capacity showed that they struggled to reach high-income countries. Globally, 19% of tertiary students
under-represented groups, including the unemployed, are enrolled in short-cycle programmes (International
migrants and adults with low education attainment, Standard Classification of Education [ISCED] 5), 68% in
especially in the context of challenges such as ageing bachelor’s degree programmes (ISCED 6), 11% in master’s
populations, globalization and digitalization. Inadequate (ISCED 7) and 1% in doctorate (ISCED 8). Eastern and
finances constrain most systems. Other obstacles include South-eastern Asia has the highest share enrolled in
low quality and relevance of training and inadequate skills short-cycle programmes (33%); Europe and Northern
assessment and governance mechanisms (OECD, 2019a). America has the highest in master’s (20%) (Table 12.1).
Labour force surveys are a key source of data on adult Northern Africa and Western Asia have had among the
learning opportunities, indicating the dominant role of most rapid expansions of tertiary education participation
work-related training. Some observers argue for renewed since 2013. Yet country experiences vary. Tunisia had
attention to the social construction of inequality and related among the highest participation rates as recently as
barriers to adult participation in education (Rubenson, 2018). 2010 but has since stagnated at around 35%. Saudi Arabia
For instance, difference in time availability affects male vs enrolment rates more than doubled between 2009 and
12
2017, from 32% to 70%. In other countries in the region,

TAB LE 1 2 .1 : such as Algeria, women have been the main beneficiaries of
Tertiary education participation indicators, 2018 rapid increases in tertiary education enrolment. By contrast,
Saudi Arabia, with some of the highest gender disparity
Share of students enrolled levels, increased enrolment levels while achieving gender
Gross in tertiary education
enrolment (%) parity. Morocco, with one of the most gender-unequal
ratio
(%) ISCED 5 ISCED 6 ISCED 7 ISCED 8
tertiary enrolment ratios in the early 1990s (3 women for
every 10 men), reached parity in 2017. As recently as 2011,
World 38 19 68 11 1
Morocco had the same low participation rate as Sudan
Sub-Saharan Africa 9 20 70 9 2 (16%), but while the latter stagnated, Morocco more than
Northern Africa and Western Asia 46 19 71 9 1 doubled participation in seven years to 36% (Figure 12.2).
Central/S.Asia 26 3 83 13 1
Eastern and South-eastern Asia 45 33 61 6 1 Even where more women than men are enrolled in
Latin America and the Caribbean 52 10 84 5 1 tertiary education, they may face an unequal playing
Oceania 73 26 57 14 3
field. Women are under-represented as senior faculty
Europe and Northern America 77 21 56 20 3
and in higher education decision-making bodies in many
Low income 9 8 82 8 1 countries, a signal of institutional cultures that are not
Lower middle income 25 6 83 11 1 inclusive or not geared towards broader social and cultural
Upper middle income 53 28 63 7 1 change for greater gender equality. Conventional faculty
High income 75 21 58 18 3 recruitment processes that reward linear, full-time,
Note: ISCED 5 = short-cycle programmes; ISCED 6 = bachelor’s degree
uninterrupted academic trajectories contribute to women’s
programmes; ISCED 7 = master’s; ISCED 8 = doctorate. under-representation in senior academia, even when they
Source: UIS database. outnumber men as students. Women are more likely to be
disadvantaged by norms that fail to recognize competing
FI GURE 1 2 .2 :
Not all countries experience rapid expansion of tertiary education
Tertiary education indicators, selected Northern African and Western Asian countries and regional averages, 1990–2018
a. Gross enrolment ratio b. Gender parity index

100
100 1.80
1.80
1.70
1.70
90
90
1.60
1.60
80
80 1.50
1.50 Tunisia
Tunisia
1.40
1.40 Algeria
Algeria
Europe
Europe
70
70 1.30
1.30
Saudi
SaudiArabia
Arabia
1.20
1.20 Europe
Europe
parity index
index
60
60 World
World
1.10
1.10
Algeria
Algeria Saudi
SaudiArabia
Arabia
Gender parity
50
50 1.00
1.00 Parity
Parity
%
%
Northern
NorthernAfrica/
Africa/ Northern
NorthernAfrica/
Africa/
Gender
W.
W.Asia
Asia 0.90
0.90 W.
W.Asia
Asia
40
40 World
World 0.80
0.80
Morocco
Morocco Sudan
Sudan
30
30 0.70
0.70
Tunisia
Tunisia
0.60
0.60 Morocco
Morocco
20
20 0.50
0.50
Sudan
Sudan
0.40
0.40
10
10
0.30
0.30
00 0.20
0.20
1990
1990 1994
1994 1998
1998 2002
2002 2006
2006 2010
2010 2014
2014 2018
2018 1990
1990 1994
1994 1998
1998 2002
2002 2006
2006 2010
2010 2014
2014 2018
2018

Sub-Saharan
Sub-SaharanAfrica,
Africa,31
31
Central/S.
Central/S.Asia,
Asia,21
21
World,
World,17
17
Northern
NorthernAfrica/W.
Africa/W.Asia,
Asia,15
15
Latin
Oceania,
Oceania,99
Eastern/Southeast.
Eastern/Southeast.Asia,
Asia,99
12

B OX 1 2 .1 :
Women are under-represented as senior
faculty and in higher education decision- Disadvantaged youth need more support to enter tertiary
making bodies in many countries education but receive less

As part of a general support system, counsellors can play an important role in
steering young people towards tertiary education. However, services are often
commitments, such as care responsibilities. In 2010, not targeted where needed. In the United States, students who benefit from
Australia’s Group of Eight leading universities one-on-one counselling are more than three times as likely to attend college
embraced the principle of merit relative to and almost seven times as likely to apply for financial aid. Yet too few students
opportunity in faculty recruitment and assessment benefit: The median number of students per counsellor is 455, nearly twice
(Rafferty et al., 2010). The approach encourages a the recommended 250:1 ratio (American School Counselor Association, 2019;
holistic, multidimensional evaluation of academic Chrisco Brennan, 2019). Spatial distribution of access to counsellors is inequitable.
achievement beyond a narrow focus on number of College guidance is often inadequate or non-existent in rural secondary
publications, and takes into account career breaks, schools. However, virtual models are emerging to fill the gap. College Possible’s
other commitments and individual circumstances. Navigate programme combines counselling via phone, text and email. A pilot by
Official EU guidance endorses incentives and, College Advising Corps, a non-profit organization, relies on videoconferencing
if necessary, legal sanctions to encourage use of (Friess, 2019). In New York City, college students may act as near-peer counsellors
gender quotas and targets in universities (European (Gonser, 2019).
Commission, 2018).
Access to counsellors is even more limited in France, particularly in more
disadvantaged areas, with a ratio of 1,200:1 in some secondary schools
Inclusive assessment of merit should apply to
(Mayer, 2019). A high workload limits advisers’ time with students and ability to
students. Poor students in the United States score
provide academic guidance. A 2018 survey by the national council that evaluates
lower on standardized university admission tests
education policy showed that half of 18- to 25-year-olds were dissatisfied
(Perry, 2019). As a countermeasure, a company
with the counselling received in secondary school and did not feel supported
responsible for one such test introduced a numerical
by the institution at this critical stage. By contrast, in Finland, counselling
adversity score based on neighbourhood and school
is part of learning starting in primary education. Lower secondary students
socio-economic factors (Escobar, 2019). However,
receive two hours of compulsory counselling per week with specialist teachers,
just as academics’ career breaks cannot be assessed
who coordinate company visits, occupational films and individual interviews with
by how many publications having a baby is ‘worth’
students and parents on areas of interest (Hoibian and Millot, 2018).
(Klocker and Drozdzewski, 2012), this measure was
withdrawn in recognition that disadvantage cannot be Recognizing and accepting diversity is an important challenge. Counsellors’
fairly measured by a single number (Hartocollis, 2019). perceptions, sociocultural biases and gender stereotypes can affect students’
education and career choices (US Department of Education, 2018). This may
Disadvantaged young people face multiple obstacles explain some of women’s under-representation in tertiary science, technology,
in gaining access to tertiary education, including engineering and mathematics. An online random survey of high school
information and networking barriers. Counsellors and counsellors in the US state of Wisconsin found that, even though they believed
advisers are particularly important for these learners, female students outperformed males in mathematics and were more likely to
yet minorities, students with disabilities, those succeed, they were less likely to recommend mathematics over English to female
living in rural or poor areas and other disadvantaged students (Welsch and Windeln, 2019). White counsellors may underestimate the
students are often the least likely to receive adequate quality of historically black colleges and universities and fail to make appropriate
counselling on higher education opportunities recommendations to black students (Miller, 2020).
(Box 12.1).
In-service training and continuing education can help counsellors identify
Even when provided with information and support, and correct discriminatory guidance. In school districts with large minority
members of groups under-represented at universities student populations, counsellors are trained in early identification and support
are less likely to know how to game the system. for students with potential for tertiary education. Other interventions seek to
Wealthy parents in the United States spend support underprepared college-oriented students. College access programmes,
significant energy and resources on university for instance, may encourage disadvantaged grade 9 minority students to be
admission, giving rise to illegal admission scandals, more ambitious in their choice of classes in order to meet college admission
backdoor admission and surrogate test-takers requirements (US Department of Education, 2018).
12

(Robbins, 2019; Tough, 2019). Parents in a 2019 national
college admission fraud paid bribes for forged test Student precarity is rising as the
scores and sports qualifications for elite university number of marginalized students
entry. The fraud also involved cheating on standardized
admission tests by faking eligibility for extra time
in tertiary education grows

reserved for those with learning disabilities or with
physical or mental impairments (Durkin, 2019). Such abuse
of inclusive education policies victimizes intended Dispositional barriers are generally less investigated
beneficiaries by undercutting support for legitimate in surveys and thus underestimated (Rubenson,
accommodation (Golden and Burke, 2019; Juneja, 2019). 2011). Yet, when measured, they are the strongest
factor hindering adult learning in most countries
Student precarity is rising as the number of marginalized (Figure 12.3). On average, across EU countries, almost
students in tertiary education grows. In late 2019, French 60% of respondents do not participate in adult learning
students protested for more affordable housing, food mainly because they see no need for it. Cost and
and health services (RFI, 2019). In the United States, inconvenient training schedules or locations are the most
around half of undergraduates are reportedly food pressing institutional barriers. Lack of time and family
insecure, and up to one in five housing insecure (Broton responsibilities are the most common situational barriers,
and Goldrick-Rab, 2017). More than one-quarter of according to both PIAAC and AES data.
university students have dependent children (Institute
for Women’s Policy Research, 2014). Less than one-third Analysis of complementary PIAAC evidence for this
of single mothers graduate within six years of enrolment report supports or extends these findings. Respondents
(Institute for Women’s Policy Research, 2018). in Greece and Turkey are most affected by situational
barriers. Lack of time was a recurring concern in Japan,
the Republic of Korea and Singapore, where respondents
FOCUS 12.1: ADULTS FACE MULTIPLE reported being too busy at work. In terms of institutional
BARRIERS IN P URSUING EDUCATION barriers, training cost prevented between 25% and 30% of
OPPORTUNITIES adults in Greece, Israel and Slovenia from participating; in
Finland, around one in five cited inconvenient locations
Analysing barriers to adult education and learning requires or schedules.
a clear framework. The PIAAC survey refers to barriers as
factors preventing adults from participating in formal or France stands out in terms of lack of employer or
non-formal education. Only non-participants in education public service support, with only slight improvement
are asked these questions; those already participating are between the 2011 and 2016 AES rounds. This is despite
not asked what prevented them from further increasing the Compte Personnel de Formation (Personal Training
their participation. By contrast, the AES distinguishes Account), a programme introduced in 2014 that allows
between those not interested in education or training and employees to convert accumulated time credits into
those willing to participate, and investigates barriers to grants, as well as training leave, part-time work or early
participation among the latter. retirement. Financial incentives only partly address the
barriers. They need to be combined with non-financial
How barriers are categorized matters. A long-standing instruments, such as counselling services and information
categorization (Cross, 1981) describes factors preventing awareness campaigns (OECD, 2019b).
participation as situational (e.g. life circumstances, such
as family responsibilities or lack of time), dispositional While men were slightly more likely to mention
(e.g. determined by previous learning experiences and scheduling as a barrier, women in all countries except
personal disposition towards learning) and institutional Denmark were far more likely to mention family
(e.g. structural conditions hampering access, such as responsibilities (Figure 12.4). The tendency is higher
cost, lack of support, rigid schedules or limited provision) in southern Europe, with up to two-thirds of female
(UIL, 2019). respondents in some countries unable to participate for
this reason.

12
F IGURE 1 2 .3 :
Negative previous learning experiences discourage many adults from participating in adult education
Distribution of main barriers to adult education participation among non-participants, selected European countries, 2016
Bulgaria
Germany
Lithuania
Hungary
Bosnia/Herzeg.
North Macedonia
Switzerland
Czechia
France
Slovakia
Estonia
Sweden
Poland
Romania
Netherlands
Spain
Slovenia
Malta
Croatia
Serbia
Austria
Italy
Turkey
Latvia
United Kingdom
Albania
Finland
Belgium
Ireland
Portugal
Luxembourg
Greece
Cyprus
0 20 40 60 80 100
%
Dispositional Institutional Situational

Notes: Dispositional barriers are determined by previous learning experiences and personal disposition towards learning. Institutional barriers are structural
conditions hampering access, such as cost, lack of support, rigid schedules or limited provision. Situational barriers are life circumstances, such as family
responsibilities or lack of time.
Source: Eurostat (2016).
A comparative study based on 14 time-use surveys and FOCUS 12.2: PRISON EDUCATION IS A
5 household surveys in 19 countries found that men RIGHT AND AN INVESTMENT
allocated slightly more time to learning, leisure and social
activities. Albania, Ghana, Pakistan and the Republic An estimated 10.7 million people were in penal institutions
of Moldova reported the highest gender imbalances: in 2018. The 10 countries with the highest prison
Ghanaian women spent almost two hours per day less populations were the United States (2.1 million), China
than men on such activities (Rubiano-Matulevich and (1.7 million), Brazil (690,000), the Russian Federation
Viollaz, 2019). Women were more likely to see cost as (583,000), India (420,000), Thailand (364,000), Indonesia
an obstacle but less likely to have scheduling conflicts, (249,000), Turkey (233,000), the Islamic Republic of Iran
probably reflecting their lower labour force participation (230,000) and Mexico (204,000) (Walmsley, 2018). Sub-Saharan
There Africa, 31
Central/S. Asia, 21
and higher part-time employment rates. are no global data on prisoner access to education or
World, 17
success of prison education programmes. Northern Africa/W. Asia, 15
Latin America/Caribbean, 10
Oceania, 9
Eastern/Southeast. Asia, 9
Europe/N. America, 3
12
FI GURE 1 2 .4:
Women in European countries were almost twice as likely as men not to participate in adult education for family-related reasons
Adults citing family responsibilities and course schedules as barriers to participation in adult education, by sex, selected European countries,
2016
a.a.a.Family
Familyresponsibilities
Family responsibilities
responsibilities b.b. Courseschedules
Course
b. Courseschedules
schedules
Turkey
Turkey UnitedKingdom
United Kingdom
Cyprus
Cyprus Malta
Malta
Albania
Albania Portugal
Portugal
Greece
Greece Austria
Austria
Serbia
Serbia Bulgaria
Bulgaria
Spain
Spain Spain
Spain
Malta
Malta Italy
Italy
NorthMacedonia
North Macedonia Croatia
Croatia
Austria
Austria Lithuania
Lithuania
Bosnia/Herzeg.
Bosnia/Herzeg. Hungary
Hungary
UnitedKingdom
United Kingdom Latvia
Latvia
Netherlands
Netherlands Slovakia
Slovakia
Italy
Italy Serbia
Serbia
Ireland
Ireland Belgium
Belgium
Switzerland
Switzerland Cyprus
Cyprus
Romania
Romania Germany
Germany
Germany
Germany Bosnia/Herzeg.
Bosnia/Herzeg.
Sweden
Sweden Finland
Finland
Slovenia
Slovenia NorthMacedonia
North Macedonia
Slovakia
Slovakia Luxembourg
Luxembourg
Luxembourg
Luxembourg Greece
Greece
Belgium
Belgium France
France
Latvia
Latvia Sweden
Sweden
Poland
Poland Romania
Romania
Portugal
Portugal Estonia
Estonia
Lithuania
Lithuania Switzerland
Switzerland
Hungary
Hungary Netherlands
Netherlands
Croatia
Croatia Poland
Poland
Finland
Finland Slovenia
Slovenia
Bulgaria
Bulgaria Women
Women Ireland
Ireland Women
Women
Czechia
Czechia Czechia
Czechia
Men
Men Men
Men
Estonia
Estonia Denmark
Denmark
Denmark
Denmark Turkey
Turkey
France
France Albania
Albania
00 2020 4040 6060 8080 00 2020 4040 6060 8080
%% %%
Source: Eurostat (2016).
Multiple arguments support prisoners’ right to education and attempts to link prison education with mainstream
(Vorhaus, 2014). The Standard Minimum Rules for the education (India Ministry of Home Affairs, 2003).
Treatment of Prisoners, adopted in 1955 and approved
through United Nations Economic and Social Council Beyond being a right, prison education has important
resolutions in 1957 and 1977, were revised and relaunched benefits for prisoners, prisons and societies.
in 2015 as the Mandela rules. These maintain the original An opportunity to learn skills and gain work experience
reference to prisoners’ right to education, vocational helps prisoners stay away from crime after release. It can
guidance and training, namely that ‘the education of support order, safety and security in prisons, making
prisoners shall be integrated with the educational system them more positive environments (UNODC, 2017).
of the country so that after their release they may Studies show that higher education levels correlate
continue their education without difficulty’ and that with lower recidivism rates (Farley and Pike, 2018).
‘the education of illiterates and young prisoners shall A meta-analysis in the United States found that
be compulsory’ (UNODC, 2015). The rules have guided prison education reduced probability of recidivism by
national legislation. For instance, India’s National Prison 13 percentage points. Increased chance of employment
Manual maintains that the ‘[e]ducation of illiterate is a key factor, with vocational education having twice
adolescents and adult prisoners shall be compulsory’ the effect of other education types (Davis et al., 2013).

12

however. More than 15,000 titles are banned from prison
A meta-analysis in the United States found libraries in the US state of Texas, including prizewinning
that prison education reduced probability fiction and political biographies (Schaub, 2016).
Sign language learning materials are banned because
of recidivism by 13 percentage points
they could enable prisoners to communicate without
drawing guards’ attention (Miller, 2016).
A recent study estimates that access to prison education
saves state governments an estimated US$366 million Funding is one of the biggest challenges prisoners
per year in incarceration costs (Oakford et al., 2019). face. In 1994, US prisoners were banned from receiving
Pell grants, the main form of federal student aid, until
National prison systems struggle to cater for varied a 2015 pilot initiative reinstated access (Nadworny, 2019).
needs. Prisoners are disproportionately likely to come
from challenging social backgrounds, have had limited or Online and distance learning can facilitate access.
no education and struggle with literacy: 10% of prisoners An estimated 80% of prisoners in Kenya and Uganda have
in Guinea are reportedly literate (Prison Insider, 2019). never met with a lawyer (Gertz, 2017). The African Prisons
Disadvantage in prison education is associated with age, Project gives prisoners access to distance law courses
sex and disability. A review in England (United Kingdom) at British universities (Sawahel, 2017). Incarcerated
found that providing programmes meeting the whole students in Nigeria receive a 50% tuition fee discount
range of individual needs was a complex challenge at the National Open University (Farley et al., 2016).
(Coates, 2016). For prisoners without regular or frequent internet
access, this is an obstacle to distance learning. Australia’s
Young prisoners are likelier to have access to education. University of Southern Queensland introduced Making
A review of adolescent prisoners in eight Latin American the Connection, which offers courses and programmes
and Caribbean cities found that 70% attended some loaded on notebooks or servers rather than rely on hard
kind of formal education programme (UNICEF and copy or the internet (Sawahel, 2017).
Universidad Diego Portales, 2017). By contrast, less
than one-quarter of all prisoners in most European Governments around the world have introduced prison
countries participated in education and training (Costelloe education programmes. Singapore’s Digitalisation of
et al., 2012). Female prisoners in India are entitled to Inmate Rehabilitation and Corrections Tool gives inmates
education, but provision is largely limited to basic tablets not only to maintain contact with family but also
literacy instruction, and tailored provision is necessary to access books and e-learning sources and to study
for self-study (India Ministry of Women and Child towards a diploma (Justice Trends, 2019). In Europe,
Development, 2018). In the United Kingdom, 32% of Prison Education: Basic Skills and Blended E-Learning
new prisoners were recorded or self-reported as having aims to improve prison education by making basic skills
learning difficulties or disabilities in 2014/15 (Coates, learning easily accessible (Torlone and Vryonides, 2016).
2016). According to the European Prison Rules, ‘[e]very In the United States, the Incarceration Nations Network
prison shall seek to provide all prisoners with access to partners with organizations, correctional facilities
educational programmes which are as comprehensive and universities to create Prison-to-College Pipelines.
as possible and which meet their individual needs Based on this model, South Africa’s Ubuntu Learning
while taking into account their aspirations’ (Council of Community, established in partnership with Stellenbosch
Europe, 2006). Yet programmes meeting the needs University and the Department of Correctional Services,
of prisoners with disabilities are often lacking provides access to public university-level education
(Council of Europe, 2018). (Lindeque, 2018).
A recent UNESCO study advances the transformative Many initiatives rely on non-government organizations
potential of prison libraries. These provide access and volunteers. In England (United Kingdom),
to reading material and information, including legal the Shannon Trust has supported prisoners teaching
information and support for formal qualification, leading prisoners to read in 124 prisons (Moss, 2017). Almost all
to improved literacy and a culture of reading and lifelong prisons in the US state of California provide face-to-face
learning. Brazil enables sentence reduction based on tertiary education classes taught by educators from
reading; participants can submit up to 12 book reviews nearby universities, including for inmates serving life
per year to earn 48 days of remission (Krolak, 2019). sentences (D’Orio, 2019).
Prison libraries may be subject to arbitrary censorship,
13
In Cochabamba, Bolivia,
an 11-year-old girl uses from
the computer lab in a school
supported by Save the Children.
CREDIT: SCUS/Save the Children
KEY MESSAGES
ICT skills are important for work but unequally distributed. The use of basic formulas in spreadsheets,
one of nine skills monitored, is possessed by 7% of adults in lower-middle-income countries, 20% in
19 upper‑middle-income countries and 40% in high-income countries.
Recent disaggregated data on spreadsheet skills from 10 poorer countries show large disparities by age;
by gender (at women’s expense in low- and lower-middle-income countries and at men’s expense in
upper‑middle-income countries); and, especially, by wealth: for instance, 3% of women from the poorest
quintile had this skill vs 35% from the richest in Suriname and 39% in Mongolia.
New ICT skills to be monitored in coming years will include the abilities to set up effective security measures
to protect devices and accounts and to change privacy settings for personal data.
In Europe, ICT skills are acquired relatively less through workplace training: Only 10% of respondents took
part in on-the-job ICT training in 2018. Rather, skills are developed through free online training and/or
self‑study, especially among the young.
Over 90% of entrepreneurs in Africa and the Arab States and over 80% in Asia and the Pacific are in
the informal sector. They require entrepreneurship training tailored for microenterprises with limited
growth prospects.
246 C H A P T E R 1 3 • TA R G E T 4. 4 – S k i l l s f or w or k
13
CHAPTER 13
4.4
TARGET 4.4
Skills for work

By 2030, substantially increase the number of youth and adults
who have relevant skills, including technical and vocational skills,
for employment, decent jobs and entrepreneurship
GLOBAL INDICATOR
4.4.1– Percentage of youth/adults with information and communications technology
(ICT) skills, by type of skill
THEMATIC INDICATORS
4.4.2– Percentage of youth/adults who have achieved at least a minimum level of
proficiency in digital literacy skills
4.4.3– Youth/adult educational attainment rates by age group and level of education
13
Focus 13.1: Necessity entrepreneurship has skills implications�� 252
T arget 4.4 captures learning that prepares youth and

adults to participate in the world of work. It refers to
‘decent jobs and entrepreneurship’ (Focus 13.1), but the
within countries by comparing the number of skills a
proportion of adults have. Some middle-income countries
rank much higher in number of skills possessed by
variety of labour market contexts and required job skills at least 20% of adults, suggesting an elite minority
covered makes monitoring global progress difficult. (Figure 13.2a). Skills are more evenly distributed in
countries such as Denmark and Norway, where at least
In addition to youth and adult literacy and numeracy half of adults have those six skills (Figure 13.2b).
skills, captured in target 4.6, technology-related skills
increasingly affect work life. Digital skills in particular The sixth round of the Multiple Indicator Cluster Surveys
are a desirable outcome of education and a factor includes a module with questions on the nine ICT skills.
enabling access to it, helping overcome spatial inequality The data, yet to be included in the ITU and UIS databases,
in provision (Xie et al., 2017). Global indicator 4.4.1 is cover adults aged 15 to 49 and allow disaggregation of
an indirect measure of computer-related skills in use skills by individual characteristics. Clear gender patterns
of information and communication technology (ICT). emerge across 10 countries administering the questions:
Household survey respondents report whether they Women in the seven low- and lower-middle-income
carried out any of nine activities in the previous three countries are less likely to have used, for instance, a basic
months, from copying or moving files or folders to arithmetic formula in a spreadsheet while parity exists in
connecting and installing new devices. the three upper-middle-income countries. Young women
in Mongolia, Suriname and Tunisia are even slightly more
Although the number of countries reporting ICT skills likely than men to have this skill. These three countries
data has increased since the indicator became part of also have a distinctive age profile, showing the rapid pace
the SDG monitoring framework, two problems affect of ICT adoption by the younger generation (Figure 13.3).
monitoring. First, the number of low- and middle-income
countries reporting is still insufficient for robust regional The surveys show wide socio-economic disparity in
estimates. Existing data nevertheless demonstrate distribution of basic ICT skills. In seven poorer countries,
wide disparity in ICT skills distribution. The median the probability of women in the poorest 60% having the
share of adults who used a basic arithmetic formula in a spreadsheet skill is below 1%. In the three richer countries,
spreadsheet is 7% in 10 lower-middle-income countries, 3% of women from the poorest quintile had this skill vs
20% in 19 upper-middle-income countries and 40% in 27% in the richest in Tunisia, 35% in Suriname and 39% in
41 high-income countries. Second, analysis of trends Mongolia (Figure 13.4).
in ICT skills is limited by a change in methodology that
means only figures since 2015 are comparable. Even since In 2019, the ITU, as co-custodian agency of global
then, however, some large year-on-year changes can be indicator 4.4.1, reviewed and adjusted the nine ICT skills
observed that are difficult to explain. Averaging available questions. It reformulated four skills descriptions to
data over 2015–17 to smooth fluctuations shows that skills broaden their scope. For instance, sending emails with
such as handling spreadsheets and sending messages
with attachments are highly correlated (Figure 13.1).
Individual-level data are not available in the International

The number of low- and middle-income
Telecommunication Union (ITU) and UNESCO Institute countries reporting on ICT skills is still
for Statistics (UIS) databases. The databases nevertheless insufficient for robust regional estimates
make it possible to infer disparity in ICT skills distribution
248 C H A P T E R 1 3 • S k i l l s f or w or k
13
How people acquire skills is a key question. EU ICT

In seven low- and lower-middle-income surveys, which help monitor Digital Single Market
Strategy implementation, offer insight into the relative
countries, the probability of women in
importance of acquisition at school, work and home.
the poorest 60% being able to do basic Despite the relevance of ICT skills for work, training
arithmetic in a spreadsheet is below 1% opportunities are not predominantly part of professional
development. Analysis of Eurostat data for this Report
shows that 10% of respondents had on-the-job training
attachments was expanded to sending any message with in 2018. One in five adults participated in at least one
attachments. The ITU dropped the most widely practiced general activity to improve computer, software and
basic skill: copying or moving files or folders. It added two application expertise. Skills acquisition mainly occurs via
skills: setting up effective security measures to protect free online training and/or self-study, especially among
devices and accounts, and changing privacy settings to the young: 25- to 29-year-olds are twice as likely to seek
limit sharing of personal data or information. The changes online training as 55- to 64-year-olds.
are not expected to be reflected in reported data for a
few years but will likely make interpreting some trends
more difficult.
F I GURE 1 3 .1 :
The prevalence of information and communication technology skills is highly correlated
Percentage of adults possessing eight basic ICT skills, selected countries, 2015–17
100
90
80
70
Use basic
arithmetic
formulas in
60
a spreadsheet
Create
50 electronic
%
presentations
with presentation
40 software
30
20
10
0
Sudan
Togo
Pakistan
Niger
Tunisia
Jamaica
Côte d'Ivoire
Cambodia
Iran, Isl. Rep.
Egypt
Djibouti
Azerbaijan
Indonesia
Dominican Rep.
Kazakhstan
Cuba
Bulgaria
Brazil
Romania
Georgia
Curaçao
North Macedonia
Bosnia/Herzeg.
Cabo Verde
Russian Fed.
Turkey
Mexico
Morocco
Colombia
Latvia
Serbia
Poland
Italy
Malaysia
Montenegro
U. A. Emirates
Portugal
Ireland
Czechia
Qatar
Hungary
Singapore
Greece
Cyprus
Slovenia
Lithuania
Chile
Aruba
France
Belgium
Malta
Estonia
Bahrain
Slovakia
Croatia
Uruguay
Spain
Rep. of Korea
Finland
Saudi Arabia
United Kingdom
Austria
Norway
Brunei Daruss.
Sweden
Switzerland
Andorra
Kuwait
Netherlands
Germany
Denmark
Iceland
Luxembourg

Notes: Countries are ordered according to median value of reported ICT skills. One of the nine skills in the indicator definition is not included (write a computer program using a
specialized programming language). The two lines are linear trends for two of the eight skills.
Sources: ITU and UIS databases.
250
13
Number of ICT
Number
skills possessed
of ICT skillsby
possessed
at least 50%
by atofleast
adults
50% of adults Number
Number of ICT skills possessed possessed
of ICT skillsby at least 20%
by atofleast 20% of adults
adults
0
1
20
31
24
53
64
57
86
97
8
9
0
1
20
31
42
53
46
75
86
97
8
9

Curaçao Curaçao Jamaica Jamaica
Ireland Ireland Côte d'IvoireCôte d'Ivoire

Italy Italy Djibouti Djibouti

Poland Poland Pakistan Pakistan
FI GURE 1 3 .2 :
Portugal Portugal Sudan Sudan
Brazil Brazil Niger Niger
Bulgaria Bulgaria Togo Togo
Colombia Colombia Cuba Cuba
Cuba Cuba Iran, Isl. Rep.Iran, Isl. Rep.
Sources: ITU and UIS databases.

Dominican Rep. Dominican Rep. Tunisia Tunisia
Georgia Georgia Romania Romania
High income
High income
High income
High income
Iran, Isl. Rep.Iran, Isl. Rep. Egypt Egypt
Jamaica Jamaica Kuwait Kuwait
Azerbaijan Azerbaijan
C H A P T E R 1 3 • S k i l l s f or w or k
Kazakhstan Kazakhstan
Mexico Mexico Brazil Brazil

North Macedonia
North Macedonia Bulgaria Bulgaria
Turkey Turkey Kazakhstan Kazakhstan
Cabo Verde Cabo Verde Indonesia Indonesia
Cambodia Cambodia Andorra Andorra
Côte d'IvoireCôte d'Ivoire Chile Chile
Djibouti Djibouti Bosnia/Herzeg. Bosnia/Herzeg.
Egypt Egypt Dominican Rep. Dominican Rep.
Upper middle income

Upper middle income
Upper middle income
Morocco Morocco Georgia Georgia
Upper middle incomeb.

Pakistan Pakistan Cabo Verde Cabo Verde
Number of basic ICT skills, selected countries, 2015–17
Sudan Sudan Cambodia Cambodia

Tunisia Tunisia Curaçao Curaçao
Niger Niger Finland Finland
Iceland Iceland
ICTLower
Togo Togo
Chile Chile Portugal Portugal
Cyprus Cyprus SwitzerlandSwitzerland
skillsmiddle
Malta Malta Russian Fed.Russian Fed.
Russian Fed.Russian Fed. Austria Austria
Serbia Serbia Cyprus Cyprus
Lower middle income

Lower middle income
Lower middle income
Indonesia Indonesia Denmark Denmark
possessed
Greece Greece Estonia Estonia
Latvia Latvia France France
Qatar Qatar Germany Germany
income by at
Singapore Singapore Greece Greece
Bosnia/Herzeg. Bosnia/Herzeg. Hungary Hungary
Malaysia Malaysia Ireland Ireland
Lowleast
MontenegroMontenegro Italy Italy
Low income
Low income
Low income
Romania Romania Latvia Latvia

Andorra Andorra Malta Malta
Aruba Aruba NetherlandsNetherlands
Czechia Czechia Norway Norway
Poland Poland
are not predominantly part of professional development
Estonia Estonia
Finland Finland Slovenia Slovenia
France France Spain Spain
a. ICT skills possessed by at least 20% of adults
income50% of adults
Most adults lack most information and communication technology skills in most countries
Hungary Hungary United Kingdom United Kingdom

Kuwait Kuwait Mexico Mexico
Lithuania Lithuania MontenegroMontenegro
Slovenia Slovenia North Macedonia
North Macedonia
Despite the relevance of ICT skills for work, training opportunities
U. A. Emirates U. A. Emirates Turkey Turkey

Azerbaijan Azerbaijan Morocco Morocco
Austria Austria Aruba Aruba
Bahrain Bahrain Croatia Croatia
Belgium Belgium Czechia Czechia
Croatia Croatia Slovakia Slovakia
Germany Germany Sweden Sweden
Slovakia Slovakia U. A. Emirates U. A. Emirates
Spain Spain Uruguay Uruguay
SwitzerlandSwitzerland Colombia Colombia
United Kingdom United Kingdom Malaysia Malaysia
Brunei Daruss. Brunei Daruss. Serbia Serbia
Iceland Iceland Bahrain Bahrain
NetherlandsNetherlands Belgium Belgium
Brunei Daruss. Brunei Daruss.
Rep. of Korea Rep. of Korea Lithuania Lithuania
Sweden Sweden LuxembourgLuxembourg
Uruguay Uruguay Qatar Qatar
Denmark Denmark Rep. of Korea Rep. of Korea
Norway Norway Saudi ArabiaSaudi Arabia
Saudi ArabiaSaudi Arabia Singapore Singapore
LuxembourgLuxembourg
13
F I G U RE 1 3 .3 : FIG U R E 1 3 .4 :
Women in low- and lower-middle-income countries are less likely to There is wide socio-economic disparity in distribution
have basic information and communication technology skills of basic information and communication skills in
Percentage of 15- to 49-year-olds who used a basic arithmetic formula in a upper‑middle-income countries
spreadsheet, selected countries, by age and sex, 2017–19 Percentage of 15- to 49-year-old women who used a basic
arithmetic formula in a spreadsheet, selected countries,
25 by wealth, 2017–19
Women
Men
20 40
Richest
15 Upper middle
35
Middle
%
Lower middle
10
30 Poorest
5
25
0
15–19
20–24
25–29
30–34
35–39
40–44
45–49
15–19
20–24
25–29
30–34
35–39
40–44
45–49
15–19
20–24
25–29
30–34
35–39
40–44
45–49
15–19
20–24
25–29
30–34
35–39
40–44
45–49
15–19
20–24
25–29
30–34
35–39
40–44
45–49
20
%
Sierra Leone Togo Punjab, Pakistan Gambia Lao PDR
25
15
20
10
15
5
%
10
0
Sierra Leone
Togo
Punjab, Pakistan
Iraq
Gambia
Zimbabwe
Kyrgyzstan
Lesotho
Lao PDR
Tunisia
Suriname
Mongolia
5
0
15–19
20–24
25–29
30–34
35–39
40–44
45–49
15–19
20–24
25–29
30–34
35–39
40–44
45–49
15–19
20–24
25–29
30–34
35–39
40–44
45–49
15–19
20–24
25–29
30–34
35–39
40–44
45–49
15–19
20–24
25–29
30–34
35–39
40–44
45–49
Lesotho Zimbabwe Tunisia Suriname Mongolia

Note: Mongolia, Suriname and Tunisia are upper-middle-income
GEM StatLink: http://bit.ly/GEM2020_fig13_3 countries. The others are low- and lower-middle-income countries.
Source: MICS Survey Findings Reports. Source: MICS Survey Findings Reports.
13
FOCUS 13.1: NECESSITY

ENTREPRENEURSHIP HAS Education and training that include
SKILLS IMPLICATIONS necessity entrepreneur needs and
Entrepreneurship and associated skills encompass a aspirations are crucial

spectrum of businesses, from high-tech start-ups to
bakeries and tea stalls. For many of the 3.4 billion people
living on less than US$5.50 per day (World Bank, 2018), Many policies and programmes do not differentiate
entrepreneurship is not a choice. Unlike opportunity between necessity and opportunity entrepreneurs.
entrepreneurs, survival or necessity entrepreneurs do Those that do focus on the latter, even when necessity
not build on innovative business ideas that create value entrepreneurs are more numerous. This may be
and jobs. Over 90% of entrepreneurs in Africa and the deliberate; many favour training to build firms
Arab States and over 80% in Asia and the Pacific are in that can sustain economic growth over training
the informal sector (ILO, 2018). International Labour for microenterprises with limited growth potential
Organization (ILO) Recommendation No. 204 noted that (Lingelbach et al., 2005). Education and training that
‘most people enter the informal economy not by choice include necessity entrepreneur needs and aspirations are
but as a consequence of a lack of opportunities in the nonetheless crucial.
formal economy and in the absence of other means of
livelihood’ (ILO, 2015, p. 2). In recent years, entrepreneurship education and training
providers have customized programmes. The ILO’s Start
It is hard to estimate necessity entrepreneurship, as ‘the and Improve Your Business includes vulnerable low-skilled
vast majority of people would prefer self-employment potential entrepreneurs among its targets. Offered
over sufficiently unattractive paid employment in vocational training centres, business management
and would prefer a sufficiently attractive job over schools, microfinance institutions, company corporate
self-employment’ (Jayachandran, 2020, p. 24). A global social responsibility initiatives or remotely, it is one of the
review based on young entrepreneurs’ self-assessment largest programmes, reaching more than 10 million people
of motivations showed that about one-quarter saw it between 2011 and 2015 (ILO, 2017). The EU EntreComp
as a fallback. Half of those who saw it as an opportunity framework mostly applies to opportunity entrepreneurs
were motivated by potential for improved earnings or but can serve disadvantaged or unemployed populations
independence. This is also consistent with a pattern of (McCallum et al., 2018). The number of institutions
higher proportions of necessity entrepreneurs in poorer dedicated to training necessity entrepreneurs at scale
countries within each region, for instance 32% in India but remains small (Brewer and Gibson, 2016).
11% in Singapore, 41% in Guatemala but 16% in Uruguay,
51% in Bosnia and Herzegovina but 5% in Denmark Most programmes focus on practical skills, such as
(Singer et al., 2015). Necessity entrepreneurship is not financial literacy for microloan recipients, livelihood
limited to the Global South. Using different criteria, about training as part of poverty alleviation programmes,
31% were considered necessity entrepreneurs in Germany and training for small, informal agriculture enterprises.
in 2013–17, rising to 38% among immigrants (Leifels and Initiatives usually focus on starting up or how to
Metzger, 2019). improve management and administration. Often
using mentoring or coaching, successful programmes
Necessity entrepreneurs tend to have less education, foster entrepreneurial behaviour and opportunity or
limited experience and a narrow range of ideas for growth mindset skills, such as networking, aspiration,
products or services (Table 13.1). As a training target and spotting opportunities.
group, necessity entrepreneurs are ‘vulnerable,
unemployed or inactive individuals’ who are potential The non-government organization PRIDE in
entrepreneurs or ‘informal or micro and small enterprise rural Bangladesh administers skills and attitudes
owners’ (Valerio et al., 2014, p. 34). Needed skills depend training for income-generating activities to women.
on context. Necessity entrepreneurs tend to copy It provides marginalized women opportunities to
existing business activities and need both business and meet entrepreneurs and develop peer and community
cognitive skills to avoid entering unprofitable activities networks to exchange information and advice. Building
(Webb and Fairbourne, 2016). social capital through training influences aspirations,
mindset and confidence, empowering entrepreneurs
within their communities (Cummings et al., 2019).
252 C H A P T E R 1 3 • S k i l l s f or w or k
13
TA BLE 1 3 .1 :
Profiles and education needs of necessity and opportunity entrepreneurs
Characteristics Necessity entrepreneurs Opportunity entrepreneurs

Primary driver ‘Push factors’ of economic survival ‘Pull factors’ of personal satisfaction, wealth accumulation and employment
creation
Skill level Generally unskilled Skilled
Education level Low At least secondary school education; may have attended university
Starting a business Unfamiliar with bureaucratic formalities Familiar with bureaucratic formalities
Location Rural and urban areas Primarily urban areas
Employment Often self-employed Employer
Financial resources Extremely limited; at best, supported by microfinance or family Often have some; unqualified for microfinance; may leverage resources with
loans bank loans
Growth potential Limited High
Nature of business Small retail or other unskilled services Retail or wholesale skilled services, import/export, light manufacturing
Appropriate entrepreneurship Entrepreneurship training in specialized institutions, vocational Entrepreneurship education and training in specialized or tertiary education
education and training programmes training centres, finance institutions or as part of development institutions; focus on more advanced finance and business development topics
programmes (employment, financial literacy, microfinance, and entrepreneurial mindset (e.g. leadership, spotting opportunities, managing
livelihood training, women’s empowerment); greater focus on risks)
finance and business management than entrepreneurial mindset
Examples Start and Improve Your Business (ILO, global) Ministry of Employment, Technical Education and Vocational Training
FINCA International (global) (Madagascar)
Economic Empowerment of Adolescent Girls and Young Women National curriculum entrepreneurship module (Montenegro)
(Liberia) Auchi Polytechnic School of Business (Nigeria)
Academy for Creating Enterprise (Philippines) Institute of Entrepreneurship (South Africa)
Women’s Organisation (United Kingdom) Lancaster University Enterprise Education Development (United Kingdom)
SFEDI Passport to Enterprise and Employment, qualification Embedding Entrepreneurship Education Teaching Toolkit (selected European
programme in prisons (United Kingdom) countries and Australia)
Both types of entrepreneur
Brazilian Micro and Small Enterprise Support Service
IMKAN GO and IMKAN GROW
(with UNIDO Entrepreneurship Curriculum Programme/EU EntreComp) (Egypt)
Source: GEM Report team analysis based on Mersha et al. (2010).
The Brazilian Micro and Small Enterprise Support Service, Gender dynamics matter in microenterprise business
a non-profit known by its Portuguese acronym, SEBRAE, management, especially in contexts of household
designed and delivers entrepreneurial training programmes inequality. Ghanaian women hid income and savings,
focusing on practical skills and mindset, combined with and limited business growth, to ensure husbands’
support such as loans and an online interactive library with continued responsibility as providers and to plan long-term
information on norms and legislation. In 2013, SEBRAE household consumption. Entrepreneurship training
trained 4.9 million people online and over 10 million face requires additional focus on gender empowerment in such
to face. Content and type of class, lecture or workshop are settings (Friedson-Ridenour and Pierotti, 2018).
customized to local needs and vary by region and stage of
business development (Roberts and Myrrha, 2016). Scalable training for entrepreneurial mindset skills remains
rare. An alternative approach is to focus on opportunities
In the Philippines, the Academy for Creating Enterprise that rely on business skills over innovative thinking,
offers necessity entrepreneurs an eight-week residential e.g. supporting micro-franchising and entrepreneurial
model and an on-site training programme. Training relies education on running specific, proven business models in
heavily on case studies and ‘discovery learning’. The case context. Micro-franchise entrepreneurs benefit from a clear
study approach encourages discussion and multiple blueprint and mentoring and technical training. However,
solutions to business problems, developing not only the difficulty of building and managing supply chains
financial and technical but also problem-solving skills limits scalability, especially for non-profit organizations
(Brewer and Gibson, 2016). seeking employment and poverty alleviation through
micro-franchising (Webb and Fairbourne, 2016).
14
Shumi, 16 years old, who avoided

early marriage, sits on a bed reading a
book at home in Sylhet, Bangladesh.
Shumi benefited from a Save the Children
project funded by UK aid.
CREDIT: Tom Merilion/Save The Children
Caption.
KEY MESSAGES
Global gender parity figures are easy to communicate but can miss those left furthest behind through
intersecting disadvantages. Lower secondary completion rates are 28% in Côte d’Ivoire and Rwanda, but 2%
among poor rural females in the former and 10% in the latter.
Measures of disparity by wealth typically compare the poorest and richest 20% of households. But poorer
households tend to have more children. In India, the poorest households have 25% of all children, compared
with 15% for the richest.
The MICS household survey uses best practice in disability measurement based on functional difficulties
but differentiated between children aged 5 to 17 and adults age 18 and above. In Sierra Leone, disability
prevalence falls from 16.6% among 17-year-olds to 0.3% among 18-year-olds, hampering the interpretation of
education indicators that straddle these age groups.
Single-sex schools are an exception in most education systems but gender segregation in separate classes
or schools is common in countries as diverse as Chile, Ireland, Israel and Singapore and is prevalent in many
Muslim-majority countries.
While self-identification is the predominant approach, Latin American countries also use other criteria to
measure indigenous identity in surveys. In Mexico, 30% identify as indigenous, while 9% are identified as
such through official criteria and 6% on the basis of language.
254 C H A P T E R 1 4 • TA R G E T 4. 5 – E q u it y
14
CHAPTER 14
4.5
TARGET 4.5
Equity
By 2030, eliminate gender disparities in education and ensure equal
access to all levels of education and vocational training for the
vulnerable, including persons with disabilities, indigenous peoples
and children in vulnerable situations
GLOBAL INDICATOR
4.5.1 – Parity indices (female/male, rural/urban, bottom/top wealth quintile and others
such as disability status, indigenous peoples and conflict-affected, as data become
available) for all education indicators on this list that can be disaggregated
THEMATIC INDICATORS
4.5.2 – Percentage of students in primary education whose first or home language is the
language of instruction
4.5.3 – Extent to which explicit formula-based policies reallocate education resources to

disadvantaged populations
4.5.4 – Education expenditure per student by level of education and source of funding
4.5.5 – Percentage of total aid to education allocated to least developed countries
14
Focus 14.1: How many children attend single-sex schools?�� 260

Focus 14.2: Identifying indigenous groups in surveys and censuses
is a challenge in Latin America��262
G lobally, there is gender parity in pre-primary through

secondary education enrolment (Table 14.1). However,
averages hide continuing country-level gender disparity.
up to secondary education completion, the poorest
females experience a similar if smaller gap. But their
relative chances improve in post-secondary education,
In one-quarter of low-income countries, for every reflecting the fact that average disparity at that level is
100 males, fewer than 87 females are enrolled in primary at the expense of men in all but low-income countries
education and fewer than 60 in upper secondary, at which (Figure 14.1).
level only 25% of countries have achieved parity. While
there is full information on gender enrolment gaps, there How far countries let the most disadvantaged fall behind
is little information on gender enrolment segregation in is evident in country rankings for a given education
single-sex schools (Focus 14.1). indicator, such as completion, and its value for the most
disadvantaged group by sex, location and wealth (usually
Global gender parity figures across education levels are the poorest rural females). The average lower secondary
easy to communicate but insufficient for identifying education completion rate is around 28% in Côte d’Ivoire
those left furthest behind. Intersecting disadvantage and Rwanda, but while completion is close to zero
severely affects education opportunities of children among the most disadvantaged in the former, the latter,
and youth. In low-income countries, females from the although still low in absolute terms, does better at 10%.
poorest 20% of households are consistently less likely Completion is marginally higher in Cameroon (43%) than
to progress: 12 poor women attend post-secondary Cambodia (41%), but it drops by 41 percentage points for
education for every 100 poor men. The ratio is much the most disadvantaged in Cameroon, compared with a
more favourable, although still not equal, for the 25 point drop in Cambodia. Similarly, Nepal does better
richest women. In lower-middle-income countries, than the Philippines (Figure 14.2).
TAB L E 14.1:
Adjusted gender parity index of gross enrolment ratio, by education level, 2018 or latest available year
Pre-primary Primary Lower secondary Upper secondary Tertiary
World 0.98 1.00 0.99 0.98 1.16

Sub-Saharan Africa 0.99 0.96 0.90 0.84 0.74
Northern Africa and Western Asia 0.99 0.96 0.93 0.96 1.03
Central and Southern Asia 0.94 1.08 1.04 0.96 1.00
Eastern and South-eastern Asia 0.99 1.00 1.01 1.03 1.20
Latin America and the Caribbean 1.01 0.98 1.01 1.10 1.43
Oceania 0.98 0.97 0.90 0.90 1.69
Europe and Northern America 0.99 1.00 0.99 1.00 1.39
Low income 1.00 0.94 0.87 0.80 0.62
Lower middle income 0.96 1.03 1.02 0.96 1.05
Upper middle income 1.00 1.00 1.00 1.05 1.25
High income 1.00 1.00 0.97 1.00 1.33
256 C H A P T E R 1 4 • E q u it y
14
F I GURE 1 4 .1 : FIG U R E 1 4 .2 :
Poverty exacerbates gender disparity in education Countries with similar education indicator averages may differ in
Median gender parity index, by education level, low- and those left furthest behind
lower-middle-income countries, 2013–18 Country ranking in lower secondary education completion rates for the
national average and most disadvantaged group, selected countries,
Low-income countries 2013–18
1.21.2
100
100
100
100
98
1.01.0 Parity
Parity 98
97
97
97
96
90 Tajikistan (77%)
0.80.8 90
88
86
86
Gender parity index
Gender parity index
85
84 Mongolia (62%)
0.60.6 83
82
81
78 Nepal (46%)
78
76
0.40.4 73
73
71
Poorest
Poorest 71
70
0.20.2 Richest
Richest 67
66
61
56 Philippines (24%)
55
54
0 0 52
51
Primary
Primary Lower
Lower Upper
Upper Post-secondary
Post-secondary 51
(completion)
(completion) secondary
secondary secondary
secondary (attendance)
(attendance) 51 Cambodia (15%)
(completion)
(completion) (completion)
(completion) 48
48
%
47
47
Lower- middle
Low-middle-income countries
Low-middle-income
-income countries
countries 46
45 Rwanda (10%)
1.21.2 44
43
41
40
39
Parity 38
1.01.0 Parity 38
37
37
36
35
0.80.8 34
33
32
29
Gender parity index
Gender parity index
29
28
0.60.6 28
28
27
26
26 Cameroon (2%)
26
0.40.4 25
24 Côte d’Ivoire (2%)
22
21
21
Poorest
Poorest 17
0.20.2 15
Richest
Richest 15
14
11
9
0 0 6
Primary
Primary Lower
Lower Upper
Upper Post-secondary
Post-secondary Countries ranked by Countries ranked by
(completion)
(completion) secondary
secondary secondary
secondary (attendance)
(attendance) national average most disadvantaged
(completion)
(completion) (completion)
(completion)

GEM StatLink: http://bit.ly/GEM2020_fig14_1 Note: The most disadvantaged group is defined in terms of sex, location and wealth.
Source: World Inequality Database on Education. Source: World Inequality Database on Education.
14
Disparity by wealth commonly compares the bottom The most marginalized groups with intersecting
and top 20% of households, not of children. Yet, in most disadvantage suffer the worst education poverty,
societies, poorer families have more children, on average: but data are scarce. Survey sample frames may not
The poorest 20% of households tend to have more than capture groups such as street children and nomads.
one-fifth of all children. In India, the poorest 20% of Even when included, they may be difficult to identify,
households have 25% of all children, compared with as with indigenous groups (Focus 14.2). Moreover, tools
15% for the richest (Figure 14.3). In effect, the poorest focused on such groups may not align with education
and richest 20% of children are compared in Liberia indicator definitions, as in the case of the new questions
vs the poorest 25% and richest 15% in Myanmar. capturing disability (Box 14.1).
Whether the attendance or completion gap by wealth is
underestimated or overestimated is unclear. It depends To monitor inclusion in learning, national and cross-national
on whether the poorest are less poor than thought learning assessments must be inclusive. In 2019, the
(underestimation) or the richest are richer than thought Technical Cooperation Group on SDG 4 indicators decided
(overestimation). Cross-country comparisons are similarly reporting on thematic indicator 4.5.2 (percentage of primary
distorted if comparing the poorest 20% of children in one education students whose first or home language is the
with the poorest 25% in another. language of instruction) could be based on information
FI GURE 1 4 .3 :
The poorest 20% of households have more than the poorest 20% of children
Percentage of population under age 18, by household wealth quintile, selected countries, 2013–18
30
In India, the poorest 20% of households
have 25% of all children, while the richest
20% of households have 15% of all children
Poorest 20% of households
Richest 20% of households
25
Share of total children (%)
20
15
0
Liberia
Afghanistan
S. Tome/Principe
Mali
D. R. Congo
Gabon
Sierra Leone
Côte d’Ivoire
Egypt
Niger
Guinea
Mozambique
Angola
Dominican Rep.
Timor Leste
Rwanda
Zambia
Burkina Faso
Gambia
Uganda
Benin
Malawi
Congo
Kyrgyzstan
Yemen
Rep. Moldova
Cameroon
Ethiopia
Indonesia
Madagascar
Maldives
Tajikistan
U. R. Tanzania
Swaziland
Jordan
Nigeria
Lesotho
Pakistan
Zimbabwe
Bolivia
Bangladesh
Nepal
Senegal
Azerbaijan
Morocco
Togo
Ghana
Cambodia
Haiti
Honduras
Albania
Turkey
Kenya
Comoros
Guyana
Guatemala
Peru
Namibia
India
Colombia
Philippines
Myanmar

Source: GEM Report team analysis based on Demographic and Health Surveys.
258 C H A P T E R 1 4 • E q u it y
14
B OX 1 4 .1 :
Discontinuity in disability definitions can affect education indicators

The sixth round of the UNICEF Multiple Indicator Cluster Surveys
(MICS) is the first to use the best practice in disability measurement, FIG U R E 1 4 .4 :
the Washington Group Short Set of Questions, which is based on Interpreting education disability gaps is difficult when the measure
functional difficulties (see Chapter 3). Part of its sophistication and prevalence of disability change at age 18
is consideration of age-appropriate functional domains. Yet the
standard Short Set underestimates the prevalence of child disability a. Prevalence of disability, by age, Iraq,
by omitting functions relevant to their life stage. The MICS 6 Module Sierra Leone and Tunisia, 2017–18
on Child Functioning overcomes this by applying different disability
30
measures for children under age 5 and those aged 5 to 17 than for
adults age 18 and above. Tunisia
Iraq
25
However, age does not determine some functional domains.
The appropriate meaning of disability does not change at age 18.
Changes in relevant domains may occur slowly, as they relate to
20
developmental stages for which age is a proxy. Others may change
suddenly in response to situational changes, such as being in or
Sierra Leone
out of school. 15
%
Threshold ages do not align with the definitions of several education

indicators. Pre-primary education enrolment may refer to ages 10
3 to 5. When the age for the final grade of primary education is 13,
the primary completion rate is defined for the age group 16 to 18. In
many countries, upper secondary enrolment and attendance rates 5
also refer to the age group 16 to 18. The youth literacy rate is defined
over the age group 15 to 24. What these and other indicators have in
0
common is that they straddle two age groups for whom disability has 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
been assessed in different ways. Age
The different approaches’ dramatic effect on estimates of disability

prevalence hampers interpretation of education indicators b. Age range of selected education indicators,
disaggregated by disability. In Sierra Leone, disability prevalence Iraq, Sierra Leone and Tunisia
falls from 16.6% among 17-year-olds to 0.3% among 18-year-olds Lower secondary
(Figure 14.4a), while the lower secondary education completion education completion rate
rate is defined for ages 17 to 19 (Figure 14.4b). Average education Iraq
outcomes for those with and without functional difficulties are Sierra Leone
impossible to interpret if having a functional difficulty is measured Tunisia
differently for individuals in an indicator age group. Youth out-of-school rate
Iraq
There is no satisfactory solution, other than not disaggregating
Sierra Leone
indicators affected by discontinuity in disability measurement.
Tunisia
Disaggregating functional difficulties by domain shows anxiety
to be the largest source of difference in prevalence rates between 14 15 16 17 18 19 20
the Module on Child Functioning and the Washington Group Short Age
Set for adults, albeit not the only one. However, trying to align the
two by ignoring the effect of this domain would not result in valid
Note: The out-of-school rate age group refers to youth of upper-secondary-school age.
measurement. A non-standard literacy rate for ages 18 to 24 could Source: GEM Report team.
be calculated, or both the Module on Child Functioning and the
Washington Group questions could be administered to ages 15 to 24.
14
on language used in assessments until information on FOCUS 14.1: HOW MANY CHILDREN
language of instruction became available. Data on many ATTEND SINGLE-SEX SCHOOLS?
other education indicators are collected using survey
instruments whose accessibility is poorly documented Disaggregation of enrolment by sex is routine in
or studied. In practice, surveys may not be available in international education statistics, but comparative
languages respondents or enumerators fully understand, cross-country data on single-sex vs co-education
compromising data quality (Box 14.2). enrolment are scarce. Cross-national learning assessments,
such as the Programme for International Student
Assessment and the Trends in International Mathematics
To monitor inclusion in learning, and Science Study (TIMSS), which collect information on
student class and sex, offer valuable insights.
national and cross-national learning
assessments must be inclusive In about 60% of education systems in the mostly

upper-middle and high-income countries that took part
in the 2015 TIMSS, less than 5% of primary schools were
single-sex. However, gender segregation in separate
B OX 1 4 .2 :
classes or schools is common in countries as diverse
as Chile, Ireland, Israel and Singapore and is prevalent
The challenge of language in data collection tools should not in many Muslim-majority countries. The prevalence
be underestimated of single-sex schools generally increases in secondary
Household surveys are an essential source of information about education education, for instance from close to zero for primary
systems, especially for analysing disparity in attainment and achievement by to almost one in five for lower secondary education in
various characteristics. However, inattention to the language of questions can England (United Kingdom) (Figure 14.5).
compromise data quality. Major cross-national household survey programmes
have rigorous training and quality assurance procedures. In other survey In most countries, the proportion of students in
contexts, such as humanitarian crises, minority language respondents often single-sex schools corresponds to the proportion of such
rely on unsupported local staff and enumerators to translate questions. schools. Exceptions relate to the size and type of schools
This has implications for the design, reach and impact of education, especially that tend to be single-sex. In the Islamic Republic of Iran,
in emergency contexts. single-sex primary schools (66%) enrol 84% of grade
4 students, partly because public single-sex schools are
Research by Translators Without Borders, a non-government organization, larger than private co-education schools. By contrast,
shows that many enumerators cannot understand surveys due to language single-sex primary schools in the Russian Federation
barriers or cannot understand responses. Understanding abbreviations is (8%) account for 1% of grade 4 enrolment, as single-sex
especially difficult. In north-eastern Nigeria, just 31% of respondents understood religious and/or private schools are smaller, on average.
ORS (oral rehydration salts), and 43% understood IED (improvised explosive
device). Only 1 in 24 enumerators could explain the meaning of extremism. Although sudden changes in school system structure
For open-ended questions, enumerators must typically choose from a list are rare, comparisons over time for the countries that
of answers best matching the response. Enumerators reported not always participated in the 2007 and 2015 TIMMS capture some
understanding the English answer options and having difficulty identifying which shifts. Single-sex schooling decreased in Australia and
best matched the response. In such cases, they may instead select answers they the Republic of Korea. The latter shifted to co-education
are confident they understand (TWB, 2019). schools in the 1980s, and a recent policy decisively favours
co-education (Dustmann et al., 2018). The situation is more
Even basic household data can be lost. The Rohingya word for young girl and
complex in Western Asia. In Jordan, the share of single-sex
adult woman is the same, potentially distorting the estimated number of children
lower secondary schools increased by 8 percentage points
in households. For sensitive issues, translations may be stigmatizing, as is often
and the share of students attending them by 12 points.
the case with disability and mental health terms. Surveys should be based
One reason may be the influx after 2011 of Syrian refugees,
on a good mapping of languages spoken where enumeration will take place
who attended public single-sex schools. The share of
(TWB, 2020). They should be in plain language and put in local context, and terms
single-sex schools decreased in Bahrain and Kuwait. While
that enumerators might find hard to translate and use should be discussed.
public schools remain segregated in Gulf Cooperation
Enumerators should translate responses back into the survey language to
Council countries, the changes are attributable to an
ensure they have captured their essence. Recording and translating a sample of
increasing share of mixed private international schools.
responses is a good quality control. Using home language is key to developing
data collection tools.
260 C H A P T E R 1 4 • E q u it y
14
F I GURE 1 4 .5 :
In many countries, the share of single-sex schools is large
Percentage of single-sex schools attended by grade 4 and 8 students, selected countries, 2015
100
Grade 4
Grade 8
80
60
%
40
20
0
Botswana
Georgia
Hungary
Italy
Slovenia
Sweden
Kazakhstan
Thailand
United States
Canada
Russian Fed.
Morocco
South Africa
Lithuania
Japan
Buenos Aires City (Argentina)
Armenia
Norway
Chile
Lebanon
Australia
Malaysia
Hong Kong, China
Singapore
England (U. K.)
Rep. of Korea
Israel
Ireland
Egypt
Qatar
Bahrain
U. A. Emirates
Kuwait
Oman
Malta
Iran, Isl. Rep.
Jordan
Saudi Arabia
Source: GEM Report team calculations based on TIMSS 2015.
The United Arab Emirates introduced co-education Some argue that gender social dynamics are
primary schooling in 2018 (Dajani and Rizvi, 2018). educationally counterproductive (Bigler et al., 2014).
Females may show greater affinity for and achievement
From a gender inclusion perspective, single-sex schooling in science, technology, engineering and mathematics
may be an acceptable temporary compromise when the when less exposed to negative gender stereotypes
de facto alternative in some culture- or country-specific about ability and to males monopolizing equipment
contexts is females not attending (Marcus and Page, (Marcus and Page, 2016). Yet single-sex schooling is
2016; Sperling and Winthrop, 2015). Parents may prefer unlikely to affect choices, attainment or achievement
to send daughters to single-sex schools once they reach unless it challenges dominant notions of masculinity and
adolescence; lack of such provision in parts of Pakistan is femininity (Smyth, 2010). The counterargument is that
one reason reported for low female enrolment (Aslam and single-sex schooling can prevent females from developing
Kingdon, 2008). social skills needed to navigate unsegregated workplaces
and adult life (Fabes et al., 2013; Wong et al., 2018).
14
Evidence on the effects of single-sex schooling is mixed FOCUS 14.2: IDENTIFYING

(Unterhalter et al., 2014). The main difficulty is isolating INDIGENOUS GROUPS IN SURVEYS
the characteristics of students likely to attend single-sex AND CENSUSES IS A CHALLENGE IN
schools and those of segregated schools themselves LATIN AMERICA
from the single-sex-schooling effect. In Thailand and
Trinidad and Tobago, single-sex schools tend to attract Latin America is characterized by wide and persistent
wealthier females, leading to overestimation of the disparity among ethnic groups (Bustillo et al., 2018;
benefits (Arms, 2007; Jackson, 2012). A meta-analysis ECLAC, 2016; Telles, 2007). By most measures of
of 184 studies from 21 countries found that, while some well-being, including education, ethnic minorities are
showed modest learning outcome benefits of gender among those most adversely affected by the region’s
segregation, higher-quality research that adjusted for development challenges (Hall and Patrinos, 2012; Telles
confounding factors showed little to no benefit and a et al., 2015). Yet, despite recent progress in collecting
slight negative effect on female education aspirations information on ethnicity, Latin America faces significant
(Pahlke et al., 2014). The Republic of Korea provides one of challenges in effectively targeting policies to indigenous
the few natural experiments, as students are randomly peoples, as countries lack comparable data of sufficient
assigned to secondary schools (Link, 2012). A study quality on exact numbers and distribution. Capturing
exploiting this found that single-sex schooling had a small indigenous identity in surveys is hampered by its
positive effect on achievement (Park et al., 2013). many dimensions and further complicated by historical
nation-building processes that embraced mestizaje,
The question is not which setting is better but why or mixing of ethnic and cultural groups, which made
single-sex schools sometimes produce better outcomes indigenous peoples invisible (Telles et al., 2015).1
and how to replicate the benefits in more inclusive
settings (Riordan, 2015; Sax et al., 2009). State-run primary There is lack of consensus in the region on how
schools in Malta have been co-educational since 1980, to measure ethnicity. Self-identification is the
while secondary schools were single sex until 2013. Due to prevalent approach, but countries have also used
this history and the many single-sex church-run schools, other criteria, such as common origin, territoriality
the prevalence of single-sex secondary schools is among and cultural-linguistic factors (Del Popolo, 2008).
the highest for non-Muslim-majority countries. A study Countries apply these criteria in various ways in
on the centralized lottery for Catholic school admission data collection instruments. For instance, in addition
suggested that students with single-sex schooling to self-identification, Mexico applies an official
subsequently chose less gendered subjects (Giardili, 2019). household-level criterion defined by the National
Commission on Indigenous Peoples: Indigenous people
Malta’s recent move towards public co-education occurred are those living in households whose heads (or spouses)
as part of a framework of policies to support and promote or their parents speak an indigenous language (CDI, 2017).
social inclusion. One benefit is easier inclusion and freedom
of expression of lesbian, gay, bisexual, transgender and Demographic shifts have blurred ethnic boundaries and
intersex students, who may be particularly excluded in given rise to fluid indigenous identities and imperfect
single-sex schools premised on a homogeneous gender congruence between criteria (Figure 14.6). Indigenous
identity. With its 2015 Gender Identity, Gender Expression population estimates vary considerably, depending
and Sex Characteristics Act, Malta adopted Europe’s first on the criterion used (INEE, 2017; Telles and Torche,
comprehensive education policy focused on their needs; 2019). Six countries in the region have data on both
it included confidentiality and ended gender segregation self-identification and linguistic criteria: the Plurinational
in uniforms and some sports (Ávila, 2018). State of Bolivia, Ecuador, Guatemala, Mexico, Paraguay
and Peru. Peru has the highest proportion of self-identified
indigenous people (almost two in three). In Paraguay,
1.7% self-identify as indigenous, while about three in four
Despite recent progress in collecting speak an indigenous language – the highest proportion
information on ethnicity, Latin America in the region. Ecuador has the lowest proportion of
faces significant challenges in effectively indigenous speakers among the six countries (4.8%).
targeting policies to indigenous peoples

1 This Focus is based on Valencia Lopez (2020).
262 C H A P T E R 1 4 • E q u it y
14
Self-identification is the increasingly dominant criterion, FIG U R E 1 4 .6:

consistent with the International Labour Organization’s Official identification criteria capture most speakers of
Indigenous and Tribal Peoples Convention. However, indigenous languages in Mexico but only a fraction of
used alone, it can provide inconsistent estimates of those who self-identify as indigenous
education inequality. Education outcomes of speakers Percentage of indigenous people according to three
of indigenous languages are often worse than those of definitions and overlaps, Mexico, 2018
self-identified indigenous people who speak only Spanish
(INEE, 2017; Planas et al., 2016). Across four national
household surveys in 2018, school attendance among
15- to 17-year-olds in the Plurinational State of Bolivia,
Guatemala, Mexico and Peru was 3 to 20 percentage
points lower among speakers of an indigenous language
than among all those identifying as indigenous
(Valencia Lopez, 2020). Skin colour tends to be a better Language
Self-identification
(6%)
predictor of years of schooling than the census criterion, (30%)
especially after controlling for social class (Flores and
Telles, 2012). Recent research in Brazil, Mexico and Peru
showed persistent inequality by skin colour, language and, Official criteria
(9%)
in some countries, self-identification, after controlling for
social class (Telles et al., 2015; Villarreal, 2014).
Indigenous groups defined by different criteria may have

distinct education needs. Education policy responses in GEM StatLink: http://bit.ly/GEM2020_fig14_6
countries with low concordance of self-identification and Source: GEM Report team calculations based on Valencia-Lopez (2020).
indigenous language vary. Mexico enforces intercultural

indigenous curricula in schools with high levels of
self-identified indigenous groups, but whether these are

administered in an indigenous language should depend
on whether students speak it, not on whether they Education outcomes of speakers of
self-identify as indigenous (Valencia Lopez, 2020). indigenous languages are often worse
One reason for the discrepancy in education outcomes than those of self-identified indigenous
between indigenous groups identified according to identity people who speak only Spanish
or language may be insufficient household- or school-level

language transmission and a resulting shift in identity.
There is evidence that indigenous individuals do not
identify their children as having their ethnicity, reflecting is also associated with a lower likelihood of individuals
cross-generation fluidity (Villarreal, 2014). Individuals may later declaring themselves non-indigenous. Living in a city
also change how they perceive their ethnic identity. reduces the likelihood of consistent indigenous identity.
Longitudinal data from Mexico’s national household Urban migration and loss of indigenous language proficiency
living conditions survey offer insights into the fluidity over generations result in complex processes of negotiating
of ethnic identity. The ethnicity question is comparable identity. Anthropological research has documented how the
over time, and responses are individual rather than by presence of indigenous peoples in urban areas led to new
household head as proxy. Individuals who identified as forms of indigenous identity expression (Gomez Murillo,
indigenous in the first wave in 2002 exhibited high levels 2008). In Guatemala and Mexico, urban migration resulted
of fluidity: Half had changed ethnic identity at least in loss of indigenous languages, once the main marker of
once by 2009. Education level is associated with more indigenous identity, as indigenous peoples gained access
constant self-declaration of ethnicity, consistent with the to local, predominantly Spanish-speaking labour markets
ethnic pride hypothesis. Speaking an indigenous language (Telles and Torche, 2019; Yoshioka, 2010).
15
In Nazirpur, Bangladesh, a senior villager gives a class

Caption. to a group of women. In this village, local teachers and
NGOs educate members of the community who then
go on to educate other women.
CREDIT: Arindam Dutta/UNESCO
KEY MESSAGES
The share of adults who achieved minimum literacy proficiency in 2017–18 was 74% in Kazakhstan, 49%
in Mexico, 29% in Peru and 28% in Ecuador. In the United States, the share of adults achieving minimum
numeracy proficiency decreased from 72.4% in 2012–14 to 70.8% in 2017.
Some 21% of Ghanaian and 29% of Kenyan working-age urban adults had minimum literacy proficiency, but
85% and 95%, respectively, could read a short sentence, regardless of comprehension.
In Eastern and South-eastern Asia, the share of women among illiterate youth decreased from 74% in 1990
to 48% in 2018, while their share among illiterate adults stagnated at 70%.
Even if universal primary completion is achieved by 2030, the proportion of adults who have not completed
primary school may remain above 10% in sub-Saharan Africa until the 2050s.
About 70 to 80 languages each are spoken in the Central African Republic, Mali and South Sudan, where only
one in three adults can read. In Chad, just 1% of adult women can read in the Lac and Wadi Fira regions.
A review of 17 literacy programmes for people with learning difficulties in the United States found that the
most effective used strategies such as graphic organizers, accessible texts and application of skills in context.
264 C H A P T E R 1 5 • TA R G E T 4. 6 – L iterac y and numerac y

15
CHAPTER 15
4.6
TARGET 4.6
Literacy and numeracy

By 2030, ensure that all youth and a substantial proportion of
adults, both men and women, achieve literacy and numeracy
GLOBAL INDICATOR
4.6.1– Percentage of population in a given age group achieving at least a fixed level of
proficiency in functional (a) literacy and (b) numeracy skills, by sex
THEMATIC INDICATORS
4.6.2– Youth/adult literacy rate
4.6.3– Participation rate of illiterate youth/adults in literacy programmes
15
Focus 15.1: Literacy programmes should strive to reach people with learning
and other disabilities�� 272
P roficiency in literacy and numeracy skills varies,

a fact recognized in global indicator 4.6.1, which
has made an important contribution to the global
17 middle-income countries and territories between
2012 and 2015 (World Bank, 2015). While not nationally
representative, results were benchmarked, as STEP
debate. Assessing these skills is technically complex used the PIAAC scale. Some 21% of Ghanaian and
and costly, pending adoption of more efficient 29% of Kenyan working-age urban adults had minimum
and affordable tools. The Literacy Assessment and proficiency in 2012, while 39% (Ghana) and 65% (Kenya)
Monitoring Programme (LAMP) of the UNESCO reached the lower threshold of locating a piece of
Institute for Statistics (UIS) advanced methodology in information in a short text (level 1). These estimates
the mid-2000s and piloted or fully estimated literacy were lower than the most rudimentary directly
and numeracy in 10 low- and middle-income countries assessed measure of literacy: According to the
in 2006–11 (UIS, 2017). It has since developed a short 2014 Demographic and Health Surveys (DHS), 85% of
module, known as mini-LAMP, for potential use in Ghanaian and 95% of Kenyan urban adults aged 15 to
multipurpose household surveys (UIS, 2018). 49 could read a very short sentence, regardless of
comprehension (Figure 15.2).
The Organisation for Economic Co-operation and
Development’s Programme for the International In the absence of nationally representative
Assessment of Adult Competencies (PIAAC), which assessments, the fallback option is to continue
focuses primarily on high-income countries, is the monitoring the adult literacy rate based on the
main tool for assessing youth and adult literacy outdated binary concept of literacy. The 2019 UIS
and numeracy. Six countries, four of which were youth and adult literacy data provide new estimates
upper-middle-income, took part in the third and for 72 countries, including 21 whose last estimates
final round (2017–18) of the first PIAAC cycle, which dated from 2010 or earlier. Globally, 86% of adults
began in 2011. Minimum literacy proficiency (level 2) aged 15 and above and 92% of youth aged 15 to 24 are
involves matching text and information and/or literate. Women are less likely to be literate, but the
paraphrasing or making low-level inferences given gap is closing in the younger generation. Gender gaps
competing information. Some 74% of youth and remain particularly large in Central and Southern Asia
adults in Kazakhstan, 49% in Mexico, 29% in Peru (15 percentage points), sub-Saharan Africa (14 points)
and 28% in Ecuador are at level 2 or above in literacy
(Figure 15.1). In the United States, the only country
to be surveyed twice during the first PIAAC cycle,
the percentage of adults below minimum proficiency
Some 74% of youth and adults in Kazakhstan,
in numeracy increased, from 27.6% in 2012–14 to
29.2% in 2017 (OECD, 2019). 49% in Mexico, 29% in Peru and 28% in
Ecuador are at level 2 or above in literacy
A third cross-national survey measured literacy.
The World Bank’s Skills Toward Employment
and Productivity (STEP) sampled urban areas in
266 C H A P T E R 1 5 • L iterac y and numerac y

15
F I G U RE 1 5 .1 :
Almost 40% of adults in assessed upper-middle-income countries are below minimum literacy proficiency
Percentage of adults aged 16 to 65, by literacy proficiency level, countries participating in the Programme for the International Assessment of
Adult Competencies, 2011–18
100
80
60 Level 3 and above
Level 2
%
40 Level 1
Below level 1
20
0
* Ecuador
* Peru
Chile
* Mexico
Turkey
Italy
Israel
Spain
Greece
Singapore
* Kazakhstan
Slovenia
France
Poland
* Hungary
* United States
Germany
Ireland
United Kingdom
Canada
Denmark
Lithuania
Austria
Flanders (Belgium)
Sweden
Estonia
Russian Fed.
Rep. of Korea
Australia
Norway
New Zealand
Netherlands
Czechia
Slovakia
Finland
Japan
* Countries that took part in the third round of the first PIAAC cycle (2017–18).
Notes: Upper-middle-income countries are highlighted. Russian Federation figures represent all but the Moscow municipal area. United Kingdom figures refer to
England and Northern Ireland. Level 1 tasks involve reading short texts on familiar topics using basic vocabulary knowledge and locating a piece of information
identical to or synonymous with information in the question. Level 2 tasks involve matching text and information and/or paraphrasing or making low-level inferences
given competing information.
Sub-Sahara
Central/S.
World, 17
Northern A
and Northern Africa and Western Asia (11 points) TA B L E 1 5 .1 : Latin Amer
Youth and adult literacy rates, 2018 Oceania, 9
(Table 15.1). Eastern/So
Youth (15–24) Adults 15+ Europe/N.

The share of illiterate female youth has decreased
in the three regions, and consequently the world, Total Female Male Total Female Male
since around 2005, although the decrease in Eastern
World 91.7 90.4 92.9 86.3 82.8 89.8
and South-eastern Asia since 1990 has been steeper
Sub-Saharan Africa 76.7 73.7 79.8 65.8 58.9 72.9
(Figure 15.3a). The share of illiterate adult women,
Northern Africa and Western Asia 88.9 87.1 90.7 80.1 74.3 85.5
however, has remained constant for the past 20 years at
Central/S.Asia 89.9 88.0 91.6 73.9 66.0 81.5
around 63%. Eastern and South-eastern Asia may have
Eastern and South-eastern Asia 98.9 98.9 98.9 95.8 94.1 97.4
the highest gender parity index (moving towards parity)
Latin America and the Caribbean 98.5 98.7 98.4 93.9 93.5 94.3
and highest adult female literacy rate but also has Oceania … … … … … …
Europe and Northern America … … … … … …
Low income 75.6 72.3 78.8 63.2 55.6 71.1

Lower middle income 89.7 88.0 91.4 77.2 70.9 83.4
Globally, 86% of adults aged Upper middle income 98.3 98.3 98.4 95.2 93.7 96.6
High income … … … … … …
15 and above and 92% of youth
aged 15 to 24 are literate Source: UIS database.

15
the highest share of women among illiterate adults

(Figure 15.3b). Among women over age 65 in the region, In 2050, 11.5% of sub-Saharan African adults
75% are illiterate.
will not have completed primary school

Demographic changes – notably in life expectancy,
fertility and movement of cohorts over time – and
investment in education determine regional literacy Central and Southern Asia has by far the most illiterates
profiles. Eastern and South-eastern Asia began investing aged 25 to 64 (269 million), and the share has remained
heavily in education over two generations ago but did constant for about 25 years, but progress among youth
not achieve the second-lowest number of illiterate since the late 1990s is expected to start having an impact.
adults, after Latin America and the Caribbean, until 2015. Sub-Saharan Africa has the highest number of illiterate
youth and thus is expected to become the region with
the highest number of illiterate adults (Figure 15.4).
F I GURE 15.2: Even achieving universal upper secondary school

Ability to read a sentence is not equivalent to completion with literacy skills by 2030 will not
comprehension bring about universal adult literacy. There will still
Adult literacy indicators, by sex and proficiency level,
be all of today’s illiterate youth, estimated for
urban Ghana and Kenya, 2012–14
the first time in 2018 at just under 100 million,
100
and most of today’s 773 million illiterate adults.
Men The Global Education Monitoring Report estimates that,
Women in 2050, 11.5% of sub-Saharan African adults will not have
90 completed primary school (Figure 15.5).
= can read
DHS, simple sentence
urban,
15–49 Literacy statistics refer to official languages. The number
80
of illiterates who speak minority or non-official languages
and live where the language of instruction differs from
70
that spoken at home is unknown. Almost two decades
At least level 1 ago, UNESCO quoted an unverified Summer Institute
60 = can locate a single of Linguistics estimate that over half of illiterates
piece of information
in a short text belonged to this category (UNESCO, 2003). Regardless
of the estimate’s accuracy, the share may be high and is
50
unlikely to decline, since the share of sub-Saharan Africa
%
in the total illiterate population continues to increase.

40 The region has the largest population of children not
taught in the language spoken at home (UNDP, 2004).
STEP,
30 urban, At least level 2
15–64 The five sub-Saharan African countries with the
= minimum world’s lowest adult literacy rates have high linguistic
proficiency level
20 diversity. Chad, with an adult literacy rate of 22%,
has 133 languages. The Central African Republic, Mali and
South Sudan have 70 to 80 languages each (Figure 15.6).
10
According to Ethnologue, at least two-thirds of these
languages – as many as 9 in 10 in Mali – are either
Sub-Saharan A
0
Ghana Kenya
institutional (‘developed to the point that [a language] Central/S. Asia
is used and sustained by institutions beyond the home World, 17
GEM StatLink: http://bit.ly/GEM2020_fig15_2 and community’) or stable (‘the norm in the home and Northern Africa
Latin America/
Notes: DHS = Demographic and Health Survey. STEP = Skills Toward community that all children learn and use’, even if not Oceania, 9
Employment and Productivity.
sustained by formal institutions) (Eberhard et al., 2020). Eastern/South
Source: GEM Report team analysis using STEP data and DHS final
reports. Europe/N. Ame

15
F I GURE 1 5 .3 :
The share of illiterate women has been constant for 20 years
Share of illiterate females, by region, 1990–2018
a. Youth (15–24) b. Adults (15+)

75
75
70
70 Easternand
Eastern and
South-east.Asia
South-east. Asia
65
65 Central/S.Asia
Central/S. Asia
World
World
NorthernAfrica/
Northern Africa/
NorthernAfrica/
Northern Africa/ W.Asia
Asia
60
60 W.Asia
Asia W.
W.
Sub-SaharanAfrica
Sub-Saharan Africa
Central/S.Asia
Central/S. Asia
%%
Sub-SaharanAfrica
Sub-Saharan Africa
55
55 World
World LatinAmerica/
Latin America/
Caribbean
Caribbean
Sexratio,
Sex ratio,15+
15+
50
50 Sexratio,
Sex ratio,15–24
15–24 Easternand
and 2020
2020
Eastern
2020
2020 South-east.Asia
South-east. Asia
45
45
LatinAmerica/
Latin America/
Caribbean
Caribbean
40
40
1980
1985
1990
1995
2000
2005
2010
2015
1980
1985
1990
1995
2000
2005
2010
2015
1980
1985
1990
1995
2000
2005
2010
2015
1980
1985
1990
1995
2000
2005
2010
2015
Sub-SaharanAfrica,
Sub-Saharan Africa,31
31
Central/S.Asia,
Asia,21
21
F I GURE 1 5.4 : Central/S.
Demographic changes and investment in education determine World,17

World, 17 progress in reducing illiteracy
NorthernAfrica/W.
Northern Africa/W.Asia,
Asia,15
15
Number of illiterates, by age group and region, 1980–2018 Latin
Oceania,99
Oceania,
a. Youth (15–24) Eastern/Southeast.
Eastern/Southeast. Asia,99
b. Adults
Asia, (25–64) c. Elderly (65+)
100100 300300Europe/N.
Europe/N.America,
America,33 100100
Central/S.
Central/S. AsiaAsia 250250
80 80 80 80
200200
60 60 60 60
Millions
Millions
Millions
Sub-Saharan
Sub-Saharan Africa
Africa 150150
40 40 40 40
100100
Eastern
Eastern andand Northern
Northern Africa/
Africa/
South-east.
South-east. AsiaAsia W. Asia
W. Asia
20 20 Latin
Latin America/
America/ 20 20
Caribbean 50 50
Caribbean
0 0 0 0 0 0
1980
1985
1990
1995
2000
2005
2010
2015
1980
1985
1990
1995
2000
2005
2010
2015
1980
1985
1990
1995
2000
2005
2010
2015
1980
1985
1990
1995
2000
2005
2010
2015
1980
1985
1990
1995
2000
2005
2010
2015
1980
1985
1990
1995
2000
2005
2010
2015
1980
1985
1990
1995
2000
2005
2010
2015
1980
1985
1990
1995
2000
2005
2010
2015
1980
1985
1990
1995
2000
2005
2010
2015

15

F I GU R E 15.5:
Even with universal secondary school completion The five sub-Saharan African
by 2030, literacy programming will still be needed countries with the world’s
in 50 years
Projected share of adults aged 25+ who will not have
lowest adult literacy rates have
completed primary education, sub-Saharan Africa and high linguistic diversity
world, 2020–70
50
Adult female literacy in Chad and Guinea is extremely

40 low. The DHS assesses literacy directly, administering
a simple sentence to read. Responses include an
30 indication of reading skills, i.e. whether the sentence
was read with or without difficulty. Such multipurpose
%
household surveys have assumed primary school

20
graduates were literate and asked only those who
never attended secondary school to read (as in the
10
Sub-Saharan Chad DHS). Given mounting evidence that some
Africa primary school graduates may be illiterate, secondary
World
0 school graduates are now also asked to read (as in the
2020 2030 2040 2050 2060 2070
more recent Guinea DHS).
Note: Projections are based on universal primary and secondary In Chad, 15% of women aged 15 to 49 had attended
school completion by 2030.
Source: GEM Report team calculations based on Wittgenstein secondary school. Of those who had not, 1.7% read the
Centre (2019). sentence without difficulty, and 5.5% read part of the
sentence, meaning one in five read without difficulty.
In Guinea, 4% had attended post-secondary education.
Of those who had not, 11% read without difficulty,
F I GU R E 15.6: and 9% read part of the sentence, meaning about one
The countries with the lowest adult literacy rates in two read without difficulty. This is not surprising,
have high linguistic diversity
as the sample included women who had attended
Adult literacy rate, five countries with the lowest rate,
secondary school. In both countries, 1 in 6 women could
1990–2018
read a sentence without difficulty. In 12 of 20 regions
40 C. A. R., in Chad, at most 1 in 10 females could read – 1 in 100 in
79 languages
Mali,
Lac and Wadi Fira (Figure 15.7).
35 70 languages
South Sudan,
74 languages
Most African countries use local languages only for
30 Guinea,
42 languages the first three years of primary school, but the use of
25 local languages is generally promoted in adult literacy
Sub-Saharan Africa, 31
and other
Central/S. Asia, 21 non-formal education programmes (Alidou,
20 Chad, 2006). Algeria’s Multilingual National Strategy for
World, 17
%
133 languages Northern Africa/W. Asia, 15

Literacy
Latin programme,
America/Caribbean, 10 launched by the National Office
15
of Literacy
Oceania, 9 and Education for Adults, received the
10 2019 UNESCO King Sejong Literacy Prize. The 18-month
Europe/N.
course America, 3
emphasizes starting to learn in the home
5 language as key to becoming a lifelong learner.
Students can learn Tamazight, the home language of a
0
1990 1995 2000 2005 2010 2015
large minority. Rural and/or female students account

Sources: UIS database (literacy rates); Eberhard et al. (2020)
(number of languages).

15
F I GURE 1 5 .7:
At most, 1 in 10 women can read a sentence in most regions of Chad and Guinea
Female literacy rate, adults aged 15 to 49, by region, 2014 and 2018
a. Chad 2014 b. Guinea 2018

60 60 60 60
CanCan read
read partpart of sentence
of sentence CanCan read
read partpart of sentence
of sentence
CanCan read
read sentence
sentence CanCan read
read sentence
sentence
Attended
Attended at least
at least secondary
secondary school
school Attended
Attended tertiary
tertiary
50 50 50 50
40 40 40 40
30 30 30 30
%
%
20 20 20 20
10 10 10 10
0 0 0 0
Lac
Wadi Fira
Barh El Gazal
Kanem
Hadjer-Lamis
Chari Baguirmi
Salamat
Batha
Borkou Tibesti
Guéra
Ennedi Est/Ouest
Mandoul
Logone Oriental
Tandjilé
Mayo Kebbi Est
Logone Occidental
Moyen Chari
Mayo Kebbi Ouest
N’Djaména
Ouaddaï
Kankan
Faranah
Labé
Mamou
N'Zérékoré
Boké
Kindia
Conakry
Lac
Wadi Fira
Barh El Gazal
Kanem
Hadjer-Lamis
Chari Baguirmi
Salamat
Batha
Borkou Tibesti
Guéra
Ennedi Est/Ouest
Mandoul
Logone Oriental
Tandjilé
Mayo Kebbi Est
Logone Occidental
Moyen Chari
Mayo Kebbi Ouest
N’Djaména
Ouaddaï
Kankan
Faranah
Labé
Mamou
N'Zérékoré
Boké
Kindia
Conakry
Source: DHS reports.
for about 90% of participants (UNESCO, 2019a). face multilingual and heterogeneous groups of
Senegal outsourced adult literacy programmes to civil learners without adequate training. Teachers may
society organizations, giving local providers a choice of speak but not write the local language or may not
six languages (Robinson, 2016). have pedagogical strategies to support bilingual or
multilingual classroom practices (Hanemann and
South Africa’s Kha Ri Gude adult literacy programme McKay, 2019). In some countries, such as Ecuador, local
offers classes in all 11 official local languages, along languages are even written and read using competing
with sign language and Braille. Yet teachers often alphabets, each with its own political connotations,
which affects how people interact with literacy
programmes (Limerick, 2017).

Too little is known about literacy programme
South Africa’s Kha Ri Gude adult Sub-Saharan
Sub-Saharan
Central/S.
Africa,
Africa,
Asia,
31 31
21 21
participation
Central/S. Asia, globally. The UIS country questionnaire
literacy programme offers classes in World, 17
on17literacy
World, statistics will include a module to fill
Northern
Northern Africa/W.
Africa/W. Asia,
Asia, 15 15
all 11 official local languages, along the
Latin
Latin gap with 10
America/Caribbean,
America/Caribbean, respect
10 to SDG thematic indicator
Oceania,
Oceania, 9 9(participation rate of illiterate youth/adults
4.6.3 in
with sign language and Braille Eastern/Southeast.
Eastern/Southeast. Asia,
Asia, 9 9
literacy programmes). Yet individual participation
Europe/N.
Europe/N. America,
America, 3 3
statistics do not always provide a complete picture.
15
In low- and middle-income countries, literacy

A whole-family approach to literacy programmes for adults with learning difficulties tend to
be small, poorly funded and not linked to larger or more
programming may work best to break
sustained efforts within the disability community or adult
the cycle of low rates across generations literacy efforts (Groce and Bakhshi, 2011). In high-income
among disadvantaged communities countries, there is no consensus on estimates of adults
with disabilities in literacy programmes (Copeland
et al., 2016). In the United States, estimates range from
6% (Kutner et al., 2007) to over 25% (Tamassia et al., 2007)
Among other things, information is often missing on or over 50% (National Research Council, 2012). Between
participation of marginalized groups, such as people with 5% and 25% have dysgraphia (depending on the study),
disabilities (Focus 15.1). and 10% have dyslexia (Dyslexia International, 2014).
In Kansas, 29% of adults in basic and secondary education
A whole-family approach to literacy programming self-reported a learning disability (Patterson, 2008).
may work best to break the cycle of low rates across Such learners are over-represented among adults lacking
generations among disadvantaged communities basic skills (Patterson and Mellard, 2008).
(European Commission, 2012). Such approaches can
strengthen community cohesion and development. A variety of programmes serve adult learners
Recent studies on the Family Literacy project in Hamburg, with disabilities. Australia’s two-year Latch-On
Germany (Rabkin et al., 2018), a participatory action literacy programme gives adults with intellectual
research programme in pastoralist communities in Kenya disabilities opportunities to continue literacy skills
(Ng’asike, 2019) and the Family Learning Programme development. The curriculum is responsive and
in Mozambique (UNESCO, 2019b) show the family flexible, and researchers train teachers and provide
approach to be relevant in both high- and low-literacy support to them. The programme facilitates inclusion
environments, although programme emphasis varies. through small group courses, an individual approach
European and North American programmes tend to where necessary, and access to computer technology.
focus on parental literacy with the intent to improve child A student newsletter connects participants with
literacy. Sub-Saharan African programmes tend to target young adults across the country (Latch-On, 2020).
the community and focus on the value and transmission The International Dyslexia Association developed a
of local culture, language and traditional knowledge. toolkit to advocate for best literacy practices and
recommend useful software and apps (International
Dyslexia Association, 2019). The Dyslexia Association of
FOCUS 15.1: LITERACY PROGRAMMES Ireland runs a free information service, adult seminars on
SHOULD STRIVE TO REACH dyslexia and full-time training courses for unemployed
PEOPLE WITH LEARNING AND adults with dyslexia. The course offers a Major Award
OTHER DISABILITIES in Employability Skills at level 3 and daily specialist
literacy tuition (Dyslexia Association of Ireland, 2016).
Learning difficulties and disabilities represent a barrier to South Africa’s Kha Ri Gude programme, which reaches
acquiring the listening, speaking, reading and writing skills 4.7 million of the country’s 9.6 million illiterate adults,
necessary to communicate in learning and participate in specifically targets citizens with disabilities. It has hired
society. Adults with these challenges are more likely to 60 sign language teachers and is developing Braille
be unemployed, poor or receiving government assistance materials and other accommodations (South Africa
(Patterson and Mellard, 2008). Department of Basic Education, 2019).

15
Evidence on the effectiveness of strategies, accommodations,

interventions and models to help adult learners with disabilities
reach their full potential remains scarce

Evidence on the effectiveness of strategies,

accommodations, interventions and models to
help adult learners with disabilities reach their full
potential remains scarce. In the United States,
a report identified evidence-based reading and writing
accommodations for adults with learning disabilities,
such as software (e.g. word prediction, speech
recognition, word processing) and extended time
for assignments (National Research Council, 2012).
Many adult reading programmes are based on the
Orton Gillingham-Stillman Approach, a multisensory
method combining visual, auditory and tactile–
kinaesthetic instruction to enhance memory and
learning (LDA, 2015). A review of 17 programmes found
that the most effective adopted a variety of strategies,
e.g. using graphic organizers and accessible texts and
applying skills in context (Copeland et al., 2016).
16
A mother and her two children

stand before a poster which
the children contributed to
making, as they arrive for
class at New Winthorpes
Primary School in St. John’s,
Antigua and Barbuda.
CREDIT: UNICEF/LeMoyne
Caption.
KEY MESSAGES
In 2016/17, 83 countries responded to a consultation on whether the guiding principles of the 1974
Recommendation on peace and non-violence, human rights and fundamental freedoms, cultural diversity
and tolerance, and human survival and well-being were reflected in their education policies, curricula, teacher
training and student assessments.
Only 12% of countries fully reflected the guiding principles.
Several countries reported they assessed students even if curricula did not entirely include certain areas
related to sustainable development and global citizenship or if teachers were not fully trained in them.
In Burundi, Colombia and Myanmar, students were assessed even though neither condition was met.
Prevention of gender-based violence was taught in 93% of countries but prevention of violent
extremism in only 34%
About 8 in 10 countries reported revising textbooks to deliver the principles, although change was
constrained by the slow process of curricular reform and textbook development and roll-out.
The next consultation will introduce simplified questions, expand coverage to all target 4.7 dimensions and
require governments to document their responses.
The leading role of school-age children in climate protests is significant, showing that today’s schooling, as
devised and provided by adults, will be irrelevant if tomorrow’s planet is uninhabitable.
274 C H A P T E R 1 6 • TA R G E T 4.7 – S ustainable de v elopment and global citi z ens h ip

16
CHAPTER 16
4.7
TARGET 4.7
Sustainable development
and global citizenship
By 2030, ensure that all learners acquire the knowledge and skills needed to promote
sustainable development, including, among others, through education for sustainable
development and sustainable lifestyles, human rights, gender equality, promotion of
a culture of peace and non-violence, global citizenship and appreciation of cultural
diversity and of culture’s contribution to sustainable development
GLOBAL INDICATOR
4.7.1– Extent to which (i) global citizenship education and (ii) education for sustainable
development are mainstreamed in: (a) national education policies, (b) curricula,
(c) teacher education and (d) student assessment
THEMATIC INDICATORS
4.7.2– Percentage of schools that provide life skills-based HIV and sexuality education
4.7.3– Extent to which the framework on the World Programme on Human Rights Education is
implemented nationally (as per the UNGA Resolution 59/113)
4.7.4– Percentage of students by age group (or education level) showing adequate understanding
of issues relating to global citizenship and sustainability
4.7.5– Percentage of students in the final grade of lower secondary education showing proficiency
knowledge of environmental science and geoscience
16
Focus 16.1: Progress in monitoring and reporting

on target 4.7 has been incremental�� 280
Focus 16.2: Slow textbook development threatens progress
towards target 4.7�� 281
C limate change, environmental degradation,

technological development, conflict, and population
growth and movements exert significant pressures
Responses were analysed according to whether
they reflected 1974 Recommendation principles
fully, somewhat, a little or not at all in three
on lives. Whether learners acquire knowledge of the domains – education policies and frameworks, curricula
challenges and constructive attitudes and behaviours and in-service teacher training – and whether learning
to deal with them is crucial. Building on universal assessments included corresponding content. Half the
pre-primary, primary and secondary education, countries displayed one of the four most common
which ensure students can read, think and become response patterns. Of 68 countries with information on
lifelong learners, target 4.7 covers issues central to the 4 domains, 9 (12%) fully reflected or included the
transformational SDG ambitions but difficult to act on. guiding principles in all domains (Figure 16.1).
UNESCO’s 1974 Recommendation concerning Education Many countries report students are assessed on
for International Understanding, Cooperation and relevant education content, even if curricula do not
Peace and Education relating to Human Rights and entirely include it. Few countries fully train teachers in
Fundamental Freedoms offered guiding principles on the content their policies and curricula prescribe and
peace and non-violence, human rights and fundamental on which students are assessed. In Burundi, Colombia
freedoms, cultural diversity and tolerance, and human and Myanmar, for instance, students are assessed even
survival and well-being. Although it predates target 4.7 by though teachers are not trained.
40 years, the 1974 Recommendation aligns with its
call for countries to promote education for sustainable Such discrepancies may arise because domains are not
development and global citizenship. necessarily equally applicable to all education levels.
Almost all countries report including the principles in
In view of conceptual and practical challenges, primary and secondary school curricula, mainly in civics
the Inter-agency and Expert Group (IAEG) on SDG (70% of countries), social studies (51%), geography
Indicators twice rejected a proposal to upgrade global (44%) and history (43%). Coverage is significantly
indicator 4.7.1 based on the 1974 Recommendation’s lower in pre-primary, post-secondary, adult and
consultation and reporting process to tier II status non-formal education.
(established methodology, but countries do not regularly
produce data). A revised approach was endorsed in Almost all countries reporting on the question teach
November 2019 (Focus 16.1). equality, inclusion, non-discrimination, and environmental
sustainability and caring for the planet (Figure 16.2).
Analysis of country responses to the 2016/17 consultation
on the 1974 Recommendation revealed interesting

patterns. Although coverage rose from 57 countries in
the fifth consultation to 83 in the sixth (UNESCO, 2018), Target 4.7 covers issues central
reporting was not globally representative: More than to transformational SDG
half the countries were in Europe, Latin America and
the Caribbean.
ambitions but difficult to act on

276 C H A P T E R 1 6 • S ustainable de v elopment and global citi z ens h ip

16

FIG U R E 1 6.1 :
The share of countries reporting In some countries, students are assessed but teachers are not
fully adequate teaching and resource trained on education for sustainable development
Degree of implementation of the 1974 Recommendation, by domain
materials ranged from 18% for peace and and pattern, 2016/17
non‑violence to 26% for human rights
frameworks
assessment
Policies and
Curriculum
and fundamental freedoms
training
Teacher
Student

Bolivia, P. S.; Germany; Japan; Kuwait;
Latvia; New Zealand; Poland; Russian Fed.;
While the principles do not mention gender equality, Sweden; Zambia
93% of countries teach prevention of gender-based
Bulgaria; Cambodia; Georgia; Ireland;
violence. Some 66% teach prevention of violent Maldives; Mali; Malta; Mexico; Oman; Peru;
Romania; Senegal; Serbia; Spain; Turkey
extremism and 71% education for global citizenship.
Albania; Lithuania
Other information was collected on the four domains.
First, countries reported they implement the principles
North Macedonia; Portugal
in various ways in their education programmes. At the
policy level, 68 in 76 countries, or 89%, implemented
the principles through a task force, working group or Monaco; Qatar
similar mechanism. In classrooms, the most reported
approaches were learner-centred (88%), participatory Andorra; Armenia; Cameroon; Côte d'Ivoire;
Denmark; Egypt; Ethiopia; Greece;
and interactive (84%), and innovative and creative Honduras; Hungary; Morocco; Singapore
teaching (70%). Less than half the countries used
research and experimentation. C. A. R.; Tajikistan; Uzbekistan
Second, 8 in 10 countries reported revising textbooks to Argentina; Canada

deliver the principles (Focus 16.2). The share reporting
fully adequate teaching and resource materials ranged
Burundi; Colombia; Myanmar
from 18% for peace and non-violence to 26% for human
rights and fundamental freedoms. Third, more than
60% of European countries trained less than 60% of Ecuador; Thailand
teachers to apply the principles. However, there is no
further information on topics teachers were trained Chad; Estonia; Haiti;
Iran, Isl. Rep.; Rep. of Korea
in. Fourth, in learning assessments, 81% of countries
focused on knowledge, 72% on skills and competences,
62% on values and 42% on attitudes and behaviours, Mongolia; Namibia; Tuvalu
although several reported plans to reinforce the latter

dimensions in assessments. Austria; St Kitts/Nevis
Analysis dating as far back as the early 20th century

El Salvador; Uruguay
shows an ‘ebb and flow of inclusionary educational
orientations’ (Jiménez and Lerch, 2019). Among
Domain reflected/included
countries reporting on 1974 Recommendation
implementation in 2016/17, one-fifth said it had Fully Somewhat Not or little No data
improved from five years earlier. None of the
12 participating sub-Saharan African countries reported
progress. Almost half the countries cited insufficient Source: GEM Report team analysis based on UNESCO (2018).
financial, technical or human resources as the main
16
F I GU R E 16.2:
More curricula cover environmental topics than diversity and tolerance
Curriculum coverage of 1974 Recommendation themes and topics, 2016/17
non-violence Preventing other forms of violence

Peace and
Preventing violent extremism
Friendly relations with others
Ethics, morals and values

and fundamental
Human rights
freedoms
Justice and fairness
Equality, inclusion
and non-discrimination
Global citizenship
Cultural diversity
and tolerance
Intercultural and
inter-religious dialogue
International understanding,
solidarity and cooperation
Sustainable development,
consumption and livelihood
Human survival
and well-being
Environmental sustainability,
caring for the planet
Climate change
0 20 40 60 80 100
%
Not taught Taught

Source: GEM Report team analysis based on UNESCO (2018).
reason for no or little improvement in implementation,

including two in three in sub-Saharan Africa and four in Data are lacking not only on the
five in Central and Southern Asia.
target’s global indicator but also on
Self-reported actions at the national level, such as most of its thematic indicators

embedding gender equality in education policy,
may be absent at the school level. The 2018 Teaching
and Learning International Survey of the Organisation Data are lacking not only on the target’s global indicator
for Economic Co-operation and Development (OECD) but also on most of its thematic indicators. Young
asked lower secondary school head teachers whether people’s knowledge and feelings are difficult to measure,
‘explicit policies against gender discrimination’ were being although their recent climate actions have sent a clear
implemented in their school. In the Flanders region of message (Box 16.1). Monitoring target 4.7 therefore
Belgium and in Italy, Malta, New Zealand and Singapore, necessitates alternative efforts and piecing together
around half affirmed they were (OECD, 2019). insights from multiple sources (Smart et al., 2019).

16

B OX 1 6.1 :
Few countries have mechanisms to track
Climate strikes by children erupted in 2019 progress in cognitive, social and emotional
Children’s anger may be the most important and effective skills, reflecting implementation challenges

campaign for climate action. As many of the communities most
affected by climate change are in low- and middle-income
countries, it is unsurprising that climate justice activism by A Pew Research Center survey on US adults’ scientific
children emerged there. In Latin America, Belizean Madison knowledge included three items related to environmental
Pearl Edwards and Ecuadorian Nina Gualinga have stood against science and geoscience. It asked whether (a) oil, natural
threats to biodiversity from climate change and fossil fuel gas and coal were fossil fuels; (b) the tilt of Earth’s axis
industries since ages 9 and 8 (WWF, 2018). Established in 2006, in relation to the sun determined the seasons; and
the African Youth Initiative on Climate Change links the issue (c) deforestation led to increased erosion. Knowledge
with sustainable development, including poverty reduction, depended on education attainment. Between 78% and
and allows youth activists across the continent to share ideas, 87% with postgraduate degrees answered correctly,
strategies and lessons (African Youth Initiative on Climate compared with 48% to 55% of those with at most
Change, 2020). high school diplomas (Kennedy and Hefferon, 2019).
However, levels of scientific knowledge among US adults
Although the recent spotlight on Swedish climate activist Greta
in other areas, notably related to climate change, are not
Thunberg arguably reflects media bias towards Western stories
clearly correlated with education (see Chapter 20).
(Unigwe, 2019), there is a compelling logic to climate activism
in the form of school strikes. One week in September 2019 saw
The OECD’s Programme for International Student
the largest climate mobilization in history, with some 7.6 million
Assessment (PISA) has twice asked questions related
taking to the streets (Global Climate Strike, 2019). While built
to target 4.7. The 2006 PISA collected information on
on scientific consensus, schoolchildren’s leading role on climate
integration of environmental science issues into curricula
is significant. Younger generations will be more exposed than
and found that 98% of students in OECD countries
political decision makers to climate change’s long-term impact.
were taught environment or sustainability topics
Behind the school strikes is the fact that today’s schooling,
(Buckler and Creech, 2014). The 2018 PISA was the first
devised and provided by adults, will be irrelevant if tomorrow’s
to collect information on intercultural knowledge and
planet is uninhabitable.
analytical and critical thinking in a module on ‘global
Education has immediate benefits, but from a capability competence’. Students reported skills and attitudes such
perspective, which values individual agency, it can also deliver as empathy and responsibility (OECD, 2017). The OECD
on the promise of greater future capability. Older generations will present results in October 2020 in association
undermine this promise by claiming a bright future through with AFS Intercultural Programs, a non-profit active in
education while destroying its very possibility. Teachers international secondary school exchange, volunteerism
have supported school boycotts. An Education International and intercultural learning.
resolution encouraged affiliates to ‘stand in full solidarity with
all students striking or protesting against climate change’ The skills dimension is no better covered, despite growing
and schools ‘not to take action against students’ (Education interest in other than strictly academic education
International, 2019). Schools for Climate Action argues that outcomes (The Aspen Institute, 2019). Few countries have
schools and educators have legal child protection mandates, mechanisms to track progress in cognitive, social and
and inaction on climate change amounts to child neglect emotional skills, reflecting implementation challenges
(Preston, 2019). (Vista et al., 2018). Such systems require high levels of
trust. Privacy protection is arguably more important
Government failure to curb carbon emissions, long after the when it comes to data on student attitudes than it is with
damaging impact on future generations has been established, respect to their learning assessment scores.
is the basis of constitutional lawsuits by youth in Europe and in
countries elsewhere, including Canada, Colombia, India, Pakistan, Measurement challenges risk sidelining target 4.7 in
the Philippines, Uganda and the United States (Our Children’s the SDG 4 agenda – a double loss, as its issues can
Trust, 2019). contribute to other targets’ achievement. Learning has
inseparable cognitive, social and emotional dimensions.
16
Fostering their development is positively correlated Alternative sources to the 1974 Recommendation
with attendance, completion rates and test scores (e.g. consultation were also tabled, generally accompanied
Durlak et al., 2011). A review of 27 studies from around the by calls for simplification, fewer questions and tighter
world found that 8 in 10 employers considered social and focus on primary and secondary education or indicator
emotional skills the most important for success but also domains (UIS, 2019a). One proposal focused on a coding
the rarest (Cunningham and Villasenor, 2016). method developed by the UNESCO International Bureau
of Education for the 2016 Global Education Monitoring
Report, which included six categories: human rights;
FOCUS 16.1: PROGRESS IN gender equality; peace, non-violence and human security;
MONITORING AND REPORTING ON health and well-being; sustainable development; and
TARGET 4.7 HAS BEEN INCREMENTAL interconnectedness and global citizenship. Curriculum and
textbook keyword searches would determine coverage of
Global indicator 4.7.1 asks to what extent countries a category (UIS, 2019c).
mainstream education on sustainable development and
global citizenship. Monitoring has reached a turning point. Another proposal built on background questionnaires
Examining the considerations that drove the discussions of the International Association for the Evaluation
is instructive. of Educational Achievement’s International Civic and
Citizenship Education Study. Focused on curricula,
UNESCO developed a methodology to report on it would have put forward working definitions of key
the indicator based on the quadrennial monitoring concepts (UIS, 2019b). The Council of Europe’s Charter
of implementation of the 1974 Recommendation on Education for Democratic Citizenship and Human
during the sixth consultation in 2016/17. As discussed Rights Education was also proposed, as it followed an
above, countries report on incorporation of established country consultation process similar to that
1974 Recommendation principles and topics in four of the 1974 Recommendation, albeit at a regional level
domains. Limitations of the approach included the and only for some target dimensions.
questionnaire being both too ambitious (e.g. several
complex and/or unclear questions and lack of clear In August 2019, the sixth meeting of the Technical
definitions for key terms) and not ambitious enough (e.g. Cooperation Group sought to reclassify 4.7.1 as tier II,
lack of dimensions related to gender equality and human based on the 1974 Recommendation process, with an
rights). Countries self-reported without being required to additional demand for self-reporting to be validated
provide evidence. by supporting documents submitted by governments.
In December 2019, the IAEG endorsed the approach
A proposal to upgrade the indicator to tier II was and approved a revised formulation merging it with
rejected at the eighth IAEG meeting in November indicator 12.8.1 on sustainable consumption and
2018, and further work was requested. Questions production and 13.3.1 on climate action: ‘Extent to which
included whether data collection instruments should (i) global citizenship education and (ii) education for
be based on self-reporting by governments, review of sustainable development are mainstreamed in (a) national
official documents by non-government respondents, education policies, (b) curricula, (c) teacher education,
or both; how often data should be collected; which and (d) student assessment’. UNESCO and the UNESCO
levels and types of education should be covered; Institute for Statistics will refine the questionnaire and
and whether climate change education should be metadata, based on feedback from the IAEG and other
included in data collection. Proposed adjustments experts, for inclusion in the seventh consultation.
included questionnaire clarification, expanded coverage
to all target 4.7 dimensions and supporting
documentation requirements.
Proposed adjustments to global indicator 4.7.1 included questionnaire clarification

and supporting documentation requirements


16
FOCUS 16.2: SLOW TEXTBOOK

DEVELOPMENT THREATENS Half of today’s children may have
PROGRESS TOWARDS TARGET 4.7
left school by the time content
Target 4.7 calls for incorporating new perspectives into following new policy affects practice
education policies, curricula, teacher education and
learning assessments. Some curricula, such as Chile’s
new youth and adult education curriculum, are being
changed to include environmental sustainability
and climate change and, gradually, human rights, mean introducing content in isolation rather than as a
gender equality, citizenship and a culture of peace cross-cutting element. Romania introduced textbooks
(Hanemann, 2019). However, considering the urgency on the history of minorities within two years,
of the challenges, change is slow, and few curricula but teachers had not been trained when they arrived
cover social and emotional skills (Vista et al., 2018). in classrooms (OECD, 2001). Contemporary history
textbooks did not appear in schools in eastern German
Change is limited by the mechanics of curricular states for up to 10 years after the fall of the Berlin
reform and textbook development and the Wall (Pingel, 2010), the same time it took South African
practicalities of roll-out. Half of today’s children may textbooks to appropriately address apartheid
have left school by the time content following new (Engelbrecht, 2006). Some former history textbooks in
policy affects practice. While curricular reform is India were in print for 25 years (Greaney, 2006).
conceived as linear or cyclical, contemporary views see
it as an ongoing process of renewal. Even curriculum Practically speaking, books need replacing. While
innovations that need not wait for curricular reform textbook shelf life has limited impact on the pace of
progress through multiple steps before becoming new content entering classrooms, replacing textbooks
expected learning in classrooms. only when no longer usable may prolong delays.
There are no systematic statistics, but the World
There are no systematic international data on Bank estimates that textbooks in sub-Saharan Africa
curriculum development to inform estimates of last two to three years (Fredriksen and Brar, 2015).
typical curricular reform duration from instigation To address chronic shortages, reduce costs and
to implementation. The process can be complex, increase the viability of a second-hand market,
requiring careful, time-consuming consultation and efforts have been made to increase durability, with a
negotiation. Reform may take five years – more, target life at the secondary education level of five to
if politically contentious – if all stages receive due six years. Some schools achieve eight years or more.
attention (Pingel, 2010). Duration depends on the In education systems that cannot afford to replace
scope of changes, consultation, piloting and validation. textbooks prematurely, it may take up to five years
Reforms pushed too fast are likely rushed and past publication for all learners to have access to new
incomplete. Aligning curricula with target 4.7 may content (World Bank, 2008).
17
In Malawi, Marlita Sylvester, 15 years old, says,
“I love school, but it poses major challenges for me.
It is difficult to get to and from school. The road from
home to school is two kilometres, and I depend on a
friend pushing the wheelchair”.
CREDIT: Jonas Gratzer/Save the Children
Caption.
KEY MESSAGES
About 45% of schools in low-income countries and 78% in lower-middle-income countries have basic water
supply. Some 335 million girls attend schools that lack essential menstrual hygiene management facilities.
Schools need different adaptations for students’ different functional difficulties. Validating the information
is complex. Regardless, less than 5% of primary schools in Albania, Honduras and Zambia reported meeting
national standards.
While 102 countries have endorsed the 2015 Safe Schools Declaration, enforcement is lacking.
In Burkina Faso, Mali and Niger, school closures doubled between 2017 and 2019, disrupting education
for more than 400,000 children.
Bullying and school violence targeted at lesbian, gay, bisexual and transgender students occurs everywhere.
In the United States, they were three times more likely than heterosexual students not to go to school at
least once in the previous 30 days because they felt unsafe.
In South-eastern Asia, children who experienced ambient temperatures well above average attained
1.5 fewer years of schooling than those who experienced average temperatures. In Barcelona, Spain,
exposure to high pollution levels in school reduced cognitive development.
Children experience physical exhaustion, violence and harassment, and exposure to significant danger
on their way to and from school. In Brazil, the longer the commute, the worse the impact on academic
performance. In Delhi, India, young women preferred colleges of lower quality if accessible by a safer route.
282 C H A P T E R 1 7 • TA R G E T 4. a – E ducati o n faci l ities and l earning envir o nments

17
CHAPTER 17
4.a
TARGET 4.a
Education facilities
and learning
environments
Build and upgrade education facilities that are child, disability
and gender sensitive and provide safe, non‑violent, inclusive
and effective learning environments for all
GLOBAL INDICATOR
4.a.1– Proportion of schools offering basic services, by type of service
THEMATIC INDICATORS
4.a.2– Percentage of students experiencing bullying in the last 12 months
4.a.3– Number of attacks on students, personnel and institutions
17
Focus 17.1: Temperature and air quality affect learning��288

Focus 17.2: Safe schools must be safe to reach�� 290
S afe, welcoming environments are a right but also

benefit learning (Barrett et al., 2019; Theirworld, 2019).
The physical environment affects some learners more
accessible. The JMP database provides information on
accessibility for 18 countries. In El Salvador, Fiji, Tajikistan,
the United Republic of Tanzania and Yemen, less than
than others, as with access to adequate sanitation for 1 in 10 schools with improved sanitation had accessible
girls. Some 335 million girls attend primary and secondary facilities (Figure 17.2).
schools lacking facilities essential for menstrual hygiene
(UNICEF, 2019a). Ensuring access to such facilities fulfils One dimension of 4.a.1 captures ‘adapted infrastructure
a right to dignity, even if building a girls’ toilet block is no and materials for learners with disabilities’. Measurement
more sufficient for making a school gender-responsive is hampered for two reasons: lack of clarity owing to
than building a ramp is for making a classroom truly multiple combinations of functional difficulty types and
disability-inclusive (Naylor, 2019). possible adaptations, not all of which might be met at
once; and concerns over validation of the information
On average, 45% of schools in low-income countries have (see Chapter 3). It is not possible to establish whether a
basic water supply. In lower-middle-income countries, school meets the infrastructure adaptation standard if it
78% have basic water supply, 81% have sanitation has Braille signposting but no ramps, or whether it meets
facilities and 69% have basic handwashing facilities. the materials adaptation standard if it provides screen
In its 2019 data, the UNESCO Institute for Statistics readers but no large-print books. Whether the indicator
complemented its school water supply, sanitation and should measure the proportion of schools adapted for at
hygiene facility estimates with those of the World Health least one disability or the proportion adapted for almost
Organization (WHO) and UNICEF’s Joint Monitoring any disability was put to the Technical Cooperation
Programme (JMP) for countries not reporting official Group meeting in August 2019. It decided against the
statistics. In primary education, where the two sources latter. Regardless of exactly how countries are reporting,
are comparable, there is largely agreement. Where few schools seem to meet accessibility standards.
sources diverge, there is no consistent pattern. In some No more than 1 in 20 primary schools in Albania,
cases, the difference is marginal. In others, e.g. Costa Rica, Honduras and Zambia has adaptations (Figure 17.3).
wide variation reflects differing methodologies.
JMP estimates are based on a statistical model averaging A safe learning environment means not being actively at
the time trend across available estimates (Figure 17.1). risk. If learners cannot reach school safely, their learning
environment is unsafe. Many children run a risk of
High-income countries report all schools meet the basic natural hazards, armed violence, sexual harassment and
standard for three dimensions of global indicator 4.a.1. dangerous traffic to get to school (Focus 17.2).
However, facilities may not be in good condition.
Moreover, physical learning environment quality

encompasses more than the aspects captured by the
indicator, including factors underestimated in learners’ On average, 45% of schools in low-income
well-being and achievement (Focus 17.1). Similarly, having countries have basic water supply
sanitation facilities does not mean they are wheelchair
284 C H A P T E R 1 7 • E ducati o n faci l ities and l earning envir o nments

% % % % % % % % %
Most
0
0
20
20
0
40
20
40
60
40
60
80
60
80
100
80
100
100
0
0
20
0
20
40
20
40
60
40
60
80
60
80
100
80
100
100
0
0
20
0
20
40
20
40
60
40
60
80
60
80
100
80
100
100
Niger Niger Niger Mali Mali Mali Marshall

Marshall
Is Is
Marshall Is
Niger Niger Niger C. A. R.C. A. R. C. A. R.
Mozambique
Mozambique
Mozambique
FI GURE 1 7.1 :
Marshall
Marshall
Is Is
Marshall Is Guinea
Guinea Guinea
Burkina
Burkina
Faso Faso
Burkina Faso Mauritania
Mauritania
Mauritania Senegal
Senegal Senegal
U. R. Tanzania
U. R. Tanzania
U. R. Tanzania Philippines
Philippines
Philippines Cameroon
CameroonCameroon
Sources: JMP and UIS databases.

Burundi
Burundi Burundi Rwanda
Rwanda Rwanda
Burundi
Burundi Burundi
Bangladesh
Bangladesh
Bangladesh NepalNepal Nepal
Senegal
Senegal Senegal Mozambique
Mozambique
Mozambique Ecuador
Ecuador Ecuador

Bangladesh
Bangladesh
Bangladesh Cambodia
CambodiaCambodia Burundi
Burundi Burundi
Morocco
Morocco Morocco
Lebanon
Lebanon Lebanon Philippines
Philippines
Philippines
Malawi
Malawi Malawi
Pakistan
Pakistan Pakistan
Marshall
Marshall
Is Is
Marshall Is
S Tome/Principe
S Tome/Principe
S Tome/Principe
Burkina
Burkina
Faso Faso
Burkina Faso
Rwanda
Rwanda Rwanda Burkina
Burkina
Faso Faso
Burkina Faso
Indonesia
IndonesiaIndonesia
Mexico
Mexico Mexico
India India India Lebanon
Lebanon Lebanon
Guatemala
Guatemala
Guatemala
Cambodia
CambodiaCambodia Honduras
HondurasHonduras
Sri Lanka
Sri Lanka Sri Lanka
Peru Peru Peru
Philippines
Philippines
Philippines Ecuador
Ecuador Ecuador
Tunisia
Tunisia Tunisia
Gambia
Gambia Gambia
Zambia
Zambia Zambia Myanmar
MyanmarMyanmar
CostaCosta
Rica RicaCosta Rica
Ukraine
Ukraine Ukraine Morocco
Morocco Morocco
Uruguay
Uruguay Uruguay
a. Drinking water
Zambia
Zambia Zambia
b. Sanitation facilities
Saint Saint
Kitts/Nevis
Kitts/Nevis
Saint Kitts/Nevis Dominican
Dominican
Rep.Dominican
Rep. Rep.
c. Handwashing facilities
Saint Saint
Kitts/Nevis
Kitts/Nevis
Saint Kitts/Nevis
Ecuador
Ecuador Ecuador Venezuela,
Venezuela,
B. R.Venezuela,
B. R. B. R.
Bangladesh
Bangladesh
Bangladesh
Rwanda
Rwanda Rwanda
CostaCosta
Rica RicaCosta Rica El Salvador
El Salvador
El Salvador
Lebanon
Lebanon Lebanon
Jamaica
Jamaica Jamaica India India India
India India India
CostaCosta
Rica RicaCosta Rica
Saint Saint
Lucia Lucia
Saint Lucia Jamaica
Jamaica Jamaica
Jamaica
Jamaica Jamaica
primary schools in many poor countries lack basic water, sanitation and hygiene facilities
Saint Saint
Lucia Lucia
Saint Lucia
Malaysia
Malaysia Malaysia Venezuela,
Venezuela,
B. R.Venezuela,
B. R. B. R.
Malaysia
Malaysia Malaysia
Azerbaijan
AzerbaijanAzerbaijan Tunisia
Tunisia Tunisia Saint Saint
Lucia Lucia
Saint Lucia
Azerbaijan
AzerbaijanAzerbaijan Malaysia
Malaysia Malaysia
St Vincent/Grenad.
St Vincent/Grenad.
St Vincent/Grenad.
St Vincent/Grenad.
St Vincent/Grenad.
St Vincent/Grenad. Azerbaijan
AzerbaijanAzerbaijan
Rep. Moldova
Rep. Moldova
Rep. Moldova
Rep. Moldova
Rep. Moldova
Rep. Moldova St Vincent/Grenad.
St Vincent/Grenad.
St Vincent/Grenad.
Belarus
Belarus Belarus Belarus
Belarus Belarus Rep. Moldova
Rep. Moldova
Rep. Moldova
Dominica
DominicaDominica Dominica
DominicaDominica Belarus
Belarus Belarus
Dominica
DominicaDominica
UIS
UIS
UIS
UIS
UIS
UIS
UIS
UIS
UIS
EgyptEgypt Egypt
JMP
JMP
JMP
JMP
JMP
JMP
JMP
JMP
JMP
Grenada
Grenada Grenada
Percentage of schools with basic drinking water, sanitation facilities and handwashing facilities, by data source, selected countries, 2018
Mauritius
MauritiusMauritius Grenada
Grenada Grenada
EgyptEgypt Egypt NauruNauru Nauru Mauritius
MauritiusMauritius
2 0 2 0 • G LO B A L E D U C AT I O N M O N I TO R I N G R E P O R T
17
285
17

F I GURE 1 7.2:
School sanitation facilities are often inaccessible to those with Regardless of exactly how countries
reduced mobility
Percentage of schools with improved sanitation, and improved sanitation
are reporting, few schools seem to
accessible to those with reduced mobility, selected countries, 2016 meet accessibility standards

100
90 Thematic indicator 4.a.3 monitors attacks

France
80
on the way to and from school. Government
Schools with accessible improved sanitation (%)
military recruitment and conscription, legal

70 under national and international laws such as
Palestine the Optional Protocol to the Convention on
60
Namibia the Rights of the Child on the Involvement of
50 Children in Armed Conflict, do not count as
Costa Rica
attacks, although they may violate education
40
Brazil rights (Box 17.1).
Ethiopia Georgia
30
Honduras
The 2015 Safe Schools Declaration gives political
20 Lebanon
LiberiaEl Salvador support to protection of the right to education
Jordan
Yemen
10 and continuation of education in armed conflict
U. R. Tanzania Fiji Mexico
Tajikistan Peru situations. The original 37 countries endorsing
0
0 10 20 30 40 50 60 70 80 90 100 the declaration had grown to 102 by February
Schools with improved sanitation (%)
2020, with Fiji, Haiti and Nigeria among the latest
(Global Coalition to Protect Education from
GEM StatLink: http://bit.ly/GEM2020_fig17_2 Attack, 2020). However, enforcement is severely
Source: JMP database.
lacking in some countries. In Afghanistan,
where more than 1,000 schools were closed
in late 2018 due to conflict, half a million
F I GURE 1 7.3: children were out of school (Munns, 2019).
Very few school buildings are suitable for students with disabilities In Burkina Faso, Mali and Niger, school closures
Percentage of schools with adaptations for learners with disabilities, doubled between 2017 and 2019 due to growing
by education level, selected countries, 2018 or most recent year insecurity, disrupting education for more than
400,000 children (UNICEF, 2019b).
100
Primary Many threats to learners’ well-being arise from

Lower secondary the school community. While 132 countries
80 ban corporal punishment in schools, half of all
Upper secondary
school-age children live in countries where it is
not fully prohibited (Global Initiative to End All
60 Corporal Punishment of Children, 2019). Public
education is an important part of complete
prohibition. The World Values Survey provides
%
data on attitudes towards corporal punishment

40
that can be juxtaposed with its prevalence
in schools. Strong opposition to corporal
punishment at home is associated with less in
20
schools (Figure 17.4).
In some countries, it is more widespread in

0 schools than general lack of support would
China
Peru
India
Palestine
Belarus
Costa Rica
Ukraine
Hong Kong,
Burkina Faso
Zambia
Sierra Leone
Albania
Honduras
Eswatini
Bangladesh
Uzbekistan
Morocco
Marshall Is
Rwanda
Brazil
El Salvador
Mauritius
indicate, as in India and the Republic of Korea.

In both countries, partial legal protection against

Source: JMP database.

17
B OX 1 7.1:
Indefinite conscription is a major obstacle to education in Eritrea

Since 2003, in the context of the border war with Ethiopia, the Eritrean government has required all secondary school students to
spend their final year at a specialized school in Sawa military camp. They are under military command even while studying, and must
spend five months in military training (Bader, 2019). Afterwards, they join the army or train to work for the government as civilians.
Despite a statutory limit of 18 months of national service, conscripts have often waited 5 or 10 years to be discharged. As recently as
2016, the government justified indefinite national service on the grounds that the country had not formally demobilized and remained
on war alert. While length of conscription is decreasing, there have been no mass discharges of cohorts who have served several years
(EASO, 2016). The government signed a peace agreement with Ethiopia in July 2018 but has made no formal changes to its compulsory
conscription policy.
It is estimated that military service has pushed more than half a million of the country’s nearly 5 million people into exile, most at
aged 18 to 24. Some students leave school or opt for early marriage and motherhood to escape Sawa and conscription. Schools offer
poor‑quality education because teachers are often demotivated or absent, having had no choice of assignment or location (Bader, 2019).
Calls are mounting to allow students to complete secondary education at other public schools, enforce the national service limit,
give teachers adequate training and choice about their professional futures, and make aid to education conditional on such changes
(Bader, 2019). The award of the 2019 Nobel Peace Prize to Ethiopian Prime Minister Abiy Ahmed, not least for his initiative to resolve the
conflict with Eritrea, has drawn attention that could lead to a chance to ensure a peace dividend for Eritrean youth.
FIGUR E 17.4:
Corporal punishment in schools aligns with social attitudes
Percentage of adults who agree it is never justified for parents to beat their children and estimated
prevalence of corporal punishment in schools, 2007–14
100
Trinidad/Tobago
banned
90
Yemen
banned
Palestine
80 legal India
legal
Ghana
Prevalence of corporal punishment in schools (%)
70 legal
60
Jordan
banned
South Africa
50 banned
Pakistan
legal
40
30 Peru
banned
Rep. of Korea
Philippines legal
20
banned
Kazakhstan
10 banned
United States
legal
0
0 10 20 30 40 50 60 70 80 90 100
Agree it is never justified for parents to beat their children (%)

Note: The dashed line represents a robust linear regression.
Sources: Gershoff (2017); Republic of Korea National Human Rights Commission (2017); World Values Survey Wave 6.
17

Avoiding cyberbullying is a key aspect of education for
Many children run a risk of natural hazards, digital skills, even for young children. It is a central plank
armed violence, sexual harassment and of the Power of Zero campaign led by No Bully, a US NGO
aiming to strengthen the ability of children aged 5 to 8 to
dangerous traffic to get to school
use the internet positively. It identifies four essential
online skills: ‘harness opportunities of the digital world for
play, creativity, expression and connection; keep safe and
corporal punishment exists for some jurisdictions, types respond effectively to risks and challenges of the online
of school or age groups. Recent research suggests world; develop a commitment to zero bullying; and use
that parents in India distinguish between home and their online power for good’ (Power of Zero, 2018).
school, with 90% approving of corporal punishment in
school. Parents may take a cue from teachers, a large The proportion of cyberbullied children aged 11 to 16 in
majority punishing children beaten at school further. Belgium, Denmark, Ireland, Italy, Portugal, Romania
For underprivileged children, daily corporal punishment and the United Kingdom rose from 7% in 2010 to 12% in
by teachers is practically universal (Agrasar, 2018). 2014. Lack of more recent data is troublesome. Despite
growing concern, with countries including Italy and
In the Philippines and South Africa, where significant Lebanon providing teacher training on online safety and
numbers of students are exposed to teacher violence prevention and reporting of cyberbullying, there are fewer
despite bans, many people do not reject corporal data on cyberbullying than on other types of bullying
punishment at home. Evidence from Viet Nam suggests (UNESCO, 2019a). The last round of Health Behaviour in
that exposure to corporal punishment at home has a School-aged Children in 2013/14 indicated that 10% of
strong negative effect on learning outcomes and spillover children in Canada and Europe were cyberbullied through
effects on peers’ learning (Le and Nguyen, 2019). Ensuring messages and 8% through pictures. Girls were more
that bans are effective, and maximizing education quality, likely to be cyberbullied through messages than boys,
may require broader change in attitudes. and immigrants were more likely to be cyberbullied than
natives (UNESCO, 2018). School policies play a crucial role
Bullying and school violence targeted at lesbian, gay, in ensuring that members of the school community do
bisexual and transgender students occurs everywhere. not hurt each other. However, some policies promoting
In the United States, 12.5% of lesbian, gay and bisexual safety may lead to exclusion, especially if sanctions
students reported not going to school at least once are disproportionate and enforced with zero tolerance
in the previous 30 days because they felt unsafe at (see Focus 10.2).
or on their way to and from school, compared with
less than 4.6% of heterosexual students (Kann et al.,
2016). Research exploiting variation in the introduction FOCUS 17.1: TEMPERATURE AND
of state anti-bullying laws found that they reduced AIR QUALITY AFFECT LEARNING
victimization, depression and suicidal ideation, especially
among female students and lesbian, gay and bisexual Temperature and air pollution can significantly affect
teenagers, and reduced suicide among females by up learning outcomes (Barshay, 2020). A study on the
to 16% (Rees et al., 2020). Few countries collect such relationship between extreme temperatures and
data, leaving the task to non-government organizations education attainment in 29 countries found adverse
(NGOs). Where reporting mechanisms exist, students effects on schooling, even among wealthier households.
may under-report homophobic violence for fear of In South-eastern Asia, a child who experiences
further stigmatization. A UNESCO technical brief provides temperatures 2 standard deviations above average is
guidance on strengthening routine monitoring of this predicted to attain 1.5 fewer years of schooling (Randell
issue in national and international surveys, including on and Gray, 2019). Analysis of the impact of extreme heat
terminology, sampling, and ethical and legal challenges on the college entrance examination results of 10 million
(UNESCO, 2019b). students in the United States showed that those who

17
experienced hotter days before an examination had

lower achievement and that extreme heat was especially Poor ventilation and high CO2
detrimental for poor and minority students. A 1.8oC
increase in average school year temperatures lowered concentration in classrooms
learning outcomes by 1%, as did 6 days above 32.2oC. can substantially reduce
Air conditioning almost entirely offset these effects student performance
(Goodman et al., 2018).
Experimental studies in China and Costa Rica confirmed

the negative effects of extreme temperatures upwind of a highway. Effects were larger for busier
(Porras‑Salazar et al., 2018; Wang et al., 2018). roads and continued after children left downwind
A meta-analysis of studies from temperate climates schools (Heissel et al., 2019). Schools in India, Mexico and
suggests that a decrease from 30°C to 20°C in Thailand close when air pollution exceeds certain levels
classrooms would increase test performance by 20%, (The Economist, 2019).
on average, the optimal temperature estimated to
be below 22°C. The effects of extreme temperatures Cars and power plants are widely recognized external
are considered more severe for children in classrooms sources of air pollutants. Buildings can magnify or
than adults in offices, where the estimated optimum emit pollutants, for instance from building materials,
temperature threshold is higher (Wargocki et al., 2019). devices and volatile chemicals in furnishings (Baron,
In the 2015 Trends in International Mathematics and 2019). Poor ventilation and high CO2 concentration in
Science Study, over 30% of head teachers in Bahrain, classrooms can substantially reduce student performance
the Islamic Republic of Iran, Kuwait, Oman, Saudi Arabia, (Bakó-Biró et al., 2012). Indoor air quality is often much
Turkey and the United Arab Emirates reported that poorer than is thought. In the United Kingdom, a study
insufficient cooling in schools substantially affected on London schools found higher levels of damaging air
student learning (UNESCO, 2017). pollution inside classrooms than outside, putting children
at risk of lifelong health problems (Mumovic et al., 2018).
Air pollution can reduce cognitive ability significantly
and perhaps irreversibly, given suspected neurotoxicity Although evidence comes from the Global North,
(Costa et al., 2017). Analysis of chess player behaviour implications are worrying for the Global South, where
estimated that a standard deviation increase in dust pollution levels are higher, industrialization is increasing
raised both the probability of making an error and and global warming effects are likely stronger, presenting
the magnitude of errors (Kunn et al., 2019). Even mounting challenges in providing suitable learning
temporary exposure to dust reduced Israeli students’ environments. A study examining the effect of a 2oC rise
examination performance and post-secondary education in global temperature by 2050 forecasts that 22% of
attainment (Ebenstein et al., 2016). A cohort study of cities will experience climate conditions not currently
almost 3,000 children in Barcelona, Spain, found that, experienced by any major city (Bastin et al., 2019).
adjusting for socio-economic status, those exposed The tropics face increasingly frequent extreme weather.
to high pollution levels in school had less cognitive At higher temperatures and humidity, sweat cannot
development growth than peers in less polluted schools cool the body (Matthews, 2019). Governments need to
(Sunyer et al., 2015). In the United States, children ensure that buildings not only provide suitable learning
attending schools downwind of a major highway, and as environments but are carbon neutral and limit other
a result experiencing more air pollution, had lower test pollutants. Building design can play a role, but mechanical
scores, more absences and more behavioural incidents ventilation and air filtration, and their associated costs,
than peers attending otherwise similar schools located need to be planned for.
17
FOCUS 17.2: SAFE SCHOOLS MUST BE Students face physical risks, such as ditches that
SAFE TO REACH especially younger children find difficult to cross.
Flash floods in the wet season can be lethal for
In poorer countries, there is little political support and children unable to swim – a gendered risk, as girls are
therefore limited budget for improving children’s safety less likely to know how. Wildlife presents significant
on the way to and from school. Children experience dangers (International Forum for Rural Transport and
physical exhaustion, violence and harassment, Development, 2010). Students in Kenya’s Kakuma
and exposure to significant danger on their routes. refugee camp collaborated with graduate students at the
Journeys may be long and arduous, especially in rural University of Geneva to geolocate incidences of snakebite
areas with poor infrastructure and public transport. with mobile phones. An app mapped snake sightings to
This disproportionately affects poor children whose help identify safe routes (Moser-Mercer, 2018).
parents cannot afford public transport or commute long
distances to work and cannot accompany children to Traffic accidents rank at or near the top of the most
school. Some children walk several hours. Evidence from significant dangers. Children walking to school are
Brazil showed that the longer the commute, the worse disproportionately affected because many schools are
the impact on academic performance (Tigre et al., 2017). located along major highways, and children have more
In Delhi, India, young women were willing to enrol in a limited impulse control, slower reaction time and poorer
college of lower quality if it was accessible by a safer risk perception than adults (Silverman, 2016). Traffic is
route (Borker, 2018). especially dangerous in poorer countries (Silverman and
Billingsley, 2015) and neighbourhoods (Lin et al., 2019).
Violence against girls and neighbourhood violence Rapid, unplanned growth contributes to poor road
are common. In Haiti, 27% of women who received conditions and inadequate urban traffic design, putting
money for sex before age 18 listed schools and school pedestrians and other vulnerable road users at risk,
neighbourhoods as the most common location for especially when combined with lack of stringent vehicle
solicitation (Rames et al., 2016). Rape on the school safety standards.
commute was a parental worry in many countries
in Africa (Greene et al., 2011). Students in urban and Despite having far fewer vehicles, poorer countries have a
peri-urban areas of South Africa cited violence as a far higher risk of accidents and fatal accidents. There are
major fear (International Forum for Rural Transport 6.2 fatalities among 5- to 14-year-olds per 100,000 people
and Development, 2010). Evidence from Brazil showed in low-income countries, which average 8 vehicles per
that exposure to violence and homicide on the way 1,000 people, compared with 1.7 in high-income countries,
to school, in areas surrounding schools or at home where the average is 528 (Figure 17.5). An International
negatively affected repetition, dropout and achievement Road Assessment Programme survey of nearly
(Koppensteiner and Menezes, 2017). Walking instead 250,000 km of roads in 60 countries found that more
of taking a bus through violent neighbourhoods in than 80% with a traffic flow over 40 km/h and used by
Baltimore, United States, increased absenteeism pedestrians had no pavements (Welle et al., 2016).
(Burdick-Will et al., 2019). Introduction of a bus service
at Marquette University in the US state of Wisconsin Traffic education is important. The Global Initiative for
reduced crime in the neighbourhood, especially along Child Health and Mobility, coordinated and funded by the
the route (Heywood and Weber, 2019). FIA Foundation, aims to ensure safe and healthy school
journeys for all children by 2030 (FIA Foundation, 2016).
Within the SDG framework, it campaigns for speed limits,
viable footpaths and cycle lanes (FIA Foundation, 2020).
In Delhi, India, young women Finding a safe place to cross the road is more difficult
for those with intellectual disability, as their ability to
were willing to enrol in a college
focus and ignore irrelevant stimuli is weaker. Road safety
of lower quality if it was accessible education should take into account their attention
by a safer route and cognitive style using virtual reality technology
(Alevriadou, 2010).

17
Traffic accidents rank at or near the FIG U R E 1 7.5 :

Children in poorer countries with fewer vehicles are more likely
top of the most significant dangers
to die in traffic accidents
Road fatalities of children aged 5 to 14 per 100,000 people and road
vehicles per 1,000 people, by country income group, 2014
Systemic solutions are needed. The Safe System 7

approach to traffic planning is a promising
evidence-based initiative, pioneered in Sweden as Low income
6
Road fatalities of children aged 5 to 14 per 100,000 people

Vision Zero. It recognized that, while human fallibility
Upper middle income
is inevitable, serious injuries and fatalities are not.
5
Road system design should ensure that human Lower middle income
error has no serious outcomes (Welle et al., 2016).
The Republic of Korea reduced child traffic injuries by 95%, 4
from 1,766 in 1988 to 83 in 2012, using a comprehensive
approach that combined safe school routes, road safety 3
legislation and education, and measures such as free car
seats for low-income households (Silverman, 2016). High income
2
Many successful initiatives and system designs are

yet to be widely adopted. In Kenya, Global Road Safety 1
Partnership and WHO worked with government to lower

speed limits, reducing traffic injuries among students. 0
Thailand’s 7 Percent Project coalition tackles the issue of 0 100 200 300 400 500 600
the more than a million children who ride to school on Road vehicles per 1,000 people
their parents’ scooters, of whom only 7% wear helmets.
Uruguay’s Safely Back to School campaign resulted in GEM StatLink: http://bit.ly/GEM2020_fig17_5
Sources: Our World in Data (road vehicles); Global Burden of Disease (deaths due
legislation requiring all school transport vehicles to have to road injuries).
three-point, height-adjustable seat belts, which has
become a reference for other Latin American countries
(Silverman and Billingsley, 2015).
18
Engineering master’s student
from Syria on a scholarship at the
German Jordanian University (GJU)
near Madaba, Jordan.
CREDIT: UNHCR/Antoine Tardy
Caption.
KEY MESSAGES
Aid for post-secondary education amounted to US$6.1 billion in 2018; of that, US$3.1 billion represented
scholarships and imputed student costs.
Some lower-middle-income countries, including Eswatini and the Republic of Moldova, receive the highest
level of scholarship aid per capita. Overall, small island developing states tend to receive some of the highest
per capita scholarship flows, as highly specialized degrees are seldom available in those countries and
necessitate study abroad.
The top 50 scholarship aid providers, amounting to 94% of the estimated total number of scholarships
targeted to sub-Saharan African students, offered some 30,000 new scholarships in 2019 for 2020 entry.
Scholarships reached the equivalent of 0.4% of the 8.1 million sub-Saharan African tertiary education
students.
China increased total scholarships to African students for 2019–22 to 50,000, or 5,000 more scholarships
per year. The German Academic Exchange Service increased scholarships to the region by 900 between 2014
and 2017.
Some 30% of scholarships to African students can be classified as inclusive, in the sense that they offered
full funding and met at least one developmental objective; but most providers cannot provide detailed
information on scholars’ background.
University selection procedures and learning environments are often poorly aligned to the needs of
vulnerable sub-Saharan African students.
292 C H A P T E R 1 8 • TA R G E T 4. b – S cho l arshi p s

18
CHAPTER 18
4.5
4.b
TARGET 4.b
Scholarships
By 2020, substantially expand globally the number of scholarships
available to developing countries, in particular least developed
countries, small island developing States and African countries,
for enrolment in higher education, including vocational training
and information and communications technology, technical,
engineering and scientific programmes, in developed countries
and other developing countries
GLOBAL INDICATOR
4.b.1– Volume of official development assistance flows for scholarships, by sector and
type of study
18
Focus 18.1: Scholarships for sub-Saharan African students are increasing

in number but need to be inclusive��295
T arget 4.b is one of few in the United Nations

(UN) 2030 Agenda for Sustainable Development
with a 2020 deadline. While it focuses on number
However, the United Kingdom, the largest scholarship
provider charging tertiary education fees, allocates just
12% more scholarship aid than Germany and 28% less
of scholarships available, there is no comprehensive than France.
database of scholarships for reporting. Research
conducted for this report aims to fill the gap, focusing Aid to post-secondary education projects other than
on numbers and trends among sub-Saharan African scholarships and imputed student costs may support
students. Well-targeted scholarships can promote equity, academic mobility. In 2017, the European Union allocated
but the target is open to criticism as other targets have US$52 million to support post-secondary projects.
a stronger equity emphasis. Scholarships available to Its Intra-Africa Academic Mobility Scheme supports
sub-Saharan African students cover a fraction of upper tertiary education cooperation with African countries to
secondary school graduates, for instance. The analysis in increase the number of highly trained professionals in the
this chapter addresses questions of whether scholarships region (European Commission, 2019).
contribute to equity and which particular programmes
do so (Focus 18.1). While larger student populations attract more scholarship
aid, countries with similar student populations differ
Aid for post-secondary education amounted to widely in average amount of scholarship aid per student.
US$6.1 billion in 2018, of which US$3.1 billion represented Some lower-middle-income countries, such as Eswatini
scholarships and imputed student costs, i.e. expenditure and the Republic of Moldova, receive the highest level of
in publicly financed tertiary education institutions for scholarship aid per capita (Figure 18.2a). Overall, however,
students from developing countries. Total expenditure on it is small island developing states that receive some of
scholarships and imputed student costs is US$3.5 billion the highest per capita scholarship flows. Pacific islands
if aid to other sectors is considered. Imputed costs are receive far more scholarship aid per capita than Caribbean
high in countries with largely free higher education, islands, with sub-Saharan African island states in the
such as France and Germany (Figure 18.1). However, middle (Figure 18.2b). Highly specialized degrees are
both counties have been revising their policies. seldom available in those countries and necessitate
France increased tuition fees for non-EU nationals in study abroad.
April 2019, e.g. from EUR 170 to EUR 2,770 per year for
bachelor’s programmes (Hansrod, 2019). The German

state of Baden-Württemberg reintroduced tuition fees
for international students in 2017/18 (Gardner, 2016). Total expenditure on scholarships and
Countries that charge fees for public tertiary imputed student costs is US$3.5 billion
education tuition could be expected to have more
if aid to other sectors is considered
resources available to provide more scholarship aid.
294 C H A P T E R 1 8 • S cho l arshi p s

18
F I G U RE 1 8.1 :
France and Germany account for most aid to post-secondary education through scholarships and imputed student costs
Aid to post-secondary education, 2015–17
a. By aid type, in 2017 US dollars b. By share of aid type

1,4001,400 100 100
1,2001,200
80 80
OtherOther post-secondary
post-secondary education
education
1,0001,000 Imputed
Imputed student
student costscosts
Constant 2017 US$ millions
Scholarships/training
Scholarships/training in donor
in donor country
country
60 60
800 800
%
%
600 600
40 40
400 400
20 20
200 200
0 0 0 0
Germany
France
Japan
institutions
WorldStates
Bank
United Kingdom
Rep. ofAustria
of Korea
Netherlands
AfDB
New Zealand
Poland
Norway
U. A. Emirates
Sweden
Italy
Romania
Romania
Poland
Austria
France
NewGermany
Zealand
Sweden
Kingdom
institutions
of Korea
Netherlands
Japan
Italy
Norway
A. Emirates
WorldStates
Bank
AfDB
Germany
France
Japan
EU institutions
States
Bank
Kingdom
Austria
Korea
Netherlands
AfDB
New Zealand
Poland
Norway
U. A. Emirates
Sweden
Italy
Romania
Romania
Poland
Austria
France
Germany
Zealand
New Sweden
United Kingdom
EU institutions
of Korea
Netherlands
Japan
Italy
Norway
U. A. Emirates
States
Bank
World AfDB
World
United
United
United
United
Rep.
Rep.
Rep.
United
United
U.
EU
EU
Source: GEM Report team analysis based on the OECD-DAC CRS database (2019).

FOCUS 18.1: SCHOLARSHIPS FOR SUB-
A small number of large providers
SAHARAN AFRICAN STUDENTS ARE
INCREASING IN NUMBER BUT NEED accounted for most scholarships
TO BE INCLUSIVE in sub-Saharan Africa

Target 4.b calls for monitoring the number of
scholarships available to developing countries, but They amounted to 94% of the estimated total
there is no data collection mechanism. Past editions of number of scholarships targeted to sub-Saharan
the Global Education Monitoring Report proposed ways African students, according to a mapping of more
to fill the gap, but there has been insufficient funding than 200 providers. In other words, a small number
interest. In-depth analysis of scholarship opportunities of large providers accounted for most scholarships in
for sub-Saharan African students, conducted for this the region. Undergraduate scholarships accounted for
report, is a further step.1 56% (Figure 18.3). Scholarships reached the equivalent
of 0.4% of the 8.1 million sub-Saharan African tertiary
The top 50 scholarship aid providers offered some education students.
30,000 new scholarships in 2019 for 2020 entry.
Government initiatives dominate scholarship provision
for sub-Saharan African students. The Chinese
1 This Focus draws on research by Education Sub Saharan Africa
government, through various agencies, was the single
(ESSA).
18
F I GU R E 18 .2:
Countries with more students receive more scholarship aid, but small island developing states receive higher levels per capita
Volume of official development assistance for scholarships, by region and tertiary education enrolment, 2018
a. Developing countries
100,000,000
100,000,000
Rep. of Moldova
Rep. of Moldova
10,000,000 Per capita

Eswatini 1
Eswatini 110
Eritrea 100
10
Eritrea 100
aid (US$)
aid (US$)
Country income group

Scholarship
1,000,000 Country
Lowincome
incomegroup
Scholarship
1,000,000
Low middle
incomeincome
Uppermiddle
Low middleincome
income
Equat. Guinea Upper middle income
Equat. Guinea
100,000
100,000
10,000
10,000 10 100 1,000 10,000 100,000 1,000,000 10,000,000
10 100 1,000 10,000 100,000 1,000,000 10,000,000
Tertiary education enrolment
100,000,000 b. Small island developing states

100,000,000
10,000,000 Marshall Is
Samoa MarshallComoros
Is
Samoa
Vanuatu Comoros 10
Per capita
Vanuatu 100
Tonga 10
aid (US$)
Tonga Cabo Verde 1000

100
aid (US$)
Seychelles Cabo Verde 1000

Micronesia, F. S.
Seychelles
Scholarship
1,000,000 Micronesia, F. S.
S. Tome/Principe Country income group
Scholarship
1,000,000
S. Tome/Principe Country income group
Sub-Saharan Africa
Oceania
Sub-Saharan Africa
Oceania
Palau
Montserrat Eastern/South-east.
Latin Asia
America/Caribbean
Palau
Montserrat Cook Islands Central/S.Asia
100,000
Cook Islands Central/S.Asia
100,000
10,000
10,00010 100 1,000 10,000 100,000 1,000,000 10,000,000
10 100 1,000 10,000 100,000 1,000,000 10,000,000

Note: Axes are on a logarithmic scale.

18

At least 10 of the top 50 providers and 30 smaller programmes have

launched initiatives or expanded programming in the last five years
and 30 smaller programmes have launched initiatives or

F I GURE 1 8.3 : expanded programming in the last five years.
A majority of tertiary education scholarships
for sub‑Saharan African students are for In 2018, China increased total scholarships (new and
undergraduate study ongoing) for 2019–22 to 50,000, up from 30,000 in
Distribution of tertiary education scholarships for the previous three years. This represents an additional
sub‑Saharan African students offered by the largest
5,000 scholarships per year, or 16% of the estimated
50 providers, by degree type, 2019
2019 total. DAAD, the German Academic Exchange
20,000 Service, increased scholarships to the region by
900 between 2014 and 2017. In 2018, the UK government
pledged a further 100 scholarships annually through
15,000 its Chevening programme. The World Bank recently
Number of scholarships
launched a programme with more than 500 postgraduate

Doctorate
scholarships for western Africa. In 2015, India announced
10,000
50,000 scholarships over the next five years in a pledge
to the African Development Bank. Smaller programmes
5,000 Master’s continue to emerge, but philanthropic scholarship
funding was heavily concentrated among a small number
of large providers and reliant on their continued interest.
0 The MasterCard Foundation was estimated to account
Undergraduate Postgraduate for four times the volume of scholarship funds as the
Degree
second-biggest philanthropic programme.

Source: Education Sub Saharan Africa (2020).
Scholarships must be well-targeted to affect sustainable
development. They must create opportunities otherwise
unavailable. Assessing inclusion is difficult. Donors and
providers tend not to have verifiable metrics; they may
largest provider, with over 12,000 opportunities annually. not even have inclusion objectives. One approach to
The next‑largest government providers were South Africa, defining programmes as inclusive is to consider those
the Russian Federation, the United Kingdom, Turkey, that offer full funding (tuition and living expenses)
Egypt, India, Germany and Japan. International and have one or more of the following objectives:
organizations, including the UN High Commissioner (a) access and empower young people from marginalized
for Refugees, the African Union, the European Union groups, (b) prepare applicants for decent work, and
and the World Bank, were also prominent in the top 25. (c) promote sub-Saharan African universities through
Corporations, including public enterprises and corporate programming involving long-term partnerships with
foundations, represented 5 of the top 50 providers. institutions, including local education non-profit and
The MasterCard Foundation and ABSA Bank contributed non-government organizations (NGOs).
95% of all corporate scholarships.
Some 30% of scholarships can thus be classified as
Although aid for scholarships has been stagnant since inclusive, and 31 of the top 50 providers as offering
2010 (UNESCO, 2018), opportunities in sub-Saharan Africa inclusive scholarships. All 10 international organizations in
have increased since 2015 and will likely increase over the top 50 are classified as offering inclusive scholarships
the next five years. At least 10 of the top 50 providers and account for 28% of the total number of such
opportunities. The African Union, the EU Erasmus+
18

programme, DAAD, the KfW Development Bank and
the World Bank have launched or accelerated inclusive General calls for applications
programmes. One particular inclusion concern is often fail to reach students at
related to the approximately 60% of recipients who
study outside sub-Saharan Africa. They often face risk of exclusion

application processes, selection procedures and learning
environments that are challenging for sub-Saharan
African applicants, and existing programmes do not cater it came to graduates finding quality jobs. Information
sufficiently to their needs. outside South Africa was much sparser.
Only 6% of the poorest 20% in sub-Saharan Africa Five key principles to target and support marginalized
complete upper secondary education, and almost young people emerged. First, inclusive scholarships
none attend post-secondary. As part of the mapping require adequately researched strategies. The Dell Young
for this report, the feasibility of collecting data on Leaders programme in South Africa had strong
key performance indicators for inclusive scholarship evidence-based strategic planning based on research
programmes was trialled anonymously with on drivers of dropout. The programme offered funding
20 scholarship providers (10 in the top 50) that to supplement existing financial aid, study and pastoral
exemplified good practice in scholarship programming. support, and direct links to the labour market.
One objective was to ascertain how many scholarships
were awarded to members of disadvantaged groups. Second, general calls for applications often fail to
Most providers could not provide detailed background reach students at risk of exclusion. A cost-effective
information, e.g. whether recipients had rural alternative is to build long-term relationships with
backgrounds or a disability. Almost all providers measured trusted local organizations that can play a role in
the share of female recipients. Two programmes targeted nominating and interviewing marginalized students.
women exclusively; the share in other programmes The Ford Foundation’s International Fellowship
ranged from 32% to 57%, with most at the upper end of programme sponsored 562 scholars from Kenya,
the range. Nigeria and South Africa over 10 years, until 2014.
It targeted leaders in activism and social change, with
Whether scholarships benefit recipients is another an emphasis on women, marginalized ethnic groups
important indicator – in particular, whether and young people living in poverty or with disability.
recipients complete their studies, stay in or return Long-term partnerships with organizations, such as the
to sub-Saharan Africa, and/or transition into decent Forum for African Women Educationalists, supported
work or further education. A few programmes involved successful targeting.
agreements with graduates compelling them to return to
home countries. Few were legally binding. Third, marginalized students need tailored programmes
to support their university experience, including
All providers tracked programme completion. In all orientation, study and life skills training, mentoring and
but two cases, completion rates were 85%, including pastoral support, workplace preparation and psychosocial
programmes operating at African universities. support. The Moshal Scholarship Program in South Africa
This contrasts favourably with low undergraduate introduced an early warning system to monitor students’
and postgraduate completion rates across the region, academic progress. It offered monthly face-to-face
including in South Africa. However, in the absence of support meetings and responded quickly to major
student background information, high rates may reflect life events.
privileged backgrounds. Movement information was
generally available one but not three or five years after Fourth, scholarship providers would benefit from
graduation. Many providers aside from the 20 studied tracking graduates’ pathways to livelihood opportunities
more closely, especially those offering scholarships for and refining planning and modelling to improve
study outside Africa, had student return rates of 25% to employment outcomes. Alumni tracking showed that
45%. Providers operating in South Africa generally had disadvantaged graduates faced prejudice and obstacles
good information and above 90% success rates when in finding decent work, even when qualified. The Regional
Universities Forum for Capacity Building in Agriculture,

18
a pan-African organization offering students from

rural communities postgraduate scholarships at local
universities, closely aligned degrees with agricultural
opportunities in students’ communities, resulting in
75% of graduates finding decent work in the formal sector
or as entrepreneurs.
Fifth, providers often operate in isolation, with no culture

of cooperation and few platforms to facilitate coordination.
This was reflected in a strong geographical bias, with most
programmes either targeted to, or taken up by, students
from a small number of the more developed anglophone
countries. A notable example of cooperation, emphasizing
the importance of providing scholarship opportunities
to a wider group of francophone, lusophone and
low-income countries, was the Ashinaga Africa Initiative,
a Japanese non-profit organization. Working with national
governments, local NGOs, international universities and
staff on the ground, it has sponsored 184 undergraduates
from 44 countries since 2014, the vast majority being
first-generation scholars.
19
“I love my teacher Nana. She teaches

me and plays with me. I am also strong
because I do karate”, said Mohammad,
16 years old, with his Makani facilitator.
He is attending Life Skills in his local
UNICEF-supported Makani Centre in
Zarqa, Jordan.
CREDIT: UNICEF/Herwig
KEY MESSAGES
Global data on teacher training is patchy and often not of good quality. Apparent progress in the share of
trained teachers, for example in Cameroon and Liberia, is contradicted by implausible large year-on-year
changes or discrepancies between school census and teacher education provider data.
Primary pupil/teacher ratios in sub-Saharan Africa have declined since 2010, to levels last seen in the
mid‑1990s, but remain very high at 40:1 and reach over 50:1 in Malawi and the United Republic of Tanzania.
Preschool teachers are less likely to be trained, even in high-income countries such as Iceland, where only
64% of staff had been trained.
Data on teaching assistants is limited, even in high-income countries. In Chile, the Netherlands and
the United Kingdom, pupil/teacher ratios fall by 15% to 20% when teaching assistants are included –
and more in pre-primary education.
Many high-income countries specify statutory working time for teachers, which often bears little relation
to actual working hours. But the latter are difficult to estimate. Teachers tend to report more hours when
they add up time spent on specific tasks than when they report the total number of working hours in a
week. The public tends to perceive teachers as working fewer hours than they do.
300 C H A P T E R 1 9 • TA R G E T 4.c – T eachers

19
CHAPTER 19
4.c
TARGET 4.c
Teachers
By 2030, substantially increase the supply of qualified teachers,
including through international cooperation for teacher training
in developing countries, especially least developed countries and
small island developing States
GLOBAL INDICATOR
4.c.1– Proportion of teachers with the minimum required qualifications, by education level
THEMATIC INDICATORS
4.c.2– Pupil-trained teacher ratio by education level
4.c.3– Percentage of teachers qualified according to national standards by level and type of
institution
4.c.4– Pupil-qualified teacher ratio by education level
4.c.5– Average teacher salary relative to other professions requiring a comparable level
of qualification
4.c.6– Teacher attrition rate by education level
4.c.7– Percentage of teachers who received in-service training in the last 12 months by
type of training
19
Focus 19.1: Education support personnel vary across countries�� 305

Focus 19.2: There is wide disparity in teachers’ working hours��306
P rogress towards SDG 4 is impossible without

teachers trained to take on multiple challenges.
Patchy global data show that many lack adequate

In sub-Saharan Africa, 49% of pre-primary,

training. In sub-Saharan Africa, 49% of pre-primary, 64% of primary, 58% of lower secondary
64% of primary, 58% of lower secondary and 43% and 43% of upper secondary school
of upper secondary school teachers received
minimum training according to national standards. teachers received minimum training
Female teachers are as likely to be trained as male according to national standards
colleagues (Table 19.1).

In the 2010s, many countries have data showing

increases in the share of trained teachers, and graduates of initial three-week to nine-month
e.g. by 23 percentage points in Cameroon and Liberia programmes awarding the minimum qualification
(Figure 19.1). Due to data quality issues, however, there (C Certificate) (Ginsburg et al., 2018).
is doubt as to how much change such trends reflect.
In Cameroon, the share rose by 21 percentage points While training (preparation to be a teacher) differs
between 2010 and 2012, had fallen by the same amount from qualification (having a specific level of formal
by 2015 and increased by 23 points by 2017. Such large schooling), many countries do not report on trained and
year-on-year changes are not plausible. In Liberia, qualified teachers separately (see Chapter 9). Data on
a review of school census data found information pupil/trained teacher ratios (thematic indicator 4.c.2)
discrepancies between teacher education providers and pupil/qualified teacher ratios (thematic
TAB L E 19.1:
Percentage of trained teachers, by education level, 2018
Pre-primary Primary Lower secondary Upper secondary
Total Female Male Total Female Male Total Female Male Total Female Male
World .. .. .. 85 87 81 84 85 82 .. .. ..
Sub-Saharan Africa 49 47 56 64 63 65 58 59 58 43 47 41
Northern Africa and Western Asia 82 82 84 86 85 87 84 85 83 86 87 85
Central and Southern Asia .. .. .. 73 73 72 78 78 77 81 89 75
Eastern and South-eastern Asia .. .. .. .. .. .. .. .. .. .. .. ..
Latin America and the Caribbean 76 76 66 90 90 87 83 82 83 82 83 81
Oceania .. .. .. .. .. .. .. .. .. .. .. ..
Europe and Northern America .. .. .. .. .. .. .. .. .. .. .. ..
Low income 44 45 36 72 74 70 .. .. .. .. .. ..
Lower middle income .. .. .. 76 79 73 78 80 76 79 84 74
Upper middle income .. .. .. .. .. .. .. .. .. .. .. ..
High income .. .. .. .. .. .. .. .. .. .. .. ..
302 C H A P T E R 1 9 • T eachers
19

F I GURE 1 9.1 : Teacher satisfaction with salary ranged
Several countries have increased the share of trained
primary school teachers
from 10% in Iceland to 39% in Turkey, but
Percentage of trained primary school teachers, countries most staff reported overall job satisfaction,
with the largest increases in the 2010s
from 79% in Korea to 98% in Israel
100
90
80 the ratio fell from 32:1 to 27:1 at the secondary education

level (grades 9 and 10) and remained constant at
70 38:1 for higher secondary education (grades 11 and 12).
Conversely, two other striking facts in the Indian national
60
data are not captured in the internationally comparable
50 data. Implementation of the Right to Education law led
%
to a sharp decrease in the pupil/teacher ratio between

40 Latest 2011/12 and 2012/14, from 41:1 to 25:1 for primary
Baseline (2010–15) education (grades 1 to 5) and 34:1 to 17:1 for upper primary
30
(grades 6 to 8) (Figure 19.3a). Secondary and higher
20 secondary education ratios in a handful of northern Indian
states, including Bihar, Jharkhand and Uttar Pradesh, were
10 over twice the national average (Figure 19.3b).
0
Education support personnel, including teaching assistants
Liberia
Niger
Cameroon
Solomon Is
Barbados
Belize
Senegal
Saint Lucia
Lesotho
Eswatini
and specialists, such as sign language interpreters,

are present in many classrooms, especially in inclusive
GEM StatLink: http://bit.ly/GEM2020_fig19_1 settings. How they affect pupil/teacher ratios is not
Source: UIS database. clear-cut (Focus 19.1). Ratios based on headcount may not
account for teachers’ varying working hours (Focus 19.2).
indicator 4.c.4) are therefore patchy. Overall pupil/ Pre-primary school teachers are less likely to be
teacher ratios are more readily available. They remain trained. The Starting Strong Teaching and Learning
extremely high in several countries, especially in International Survey of the Organisation for Economic
sub-Saharan Africa. Primary education ratios have Co-operation and Development (OECD) collected data
declined since 2010, returning to levels reached in the in nine countries on early childhood care and education
mid-1990s. The Central African Republic, Malawi and the (ECCE) staff characteristics, work practices, beliefs about
United Republic of Tanzania have struggled to achieve a child development and views on the profession and the
ratio of 50:1, as has Rwanda, despite its recent progress sector. While the teachers typically had post-secondary
from a high starting point. Secondary education ratios education, not all were trained to work with children:
have declined in sub-Saharan Africa and Central and The share with training in Iceland was 64%. Satisfaction
Southern Asia (Figure 19.2). with salary ranged from 10% in Iceland to 39% in
Turkey, but most staff reported overall job satisfaction,
Southern Asia saw a sudden increase in the upper from 79% in Korea to 98% in Israel (OECD, 2019b).
secondary education ratio in 2013. While the
internationally comparable data suggest this increase Target 4.c considers teachers a ‘means of
was driven by India, the Indian national data do not implementation’; however, their key individual
reflect this trend. Between 2008/09 and 2014/15, and collective role as active agents of educational
19
FI GURE 1 9.2:
In sub-Saharan Africa, the primary education pupil/teacher ratio remains above 1990 levels
Pupil/teacher ratio, by education level and region, 1990–2018
50
45
40
Sub-Saharan Africa
35
Central/S. Asia
30
Pupil/teacher ratio
25 Latin America/
Caribbean
Northern Africa/
20
W. Asia
Eastern/
15 South-east. Asia
Europe/
10 N. America
0
1990
1994
1998
2002
2006
2010
2014
2018
1990
1994
1998
2002
2006
2010
2014
2018
1990
1994
1998
2002
2006
2010
2014
2018

FI GURE 1 9.3:
In India, there is large disparity in the pupil/teacher ratio among states
a. Pupil/teacher ratio, by education level, India, b. Pupil/teacher ratio, secondary and higher secondary education,
2000/01–2015/16 selected Indian states, 2015/16
50 50 100 100
Uttar Pradesh
Uttar Pradesh
40 40 80 80
Higher secondary education (grades 11 and 12)
Higher secondary education (grades 11 and 12)
JharkhandJharkhand
Senior Senior
secondary Andhra Pradesh
Andhra Pradesh
secondary
30 30 60 60 Bihar
Pupil/teacher ratio
West BengalBihar
Pupil/teacher ratio
West Bengal
Secondary
Secondary
Primary Primary India India

20 20 40 40
Upper Upper
primary primary
10 10 20 20
0 0 0 0
2000/012000/01 2005/062005/06 2010/112010/11 2015/162015/16 0 0 20 20 40 40 60 60 80 80 100 100
Secondary
Secondary educationeducation
(grades 9(grades
and 10)9 and 10)
Source: India Miniistry of Human Resource Development (2018).
19
development must be emphasized. The Transforming the

Education Workforce report has called for (a) diagnostic In Uganda, learner absenteeism
tools to improve workforce design and management,
(b) research and evaluation to explore what makes
is about 40% higher than
teachers effective and at what cost and (c) networks teacher absenteeism

and coalitions for change at all levels. It has identified
strong leadership, evidence-based policies, workforce
empowerment, communication with key stakeholders FOCUS 19.1: EDUCATION
and implementation monitoring as factors for success in SUPPORT PERSONNEL VARY ACROSS
workforce reforms (Education Commission, 2019). COUNTRIES
Recognizing that systems-level information needs to Teaching assistants are an important part of inclusive
be complemented by an understanding of classroom education (see Chapter 6). Their presence can have
practice, the World Bank developed the Teach classroom implications for calculating and interpreting pupil/
observation tool. It aims to measure the time teachers teacher ratios. Teaching assistants are meant not to
spend on instruction and how that time is spent fulfil teaching duties but to help teachers and take
(Table 19.2). Two 15-minute observations are made. on some non-pedagogical responsibilities in inclusive
After each, observers assign scores against low, medium settings (Rose, 2020). This Focus looks at how national
and high benchmarks (World Bank, 2019). Some critics and international data collection identifies teachers and
question the tool’s validity, partly because of findings teaching assistants and how including teaching assistants
that classroom observation scores depend on factors may affect pupil/teacher ratios.
such as time of day, activity type, number of adults in
the room and observer characteristics (H. Kim, 2019; Education support staff definitions and labels in data
Helyn Kim et al., 2018). It is sometimes assumed that collection instruments vary across countries and
teacher absenteeism is the main problem, but this education levels. Terms used include learning support
is open to question: In Uganda, learner absenteeism assistants, non-teaching assistants, learning support
is about 40% higher than teacher absenteeism staff, teaching assistants, teacher aides and classroom
(Uwezo, 2018). Others raise the concern that using support staff. The umbrella terms ‘learning support
Teach as an evaluation tool might be seen as undermining staff’ and ‘education support personnel’ also refer
teacher professionalism, although its designers deny to staff who provide classroom support to teachers
any such intent (Edwards, 2019). (Masdeu Navarro, 2015; Rose, 2020).
TA B LE 1 9.2 :
Measures of teaching quality in three areas of the World Bank Teach framework
Classroom culture Instruction Socio-emotional skills

Offering a supportive learning environment Facilitating lessons (articulating lesson objectives, connecting Instilling autonomy (providing opportunities to make
(treating all students respectfully, using positive learning materials across knowledge areas) choices and assume classroom roles)
language, etc.)
Checking student understanding (using questions, prompts, etc.) Promoting perseverance (acknowledging efforts
Creating positive behavioural expectations rather than natural abilities)
(acknowledging positive behaviour, managing
Giving feedback to clarify misunderstanding and identify
negative behaviour) successes Fostering social and collaborative skills (encouraging
peer interaction, perspective taking, etc.)
Encouraging critical thinking (asking open-ended questions,
assigning tasks requiring active analysis of content)
Source: World Bank (2019).
19

At the international level, the joint data collection
manual of the UNESCO Institute for Statistics, OECD Comparable international data on
and Eurostat (UOE) defines ‘educational personnel’ as inclusion-related use of support
‘all those employed in educational institutions covering
both instructional and non-instructional institutions’
personnel are not generally available

(UOE, 2019, p. 41), regardless of assignment to specific
programmes or International Standard Classification of
Education levels. It identifies four functional categories: Across education levels, there is little variation among
instruction; professional (academic, health or social) the few countries with UOE data, such as the Czech
support (e.g. counsellors, librarians, education media Republic, Lithuania and Sweden, on when pupil/teacher
specialists, attendance officers); management and ratios include teaching assistants. The assistants’ impact
administration; and school maintenance and operations. is more perceptible in Chile, the Netherlands and the
Teacher aides in tertiary education include ‘all students United Kingdom, where ratios decrease by between two
employed on a part-time basis for the primary purpose of and four percentage points, or 15% to 20%, when teaching
assisting in classroom or laboratory instruction or in the assistants are included. The effect is largest at the
conduct of research’ (UOE, 2019, p. 44). These are usually ECCE level in Chile and the United Kingdom; in the latter,
graduate student teaching assistants, teaching fellows or the ratio decreased from 65:1 to 7:1, the lowest among
research assistants (OECD, 2018). countries with data (Figure 19.4).
At the national level, definitions are often blurry, even in

differentiating between teaching and support personnel. FOCUS 19.2: THERE IS WIDE
Cambodia’s broad definition makes monitoring the use of DISPARITY IN TEACHERS’
teachers’ aides challenging: Teaching staff include those WORKING HOURS
‘in charge of teaching every day, librarians, operational
activity teachers, art teachers/home economics teachers, Instruction is the main teaching task, but others,
lab staff, computer trainers, primary school principals including professional development, collaboration and
in school with 6 classes or less and vice-principals with outreach, take substantial time. Head teachers may be
10 classes or less, general secondary school principals primarily involved in school management but also take on
in school with 4 classes or less and vice-principals with teaching responsibilities and other tasks. The Education
7 classes or less’ (Cambodia Ministry of Education 2030 Framework for Action recognizes teachers’ right to
Youth and Sport, 2017, p. iii). South Africa collects data decent working conditions (UNESCO, 2016). Work time is
on educators, i.e. ‘any person who teaches, educates an important aspect of this, with potential implications
or trains other persons or who provides professional for reward and support mechanisms, but it is not
education services’ (South Africa Department of assessed uniformly across countries.
Basic Education, 2018, p. 34).
The OECD collects data on the statutory number of
Support personnel are present for many reasons hours full-time teachers are expected to work according
(logistics, discipline, support, etc.) and in settings to national policy. Teaching time is converted into
that vary in terms of inclusiveness. Comparable 60-minute periods, excluding breaks of 10 minutes or
international data on inclusion-related use of support longer, except at the pre-primary and primary education
personnel are not generally available. Countries in UOE levels, for which short breaks are included if teachers
data collection may vary in the extent to which inclusion are responsible for classes during breaks. The OECD
is mainstreamed (OECD, 2018). A review of education differentiates between teaching and non-teaching time.
management information systems in 40 countries in A full-time teacher teaching for 60% of the average
Africa, Asia, Latin America and the Caribbean showed that teaching time is counted as one full-time teacher for
data on aides supporting teachers in inclusive settings headcount indicators and as 0.6 of a full-time equivalent
were scant at best (UNICEF, 2016). (OECD, 2018).
19
F I GURE 1 9.4 :
In some high-income countries, including teaching assistants reduces pupil/teacher ratios by between 15% and 20%
Pupil/teacher ratios with and without teaching assistants, by education level, selected countries, 2018
65
40
35 Without assistants
30 With assistants
25
20 Sub-Saharan Africa, 31
Central/S. Asia, 21
15 World, 17
Northern Africa/W. Asia, 15
10 Oceania, 9
5 Europe/N. America, 3
High income
0
Early childhood
Primary
Lower secondary
Upper secondary
Early childhood
Primary
Lower secondary
Upper secondary
Early childhood
Primary
Lower secondary
Upper secondary
Early childhood
Primary
Lower secondary
Upper secondary
Early childhood
Primary
Lower secondary
Upper secondary
Early childhood
Primary
Lower secondary
Upper secondary
Upper middle income
Lower middle income
Low income
Lithuania Sweden Czechia Netherlands United Kingdom Chile

Source: GEM Report team calculations based on OECD (2019a).
Direct surveys are another means of collecting and in other non-school-regulated time. Head
information. The 2018 OECD Teaching and Learning teachers indicated time spent developing curriculum,
International Survey (TALIS) asked teachers and head teaching, observing classrooms, evaluating students,
teachers in 48 education systems in middle- and and mentoring and professionally developing teachers
high-income countries to report their total work time. (OECD, 2019c).
It included questions about time spent per week on
non-instruction tasks, e.g. class preparation, parent With few exceptions, when teachers estimated time spent
visits and marking, including over the weekend on specific tasks during the previous week, the number
of working hours was greater than estimates of total
working hours (Figure 19.5). The discrepancy may reflect
With few exceptions, when teachers cognitive errors in estimating time, especially for past
tasks (Schuhmacher & Burkert, 2013). Estimating actual
estimated time spent on specific tasks work time is therefore not straightforward.
during the previous week, the number
of working hours was greater than More than half of OECD countries specify statutory
working time per year (OECD, 2019a), allowing
estimates of total working hours comparison with TALIS self-reported weekly estimates.

19
F I GURE 1 9.5:
Teachers struggle to estimate hours worked
Teacher-estimated previous week’s working hours as a total and as a sum of time spent on various tasks, selected countries, 2018
70
Hours worked (sum of hours on various tasks)
65
Hours worked (total)
60
55
50
Hours
45
40
35
Sub-Saha
30
Central/S
World, 17
25 Northern
Latin Ame
20 Oceania,
Eastern/S
Finland
Italy
Belgium
Romania
France
Flanders (Belgium)
Norway
Netherlands
Denmark
Austria
Estonia
Iceland
Sweden
Spain
Czechia
Lithuania
Turkey
Slovakia
Latvia
Croatia
Georgia
Hungary
Bulgaria
Cyprus
Portugal
Israel
Malta
Rep. of Korea
Mexico
Slovenia
Brazil
England (UK)
New Zealand
Australia
Viet Nam
Kazakhstan
Saudi Arabia
Alberta (Canada)
Singapore
Japan
Chile
U. A. Emirates
Russia
South Africa
United States
Colombia
Europe/N
High
Upp
Low
Source: GEM Report team estmates based on the 2018 TALIS.
Low
70
Countries vary in amount of time allocated
Hours worked (sum of hours on various tasks)
for teaching and learning, including number of
65
teaching weeks perHours
year:worked (total)
At the lower secondary A trade union analysis of official UK data
60education level, Estonia allocated 35 weeks and
suggests that teachers work, on average,
Germany 40 (OECD, 2019a). The Varkey Foundation’s
55
Global Teacher Status Index offers another potential over 12 unpaid hours per week, more than
50
comparison. It collects data on public perceptions workers in any other sector
of teachers’ working hours (Dolton, Marcenaro,
45De Vries, & She, 2018). These tend to be lower than
Hours
teacher-reported estimates (Figure 19.6). A trade union

40analysis of official UK data suggests that teachers work, less than 22; in the Flanders region of Belgium, statutory
on average, over 12 unpaid hours per week, more than teaching time is just under 16 hours per week, but teachers
35
workers in any other sector (Henshaw, 2019). report more than 18. Discrepancies may reflect
30 differences in teachers’ daily work relative to system
Statutory hours, as reported by the OECD Education at a regulations but also different reference periods. Statutory
25Glancereport, and self-reported estimates, as reported in teaching time reflects an average week; surveys, such as
TALIS, are at odds in many countries. In Israel, statutory TALIS, often ask teachers to report on the previous week,
20
teaching time is 25 hours per week, while teachers report which may not be representative.
Finland
Italy
Belgium
Romania
France
Flanders (Belgium)
Norway
Netherlands
Denmark
Austria
Estonia
Iceland
Sweden
Spain
Czechia
Lithuania
Turkey
Slovakia
Latvia
Croatia
Georgia
Hungary
Bulgaria
Cyprus
Portugal
Israel
Malta
Rep. of Korea
Mexico
Slovenia
Brazil
England (UK)
New Zealand
Australia
Viet Nam
Kazakhstan
Saudi Arabia
Alberta (Canada)
Singapore
Japan
Chile
U. A. Emirates
Russia
South Africa
United States
Colombia
19
F I GURE 1 9.6 :
The public underestimates teachers’ working hours
Teachers’ working hours per week based on self-reporting, government reporting based on statutory expectations, and public
perceptions, selected countries, 2018
70
Self-reported
65
Government-reported
60 Public perception
55
50
Hours
Sub-Saharan Africa, 31
45 Central/S. Asia, 21
World, 17
Northern Africa/W. Asia, 15
40
Oceania, 9
35
Europe/N. America, 3
30 High income
Upper middle income
25 Lower middle income
Finland
Italy
France
Norway
Netherlands
Austria
Estonia
Iceland
Spain
Lithuania
Turkey
Slovakia
Latvia
Hungary
Portugal
Israel
Rep. of Korea
Brazil
England (UK)
Alberta (Canada)
Singapore
Japan
Chile
United States
Colombia
Low income

Notes: The government-reported statutory number of hours was based on estimated annual number of working hours divided by number of teaching weeks
for lower secondary school teachers, except for the Netherlands, for which number of teaching weeks for primary school teachers was used.
Source: GEM Report team estmates based on OECD (2019a, 2019b) and Dolton et al. (2018).
20
Students wash their hands
at Khokkham Primary School,
Pak Ou District, Lao People’s
Democratic Republic.
CREDIT: GPE/Kelley Lynch
Caption.
KEY MESSAGES
Improved female education outcomes improve health outcomes. An additional year of education in
Zimbabwe, following a reform to expand access to secondary education, is associated with a three
percentage point increase in the probability of women working outside the home and a 21% decline in
child mortality.
Education is an effective means of combatting climate change. Educating girls and women is ranked 6th
out of 80 solutions to combat climate change from 2020 to 2050 by Project Drawdown. Closing the annual
education financing gap of US$39 billion in low- and lower-middle-income countries could yield a reduction of
51.48 gigatons of emissions by 2050.
Nevertheless, there is no evidence that education is targeted in domestic and international investment to
address and respond to climate change, which reached US$579 billion in 2017–18 but was allocated mostly to
sustainable transport, renewable energy generation and energy efficiency.
As indigenous peoples and local communities manage at least 17% of the total carbon stored in the
forestlands of 52 tropical and subtropical countries, it is vital to protect their knowledge. Yet climate change
partnerships are characterized by a focus on technical knowledge rather than transformative perspectives of
how people are linked with each other and natural systems.
310 C H A P T E R 2 0 • E ducati o n in t h e ot h er S D G s – a f o cus o n gender e q uality, cli m ate c h ange and partners h ips
CHAPTER
20
Education in the other
SDGs – a focus on gender
equality, climate change
and partnerships
(Global indicators from goals other than SDG 4 that are education-related)
GLOBAL INDICATOR
1.a.2– Proportion of total government spending on essential services (education, health and
social protection)
5.6.2– Number of countries with laws and regulations that guarantee full and equal access to
women and men aged 15 years and older to sexual and reproductive health care, information
and education
8.6.1– Proportion of youth (aged 15–24 years) not in education, employment or training
4.7.1/12.8.1/13.3.1 – Extent to which (i) global citizenship education and (ii) education for
sustainable development are mainstreamed in (a) national education policies, (b) curricula,
(c) teacher education, and (d) student assessment
20
Education’s relationship with gender equality is strong

but mediated by norms��312
Education’s relationship with climate change mitigation
and adaptation must be strengthened��314
Professional capacity needs to be strengthened
to support gender equality and climate change efforts��315
E ducation is key in achieving all SDGs. This chapter

discusses aspects of education’s relationship with
gender equality (SDG 5) and climate change (SDG 13),
In Uganda, pregnancy was a leading reason for early
school-leaving, especially among girls from the lowest
income quintile (Wodon et al., 2016). Delaying marriage
focusing on linkages, monitoring and professional and childbearing requires a combination of safe-space
capacity development, including through partnerships programmes, life skills training, better reproductive health
(SDG 17). knowledge, and livelihood opportunities or incentives for
schooling (Chakravarty et al., 2016). Innovative education
approaches are required to combat long-standing gender
EDUCATION’S RELATIONSHIP WITH norms and discrimination. Interventions focused on
GENDER EQUALITY IS STRONG BUT community norms may change views of masculinity that
MEDIATED BY NORMS condone violence (Jewkes et al., 2015).
Women’s education has long been strongly associated Interventions to reduce schooling costs and increase
with economic, health and social benefits. Education supply improve education access. School construction,
is linked to increased female labour force participation school water and sanitation as well as cash transfers have
(Heath and Jayachandran, 2016). In Turkey, increasing some of the strongest effects (Evans and Yuan, 2019).
compulsory schooling from five to eight years in In India, a nationwide initiative to build single-sex toilets
1997 increased enrolment among rural girls and the substantially increased enrolment and lowered dropout
likelihood of women working outside the home and in among adolescent girls, who benefited from privacy,
jobs that provide social security benefits (Erten and safety and reduced vulnerability to illness. The higher
Keskin, 2018). Women’s labour force participation fell share of female teachers in schools with single-sex
from 34% in 1990 to 23% in 2005 but rose to 34% in 2018. toilets had an additional positive impact on these
It remains among the lowest in the world (OECD, 2019). outcomes (Adukia, 2017). In the state of Bihar, girls were
provided with bicycles to facilitate access to secondary
Systematic reviews of causal links confirm that improved school. The programme helped increase their enrolment
female education outcomes improve health outcomes, by 32% and led to a 12% increase in the number who
e.g. reducing child mortality (Mensch et al., 2019). passed the secondary school certificate examination
An additional year of education in Zimbabwe, following a (Muralidharan and Prakash, 2017).
reform to expand access to secondary education in 1980,
is associated with a three percentage point increase in
probability of women working outside the home and a
21% decline in child mortality (Grépin and Bharadwaj, 2015).
An additional year of education
in Zimbabwe is associated with
Girls’ education attainment and child marriage are a 21% decline in child mortality
strongly linked (Birchall, 2018; Male and Wodon, 2018).
20

The Global Gender Gap Index’s education attainment,
It is important to look at education economic opportunity and political empowerment
opportunities in the context of gender norms sub-indices for 148 countries highlight the issue.
Countries with similar gender disparity in education
and values, institutions outside education, attainment appear at the top (Lao People’s Democratic
education laws and policies, education Republic) and the bottom (Saudi Arabia) of the sub-index
systems and development outcomes on female economic opportunity, which captures labour
force participation and pay gaps. By contrast, Guinea
has one of the lowest education attainment sub-index
scores but one of the highest for economic opportunity
Gender discrimination can turn synergy between (Figure 20.1a). There is a closer association of the
development goals into a trade-off. Good nutrition education attainment sub-index with that on political
positively influences ability to learn. Where child marriage empowerment, which captures, for instance, women
is common, however, recent evidence suggests better in parliament and ministerial positions (Figure 20.1b).
nutrition contributes to earlier dropout because it School attendance is insufficient to realize education’s
precipitates menstruation (Khanna, 2019). potential for women. It is important to look at education
opportunities in the context of gender norms and values,
The association between girls’ education and institutions outside education, education laws and
development outcomes is not straightforward and policies, education systems and development outcomes
may materialize only in specific circumstances. (UNESCO, 2019).
F I GURE 2 0.1 :
Education attainment is necessary but not sufficient to empower women
Global Gender Gap Index, relationship of female education attainment with other sub-indices, 2018
a. Economic participation and opportunity b. Political empowerment

1.0
1.0 0.7
0.7
Iceland
Iceland
LaoPDR
Lao PDR
0.9
0.9 Barbados
Barbados 0.6
0.6 Nicaragua
Nicaragua
Bahamas
Bahamas Norway
Norway
Guinea
Guinea
Economic participation and opportunity sub-index
Economic participation and opportunity sub-index
0.8
0.8 Iceland
Iceland
0.5
0.5
Political empowerment sub-index
Political empowerment sub-index
0.7
0.7
Chad
Chad
0.4
0.4
D.D.R.R.Congo
Congo
0.6
0.6
0.3
0.3
0.5
0.5
0.2
0.2
0.4
0.4 Guinea
Guinea
LaoPDR
Lao PDR
SaudiArabia
Saudi Arabia
Pakistan
Pakistan 0.1
0.1 Chad
Chad
0.3
0.3 Yemen
Yemen Benin
Benin
Iraq
Iraq SyrianA.A.R.R.
Syrian D.D.R.R.Congo
Congo
Yemen
Yemen Nigeria
Nigeria
Oman
Oman
0.2
0.2 00
0.5
0.5 0.6
0.6 0.7
0.7 0.8
0.8 0.9
0.9 11 0.5
0.5 0.6
0.6 0.7
0.7 0.8
0.8 0.9
0.9 11
Educationattainment
Education attainmentsub-index
sub-index Educationattainment
Education attainmentsub-index
sub-index

Source: World Economic Forum (2018).
20
EDUCATION’S RELATIONSHIP WITH International knowledge partnerships are advancing

CLIMATE CHANGE MITIGATION climate action. UNESCO developed the Green Citizens
AND ADAPTATION MUST BE Platform. The UNFCCC maintains the UN CC:e-Learn
STRENGTHENED initiative, which helps countries develop climate
change learning. In response to the 2017 Doha
Education is recognized as necessary to combat Work Programme, 102 of 195 member states have a
climate change. A main channel is education’s effect designated education focal point for action on climate
on lowering fertility rates and population growth. empowerment to advance climate change mitigation
Project Drawdown developed scenarios to estimate education (Kwauk, 2020). Despite such recognition,
the potential 2020–50 climate impact of 80 solutions: there has been no substantive progress in monitoring
It ranked educating girls sixth and family planning climate change education. A study commissioned by the
seventh. Closing the annual financing gap of US$39 billion Global Education Monitoring Report showed that, while
over 2015–30 for reaching universal pre-primary, primary nearly three-quarters of national curriculum frameworks
and secondary education of good quality in low- and mentioned sustainable development, only one-third
lower-middle-income countries, estimated by the referenced climate change (IBE, 2016).
Global Education Monitoring Report, could yield a reduction
of 51.48 gigatons of emissions by 2050, an ‘incalculable’ Two developments should increase focus and attention
return on investment (Hawken, 2017). on monitoring. In March 2020, SDG global indicators
12.8.1 (on responsible consumption and production)
The United Nations Framework Convention on Climate and 13.3.1 (on climate change) were merged with global
Change (UNFCCC) and the 2015 Paris Agreement indicator 4.7.1 (on sustainable development and global
underscore education’s role in climate change mitigation citizenship). In November 2019, these indicators had
and adaptation. The 2018 special report of the been upgraded to tier II (established methodology,
Intergovernmental Panel on Climate Change highlighted but countries do not regularly produce data); as tier III,
the importance of education, informed by indigenous and they would have been among 32 indicators at risk of
local knowledge, in accelerating both behavioural change being dropped from the global list of 232 as part of the
necessary for a carbon-neutral economy and innovation SDG monitoring framework 2020 comprehensive review.
and technological adaptation (IPCC, 2018).
National partnerships include collaborative arrangements
Yet education’s effect on climate science acceptance, for technical capacity building and financing. In Tonga,
another potential channel of influence, has not been climate change education was integrated in primary
corroborated. In the United States, political affiliation is a and secondary education through the Coping with
greater predictor of opinion among the more educated, Climate Change in the Pacific Island Region programme,
who may have greater confidence in their knowledge and supported by the German Agency for International
more ability to defend their position (Drummond and Cooperation. Climate change and disaster management
Fischhoff, 2017). The tenuousness of the link between materials were translated and distributed to schools.
education level and belief in climate change suggests a In partnership with the Australian government,
need to evolve education interventions that can make a civil society organization prepared a climate change
a difference. Misinformation about climate change is a teaching manual for primary schools. These efforts
challenge. Education and communication to counteract are complemented by non-formal education aimed at
misconceptions promulgated in classrooms and on social strengthening vulnerable communities’ capacity and by
media can be especially relevant (Lewandowsky et al., 2017). active engagement of youth through the Tonga National
Youth Congress (Tonga Government, 2019). In voluntary
national reviews submitted to the High-level Political
Forum on Sustainable Development in 2019, several
Closing the annual education financing countries mentioned efforts to improve education on
climate change and general awareness of it (Table 20.1).
gap of US$39 billion over 2015–30 could
Weakness in monitoring progress on climate change
yield a reduction of 51.48 gigatons of education may relate to bias towards technical solutions
emissions by 2050 to climate change effects or a disconnect between the
education and climate action communities.
20
TAB LE 2 0.1 :
Selected voluntary national review responses on education and climate change
A tripartite partnership (environment, energy and education) developed a course teaching basic concepts of causes and consequences of climate
Algeria
change and risk reduction measures, an eco-friendly guide for environmental clubs and a guide on education and pedagogy linked with climate change.
Climate change has been integrated into curriculum to be taught in primary schools starting in 2019/20 and later in secondary schools.
Ghana The Environmental Protection Agency will train teachers on new teaching and learning materials. Four public universities have introduced
climate change courses to promote research and policy analysis.
The Climate Change Information Centre, established in 2013, developed a toolkit with 111 actions to help combat climate change.
Mauritius
Some 600 youth leaders and 750 primary and secondary school teachers were trained under the Africa Adaptation Programme.
As part of the Education Master Plan 2017–2026, climate change and disaster risk management are integrated into science curriculum, and
Palau teachers have been trained. The National Environmental Protection Council, National Emergency Management Office and Red Cross run
awareness-raising programmes.
Efforts to improve education and awareness include the Royal Scottish Geographical Society’s climate literacy qualification, public workshops
Scotland
to inform development of a public engagement strategy, the 2050 Climate Group’s Young Leaders Development Programme, the Eco-Schools
(United Kingdom)
Scotland programme of Keep Scotland Beautiful, and Climate Ready Classrooms in secondary schools.
Source: Selected voluntary national review reports.
There is a lack of clear targeting of education in domestic training, coaching, media activities, and networking and
and international investment to address and respond to leadership forums. An evaluation found that over half the
climate change, which increased from US$342 billion in participants valued the programme for improving their
2013 to US$579 billion in 2017–18 (Buchner et al., 2019). awareness and leadership skills (Surani, 2016). In Tunisia,
Disaggregated data from 2015–16 revealed that 90% of prior to the 2018 local elections, UN Women and the
the total US$463 billion on mitigation and adaptation women’s rights organization Aswat Nissa (Women’s Voices)
went to sustainable transport, renewable energy organized a political academy to train female candidates on
generation and energy efficiency. There is no evidence local governance, missions and roles of municipal councils,
any of the US$10 billion for cross-sector programmes and media relations (UN Women, 2018).
(2% of the total) was allocated, for instance, to scaling up
education systems, girls’ education, behavioural changes The Rural Women’s Leadership Programme, organized
on food waste and diet, or indigenous approaches to land by the International Fund for Agricultural Development,
use and management (Oliver et al., 2018). focused on rural female leaders in community-based
organizations, self-help groups and trade unions in
Madagascar, Nepal, the Philippines and Senegal. In Nepal,
PROFESSIONAL CAPACITY NEEDS training focused on negotiating skills, confidence building,
TO BE STRENGTHENED TO SUPPORT self-development and technical knowledge about natural
GENDER EQUALITY AND CLIMATE resource management (IFAD, 2014).
CHANGE EFFORTS
Gender-responsive training for law enforcement officials
Empowering female decision making is critical and is needed to respond when victims of intimate partner
should extend to all levels of political, economic and violence and other abuse seek protection and support.
social life. In Pakistan, building on a gender quota policy In Liberia, efforts in 2003–13 to recruit female officers and
introduced in 2000 to improve female representation in train a special unit to address sexual and gender-based
local and national politics, a project in 2013–15 focused violence led to the percentage of female officers
on developing female parliamentarians’ capacity through increasing from 2% to 17% (Bacon, 2015). The Rabta
20
programme of community policing in Pakistan helped progress in research and development capacity in
sensitize police and increased the sense of security, the past 20 years in some middle-income countries,
especially among women (Nair et al., 2017). In the US such as China and Turkey, where capacity quadrupled,
state of Illinois, 80% of sexual assault investigators but wide disparity persists (Figure 20.2). Small-scale
received classroom training but needed further training efforts include Climate Research for Development
after being appointed to positions and communicating in Africa, an African-led initiative established in 2013,
with victims (Venema et al., 2019). which received US$3.5 million in 2019 for demand-driven
African climate research and aims to support 21 African
A wider range of capacity development initiatives is climate scientists (UNECA, 2019). On a global scale,
needed to address the causes and consequences of there is scope for enhancing existing mechanisms,
climate change, from research and development for such as the CGIAR (formerly the Consultative Group on
scientific innovation to support for solutions based on International Agricultural Research) and the International
indigenous knowledge and for local actors to engage Energy Agency’s Technology Collaboration Programmes
with national processes. (UNFCCC, 2017).
Innovations for sustainability and green growth require With respect to indigenous knowledge-based approaches,
investment in tertiary education institutions to build a recent analysis of carbon storage in community lands
capacity in research and development. Low- and finds that indigenous peoples and local communities
middle-income countries, those most vulnerable manage at least 17% of total carbon stored in the forest
to climate change, are not active participants in or lands of 52 tropical and subtropical countries (RRI, 2018).
beneficiaries of such investment. There was substantial Indigenous knowledge experts in rural Zambia highlight
agricultural practices proven to reduce deforestation,
showing that better integrating indigenous knowledge
F I G U RE 2 0.2 : into Western climate change adaptation knowledge can
Research and development increased in some middle-income help the most vulnerable communities (Makondo and
countries, but disparity persists Thomas, 2018).
Researchers and technicians (full-time equivalent) per 1 million inhabitants,
2000 and 2017
EDUCATION PARTNERSHIPS NEED TO BE
10,000 Rep. of Korea INCLUSIVE AND MEANINGFUL
Czechia Japan A hurdle in ensuring that international partnerships
Portugal improve education is power dynamics that limit their
Russian Fed.
Malaysia
effectiveness. An analysis of connections among
Researchers per million inhabitants, 2015–17
China transnational partnership-based organizations in the

Turkey education sector shows that networks reproduce power
Thailand hierarchies. Donors wield the greatest influence over
resources and normative preferences, while recipient
1,000
countries’ participation has been primarily symbolic
Kuwait (Menashy, 2019). This is also a limiting factor in climate
change partnerships, which are characterized by a focus
India on technical knowledge rather than transformative
perspectives of how people are linked with each other
Indonesia
and natural systems (Kwauk, 2020).

100
100 1,000 10,000
Innovations for sustainability and green
Researchers per million inhabitants, 1998–2000 growth require investment in tertiary
GEM StatLink: http://bit.ly/GEM2020_fig20_2 education institutions to build capacity
Note: Axes are on a logarithmic scale.
in research and development
20
Still, business education does not emphasize inclusivity

and sustainability. An analysis of management
Business education does not emphasize
education programmes found that most had a focus
inclusivity and sustainability on narrow functional knowledge; curricula with a

narrow, market-centric world view; limited real-world
application; and an overtly American or European
Examples of meaningful partnerships exist. perspective. Critical thinking, soft skills, and values and
The Canadian government partnered with provincial ethics were less emphasized. Transforming education
and territorial governments, municipalities, indigenous for sustainability and social responsibility requires major
peoples, businesses, youth and civil society to be at the changes in business education, research and faculty
forefront of climate change action. The Pan-Canadian incentives (Dyllick, 2015).
Framework on Clean Growth and Climate Change
commits the federal government to strengthen Bottom-up, disruptive participation should be nurtured.
collaboration with the indigenous community to The Australian government developed Closing the Gap
ensure they are true partners in transitioning to to improve indigenous peoples’ outcomes. However, only
a lower-carbon economy and building resilience after 10 years of failure to meet its goals and complaints
(Canada Government, 2016). Canada’s Arctic Policy that it ignored indigenous voices is there agreement
Framework is grounded in both scientific and indigenous on a partnership and joint leadership with Aboriginal
knowledge (Canada Government, 2016). and Torres Strait Islander representatives (Council of
Australian Governments, 2018).
Building knowledge networks, capacity and technical
skills is essential. The Partnering Initiative offers
training courses on essential skills and tools for
cross-sector partnerships for sustainable development
(The Partnership Initiative, 2019). The Forest Carbon
Partnership Facility, a global multi-stakeholder
partnership for climate action, includes a US$10 million
capacity-building programme for indigenous peoples
and civil society to enhance their understanding of
forest carbon stock efforts, commonly known as
REDD+, and their engagement in REDD+ readiness and
implementation (Forest Carbon Partnership, 2019).
It is important to build capacity to challenge the status

quo and aspire to equitable, meaningful partnerships.
This requires behavioural change at the top echelons of
influence. The Association to Advance Collegiate Schools
of Business, representing some 1,500 business schools
in more than 100 countries and territories, advocates
for a new vision for business education. It recommends
that curricula pay closer attention to ethics, diversity
and well-being and promote pursuing non-private-sector
careers (AACSB International, 2016). The UN Principles
for Responsible Management Education initiative, started
in 2007, engages with higher education institutions to
motivate business students to deliver change on global
challenges. In 2017, 179 universities shared information
on their engagement with the SDGs in teaching, research
and campus activity (UN PRME, 2017).
The Roma Early Childhood Development
and Education Initiative in Serbia supports
programmes, including the children’s club pictured
here, that focus on the development of primarily
Roma children, through activities for children and
their families.
CREDIT: Sanja Knezevic/Open Society Foundations
318 CHAPTER 21 • Finance

C HA PTER
21
This title
Finance
must be
added manually
(InDesign variables
don’t break lines :( )
319
21
KEY MESSAGES
Of the 141 countries with data for 2014–18, 47, or one-third, met neither of two public education
expenditure benchmarks: spend at least 4% of GDP or at least 15% of total public expenditure.
Many countries, including Cambodia and Uganda, have consistently missed both benchmarks.
Public education expenditure is 4.4% of GDP and 13.8% of total public expenditure, although
data were missing for 54% of countries in 2017. The global trend since 2000 appears flat
for both indicators, with important regional variations. In Latin America and the Caribbean,
education increased from 3.9% to 5.6% of GDP, as both total public expenditure and the share of
education grew.
Aid has stagnated at 0.3% of rich countries’ income since 2005. As low-income countries’
economies have grown faster than their donors’, aid as a share of low-income countries’ GDP fell
from 13.6% in 2003 to 9.1% in 2018. Aid to education peaked at US$15.6 billion in 2018, but only
47% was directed to basic or secondary education in low- and lower-middle-income countries.
Household education spending accounted for 1.1% of GDP in 72 countries’ data in 2013–18 or for
11% of total spending in high-income, 23% in middle-income and 43% in low-income countries;
household spending tends to compensate for insufficient government spending.

21
Public expenditure��321
Aid expenditure��324
Focus 21.1: Donors are developing approaches
to disability-inclusive education��331
Household expenditure�� 333
Focus 21.2: Households show gender bias in education spending�� 333
T he Global Education Monitoring Report has argued that

it is necessary to examine the actions of the three
main sources of education funding jointly to understand
nearly 10. In other countries, education expenditure has
expanded and contracted to a lesser (Peru) or greater
degree (Mauritania) (Figure 21.1).
national investment in education. Such actions include
prioritization of education in government budgets, degree The UNESCO Institute for Statistics (UIS) does not
of donor solidarity with poorer countries and household report regional and global averages for either indicator.
preparedness to pay out of pocket for education. Global Education Monitoring Report statistical tables
have reported medians. Globally, median public
education expenditure is 4.4% of GDP and 13.8% of total
PUBLIC EXPENDITURE public expenditure.
The Education 2030 Framework for Action recognizes The set of countries that report expenditure data
domestic resource mobilization as the key priority for changes yearly and the number of observations for
achieving SDG 4. It sets two public education expenditure each region is small. Hence it is necessary to impute
benchmarks: at least 4% of gross domestic product (GDP) data for countries with missing information to estimate
and at least 15% of total public expenditure. Neither is consistent trends. Data were missing for 35% of countries
binding, but failure to meet both indicates insufficient in 2000–14, 39% in 2015–16, 54% in 2017 and over
prioritization of education. 66% in 2018. Data may be weighted by countries’ GDP
or total public expenditure (which indicates how much
Of the 141 countries with data for 2014–18, of the world’s or region’s GDP is spent on education,
47, or one-third, met neither benchmark. The top with the result driven by the countries with the
10 meeting the GDP benchmark were 4 Nordic countries, largest economies), or unweighted (indicating general
3 in Latin America and the Caribbean, 2 in sub-Saharan country-level tendencies).
Africa and 1 in Oceania. The top 10 for the public
expenditure benchmark were low- and middle-income The global trend in education expenditure in 2000–17 was
countries: Sierra Leone allocated the highest share strikingly flat for both indicators. Expenditure as a share
(32.5%), followed by Ethiopia, Costa Rica, Eswatini, of GDP fluctuated around 4.5% (or 4.7% when weighted
Guatemala, Uzbekistan, Honduras, Bhutan, Burkina Faso
and Tunisia.

Many countries that missed one or both benchmarks The Education 2030 Framework for Action
struggled to prioritize education consistently. Cambodia, recognizes domestic resource mobilization
one of the lowest spenders globally at 2.2% of GDP and
as the key priority for achieving SDG 4
8.8% of total public expenditure, has not changed its
spending pattern in nearly 20 years, nor has Uganda in
21
F I GURE 21.1:
Some countries are stuck in a low education spending cycle
Education expenditure as a share of GDP and of total public expenditure, selected countries, 2000–18
20
Cambodia D.R. Congo
15
2017
2000
10
2010
2018
20
Education expenditure as a share of total public expenditure
Pakistan
Mauritania
15
Benchmark 2017
(%)
10
2016
2000
2004
20 Benchmark
Peru 2018 Uganda
2000
15
2017
10 2010
5
1 2 3 4 5 6 1 2 3 4 5 6
Education expenditure as a share of GDP

(%)

Note: The dotted lines represent the minimum benchmarks of education expenditure as a share of GDP (4%) and of total public expenditure (15%).
The date labels show the first and last observations in the period.

21
F I GURE 2 1 .2 :
Despite flat global public education expenditure, some regions had large changes in the past two decades
Education expenditure, global and regional averages, 2000–17
a. As a share of GDP b. As a share of total public expenditure

6.0 6.0 19 19
18 18
5.5 5.5
17 17
Sub-Saharan AfricaAfrica
Sub-Saharan
5.0 5.0 Europe/N. America
Europe/N. America 16 16
World,World,
weighted
weighted
Sub-Saharan AfricaAfrica
Sub-Saharan 15 15
Central/S. Asia Asia
Central/S.
4.5 4.5 World,World,
unweighted
unweighted World,World,
unweighted
unweighted
%
%
%
%
14 14
4.0 4.0 13 13
Northern Africa/W.
Northern Asia Asia
Africa/W.
World,World,
weighted
weighted
Central/S. Asia Asia
Central/S. Europe/N. America
Europe/N. America
12 12
Northern Africa/W.
Northern Asia Asia
Africa/W.
Eastern/South-east. Asia Asia
Eastern/South-east.
3.5 3.5
Eastern/South-east. Asia Asia
Eastern/South-east.
11 11
3.0 3.0 10 10
20002000 20052005 20102010 20152015 20002000 20052005 20102010 20152015

Source: GEM Report team estimates based on UIS and World Bank data.
by size of GDP). Expenditure as a share of total public

expenditure fluctuated around 14.6% (or, when weighted Latin America and the Caribbean
by size of total public expenditure, rose from 12% in
had the largest increase in education
2000 to 12.5% in 2017) (Figure 21.2).
expenditure as a share of GDP,
Global stability masks regional movement. Latin America from 3.9% in 2000 to 5.6% in 2017
and the Caribbean had the largest increase in
education expenditure as a share of GDP, from 3.9% in
2000 to 5.6% in 2017 (that level also being the highest Expenditure as a share of GDP grew rapidly in
among the regions). This resulted from rises in both sub-Saharan Africa, from 4.3% in 2008 to 5.1% in 2012,
public expenditure, from 22.6% of GDP in 2000 to 27.2% in a rise possibly associated with aid to education peaking
2015 (ECLAC, 2018), and priority on education in total during this period before declining to 4.5% since 2015.
public expenditure, from 13.1% in 2002 to 16.5% in 2017. It is the only region to have allocated over 15% of total
Both indicators declined in Northern Africa and Western public expenditure to education every year since 2000.
Asia: GDP dropped by more than one percentage point in Eastern and South-eastern Asia had the lowest spending
2001–08 and has since stagnated at 4% while total public levels in terms of both GDP (around 3.5%) and total
expenditure fell by more than one percentage point in public expenditure (11%).
2003–08 before stagnating at 12% in recent years.
21

The UIS has not reported education expenditure data
for China and Nigeria, the regions’ largest economies, Given the time lag for available data, it is
since 2000. Imputations cannot adequately address too early to assess whether adoption of
the gap, but complementary national data suggest
that incorporating the two countries could affect
the SDGs increased education expenditure

regional averages. For instance, data from the National
Bureau of Statistics of China suggested that education
expenditure increased from 13.8% to 14.8% of total equity in expenditure should continue (see Chapter 4).
public expenditure in 2000–16, well above the estimated A recent comparison of 133 US expenditure policies in the
regional average. In Nigeria, where data are scarce, past half century, covering social insurance, taxes and
education expenditure amounted to 1.7% of GDP and cash transfers, in-kind transfers, and education and job
12.5% of total public expenditure in 2013, well below the training, concluded that public investment in education
estimated regional averages (Figure 21.3). Data for the and higher education offered by far the highest return
three largest economies in Northern Africa and Western to the economy at a net-zero cost to the government
Asia are either non-existent (United Arab Emirates) (Hendren and Sprung-Keyser, 2019).
or patchy (e.g. no data for Egypt and Saudi Arabia
since 2008).
AID EXPENDITURE
Given the time lag for available data, it is too early
to assess whether adoption of the SDGs increased Even with relatively optimistic projections for
education expenditure. However, current trends must domestic resource mobilization, the Global Education
be overcome to reach the levels needed to achieve Monitoring Report estimated that official development
universal secondary completion and education of good assistance (ODA) would need to increase sixfold from
quality. Efforts towards effectiveness, efficiency and 2012 levels to fill the financing gap and ensure low-
F I GURE 2 1 .3 :
China spends well above and Nigeria well below their respective regional averages on education
Education expenditure as a share of GDP and of total public expenditure, China and Nigeria, 2000–16
20
Education expenditure as a share of total public expenditure
Sub-Saharan Africa,
China Nigeria 2013
15
2016
2000
2013
(%)
Eastern/South-east. Asia,
2016 2010
10
5
1 2 3 4 5 6 1 2 3 4 5 6
Education expenditure as a share of GDP

(%)

Sources: China National Bureau of Statistics (2018); World Bank (2015) (Nigeria).

21
and lower-middle-income countries achieve universal occurred in the early 2000s; levels have remained around
pre-primary, primary and secondary education 0.3% since 2005. Of the 30 DAC countries, only Denmark,
completion by 2030 (UNESCO, 2015). Luxembourg, Norway, Sweden and the United Kingdom
met the 0.7% target in 2017. Germany and the
This is possible if all member countries of the Netherlands spent over 0.6%. The United States is the
Organisation for Economic Co-operation and largest donor in absolute terms (US$35 billion) but one of
Development (OECD) Development Assistance the smallest in relative terms (0.16%) (Figure 21.4).
Committee (DAC), oil-rich Arab states, and Brazil, China,
India, the Russian Federation and South Africa commit to While ODA levels in high-income countries remain
two actions. The first is to allocate 0.7% of gross national constant in relative terms, ODA’s relative significance
income (GNI) to ODA. This target, formally adopted by as a source of financing is declining in low-income
the European Union and informally recognized by DAC countries, which have had faster GDP growth rates
countries, would require the latter to more than double since 2000 (albeit marginally faster in per capita terms).
their ODA from the current 0.3% of GNI. The second is to ODA as a share of GDP in low-income countries fell from
allocate 10% of ODA to primary and secondary education, 13.6% in 2003 to 7.9% in 2014, rebounding to 9.1% by
up from 6% now (UNESCO, 2015). 2018. In 2018, ODA amounted to 5% of GDP in least
developed countries, 3% in sub-Saharan African countries
DAC countries increased ODA from 0.21% to 0.30% of and 0.6% in lower-middle-income countries (Figure 21.5).
GNI between 2001 and 2019, but most of the increase However, ODA remained high in some countries,
F I GURE 2 1 .4 :
Aid has stagnated at 0.3% of gross national income for the past 10 years
Net official development assistance as a share of GNI, selected DAC countries, 1960–2019
1.2
Norway
1.0
0.8
0.7% GNI benchmark United Kingdom
0.6
%
Germany
0.4
DAC
Japan
0.2
United States
0.0
1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 2015

Note: The figure shows the five DAC countries with the largest absolute amounts of ODA to basic education.
Source: OECD (2020b).
21
F I GU R E 21.5:
Aid is declining as a source of financing for poorer countries
Net 20
official development assistance as a share of GDP, selected country groups, 1960–2018
18
16
14
12
Low income
10
%
8 Least developed
6
Sub-Saharan Africa
Lower middle income

2
0
1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 2015

Source: OECD (2020b).
exceeding 20% of GDP, on average, in 2015–18 in the

Central African Republic, Liberia, Malawi and Somalia. 31% of aid to basic education went
to low-income countries in 2018,
With respect to education, total ODA disbursements
reached the highest amount ever recorded, a sharp increase from 23% in 2015

at US$15.6 billion, in 2018 (Figure 21.6). In 2010–14, total
aid was stagnant but aid to education was down by
9%, as education’s share in total aid continued to fall A growing share of aid to basic education is not tied to
(Box 21.3). Aid to education has grown by 29% in 2012–18. specific countries. The Global Partnership for Education
(GPE) accounts for two-thirds of the growth in aid to
Aid to basic education reached US$6.5 billion in 2018, basic education with unspecified recipients between the
the largest amount ever recorded. Of that amount, 2000s and 2010s, although its disbursement levels fell by
low-income countries received 31%, or US$2 billion, half between 2014–17 and 2019.
a sharp increase from 2015, when they received 23% of
the total, or US$1.3 billion. But lower-middle income Aid to secondary education reached US$3 billion in
countries have seen their share decrease from 46% to 2018, also the largest amount ever recorded. Even if it is
33% during this period (Figure 21.7). assumed that all unspecified recipients of aid to basic and
secondary education are low- and lower-middle-income
Aid to basic education in Northern Africa and countries, the total amount of aid to basic and secondary
Western Asia increased from US$148 million in education was US$7.4 billion in 2018. In other words, only
2002 to US$1.7 billion in 2018, largely as a response to 47% of aid to education goes to the two sub-sectors and
emergencies, initially in Iraq and then in the Syrian Arab the two groups of countries most in need. The rest goes
Republic and Yemen. Aid for education in emergencies is to upper-middle- or even high-income countries and to
channelled through both development and humanitarian post-secondary education.
assistance (Box 21.1).

21
F I GURE 2 1 .6:
Aid to basic education remains at 2010 levels
Total aid to education disbursements, by education level, 2002–18
16 15.6
Post-secondary education 14.4 14.3

13.4
14 Secondary education 13.1
12.8 12.8 12.8
Basic education 12.1 12.2
12 11.4 11.1
10.3
9.2
Constant 2018 US$ billions
10
8.3
8.0
8 2.8 3.0
2.8
6.0 2.4 2.3
2.1 2.6 2.4
2.2 2.6
6
1.8 1.8
1.5
1.1
4 1.2
1.0
0.9 6.4 6.1 6.5
5.6 5.9 5.6 5.5
4.8 4.8 5.0 5.3 5.0
2 3.9 4.2
3.0 3.3
2.7
0
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
Source: GEM Report team analysis based on OECD-DAC, CRS database (2020).
F I GURE 2 1 .7: The degree to which aid reaches those most in need
The share of low-income countries in aid to basic education also depends on what it is spent on. In recent years,
has increased slightly since 2015 for instance, donors have been increasing their
Share of total aid to basic education disbursements received,
emphasis on inclusion in education, with special
selected country groups, 2002–18
reference to disability (Focus 21.1).
60
50 DEVELOPMENT FINANCE FLOWS

50 Lower-middle-income EXTEND BEYOND ODA
Development finance comprises grants and loans
with concessional or non-concessional terms.
40
36 Whether countries receive concessional loans
Low-income
33
depends on their development level and the sector
30 31 for which the loan is intended. Only low-income
%
and selected lower-middle-income countries have

access to concessional loans, and social sector loans
20 19 are more likely to benefit from concessional terms.
Unspecified
10
7
In recent years donors have been
increasing their emphasis on
0
2002 2006 2010 2014 2018 inclusion in education, with
special reference to disability

Source: GEM Report team analysis based on OECD-DAC, CRS database (2020).
21
B OX 21.1:
Humanitarian aid has increased faster than development aid
Education in emergencies receives funding from both development and humanitarian assistance mechanisms. Although there are inconsistencies
in reporting, in the case of refugee education, the two mechanisms contributed equally in 2016, excluding European Commission support to
Turkey for Syrian refugee education (UNESCO, 2018).
Humanitarian support to education has increased in recent years due to the proliferation of protracted crises. In 2018, 16 countries had had more
than 5 consecutive years of appeals coordinated by the United Nations (UN) (Development Initiatives, 2019). According to the Financial Tracking
Service of the UN Office for the Coordination of Humanitarian Affairs, total humanitarian aid to education was US$705 million in 2019. Of this,
US$457 million was based on appeals and response plans. Both have increased sixfold since 2012 (Figure 21.8a). Yet the increased support does
not reflect increased prioritization of education in terms of proportion of education in humanitarian aid. Education amounted to 3% of global
humanitarian aid and 2.6% of humanitarian appeals and response plans in 2019 (Figure 21.8b).
FIGUR E 21.8:
Humanitarian aid to education continues to increase
Humanitarian aid to education, selected statistics, 2010–19
a. Volume of humanitarian aid to education b. Share of education in humanitarian aid
800 800 4 4
700 700
600 600 3 3
Humanitarian
Humanitarian appealsappeals
500 500
400 400 2 2
%
%
300 300 Global humanitarian

Global humanitarian
aid aid
Humanitarian
Humanitarian appealsappeals Global humanitarian
Global humanitarian aid aid
200 200 1 1
100 100
0 0 0 0
2010 2010 2013 2013 2016 2016 2019 2019 2010 2010 2013 2013 2016 2016 2019 2019

Source: GEM Report team analysis based on OCHA FTS database (2020).
Education Cannot Wait, a multilateral body allowing donors to blend humanitarian and development funds for education in crises, disbursed
US$255 million between its inception in 2016 and February 2020. Seven countries and two foundations pledged US$216 million in the
replenishment announcement at the UN General Assembly in September 2019, bringing the total to US$614 million, which means the target of
US$1.8 billion by 2021 remains ambitious (Education Cannot Wait, 2020b). In early 2020, Education Cannot Wait launched two new three-year
programmes, in Chad for 230,000 children (US$21 million) and Ethiopia for almost 750,000 children (US$27 million), that will aim to catalyse
additional support (Education Cannot Wait, 2020a).

21
A recent change in methodology means that, as of According to the OECD-DAC Creditor Reporting System
2019, only the concessional grant-equivalent part of (CRS) database, the volume of non-concessional loans for
concessional loans will count as aid, alongside grants education was US$1.5 billion in 2017, down from a peak of
(Box 21.2). US$2.4 billion in 2010. The latter figure excludes the single
largest project categorized as education: a US$667 million
As more countries graduate from eligibility for resettlement component of a World Bank project to
concessional terms, it will be important to monitor support the Trans-Anatolian Natural Gas Pipeline in
availability of non-concessional financing. The Addis Azerbaijan and Turkey, for which no clear relationship with
Ababa Action Agenda stressed the need to tap into all education could be identified. This example highlights
funding sources as part of the ‘billions to trillions’ pledge the importance of how funds for multisector projects
to expand investment to levels needed to achieve the are allocated to sectors (Box 21.3). On average, more
SDGs (International Monetary Fund, 2015). than 60% of these loans come from the International
B OX 2 1 .2 :
New development finance definitions will improve aid to education monitoring

Monitoring of development finance is undergoing significant change in response to the magnitude of the SDG challenge and changes in international financing.
The main source of consolidated data on development finance, the OECD, is adopting a grant-equivalent methodology to calculate ODA, replacing the cash-flow
basis. As grants are aid and market-rate non-concessional loans are not, the new definition will affect the treatment of concessional loans, which are a mixture of
the two. Previously, loans by the official sector with a grant element of at least 25% were counted as ODA at their full face value, with repayments subtracted over
time. Under the new methodology, only the grant portion of concessional loans will count as ODA (OECD, 2015).
This change is part of an initiative to improve monitoring of Total Official Support for Sustainable Development (TOSSD) and capture diverse development
cooperation partners. TOSSD will cover ODA and two other flows in support of sustainable development (OECD, 2019c) (Table 21.1).
TOSSD will capture a greater variety of donors. In particular, donor codes for multilateral
institutions, such as the GPE, will reduce the proportion of aid to education with a TA B L E 2 1 .1 :
previously ‘unspecified’ country recipient. Sector-level information will be provided Total Official Support for Sustainable Development
for the humanitarian sector, which will help identify humanitarian aid allocated to framework
education. These changes will affect the database in mid-2020, but progress may vary
Type of flow Data implications
depending on donor readiness. Education Cannot Wait will continue to be considered
Official development assistance Existing data
a recipient rather than a donor, but cases of ‘unspecified amounts’ of aid to education
should be reduced if not eliminated. Other official flows
South–South cooperation
TOSSD will also capture resources for regional and global activities and initiatives Additional data required
Triangular cooperation
that indirectly support the SDGs, including promotion of global public goods, such
Private finance mobilization
as statistical databases and publications, and knowledge sharing across platforms
International public goods
aimed at enabling development and tackling global challenges, such as climate change
for sustainable development,
and epidemics. No data currently captured
e.g. for research, peace
and security
A task force of representatives from national statistics offices, DAC and other
Source: OECD (2019c).
international organizations, non-DAC providers and other countries is developing
statistical concepts, standards and methodologies for the TOSSD framework
(OECD, 2019a, 2019b). It drafted reporting instructions for cross-border flows and
global and regional expenditure, which have been piloted in countries including Burkina Faso, Costa Rica, Nigeria, the Philippines and Senegal. It aims to include
South–South cooperation funders and multilateral institutions in the pilot projects (OECD, 2019d). It is also engaging with the Inter-agency and Expert Group
on SDG Indicators to host the project at the United Nations and ensure that non-DAC countries can apply the TOSSD methodology. As an example of potential
measurement challenges, the lines of credit that China and India, two non-DAC members, provide to partner countries are considered concessional under OECD but
not World Bank criteria (Bhattacharya and Rashmin, 2019).
21
According to the OECD-DAC CRS database, the volume of non-concessional loans

for education was US$1.5 billion in 2017, down from a peak of US$2.4 billion in 2010

B OX 2 1.3:
Allocating aid to sectors is not always straightforward

Past editions of the Global Education Monitoring Report have shown education losing ground to other sectors. While the share of health, population and
reproductive health was growing, the share of education in total aid fell from 14.8% in 2003 to 9.7% in 2013. It has increased slightly since, reaching
10.8% in 2018. The share of energy more than doubled from 3.6% in 2003 to 8.7% in 2018 (Figure 21.10). Recent research shows more nuances to the
analysis, as classifying aid to sectors is complex.
AidData, an initiative based at William & Mary’s FIG U R E 2 1 .1 0 :

Global Research Institute in the United States, Education has lost ground to other donor priorities
developed methodology to analyse 1.25 million Education, energy and health, population policies/programmes and
development project descriptions from the reproductive health as a share of total sector allocable aid, 2003–2018
CRS database between 2000 and 2013 (except
humanitarian and general budget support) 25
to estimate the projects’ contributions to

SDG targets (DiLorenzo et al., 2017). Although
descriptions included sector-specific purpose
codes, reviewers exercised discretion as to 20
whether descriptions fitted one or more Health,

sectors, splitting project budgets accordingly. population and
reproductive health
Weights were applied to descriptions assigned
to multiple SDG targets. Two review rounds 15
ensured consistency. 14.8

11.7
%
Analysis for this report suggests that 82% of aid 10.8

9.7 Education
to education in the CRS was linked to SDG 4 and 10
18% to other goals, principally SDG 16 and SDG Energy
9. As the leakage to other sectors was not
fully offset by those sectors’ contributions
to education, the analysis concluded that aid 5
concerning SDG 4 was overestimated by around
4% relative to CRS purpose codes, i.e. US$6 billion
in aid to education was not spent on educational
activities over the 13 years analysed. 0
2003 2006 2009 2012 2015 2018
AidData faced considerable methodological
challenges. Donors are not obliged to provide
Source: OECD (2020a).
detailed project descriptions when submitting
data. CRS and AidData codes could be mapped
on each other for 58% of cases. The interrelated
nature of the SDGs further complicates assignment. CRS purpose codes, e.g. ‘higher education’ (11420) and ‘advanced technical and managerial
training’ (11320), may not correspond to SDG 4 targets, yet many of these codes were assigned to targets 4.1 and 4.6 without sufficient explanation.
Some projects in the CRS did not align with any SDG or SDG target.
AidData has updated coding guidelines to assist in assigning project records to SDGs (Turner and Burgess, 2019). Budget support and humanitarian aid,
excluded in the first exercise, have been incorporated, which should be informative for donors that will report on how projects are linked to SDGs once
TOSSD becomes operational.

21
US$250 million in guarantees, and the United Kingdom

F I GURE 2 1 .9 : pledged about US$125 million in grants and US$315 million
The volume of loans to education has not changed in
in guarantees (Education Commission, 2019).
recent years
Non-concessional loans to education, 2002–17
2.5
FOCUS 21.1: DONORS ARE
DEVELOPING APPROACHES TO
DISABILITY-INCLUSIVE EDUCATION
2.0
In recent years, inclusion, particularly with reference to
disability, has gained prominence among global education
All donors
and development priorities, aided by the UN Convention
on the Rights of Persons with Disabilities and the
Constant 2017 US$ billions
1.5
2030 Agenda for Sustainable Development. Donors can
influence formal and informal governance processes,
education plans and policy development. They can also
routinely influence monitoring and reporting framework
1.0 World Bank
development and local engagement. The degree to which
aid influences disability-inclusive education depends on
the donor, provision channels and purpose.
0.5
Australia was among the first to formulate a
disability-inclusive development assistance strategy:
Development for All (Ausaid, 2008; Australia Department
0.0 of Foreign Affairs and Trade, 2015). The Office of
2002 2005 2008 2011 2014 2017 Development Effectiveness evaluated aid with respect
to two disability-inclusiveness criteria. It found that,
in 2017/8, 55% of aid to education actively involved people
Source: GEM Report team analysis based on OECD-DAC, CRS database.
with disabilities and 73% identified and responded to
barriers to participation. The levels were higher than those
in any other sectors, including health and infrastructure
Bank for Reconstruction and Development, the World (Australia Department of Foreign Affairs and Trade, 2018).
Bank branch serving middle-income countries, whose Germany developed the 2013–15 Action Plan for the
lending for this purpose is concentrated on Argentina, Inclusion of Persons with Disabilities (Germany Federal
Brazil, Colombia, Mexico and the Philippines (Figure 21.9). Ministry for Economic Cooperation and Development,
The Inter-American Development Bank accounted for 2013). However, an evaluation found that, despite
a further quarter and the Asian Development Bank education having been identified as a priority in the plan,
(ADB) one-tenth of total non-concessional lending for only 2 of the 49 projects were actually linked to education
education. However, such lending was a fraction of (Schwedersky et al., 2017).
development banks’ loan portfolios, e.g. 5.2% of ADB
loans in 2018 (ADB, 2019). While most donors acknowledge the importance of
targeting inclusion of people with disabilities, few set
The initiative to establish an International Finance
Facility for Education, supported by the UN Special

Envoy for Global Education, is meant to facilitate
expansion of multilateral development banks’ loans for While most donors acknowledge the
education in middle-income countries. It aims to lower importance of targeting inclusion of
borrowing costs through grants and offer cash and
written commitment guarantees to enable banks to raise
people with disabilities, few set targets,
more funds in capital markets (Education Commission, especially in education

2020). In September 2019, the Netherlands pledged
21
targets, especially in education. Canada’s Feminist programmes will target people with disabilities by
International Assistance Policy prioritizes gender equality 2025 (World Bank, 2018b, 2018c).
and women’s and girls’ empowerment, including through
education, but has not prioritized disability inclusion Children with disabilities are 1 of 10 focus areas for the
(Global Affairs Canada, 2017a). The declaration on girls’ GPE, which calls for mainstreaming disability inclusion
education at the 2018 G7 summit in Charlevoix, Quebec, in education sector plans and policies. It is developing
mentioned the need for attention to girls with disabilities guidelines and support for developing inclusive education
(Canada Government, 2018). The 2017 European sector plans, in partnership with UNICEF and the
Consensus for Development calls on countries to ‘take World Bank – another outcome of the Global Disability
into account the specific needs of persons with disabilities Summit (Global Disability Summit, 2018; World Bank,
in their development cooperation’ but makes no 2019a). The Global Action on Disability (GLAD) Network,
commitments, including on education (European Council, a coordination body of donors, agencies, foundations and
2017, p. 11). Organizations representing people with private actors established in 2015 to promote inclusion of
disabilities recently urged the European Commission’s people with disabilities in development and humanitarian
Directorate-General for International Cooperation and assistance, seeks to strengthen partnerships within
Development to improve disability inclusion in its policies global development initiatives, among other goals.
and programmes (European Disability Forum, 2020). The GLAD Network 2018–20 strategic plan, supported by
an education work plan, aims to map activities, support
The Global Disability Summit 2018 rallied development mainstreaming inclusive education into programme
partners to commit to action. Norway had mentioned agendas and monitoring systems, and work with
children with disabilities in its education and development the GPE and its Strategy and Impact Committee on
agenda (Norway Government, 2014) but was criticized mainstreaming disability inclusion (GLAD Network, 2018).
for inclusive education promises that were ‘broad, vague,
and non-binding’ (Jennings, 2017, p. 4). At the summit, Estimating how much aid to education is channelled to
Norway joined the Inclusive Education Initiative with support inclusion and disability is challenging. Between
the United Kingdom and the World Bank and pledged 2015 and 2017, a handful of projects in the CRS database
to contribute NOK 50 million (US$5.3 million) over (totalling US$17 million) mentioned inclusion and
three years (Norway Ministry of Foreign Affairs, 2018). disability. This is clearly an underestimate: A review
At the global level, the initiative aims to coordinate for this report of donor documents showed multiple
inclusive education planning and develop public goods programmes supporting education access for children
for education of children with disabilities. At the country with disabilities through safe and healthy learning
level, it aims to coordinate, financially and technically environments and accessible buildings, disability-inclusive
support and help implement disability-inclusive education curricula, training of qualified teachers for children with
programmes, and support disaggregated data collection disabilities and improving data availability.
(World Bank, 2019b).
The ADB is implementing a seven-year, US$240 million
Education is one of four pillars of the disability-inclusive skills development project in India’s Madhya Pradesh
development strategy of the United Kingdom’s state. It includes a target of 6% enrolment and
Department for International Development (DFID), certification of people with disabilities in the technical
which aims to double the proportion of disability-inclusive and vocational education component. A five-year,
education programmes by 2023 (Department for US$27 million project on service delivery for people
International Development, 2018b). DFID’s country with disabilities in Mongolia includes a component
and project targets include reaching up to 18,000 girls
with disabilities through the Leave No Girl Behind

programme by 2023, training 12,000 primary school
teachers in Rwanda and establishing 687 inclusive Children with disabilities are 1 of 10
education resource centres across Ethiopia by focus areas for the GPE, which calls for
2022 (Department for International Development,
2018a). As the first of 10 World Bank commitments to
mainstreaming disability inclusion in
disability-inclusive development, all of its education education sector plans and policies


21

institutionalizing early identification to ensure access to
education (ADB, 2017, 2018). A three-year, US$14 million In six of nine countries where households
Canadian project to improve access to education of good spent at least 2.5% of GDP on education,
quality for more than 58,000 primary school children
in Mali had three components, one of which focused on governments spent less than 4%

school construction and rehabilitation for children with
disabilities (Global Affairs Canada, 2017b). The European
Union is funding a five-year, US$40 million project in Household spending often makes up for insufficient
Egypt through UNICEF to expand access to education government spending: In six of nine countries where
and protection, with a component upgrading 200 public households spent at least 2.5% of GDP on education,
primary schools to cater for 6,000 children with governments spent less than 4%. Lebanon is among the
disabilities (European Union, 2016). relatively richer countries where households spend a lot
on education: Out-of-pocket expenditure was 2.7% of
In 2017, the World Bank and US Agency for International GDP, accounting for 52% of total education spending.
Development established the Disability-Inclusive
Education in Africa Program, a US$3 million trust fund to To reduce the burden on households, several
design and implement inclusive education programmes. governments have introduced programmes to
It has funded analytical work on inclusion in mainstream abolish fees, but many struggle to implement them
and special schools in Ethiopia, the Gambia, Ghana, or to support schools and households through
Lesotho, Liberia, Senegal and Zambia (World Bank, 2018a). other means (see Chapter 4). Papua New Guinea,
The World Bank and GPE are co-financing a for instance, effectively eliminated tuition fees up to
US$59.5 million project on early childhood education grade 10 in 2012 (Howes et al., 2014; UNICEF, 2017),
for 2019–24 in Uzbekistan. It will include provision of but completion rates remain low (see Chapter 9). In Benin,
technical assistance to review or develop regulations while access to lower secondary education is nominally
promoting inclusive preschool education for children with free, households pay out of pocket for other fees, books
disabilities or special education needs (World Bank, 2019c). and school uniforms (Benin Ministry of Pre-Primary and
Primary Education et al., 2013; Tiyab and Ndabananiye,
Tracking of the disability focus of donor-funded 2013) and account for 55% of total national education
programmes will improve when the OECD introduces a spending. Globally, families facing high education costs
disability inclusion and empowerment marker with the make spending choices that sometimes reveal gender
2018 data, following the example of the gender equality bias (Focus 21.2).
marker (OECD, 2018a, 2018b).
FOCUS 21.2: HOUSEHOLDS SHOW

HOUSEHOLD EXPENDITURE GENDER BIAS IN EDUCATION
SPENDING
Increasing data availability draws attention to the high
levels of total education spending borne by households Household members do not share resources equally.
in poorer countries. Household education spending Averages can therefore underestimate inequality,
accounted for a median of 0.7% (from 0.5% in Europe and including in the distribution of resources for education.
Northern America to 1.9% in sub-Saharan Africa) and a Studies have documented variation by birth order in
mean of 1.1% of GDP in 72 countries with data in 2013–18. education outcomes: Older sisters often have to look
Generally, the poorer the country, the larger the share after younger siblings. There is ample evidence a child’s
of households in total education spending: Although gender informs education spending decisions. However,
the number of countries with data is insufficient to be with education norms changing rapidly around the
representative for any income group except high-income world, it is important to distinguish results by location,
countries, average values among those with data ranged education level, and date of research.1
from 11% in high-income to 23% in middle-income and
43% in low-income countries (Figure 21.11).
1 This Focus is based on Rodríguez Takeuchi (2020).
21
F I G U R E 2 1 .1 1 :
The poorer the country, the higher the out-of-pocket share of national education spending
Distribution of total education expenditure, by source, 2013–18
100
90
80
70
60
Governments
50 Households
%
40
30
20
10
0
Finland
Oman
Denmark
Netherlands
Austria
Luxembourg
Ireland
Monaco
Iceland
Belgium
Czechia
Estonia
Switzerland
France
Lithuania
New Zealand
Latvia
Malta
Poland
Slovenia
Slovakia
Italy
Macao, China
United Kingdom
Portugal
Cyprus
Israel
Australia
United States
Spain
Chile
Barbados
Bahrain
Japan
Georgia
Belarus
Russian Fed.
Bulgaria
Argentina
Kazakhstan
Serbia
Mexico
Costa Rica
Azerbaijan
Colombia
Albania
Peru
Lebanon
Mongolia
Cabo Verde
S. Tome/Principe
Honduras
Ukraine
Ghana
Kyrgyzstan
Viet Nam
Côte d'Ivoire
El Salvador
Indonesia
Cambodia
Gambia
Chad
Togo
Nepal
Benin
Uganda
High income Upper middle income Lower Low income
middle income


school-aged children for the same reason, while in
In the 1990s, households in most Indian secondary education, the bias resulted from both higher
states spent more money on education enrolment rates for boys and higher spending on boys
for boys aged 5 to 14 than for girls, once in school (Aslam and Kingdon, 2008). By contrast,
intra-household bias in Sri Lanka favoured girls across
as more boys were enrolled age groups, in line with higher national completion rates

for girls (Himaz, 2010).
Households decide (a) which children to send to school Bias often increases at higher education
and (b) how much to spend on those enrolled. In the levels. In Ethiopia, household spending on the
1990s, households in most Indian states spent more education of secondary school-aged children in
money on education for boys aged 5 to 14 than for 1994–2004 favoured boys (Delelegn, 2007). In Pakistan,
girls, as more boys were enrolled (Kingdon, 2005). the gap in the probability of boys receiving more
Pakistan showed a similar bias concerning primary household resources for education was 13 percentage

21

points for 5- to 9-year-olds and 24 points for
10- to 14-year-olds (Aslam and Kingdon, 2008). Even when education is free and boys and
In Paraguay, there was a bias towards boys for younger girls enrol in equal numbers, household
children in rural areas and for children aged 15 to 19 in
all areas (Masterson, 2012).
spending on education that is perceived to
be of better quality can be biased

However, more recent surveys show increasing
expenditure bias towards girls in some settings.
A comparison of surveys in 12 Latin American countries that is perceived to be of better quality can be biased.
found that households spent more on girls’ secondary In India, a bias towards boys means they are more likely
and tertiary education than that of boys (Acerenza to be privately educated (Azam and Kingdon, 2013).
and Gandelman, 2019). In Malaysia, while there was In the Republic of Korea, a study found that parents
no intra-household expenditure variation nationally, spent US$23 more per month on private supplementary
it existed in some regions, favouring 5- to 14-year-old education and tuition for academic subjects for first-born
girls, once children were enrolled (Kenayathulla, 2016). boys than for first-born girls. These results were driven
by parental expectation that boys (especially the eldest)
Households in Ghana spent more on male children, would have higher education attainment and higher-wage
conditional on their enrolment at primary school occupations (Choi and Hwang, 2015).
(Iddrisu et al., 2018). In India, while bias in enrolment fell
between 1995 and 2014, bias in conditional expenditure Such gendered labour market expectations interact
rose significantly (Datta and Kingdon, 2019). This occurred with cultural norms to shape parental attitudes and
despite an economic liberalization drive around 2005 that household allocations. Households favour boys in
opened employment opportunities in the services enrolment and education expenditure in every Indian
sector for women (Azam and Kingdon, 2013). In Thailand, state except Meghalaya, the only one with a matrilineal
households were more likely to spend on girls’ education, system in which women control household resources.
especially at ages 12 to 19, an effect stronger in rural Matrilineal structures could also explain the absence
areas. The bias towards girls was more apparent in the of bias towards boys in some of India’s tribal regions
amount spent on education than in the decision to enrol (Kaul, 2018; Saha, 2013). In Thailand, daughters are
children in school (Wongmonta and Glewwe, 2017). favoured in education spending decisions because they
are expected to be primary caregivers to elderly parents
Even when education is free and boys and girls enrol and more likely to send remittances (Wongmonta and
in equal numbers, household spending on education Glewwe, 2017).
A first grade girl copies homework from
the blackboard in her classroom at the
Héctor Abad Gómez Educational Institute
in the Niquiato neighbourhood of Medellín,
capital of the north-western department
of Antioquia, Colombia.
CREDIT: UNICEF/Markisz
336 A N N E X • S TAT I S T I C A L TA B L E S
Statistical tables 1
Table 1 presents basic information on demographic and data to the UIS using standard questionnaires issued
education system characteristics as well as on domestic by the UIS itself. For 46 countries, education data are
education finance. Tables 2–7 are organized by each of collected by the UIS via the UIS/OECD/Eurostat (UOE)
the seven SDG 4 targets (4.1–4.7) and three means of questionnaires.5
implementation (4.a–4.c). The tables mainly focus on
the SDG 4 monitoring framework of 42 internationally POPULATION DATA
comparable indicators: 12 global and 30 thematic
The population-related indicators used in the
indicators. The UNESCO Institute for Statistics (UIS)
statistical tables, including enrolment ratios, number
reported on 33 of the 42 indicators in 2019 (Table I.1).2,3
of out-of-school children, adolescents and youth,
The tables also include additional indicators, such as
and number of youth and adults, are based on the
transition from primary to secondary education and
2019 revision of population estimates produced by the
student mobility, which are not formally part of the
UN Population Division (UNPD). Because of possible
SDG 4 monitoring framework.
differences between national population estimates
and those of the United Nations, these indicators may
differ from those published by individual countries or
METHODOLOGICAL NOTES by other organizations.6 In the 2019 revision, the UNPD
Most data in the statistical tables come from the does not provide population data by single years of
UIS. Where the statistical tables include data from age for countries with total population of less than
other sources, these are mentioned in footnotes. 90,000. For these countries, as well as some special
The most recent UIS data on pupils, students, teachers cases, population estimates are derived from Eurostat
and education expenditure presented in the tables (Demographic Statistics), the Secretariat of the Pacific
are from the September 2019 release and refer to Community (Statistics and Demography Programme)
the school year or financial year ending in 2018.4 or national statistical offices.
They are based on results reported to and processed
by the UIS before July 2019. For a limited number of ISCED CLASSIFICATION
indicators and countries, the UIS updated its database
Education data reported to the UIS are in conformity
in February 2020 and these updates are also reflected.
with the International Standard Classification of
These statistics refer to formal education, both public
Education (ISCED), revised in 2011. Countries may have
and private, by level of education. The statistical tables
their own definitions of education levels that do not
list 209 countries and territories, all of which are UNESCO
correspond to ISCED 2011. Differences between nationally
Member States or associate members. Most report their
1 The statistical tables are accessible on the GEM Report website at http://en.unesco.org/gem-report/statistics.
2 The Inter-agency and Expert Group on SDG Indicators proposed the 11 SDG 4 global indicators. The UN Statistical Commission adopted them at its 48th session,
in March 2017. The United Nations Economic and Social Council adopted them in June 2017.
3 The Technical Advisory Group on post-2015 education indicators originally proposed 43 indicators. The Technical Cooperation Group (TCG), whose secretariat is at
the UIS, endorsed them, with some changes, to monitor progress towards the SDG 4 targets. At its meeting in Dubai in January 2018, the TCG agreed the UIS would
report on 33 indicators in 2018. Several indicators, including some of those for which the UIS is currently reporting data, are at varying stages of methodological
development.
4 This means 2017/18 for countries with a school year that overlaps two calendar years, and 2018 for those with a calendar school year. The most recent reference year
for education finance for the UOE countries is the year ending in 2017.
5 The countries concerned are most European countries, non-European OECD countries, and a changing set of other countries.
6 Where obvious inconsistencies exist between enrolment reported by countries and the United Nations population data, the UIS may decide not to calculate or publish
enrolment ratios for some or all levels of education.
and internationally reported education statistics may population [or aggregate denominator value] of a given
be due to the use of nationally defined education levels region or country grouping). GEM Report calculated sums
rather than the ISCED level, in addition to the population are flagged for incomplete coverage if less than 95% of
issue raised above. the population of a given region or country income
group is represented among the countries for which data
ESTIMATES AND MISSING DATA are available.
Regarding statistics produced by the UIS, both observed

and estimated education data are presented throughout REGIONAL AND COUNTRY INCOME GROUPS
the statistical tables. The latter are marked with subscript In terms of regional groups, the statistical tables use
(i). Wherever possible, the UIS encourages countries to the SDG regional classification of the United Nations
make their own estimates. Where this does not happen, Statistical Division (UNSD), with some adjustments.
the UIS may make its own estimates if sufficient The UNSD classification includes all territories, whether
supplementary information is available. Gaps in the independent national entities or parts of bigger entities.
tables may arise where data submitted by a country are However, the list of countries presented in the statistical
found to be inconsistent. The UIS makes every attempt tables includes only full UNESCO Member States and
to resolve such problems with the countries concerned, associate members, as well as Bermuda and Turks and
but reserves the final decision on omitting data it regards Caicos Islands, non-member states that were included in
as problematic. If information for the year ending in the EFA statistical tables. The UIS does not collect data
2018 is not available, data for earlier or later years are for the Faroe Islands, so this territory is not included
used. Such cases are indicated by footnotes. in the GEM Report despite its status as a UNESCO
associate member. In terms of country income groups,
AGGREGATES the statistical tables use the World Bank groups, which
are updated each year on 1 July.
Figures for regional and other aggregates represent
either sums, the percentage of countries meeting some
condition, medians or weighted averages, as indicated in SYMBOLS USED IN THE STATISTICAL TABLES
the tables, depending on the indicator. Weighted averages ± n Reference year differs (e.g. -2: reference year
take into account the relative size of the relevant 2015 instead of 2017).
population of each country, or more generally of the
i Estimate and/or partial coverage
denominator in case of indicators that are ratios.
The aggregates are derived from both published data and - Magnitude nil or negligible
imputed values, for countries for which no recent data or
… Data not available or category not applicable
reliable publishable data are available. Aggregates marked
with (i) in the tables are based on incomplete country Notes by indicator (Table I.2), footnotes to the tables and
coverage of reliable data (between 33% and 60% of the a glossary provide additional help to interpret the data.
TABLE I.1: SDG 4 monitoring framework indicators
UIS reports
Indicator
in 2018
Target 4.1
Proportion of children and young people (a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary education
4.1.1 Yes
achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2 Completion rate (primary education, lower secondary education, upper secondary education) Yes
4.1.3 Gross intake ratio to the last grade (primary education, lower secondary education) Yes
4.1.4 Out-of-school rate (primary education, lower secondary education, upper secondary education) Yes
4.1.5 Percentage of children over-age for grade (primary education, lower secondary education) Yes
Administration of a nationally-representative learning assessment (a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of
4.1.6 Yes
4.1.7 Number of years of (a) free and (b) compulsory primary and secondary education guaranteed in legal frameworks Yes
Target 4.2
4.2.1 Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex Yes
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex Yes
4.2.3 Percentage of children under 5 years experiencing positive and stimulating home learning environments Yes
4.2.4 Gross early childhood education enrolment ratio in (a) pre-primary education and (b) and early childhood educational development Yes
4.2.5 Number of years of (a) free and (b) compulsory pre-primary education guaranteed in legal frameworks Yes
Target 4.3
4.3.1 Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex Yes
4.3.2 Gross enrolment ratio for tertiary education by sex Yes
4.3.3 Participation rate in technical-vocational programmes (15- to 24-year-olds) by sex Yes
Target 4.4
4.4.1 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill Yes
4.4.2 Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills No
4.4.3 Youth/adult educational attainment rates by age group and level of education Yes
Target 4.5
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected,
4.5.1 Yes
as data become available) for all education indicators on this list that can be disaggregated
4.5.2 Percentage of students in primary education whose first or home language is the language of instruction No
4.5.3 Extent to which explicit formula-based policies reallocate education resources to disadvantaged populations No
4.5.4 Education expenditure per student by level of education and source of funding Yes
4.5.5 Percentage of total aid to education allocated to least developed countries Yes
Target 4.6
4.6.1 Percentage of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex Yes
4.6.2 Youth/adult literacy rate Yes
4.6.3 Participation rate of illiterate youth/adults in literacy programmes Yes
Target 4.7
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in: (a) national education policies,
4.7.1 No
(b) curricula, (c) teacher education and (d) student assessment
4.7.2 Percentage of schools that provide life skills-based HIV and sexuality education Yes
4.7.3 Extent to which the framework on the World Programme on Human Rights Education is implemented nationally (as per the UNGA Resolution 59/113) No
4.7.4 Percentage of students by age group (or education level) showing adequate understanding of issues relating to global citizenship and sustainability No
4.7.5 Percentage of students in the final grade of lower secondary education showing proficiency knowledge of environmental science and geoscience No
Target 4.a
4.a.1 Proportion of schools offering basic services, by type of service Yes
4.a.2 Percentage of students experiencing bullying in the last 12 months Yes
4.a.3 Number of attacks on students, personnel and institutions Yes
Target 4.b
4.b.1 Volume of official development assistance flows for scholarships by sector and type of study Yes
Target 4.c
4.c.1 Proportion of teachers with the minimum required qualifications, by education level Yes
4.c.2 Pupil-trained teacher ratio by education level Yes
4.c.3 Proportion of teachers qualified according to national standards by education level and type of institution Yes
4.c.4 Pupil-qualified teacher ratio by education level Yes
4.c.5 Average teacher salary relative to other professions requiring a comparable level of qualification No
4.c.6 Teacher attrition rate by education level Yes
4.c.7 Percentage of teachers who received in-service training in the last 12 months by type of training No
Notes: Global indicators are highlighted in grey shading.

Source: UIS.
TABLE I.2: Notes of indicators in the statistical tables
Indicator
Notes
Table 1
A Compulsory education by level

Number of years during which children are legally obliged to attend school.
B Free years of education, by level

Number of years during which children are legally guaranteed to attend school free of charge.
C Official primary school starting age

The official age at which students are expected to enter primary school. This is expressed in whole years, not accounting for cut-off dates other than the beginning of the school year.
The official entrance age to a given programme or level is typically, but not always, the most common entrance age.
D Duration of each education level

Number of grades or years in a given level of education.
E Official school-age population by level

Population of the age group officially corresponding to a given level of education, whether enrolled in school or not.
F Total absolute enrolment by level

Individuals officially registered in a given educational programme, or stage or module thereof, regardless of age.
G Initial government expenditure on education as percentage of GDP

Total general (local, regional and central, current and capital) initial government funding of education includes transfers paid (such as scholarships to students), but excludes transfers received,
in this case international transfers to government for education (when foreign donors provide education sector budget support or other support integrated in the government budget).
H Expenditure on education as percentage of total government expenditure

Total general (local, regional and central) government expenditure on education (current, capital, and transfers), expressed as a percentage of total general government expenditure on all sectors
(including health, education, social services, etc.). It includes expenditure funded by transfers from international sources to government.
I Initial government expenditure per pupil by level, in constant 2016 PPP US$ and as percentage of GDP per capita
Total general (local, regional and central, current and capital) initial government funding of education per student, which includes transfers paid (such as scholarships to students), but excludes
transfers received, in this case international transfers to government for education (when foreign donors provide education sector budget support or other support integrated in the
government budget).
J Initial household expenditure on education as percentage of GDP

Total payments of households (pupils, students and their families) for educational institutions (such as for tuition fees, exam and registration fees, contribution to parent-teacher associations or
other school funds, and fees for canteen, boarding and transport) and purchases outside of educational institutions (such as for uniforms, textbooks, teaching materials, or private classes). ‘Initial
funding’ means that government transfers to households, such as scholarships and other financial aid for education, are subtracted from what is spent by households.
Table 2
A Out-of-school children, total number and as percentage of corresponding age group

Children in the official school age range who are not enrolled in either primary or secondary school.
B Education completion rate by level

Percentage of children aged 3–5 years older than the official age of entry into the last grade of an education level who have reached the last grade of that level. For example, the primary
completion rate in a country with a 6-year cycle where the official age of entry into the last grade is 11 is the percentage of 14- to 16-year-olds who have reached grade 6.
C Percentage of pupils over-age for grade by level

The percentage of pupils in each level of education whose age is two years or more above the intended age for their grade.
D Gross enrolment ratio in primary education

Total enrolment in primary education, regardless of age, expressed as a percentage of the population in the official age group. It can exceed 100% because of early or late entry and/or
grade repetition.
E Primary adjusted net enrolment rate

Enrolment of the official age group for primary education either at that level or the levels above, expressed as a percentage of the population in that age group.
F Gross intake ratio to last grade of primary education

Total number of new entrants to the last grade of primary education, regardless of age, expressed as a percentage of the population at the official school entrance age for that grade.
G Effective transition from primary to lower secondary general education

Number of new entrants to the first grade of lower secondary education in the following year expressed as a percentage of the students enrolled in the last grade of primary education in the given
year who do not repeat that grade the following year.
H Lower secondary total net enrolment rate

Number of pupils of the official school age group for lower secondary education who are enrolled in any level of education, expressed as a percentage of the corresponding school age population.
I Gross intake ratio to last grade of lower secondary education

Total number of new entrants to the last grade of lower secondary education, regardless of age, expressed as a percentage of the population at the official school entrance age for that grade.
J Upper secondary total net enrolment rate

Number of pupils of the official school age group for upper secondary education who are enrolled in any level of education, expressed as a percentage of the corresponding school age population.
K Administration of nationally representative learning assessment in early grades (grade 2 or 3), or final grade of primary or lower secondary
The definition includes any nationally representative, national or cross-national formative low-stake learning assessment.
L Percentage of students achieving at least a minimum proficiency level in reading and mathematics
The minimum proficiency level in reading and mathematics is defined by each assessment. Data need to be interpreted with caution since the different assessments are not comparable.
In the absence of assessments conducted in the proposed grade, surveys of student learning achievement in the grade below or above the proposed indicator grade are used as placeholders.
340 A N N E X • S TAT I S T I C A L TA B L E S : Table I . 2 :

Indicator
Notes
Table 3
A Percentage of children aged 36 to 59 months who are developmentally on track in health, learning and psychosocial well-being
The UNICEF Early Childhood Development Index (ECDI) is collected through the UNICEF Multiple Indicator Cluster Surveys (MICS) and is a measure of fulfilment of developmental potential that
assesses children aged 36 to 59 months in four domains: (a) literacy-numeracy, (b) physical development, (c) social-emotional development and (d) learning (ability to follow simple instructions,
ability to occupy themselves independently). The percentage of children who are developmentally on track overall is the percentage of children on track in at least three of the four domains.
B Under-5 moderate or severe stunting rate

Proportion of children in a given age group whose height for their age is below minus two standard deviations from median height for age established by the National Center for Health Statistics
and the World Health Organization (WHO). (Source: March–August 2019 UNICEF, WHO and World Bank Joint Child Malnutrition Estimates [JME]. Regional aggregates are JME statistical estimates
for the reference year, not weighted averages of the observed country values in the country table.)
C Percentage of children aged 36 to 59 months experiencing positive and stimulating home learning environments
Percentage of children 36 to 59 months old with whom an adult has engaged in four or more of the following activities to promote learning and school readiness in the previous three days:
(a) reading books to the child, (b) telling stories to the child, (c) singing songs to the child, (d) taking the child outside the home, (e) playing with the child and (f) spending time with the
child naming, counting or drawing things. (Source: UNICEF database.)
D Percentage of children under 5 years living in households with three or more children’s books
Percentage of children aged 0 to 59 months who have three or more books or picture books. (Source: UNICEF database.)
E Gross early childhood education enrolment ratio in pre-primary education

Total enrolment in pre-primary education, regardless of age, expressed as a percentage of the population in the official age group. It can exceed 100% because of early or late entry.
F Adjusted net enrolment rate one year before the official primary school entry age
Enrolment of children one year before official primary school entry age in pre-primary or primary education, expressed as a percentage of the population in that age group.
Table 4
A Participation rate in adult education and training

Participation rate of adults (aged 25 to 64) in formal or non-formal education and training in the last 12 months. Estimates based on other reference periods, in particular 4 weeks, are included
when no data are available on the last 12 months.
B Percentage of youth enrolled in technical and vocational education

Youth (aged 15 to 24) enrolled in technical and vocational education at ISCED levels 2–5, as a percentage of the total population of that age group.
C Share of technical and vocational education in total enrolment by level

Total number of students enrolled in vocational programmes at a given level of education, expressed as a percentage of the total number of students enrolled in all programmes (vocational and
general) at that level.
D Transition from upper secondary to tertiary education (ISCED levels 5, 6 and 7 combined)
Gross transition ratio from secondary to tertiary education, based on students in all secondary programmes.
E Gross entry ratio to first tertiary programmes (ISCED levels 5 to 7)

Students who, during the course of the reference school or academic year, enter a programme at a given level of education for the first time, irrespective of whether the students enter the
programme at the beginning or at an advanced stage of the programme.
F Gross enrolment ratio in tertiary education

Total enrolment in tertiary education, regardless of age, expressed as a percentage of the population in the five-year age group above the official graduation age from upper secondary. It can
exceed 100% because of early or late entry and prolonged study.
G Percentage of adults (15 and over) with specific ICT skills

Individuals are considered to have such skills if they have undertaken certain computer-related activities in the last three months: copying or moving a file or folder; using copy and paste tools to
duplicate or move information within a document; using basic arithmetic formulas in a spreadsheet; writing a computer program using a specialized programming language.
H Percentage of adults (25 and over) who have attained at least a given level of education
Number of persons aged 25 and above by the highest level of education attained, expressed as a percentage of the total population in that age group. Primary refers to ISCED 1 or higher,
lower secondary to ISCED 2 or higher, upper secondary to ISCED 3 or higher, post-secondary to ISCED 4 or higher.
I Percentage of population of a given age group achieving at least a fixed level of proficiency in functional literacy / numeracy skills
The threshold level corresponds to level 2 on the Programme for the International Assessment of Adult Competencies scale.
J Youth (15 to 24)/Adult (15 and above) literacy rate

K Number of youth (aged 15 to 24)/adult (aged 15 and above) illiterates
Number of literate youth (aged 15 to 24) and adults (aged 15 and above), expressed as a percentage of the total population in that age group. Literacy data are for 2010–16 and include both
national observed data from censuses or household surveys and UIS estimates. The latter are based on the most recent national observed data and the Global Age-specific Literacy Projections
(GALP) model. As definitions and methodologies used for data collection differ by country, data need to be used with caution.
Table 5
Adjusted gender parity index, by indicator

The gender parity index (GPI) is the ratio of female to male values of a given indicator. If the female value is less than or equal to the male value, adjusted gender parity index (GPIA) = GPI.
If the female value is greater than the male value, GPIA = 2 - 1/GPI. This ensures the GPIA is symmetrical around 1 and limited to a range between 0 and 2. A GPIA equal to 1 indicates parity
between females and males. (Sources: UIS database; GEM Report team calculations based on national and international household surveys.)
A Completion rate, by level
B Percentage of students with minimum level of proficiency at the end of given level
C Youth and adult literacy rate
D Percentage of adults (16 and over) achieving at least a fixed level of proficiency in functional literacy and numeracy skills
Indicator
Notes
E Gross enrolment ratio, by level
Location and wealth disparity

The location parity index is the ratio of rural to urban values of a given indicator. The wealth parity index is the ratio of the poorest 20% to the richest 20% of values of a given indicator.
F Completion rate, by level
G Percentage of students with minimum level of proficiency at the end of given level
Table 6
A Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed at all levels in (a) national education policies; (b) curricula; (c) teacher
education; and (d) student assessment
Three levels are distinguished: low (not reflected or little reflected), medium (somewhat reflected) and high (fully reflected). (Source: UNESCO, 2019.)
B Percentage of schools providing life skills-based HIV/AIDS education

Percentage of lower secondary schools providing life skills-based HIV/AIDS education (all institutions)
C Percentage of 15-year-old students performing at or above level 2 of proficiency in scientific literacy

Scientific literacy is defined as (a) scientific knowledge and its use to identify questions, acquire new knowledge, explain scientific phenomena and draw evidence-based conclusions about science-
related issues; (b) understanding of the characteristic features of science as a form of human knowledge and enquiry; (c) awareness of how science and technology shape the material, intellectual
and cultural environments; and (d) willingness to engage in science-related issues, and with the ideas of science, as a reflective citizen. (Source: OECD PISA 2018; TIMSS 2015.)
Percentage of students and youth with adequate understanding of HIV/AIDS and sexuality
Youth (aged 15 to 24) who know at least two ways to prevent infection and reject at least three misconceptions. (Source: UNAIDS, 2019.)
D Percentage of schools with basic drinking water, basic (single-sex) sanitation or toilets, and basic handwashing facilities
Basic drinking water means drinking water from an improved source, and water available at the school at the time of the survey. Basic sanitation or toilets means improved sanitation facilities at
the school that are single-sex and usable (available, functional and private) at the time of the survey. Basic handwashing facilities means handwashing facilities with water and soap available at the
school at the time of the survey.
E Percentage of public schools with:

Electricity
Regularly and readily available sources of power (e.g. grid/mains connection, wind, water, solar and fuel-powered generator) that enable the adequate and sustainable use of ICT infrastructure
by pupils and teachers to support course delivery or independent teaching and learning needs.
Internet used for pedagogical purposes
Internet that is available for enhancing teaching and learning and is accessible by pupils irrespective of the device used. Access can be via a fixed narrowband, fixed broadband or mobile network.
Computers
Use of computers to support course delivery or independent teaching and learning needs, including to meet information needs for research purposes, develop presentations, perform hands-on
exercises and experiments, share information and participate in online discussion forums for educational purposes. The definition includes desktops, laptops and tablets.
F Percentage of public primary schools with access to adapted infrastructure and materials for students with disabilities
Any built environments related to education facilities that are accessible to all users, including those with various types of disability, enabling them to gain access to use and exit from them.
Accessibility includes ease of independent approach, entry, evacuation and/or use of a building and its services and facilities (such as water and sanitation) by all of the building’s potential users
with an assurance of individual health, safety and welfare during the course of those activities.
G Level of bullying
Harmonized classification of overall risk of bullying according to the UNICEF Innocenti Global Bullying Database combining data from six international surveys on bullying prevalence among 11-
to 15-year-olds in 145 countries (Richardson and Hiu, 2018).
H Level of attacks on students, teachers, or institutions

Categorical ranking of the extent to which a country is affected by violent attacks, threats or deliberate use of force in a given period (e.g. the last 12 months, a school year or a calendar year)
directed against students, teachers and other personnel or against education buildings, materials and facilities, including transport. The indicator focuses on attacks carried out for political,
military, ideological, sectarian, ethnic or religious reasons by armed forces or non-state armed groups. Five levels are captured:
No incidents reported: No reports of attacks on education were identified
Sporadic: Fewer than 5 reported attacks or fewer than 5 students and education personnel harmed.
Affected: 5–99 reported attacks on education or fewer than 5–99 students and education personnel harmed.
Heavily affected: 100–199 reported attacks or 100–199 students and education personnel harmed.
Very heavily affected: More than 200 reported attacks or more than 200 students and education personnel harmed.
I Internationally mobile students, inbound and outbound numbers enrolled and mobility rates
Number of students from abroad studying in a given country, expressed as a percentage of total tertiary enrolment in that country.
Number of students from a given country studying abroad, expressed as a percentage of total tertiary enrolment in that country.
J Volume of official development assistance for scholarships

Total gross disbursement of official development assistance flows (all sectors) for scholarships (all levels). The sum of the values of regions and country income groups does not add up to the
global total because some aid is not allocated by country.
Imputed student costs
Costs incurred by donor countries’ higher education institutions when they receive students from developing countries.
Indicator
Notes
Table 7
A Number of classroom teachers

Persons employed full-time or part-time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e.
face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) or who work
occasionally or in a voluntary capacity in educational institutions.
B Pupil/teacher ratio
Average number of pupils per teacher at a given level of education, based on headcounts of pupils and teachers.
C Percentage of trained classroom teachers

Trained teachers are defined as those who have received at least the minimum organized and recognized pre-service and in-service pedagogical training required to teach at a given level of
education. Data are not collected for UOE countries.
D Percentage of qualified classroom teachers

Qualified teachers are defined as those who have the minimum academic qualification necessary to teach at a specific level of education according to national standards.
E Teacher attrition rate

Number of teachers at a given level of education leaving the profession in a given school year, expressed as a percentage of teachers at that level and in that school year.
F Relative teacher salary level

Teacher salary relative to other professionals with equivalent academic qualification. Data refer to actual salaries of all teachers relative to earnings for full-time, full-year workers with tertiary
education (ISCED 5 to 8). The indicator is defined as a ratio of salary, using annual average salaries (including bonuses and allowances) of teachers in public institutions relative to the wages of
workers with similar educational attainment (weighted average) and to the wages of full-time, full-year workers aged 25 to 64 with tertiary education. Values for secondary education are GEM
Report team calculations and represent weighted averages of lower and upper secondary values, weighted by the number of teachers at each level.
TABLE 1: Education system characteristics and education expenditure
EDUCATION SYSTEMS
A B C D E F
School-age population Enrolment

Compulsory Free Duration (years) (000,000) (000,000)
Official primary school
Pre-primary
Pre-primary
Pre-primary
pre-primary
pre-primary
starting age
12 years of
Secondary
Secondary
secondary
secondary
secondary
secondary
9 years of
1 year of
1 year of
primary-
primary-
Primary
Primary
Primary
Tertiary
Tertiary
Lower
Upper
SDG indicator 4.2.5 4.1.7 4.2.5 4.1.7
Reference year 2018
Region % of countries Median Sum
World 23 73 49 52 6 3 6 3 3 350 722 787 588ᵢ 169 726 569 219
Sub-Saharan Africa 2 44 18 22 6 3 6 3 3 76 171 141 90ᵢ 17 158 51 6

Northern Africa and Western Asia 12 88 46 67 6 3 6 3 3 25 55 56 42ᵢ 7 45 37 18
Northern Africa - 83 17 33 6 2 6 3 3 10 28 25 20ᵢ 3 27 15 6
Western Asia 17 89 56 78 6 3 6 3 3 15 27 31 22ᵢ 3 18 22 12
Central and Southern Asia 14 64 57 46 6 3 5 4 3 101 189 258 179 27 210 185 46
Central Asia 20 100 100 40 7 4 4 5 2 6 5 8 6 2 6 7 2
Southern Asia 11 44 33 50 6 2 5 3 4 94 183 250 173 24 204 177 45
Eastern and South-eastern Asia 22 78 44 31 6 3 6 3 3 81 177 180 156 66 182 145 72
Eastern Asia 29 100 57 43 6 3 6 3 3 58 113 112 101 51 113 97 53
South-eastern Asia 18 64 33 22 6 3 6 3 3 23 64 68 55 16 68 48 19
Oceania 18 59 55ᵢ 64ᵢ 6 2 6 4 3 1 4 4 3ᵢ 1 4 4 …
Latin America and the Caribbean 54 83 68 61 6 2 6 3 2 28 59 66 54ᵢ 19 60 63 25ᵢ
Caribbean 27 82 47 58 5 2 6 3 2 2 4 4 3 1 2 2 1ᵢ
Central America 100 86 86 57 6 3 6 3 2 10 19 19 16 6 19 17 6
South America 75 83 92 67 6 3 6 3 3 16 35 43 35 12 38 43 18
Europe and Northern America 26 93 63 72 6 3 6 3 3 38 67 82 64ᵢ 33 67 85 50
Europe 28 93 60 70 6 3 5 4 3 26 40 54 40ᵢ 24 40 58 29
Northern America - 100 100 100 6 1 6 3 3 12 28 28 24ᵢ 9 27 27 21
Low income 6 42 32 20 6 3 6 3 3 56 112 98 63ᵢ 10 107 35 5

Middle income 23 69 47 45 6 3 6 3 3 257 533 604 454 128 542 444 160
Lower middle 17 60 35 31 6 3 6 3 3 151 324 382 269 50 336 249 65
Upper middle 28 76 56 56 6 3 6 3 3 106 209 222 186ᵢ 79 206 195 95
High income 31 93 61 75 6 3 6 3 3 37 77 85 71ᵢ 31 77 90 54
A Years of compulsory education, by level.

B Years of free education, by level.
C Official primary school starting age.
D Official duration of education levels in years.
E Official school-age population by level (for tertiary: the five years following upper secondary).
F Total absolute enrolment by level.
G Initial government expenditure on education as % of GDP.
H Initial government expenditure on education as % of total government expenditure.
I Initial government expenditure per pupil by level, in constant 2016 PPP US$ and as % of GDP per capita.
J Initial household expenditure on education as % of GDP.
Note: PPP = purchasing power parity.

Source: UIS unless noted otherwise. Data refer to school year ending in 2018 unless noted otherwise.
Aggregates represent countries listed in the table with available data and may include estimates for countries with no recent data.
(-) Magnitude nil or negligible.
( … ) Data not available or category not applicable.
(± n) Reference year differs (e.g. -2: reference year 2016 instead of 2018).
(i) Estimate and/or partial coverage.
344 ANNEX • STATISTICAL TABLES: Table 1

FINANCE
G H I J
Government education expenditure per pupil
% of GDP per capita
expenditure (% of GDP)
Government education
2016 PPP US$
Household education
Education share of
total government
expenditure (%)
Pre-primary
Pre-primary
expenditure
(% of GDP)
Secondary
Secondary
Primary
Primary
Tertiary
Tertiary
1.a.2 4.5.4
2018
Median
4.4 14.0 1,407ᵢ 2,313ᵢ 3,169ᵢ 4,895ᵢ 11ᵢ 15ᵢ 19ᵢ 27ᵢ …
4.4 16.8 80ᵢ 271ᵢ 408ᵢ 2,635ᵢ 2ᵢ 12ᵢ 17ᵢ 76ᵢ …

3.7ᵢ 11.6ᵢ … 6,822ᵢ 7,147ᵢ 4,970ᵢ … 14ᵢ 18ᵢ 22ᵢ …
… … … … 3,910ᵢ … … … 33ᵢ … …
3.6ᵢ 11.0ᵢ 3,346ᵢ 8,248ᵢ 8,461ᵢ 3,398ᵢ 14ᵢ 14ᵢ 18ᵢ 19ᵢ 0.9ᵢ
4.1 15.2 211ᵢ 638ᵢ 817ᵢ 2,031 2ᵢ 11ᵢ 14ᵢ 28 …
5.3 16.1 831ᵢ … … 575ᵢ 22ᵢ … … 7ᵢ 0.7ᵢ
4.0 14.6 27 895 752 3,523 1 11 11 31 …
3.6 12.2 1,124ᵢ 4,842ᵢ 9,818ᵢ 7,888ᵢ 7ᵢ 13ᵢ 22ᵢ 21ᵢ …
3.3 13.1ᵢ 4,484ᵢ 8,935ᵢ 10,660ᵢ 8,413 11ᵢ 15ᵢ … 17ᵢ 0.4ᵢ
3.9 11.6 404ᵢ 1,514ᵢ 4,135ᵢ 7,364ᵢ 3ᵢ 9 13ᵢ 22ᵢ …
4.7ᵢ 12.7ᵢ … … … … … … … … …
4.7 16.1ᵢ 1,521ᵢ 2,033ᵢ 2,602ᵢ 3,146ᵢ 11ᵢ 15ᵢ 18ᵢ 26ᵢ …
3.4ᵢ 14.2ᵢ 695ᵢ 1,959ᵢ 2,612ᵢ … 6ᵢ 15ᵢ 19ᵢ … …
4.6 20.4 905ᵢ 1,949ᵢ 1,965ᵢ 1,913 11ᵢ 15ᵢ 14ᵢ 30 …
5.2 16.1 2,600ᵢ 2,492 2,589 4,219 15 16 17 24 1.3ᵢ
4.8 12.3 6,082 7,914 8,148 9,065 18 21 23 26 0.5ᵢ
4.8 12.3 6,032 7,856 8,031 8,315 18 22 23 26 0.4ᵢ
3.2 10.6 6,877ᵢ 9,659 12,711ᵢ 12,657 15 18 17 28 1.2ᵢ
3.9 16.5 48ᵢ 192ᵢ 251ᵢ 1,704ᵢ 2ᵢ 10ᵢ 16ᵢ 83ᵢ …

4.1 14.9 790ᵢ 1,317ᵢ 1,714ᵢ 3,057ᵢ 9ᵢ 13ᵢ 16ᵢ 27ᵢ …
4.3 15.8 309ᵢ 544ᵢ 804ᵢ 2,268ᵢ 6ᵢ 13ᵢ 15ᵢ 41ᵢ …
3.8ᵢ 13.9ᵢ 1,369ᵢ 1,959ᵢ 2,595ᵢ 3,394ᵢ 9ᵢ 15ᵢ 18ᵢ 24ᵢ …
4.7 12.9 5,766ᵢ 8,420 9,100ᵢ 11,352 17 19 22 26 0.6ᵢ
2020 • GLOBAL EDUCATION MONITORING REPORT 345

Table 1: Continued
EDUCATION SYSTEMS
A B C D E F

Compulsory Free Duration (years) (000) (000)
Pre-primary
Pre-primary
Pre-primary
pre-primary
pre-primary
starting age
12 years of
Secondary
Secondary
secondary
secondary
secondary
secondary
9 years of
1 year of
1 year of
primary-
primary-
Primary
Primary
Primary
Tertiary
Tertiary
Lower
Upper
Country or territory
SDG indicator 4.2.5 4.1.7 4.2.5 4.1.7
Reference year 2018
Sub-Saharan Africa
Angola -₊₁ 6₊₁ -₊₁ 6₊₁ 6 2 6 3 3 2,136 5,699 4,533 2,713 784 5,621 2,034 253
Benin - 6 - 6 6 2 6 4 3 677 1,869 1,817 1,028 172 2,224 993 126
Botswana - - … … 6 3 7 3 2 163 357 230 199 33 345 … 49
Burkina Faso - 11 - 10 6 3 6 4 3 1,877 3,421 3,249 1,811 82 3,206 1,281 118
Burundi - - … … 7 2 6 4 3 700 1,860 1,655 1,020 108 2,171 675 62
Cabo Verde - 10 - 8 6 3 6 3 3 32 62 60 49 23 64 53 12
Cameroon - 6 - 6 6 2 6 4 3 1,497 4,161 4,016 2,275 516 4,202 2,207 290
Central African Republic - 10 - 13 6 3 6 4 3 427 818 840 416 12 814 138 …
Chad - 10 - 10 6 3 6 4 3 1,551 2,768 2,614 1,286 14 2,213 535 42
Comoros - 6 - 6 6 3 6 4 3 71 128 127 76 15 124 74 6
Congo - 10 3 13 6 3 6 4 3 466 859 806 433 … … … 55
Côte d’Ivoire - 10 - 10 6 3 6 4 3 2,196 3,991 4,078 2,333 180 3,900 2,041 218
D. R. Congo - 6 - 6 6 3 6 2 4 8,347 14,684 11,647 7,037 339 13,763 4,619 465
Djibouti -₊₁ 10₊₁ 2₊₁ 12₊₁ 6 2 5 4 3 40 91 126 87 4 69 65 …
Equat. Guinea - 6 - 6 7 3 6 4 2 101 177 144 101 40 93 … …
Eritrea - 8 - 8 6 2 5 3 4 193 506 572 304 47 350 260 10
Eswatini - 7 - 7 6 3 7 3 2 85 206 134 121 … 237 108 …
Ethiopia - 8 - 8 7 3 6 4 2 9,002 16,834 15,490 9,342 2,513 16,198 5,029 757
Gabon - 10 - 10 6 3 5 4 3 169 250 281 179 … … … …
Gambia - 9 - 9 7 4 6 3 3 283 369 305 198 118 350 … …
Ghana 2 9 2 9 6 2 6 3 4 1,552 4,340 4,415 2,828 1,852 4,550 2,851 444
Guinea - 6 - 6 7 3 6 4 3 1,107 2,052 2,068 1,020 … 1,777 716 118
Guinea-Bissau - 9 … … 6 3 6 3 3 169 306 254 167 … … … …
Kenya - 12 - 12 6 3 6 2 4 4,203 8,295 7,507 4,907 3,200 8,290 … 563
Lesotho - 7 - 7 6 3 7 3 2 143 304 218 212 54 368 136 22
Liberia - 6 - 6 6 3 6 3 3 412 773 675 388 510 635 227 …
Madagascar - 5 3 12 6 3 5 4 3 2,207 3,468 4,320 2,687 874 4,861 1,548 144
Malawi - 8 - 8 6 3 6 4 2 1,662 3,210 2,760 1,594 1,361 4,442 1,041 …
Mali - 9 4 12 7 3 6 3 3 1,884 3,380 2,658 1,607 131 2,477 1,046 73
Mauritania - 9 3 13 6 3 6 4 3 374 675 659 387 36 655 237 19
Mauritius - 11 - 13 5 2 6 3 4 27 86 126 96 26 90 122 39
Mozambique - - … … 6 3 7 3 2 2,820 5,964 3,657 2,926 … 6,563 1,216 214
Namibia - 7 - 7 7 2 7 3 2 127 406 245 245 43 491 … 56
Niger - - … … 7 3 6 4 3 2,321 4,015 3,541 1,815 187 2,768 787 80
Nigeria - 9 - 9 6 1 6 3 3 5,930 32,752 26,967 15,867 … 25,591 10,315 …
Rwanda - 6 - 9 7 3 6 3 3 1,009 1,913 1,652 1,126 227 2,504 658 76
Sao Tome and Principe - 6 - 6 6 3 6 3 3 19 36 31 18 9 37 26 2
Senegal - 11 - 11 6 3 6 4 3 1,492 2,646 2,487 1,449 247 2,142 1,087 185
Seychelles - 10 - 11 6 2 6 3 4 3 9 9 7 3 9 7 1
Sierra Leone - 9 - 9 6 3 6 3 4 653 1,232 1,235 663 91 1,370 492 …
Somalia - - … … 6 3 6 2 4 1,467 2,663 2,235 1,247 … … … …
South Africa - 9 - 12 7 3 7 2 3 3,510 7,815 4,911 4,990 862 7,582 5,052 1,116
South Sudan - 8 - 8 6 3 6 2 4 982 1,784 1,527 1,022 111 1,274 164 …
Togo - 10 - 5 6 3 6 4 3 682 1,274 1,252 702 156 1,549 728 102
Uganda - 7 … … 6 3 7 4 2 4,336 9,163 6,418 3,420 609 8,841 … 165
United Republic of Tanzania - 7 2 7 7 2 7 4 2 3,437 11,016 7,585 4,876 1,423 10,112 2,148 179
Zambia - 7 - 7 7 4 7 2 3 2,208 3,487 2,125 1,468 160 3,285 … …
Zimbabwe - 7 … … 6 2 7 2 4 902 2,872 2,006 1,355 … … … 136

FINANCE
G H I J
% of GDP per capita

2016 PPP US$
Household education
Education share of
total government
expenditure (%)
Pre-primary
Pre-primary
expenditure
(% of GDP)
Secondary
Secondary
Primary
Primary
Tertiary
Tertiary
Country code
1.a.2 4.5.4
2018
… … … … … … … … … … … AGO
4.0ᵢ 17.7ᵢ 260₋₃ 200₋₃ 237₋₃ 1,595₋₃ 12₋₃ 9₋₃ 11₋₃ 73₋₃ … BEN
… … … … … … … … … … … BWA
6.0ᵢ 22.7ᵢ 172₋₂ 280₋₃ 335₋₂ 6,348₋₂ 10₋₂ 16₋₃ 19₋₂ 351₋₂ … BFA
5.0 19.9 … … … … … … … … … BDI
5.2₋₁ 16.4₋₁ 87₋₁ 1,171₋₁ 1,382₋₁ 2,693₋₁ 1₋₁ 17₋₁ 20₋₁ 38₋₁ … CPV
3.1ᵢ 16.9ᵢ … … … … … … … … … CMR
… … … … … … … … … … … CAF
2.2ᵢ 17.2ᵢ … … … … … … … … … TCD
2.5₋₃ 13.3₋₃ 315₋₄ 271₋₄ 236₋₄ 690₋₄ 11₋₄ 10₋₄ 8₋₄ 25₋₄ … COM
3.6ᵢ 15.6ᵢ … … … … … … … … … COG
4.3 18.3 862 544 751 5,889₋₁ 21 13 18 150₋₁ 2.3₋₃ᵢ CIV
1.5₋₁ᵢ 14.0₋₁ᵢ -₋₃ … … … -₋₃ … … … … COD
5.6ᵢ 14.0ᵢ … … … … … 37₋₂ … … … DJI
… … … … … … … … … … … GNQ
… … … … … … … … … … … ERI
7.1₋₄ 24.8₋₄ … 1,635₋₄ 2,804₋₄ 12,735₋₄ … 16₋₄ 28₋₄ 128₋₄ … SWZ
4.7₋₃ 27.1₋₃ 54₋₃ 120₋₃ 256₋₃ 3,791₋₄ 4₋₃ 8₋₃ 17₋₃ 266₋₄ … ETH
2.7₋₄ 11.2₋₄ … … … … … … … … … GAB
2.4ᵢ 11.2ᵢ -₋₃ 136₋₃ … … -₋₃ 8₋₃ … … … GMB
4.0ᵢ 18.6ᵢ 68₋₄ 243₋₄ 804₋₄ 2,298₋₄ 2₋₄ 6₋₄ 19₋₄ 55₋₄ … GHA
2.6 14.9 … 150₋₂ 167₋₄ 1,812₋₄ … 7₋₂ 8₋₄ 90₋₄ … GIN
… … … … … … … … … … … GNB
5.3ᵢ 19.1ᵢ 41₋₃ 321₋₃ … 2,239₋₃ 1₋₃ 11₋₃ … 76₋₃ … KEN
6.5 13.9 … 636 922 1,373 … 21 30 45 … LSO
2.6ᵢ 8.1ᵢ 130₋₂ 192₋₂ 241₋₃ … 10₋₂ 14₋₂ 18₋₃ … … LBR
3.2ᵢ 19.8ᵢ … … … 1₋₂ … … … -₋₂ … MDG
4.7ᵢ 15.8ᵢ -₋₂ 101₋₂ 296₋₂ … -₋₂ 8₋₂ 24₋₂ … … MWI
3.8₋₁ 16.5₋₁ 40₋₁ 271₋₁ 563₋₁ 3,692₋₁ 2₋₁ 12₋₁ 25₋₁ 166₋₁ -₋₁ MLI
2.6₋₂ᵢ 9.3₋₂ᵢ … 413₋₂ 575₋₂ 3,889₋₂ … 10₋₂ 14₋₂ 96₋₂ … MRT
4.8 19.6 635 3,415 6,872 2,026₋₁ 3 16 31 10₋₁ … MUS
5.6ᵢ 17.9ᵢ … … … … … … … … … MOZ
3.1₋₄ 7.6₋₄ … … … 8,388₋₄ … … … 76₋₄ … NAM
4.9ᵢ 16.8ᵢ 471₋₁ 133₋₁ 163₋₁ 2,635₋₁ 46₋₁ 13₋₁ 16₋₁ 260₋₁ … NER
… … … … … … … … … … … NGA
3.1 10.8 43 87 443 1,996 2 4 22 98 … RWA
5.1₋₂ᵢ 16.0₋₂ᵢ 391₋₄ 371₋₄ 267₋₄ 1,309₋₄ 13₋₄ 12₋₄ 9₋₄ 42₋₄ 5.1₋₂ᵢ STP
4.7 21.5 67 403 422 4,838 2 11 11 131 … SEN
4.4₋₂ 11.7₋₂ 3,415₋₂ 4,004₋₂ 4,314₋₂ 19,938₋₂ 12₋₂ 14₋₂ 15₋₂ 71₋₂ … SYC
7.1 32.5 - 194 220₋₁ … - 12 14₋₁ … … SLE
… … … … … … … … … … … SOM
6.2 18.9 785 2,377 2,832 6,356 6 18 21 48 … ZAF
1.0₋₁ 0.9ᵢ 8₋₂ 94₋₂ 246₋₂ … 0.4₋₂ 5₋₂ 12₋₂ … … SSD
5.4ᵢ 21.8ᵢ 83₋₃ 267₋₂ … 1,299₋₁ 5₋₃ 16₋₂ … 77₋₁ … TGO
2.5ᵢ 10.9ᵢ -₋₄ 103₋₄ … … -₋₄ 6₋₄ … … 3.9₋₄ UGA
3.7ᵢ 20.6ᵢ 243₋₄ 252₋₄ 395₋₄ … 9₋₄ 10₋₄ 15₋₄ … … TZA
4.7ᵢ 17.0ᵢ 76₋₂ 527₋₁ … … 2₋₂ 13₋₁ … … … ZMB
4.6ᵢ 19.0ᵢ … … … … … … … … … ZWE

Table 1: Continued
EDUCATION SYSTEMS
A B C D E F

Pre-primary
Pre-primary
Pre-primary
pre-primary
pre-primary
starting age
12 years of
Secondary
Secondary
secondary
secondary
secondary
secondary
9 years of
1 year of
1 year of
primary-
primary-
Primary
Primary
Primary
Tertiary
Tertiary
Lower
Upper
SDG indicator 4.2.5 4.1.7 4.2.5 4.1.7
Reference year 2018
Northern Africa and Western Asia

Algeria - 10 1 12 6 1 5 4 3 912 4,208 4,322 3,116 … 4,430 … 1,601
Armenia - 12 3 12 6 3 4 5 3 129 168 288 189 49 153 235 103
Azerbaijan 1 9 5 11 6 3 4 5 2 511ᵢ 637ᵢ 1,000ᵢ 724ᵢ 203 635 945 201
Bahrain - 9 - 12 6 3 6 3 3 64 118 105 89 35 114 99 45
Cyprus 1 9 1 12 6 3 6 3 3 29ᵢ 57ᵢ 55ᵢ 60ᵢ 24 56 55 45
Egypt - 12 - 12 6 2 6 3 3 4,798 12,466 10,520 8,288 1,377 12,643 9,137 2,914
Georgia - 9 - 12 6 3 6 3 3 172 319 266 237 … 305 280 151
Iraq - 6 2 12 6 2 6 3 3 2,071 5,715 5,041 3,445 … … … …
Israel 3 12₊₁ 3₊₁ 12₊₁ 6 3 6 3 3 493 916 807 609 535 917 819 377
Jordan - 10 1 12 6 2 6 4 2 472 1,402 1,277 932 128 1,134 790 321
Kuwait - 9 - 12 6 2 5 4 3 126 314 343 214 79 280 302 116
Lebanon - 10 3 9 6 3 6 3 3 … … … … 220 509 403 231
Libya - 9 - 9 6 2 6 3 3 265 766 681 573 … … … …
Morocco - 9 - 9 6 2 6 3 3 1,362 3,862 3,598 2,939 693 4,323 2,871 1,056
Oman - 10 - 12 6 2 4 6 2 152 282 408 315 79 279 422 120
Palestine - 10 1 12 6 2 4 5 3 267 495 855 502 151 488 765 222
Qatar - 9 - 9 6 3 6 3 3 80 154 125 188 48 154 108 34
Saudi Arabia - 9 - 12 6 3 6 3 3 1,802 3,367 2,826 2,382 383 3,299 3,108 1,620
Sudan - 8 -₋₄ 11₋₃ 6 2 6 2 3 2,320 6,584 4,933 3,860 1,066 4,900 2,205 653
Syrian Arab Republic - 9 3 12 6 3 6 3 3 1,116 2,170 1,950 1,741 … … … 697
Tunisia - 9 - 11 6 3 6 3 4 608 1,077 1,109 858 251 1,202 1,047 272
Turkey - 12 3 12 6 3 4 4 4 4,093 5,427 10,831 6,571 1,326 4,972 11,404 7,199
United Arab Emirates - 6 - 12 6 2 5 4 3 203 484 544 518 156 486 528 192
Yemen - 9 - 9 6 3 6 3 3 2,368 4,409 3,902 2,878 36 3,900 1,916 …
Central and Southern Asia

Afghanistan -₊₁ 9₊₁ 1₊₁ 12₊₁ 7 1 6 3 3 1,086 6,352 5,653 3,826 … 6,545 3,064 371
Bangladesh - 5 1 … 6 3 5 3 4 8,767 14,800 21,653 15,320 3,578 17,338 15,870 3,151
Bhutan - - - 11 6 2 7 4 2 24 90 83 77 8 92 76ᵢ 12
India - 8 - 8 6 3 5 3 4 71,285 123,996 177,433 122,370 10,004 143,227 133,144 34,338
Iran, Islamic Republic of - 9 - 9 6 1 6 3 3 1,365 7,738 6,725 5,981 706 8,172 5,684 4,074
Kazakhstan -₊₁ 9₊₁ 4₊₁ 11₊₁ 7 4 4 5 2 1,578 1,400 1,703 1,109 986 1,461 1,928 685
Kyrgyzstan 1 9 4 11 7 4 4 5 2 603 520 724 528 240 529 675 218
Maldives - - - 12 6 3 7 3 2 23 50 26 46 21 45 … 14
Nepal 1₊₁ 8₊₁ 1₊₁ 10₊₁ 5 2 5 3 4 1,096 2,793 4,320 3,261 958 3,970 3,464 405
Pakistan - 12 - 12 5 2 5 3 4 10,387 24,704 31,625 20,965 8,636 22,931 13,358 1,878
Sri Lanka -₊₁ 11₊₁ -₊₁ 13₊₁ 5 1 5 4 4 335 1,707 2,731 1,532 464 1,725 2,728 301
Tajikistan - 9 4 11 7 4 4 5 2 960 839 1,180 849 91 771 … 265
Turkmenistan - 12 3 12 6 3 4 6 2 404 473 788 558 189 359 651 44
Uzbekistan - 12 4 12 7 4 4 5 3 2,622 2,451 4,181 2,974 733 2,485 3,893 300
Eastern and South-eastern Asia

Brunei Darussalam - 9 … … 6 3 6 2 5 21 39 46 35 14 39 44 11
Cambodia - - - 9 6 3 6 3 3 1,061 2,032 1,785 1,545 253 2,147 … 211
China - 9 - 9 6 3 6 3 3 52,219 102,354 99,114 88,797 46,001 101,873 84,322 44,935
DPR Korea 1 10 1 10 7 2 4 3 3 660 1,337 2,232 1,948 … 1,508 2,148 526
Hong Kong, China - 9 - 12 6 3 6 3 3 172 344 317 388 183 366 349 298
Indonesia - 9 - 12 7 2 6 3 3 9,479 27,740 28,009 22,134 5,909ᵢ 29,426 24,894 8,037
Japan - 9 - 9 6 3 6 3 3 … … … … 2,872 6,532 7,093 3,853
Lao PDR - 9 - 9 6 3 5 4 3 467 770 1,013 704 218 786 678ᵢ 105
Macao, China 1 9 3 12 6 3 6 3 3 20 32 26 37 19 30 27 33
Malaysia - 6 - 11 6 2 6 3 3 1,007 2,924 3,162 2,847 1,000 3,085 2,593 1,285
Mongolia - 12 4 12 6 4 5 4 3 296 316 322 237 257 311 … 155
Myanmar - 5 - 5 5 2 5 4 2 1,806 4,642 6,037 4,954 154 5,300 4,187 932
Philippines 1 10 1 10 6 1 6 4 2 2,273 13,174 12,568 10,118 1,815 14,040 9,007 3,589
Republic of Korea - 9 3 9 6 3 6 3 3 1,359 2,730 2,938 3,324 1,291 2,682 3,072 3,136
Singapore - 6 … … 6 3 6 2 2 111ᵢ 233ᵢ 159ᵢ 230ᵢ … 235 171 195
Thailand - 9 3 12 6 3 6 3 3 2,310 4,848 5,227 4,888 1,824 4,901 6,266 2,411
Timor-Leste - 9 - 9 6 3 6 3 3 94 185 186 123 21 213 156 …
Viet Nam 1 9 1 5 6 3 5 4 3 4,589 7,369 9,289 7,195 4,600 8,042 … 2,307

FINANCE
G H I J
% of GDP per capita

2016 PPP US$
Household education
Education share of
total government
expenditure (%)
Pre-primary
Pre-primary
expenditure
(% of GDP)
Secondary
Secondary
Primary
Primary
Tertiary
Tertiary
Country code
1.a.2 4.5.4
2018
… … … … … … … … … … … DZA
2.7₋₁ 10.4₋₁ 1,407₋₁ 977₋₁ 1,276₋₄ 951₋₁ 15₋₁ 10₋₁ 15₋₄ 10₋₁ … ARM
2.5₋₁ 7.0₋₁ 2,593₋₁ … … 3,398₋₁ 15₋₁ … … 19₋₁ 0.9₋₁ AZE
2.3₋₁ 7.2₋₁ … 5,395₋₃ 8,461₋₃ … … 11₋₃ 18₋₃ … 0.9₋₁ BHR
6.3₋₂ 16.7₋₂ 4,099₋₂ 11,137₋₂ 13,725₋₂ 9,263₋₂ 12₋₂ 32₋₂ 39₋₂ 27₋₂ 1.3₋₂ CYP
… … 1,145₋₁ 1,112₋₁ 1,558₋₁ … 10₋₁ 10₋₁ 14₋₁ … … EGY
3.8₋₁ 13.0₋₁ … … … 1,070₋₁ … … … 10₋₁ 0.1₋₁ GEO
… … … … … … … … … … … IRQ
5.8₋₂ 15.5₋₂ 5,110₋₂ 8,248₋₂ 7,147₋₂ 6,965₋₂ 13₋₂ 22₋₂ 19₋₂ 18₋₂ 1.3₋₂ ISR
3.6 11.6 142 1,217 1,425 2,315 2 13 16 25 … JOR
… … 13,696₋₄ 11,735₋₄ 14,116₋₄ᵢ … 17₋₄ 14₋₄ 17₋₄ᵢ … … KWT
… … … … … … … … … … … LBN
… … … … … … … … … … … LBY
… … … … … … … … … … … MAR
… … … 13,721₋₂ 14,795₋₁ 18,809₋₂ … 32₋₂ 36₋₁ 44₋₂ -₋₁ OMN
4.9₋₁ … … … … … … … … … … PSE
2.9₋₁ 8.6₋₁ … … … … … … … … … QAT
… … … … … … … … … … … SAU
… … … … … … … … … … … SDN
… … … … … … … … … … … SYR
6.6₋₃ 22.6₋₃ … … 6,261₋₃ 6,541₋₃ … … 52₋₃ 55₋₃ … TUN
… … … … … … … … … … … TUR
… … … … … … … … … … … ARE
… … … … … … … … … … … YEM
4.1₋₁ᵢ 15.7₋₁ᵢ -₋₁ 198₋₁ 219₋₁ᵢ 835₋₄ -₋₁ 10₋₁ 11₋₁ᵢ 42₋₄ … AFG
2.0 14.6 … … 372₋₂ 1,126₋₂ … … 10₋₂ 30₋₂ … BGD
6.6ᵢ 22.8ᵢ -₋₃ 1,056₋₄ 2,527₋₃ 4,168₋₄ -₋₃ 13₋₄ 29₋₃ 51₋₄ … BTN
… … … … … … … … … … … IND
4.0 21.1 211₋₂ 2,240₋₁ 3,532₋₁ 4,868₋₁ 1₋₂ 11₋₁ 18₋₁ 24₋₁ … IRN
2.8 13.9 1,837₋₂ 64 5,471₋₂ 2,031 7₋₂ 0.2 21₋₂ 7 0.5 KAZ
6.0₋₁ 15.7₋₁ 831₋₁ … … 183₋₁ 22₋₁ … … 5₋₁ 1.0₋₁ KGZ
4.1₋₂ 11.3₋₂ 1,349₋₂ 2,303₋₂ … 4,520₋₄ 9₋₂ 16₋₂ … 32₋₄ … MDV
5.2 14.1 53₋₃ 318₋₃ 269₋₃ᵢ 622₋₃ 2₋₃ 12₋₃ 10₋₃ᵢ 24₋₃ … NPL
2.9₋₁ 14.5₋₁ … 380₋₃ 752₋₃ 3,346₋₁ … 8₋₃ 16₋₃ 67₋₁ … PAK
1.9 11.3 - 895 881 3,700 - 7 7 28 … LKA
5.2₋₃ 16.4₋₃ 808₋₃ … … 575₋₃ 28₋₃ … … 20₋₃ … TJK
… … … … … … … … … … … TKM
5.3₋₁ᵢ 23.0₋₁ᵢ … … … … … … … … … UZB
4.4₋₂ 11.4₋₂ 826₋₂ 7,192₋₂ 19,165₋₂ 25,879₋₂ 1₋₂ 9₋₂ 24₋₂ 32₋₂ … BRN
2.2 8.8 102₋₄ 183₋₄ … … 3₋₄ 5₋₄ … … … KHM
… … … … … … … … … … … CHN
… … … … … … … … … … … PRK
3.3 18.8 5,261 8,979 13,341 14,656 9 15 22 24 … HKG
3.6₋₃ 20.5₋₃ 303₋₄ 1,514₋₃ 1,199₋₃ 2,367₋₃ 3₋₄ 13₋₃ 11₋₃ 21₋₃ 3.4₋₃ IDN
3.2₋₂ 8.4₋₂ 3,707₋₂ 8,891₋₂ 9,818₋₂ 8,413₋₂ 9₋₂ … … … 1.3₋₂ JPN
2.9₋₄ 11.8₋₄ 505₋₄ 539₋₄ 742₋₄ 1,205₋₄ 9₋₄ 9₋₄ 13₋₄ 20₋₄ … LAO
2.7₋₁ 13.5₋₁ … … … 22,105₋₁ … … … 19₋₁ 0.4₋₁ MAC
4.5 19.7 1,422 4,842₋₁ 7,071 7,364 5 16₋₁ 23 24 … MYS
3.8₋₁ 12.6₋₁ 1,759₋₁ 1,674₋₁ … 406₋₁ 14₋₁ 13₋₁ … 3₋₁ 0.2₋₃ MNG
2.0 10.5₊₁ … … … … … 8 10 17 … MMR
… … … … … … … … … … … PHL
4.6₋₂ … 6,207₋₂ 10,535₋₂ 10,660₋₂ 5,684₋₂ 16₋₂ 28₋₂ 28₋₂ 15₋₂ … KOR
… … … 16,021₋₁ 19,788₋₁ 21,529₋₁ … 18₋₁ 22₋₁ 24₋₁ … SGP
… … … … … … … … … … … THA
4.1ᵢ 7.9ᵢ 164₋₄ 594₋₄ 564₋₄ … 2₋₄ 8₋₄ 8₋₄ … … TLS
4.2 14.5 … … … … … … … … … VNM

Table 1: Continued
EDUCATION SYSTEMS
A B C D E F

Pre-primary
Pre-primary
Pre-primary
pre-primary
pre-primary
starting age
12 years of
Secondary
Secondary
secondary
secondary
secondary
secondary
9 years of
1 year of
1 year of
primary-
primary-
Primary
Primary
Primary
Tertiary
Tertiary
Lower
Upper
SDG indicator 4.2.5 4.1.7 4.2.5 4.1.7
Reference year 2018
Oceania
Australia - 10 1 13 5 1 7 4 2 322 2,270 1,829 1,569 528 2,217 2,650 1,775
Cook Islands - 12 2 13 5 2 6 4 3 1 2 2 1 1 2 2 …
Fiji - - … … 6 3 6 4 3 54 104 108 74 … 110 … …
Kiribati - 9 - 9 6 3 6 3 4 9 17 15 11 … 17 … …
Marshall Islands 1 12 1 12 6 2 6 4 2 3 9 9 5 1 8 6 …
Micronesia, F. S. - - - 8 6 3 6 2 4 7 14 14 12 2 14 … …
Nauru 2 12 2 12 6 3 6 4 2 1 2 1 1 1 2 1 …
New Zealand - 10 2 13 5 2 6 4 3 122 382 432 327 118 384 486 269
Niue - 11 1 12 5 1 6 4 3 - 0.2 0.2 0.1 - 0.2 0.2 …
Palau - 12 - 12 6 3 6 2 4 1 1 1 2 1 2 2 …
Papua New Guinea - - … … 6 4 7 2 4 842 1,422 1,119 729 358 1,275 507 …
Samoa - 8 - 8 5 2 6 2 5 10 29 29 17 5 33 26 …
Solomon Is - - … … 6 3 6 3 4 58 103 100 53 49 105 … …
Tokelau - 11 … … 5 2 6 4 3 - 0.1 0.2 0.1 0.1 0.2 0.1 …
Tonga 2 13 - 8 6 2 6 5 2 5 15 16 9 2 17 16 …
Tuvalu - 8 … … 6 3 6 4 3 1 2 2 1 1 1 1 …
Vanuatu - - … … 6 2 6 4 3 16 46 44 24 14 46 21 …
Latin America and the Caribbean

Anguilla - 12 - 12 5 2 7 3 2 … … … … … … … …
Antigua and Barbuda - 11 - 11 5 2 7 3 2 3 10 7 8 2 10 8 …
Argentina 2 12 3 12 6 3 6 3 3 2,242 4,383 4,269 3,492 1,695 4,754 4,613 3,141
Aruba 2 11 2 11 6 2 6 2 3 2 8 7 8 3 10 … 1
Bahamas - 12 2 12 5 2 6 3 3 10 35 39 33 4 30 27 …
Barbados - 11 2 11 5 2 6 3 2 6 20 19 19 5 20 20 …
Belize - 8 2 12 5 2 6 4 2 15 46 47 38 7 51 40 9
Bolivia, P. S. 2 12 2 12 6 2 6 2 4 475 1,407 1,380 1,037 354 1,379 1,234 …
Brazil 2 12 2 12 6 2 5 4 3 5,299ᵢ 13,952ᵢ 22,928ᵢ 16,694ᵢ 5,102 16,107 23,118 8,571
British Virgin Islands - 12 - 12 5 2 7 3 2 1 2 2 2 1 3 2 0.3
Cayman Islands 1 11 2 12 5 2 6 3 3 … … … … 1 4 3 …
Chile - 12 2 12 6 3 6 2 4 754 1,517 1,483 1,401 617 1,515 1,521 1,239
Colombia 1 11 3 11 6 3 5 4 2 2,217 3,740 4,869 4,352 … 4,304 4,821 2,408
Costa Rica 2 11 2 11 6 2 6 3 2 143 428 357 393 140 484 477 217
Cuba - 9 3 12 6 3 6 3 3 377 730 769 715 370 741 795 296
Curaçao 2 12 … … 6 2 6 2 4 4 12 13 10 … … … …
Dominica - 12 - 12 5 2 7 3 2 2 6 5 7 2 7 6 …
Dominican Republic 3 12 3 12 6 3 6 2 4 582ᵢ 1,159ᵢ 1,153ᵢ 929ᵢ 299 1,226 925 557
Ecuador 3₊₁ 12₊₁ 3₊₁ 12₊₁ 6 3 6 3 3 976 1,882 1,867 1,516 639 1,932 1,892 669
El Salvador 3 9₊₁ 3₊₁ 12₊₁ 7 3 6 3 3 345 693 711 649 230 663 522 191
Grenada - 12 2 12 5 2 7 3 2 4 13 8 9 4 13 9 9
Guatemala 3 9 3 12 7 3 6 3 2 1,190 2,322 1,954 1,683 604 2,362 1,227 367
Guyana - 6 - 6 6 3 6 3 2 44 85 75 82 … … … …
Haiti - 6 - 6 6 3 6 3 4 755 1,469 1,619 1,059 … … … …
Honduras 1 11 3 11 6 3 6 3 2 592 1,207 1,039 1,020 245 1,124 655 267
Jamaica - 6 - 6 6 3 6 3 2 141 274 238 268 103 249 201 75
Mexico 2 12 2 12 6 3 6 3 3 6,731 13,389 13,479 11,013 4,943 14,182 14,035 4,430
Montserrat - 12 - 12 5 2 7 3 2 0.1 0.4 0.3 0.2 0.1 0.5 0.3 …
Nicaragua 1 6 - 9 6 3 6 3 2 399 784 619 607 … … … …
Panama 2 9 2 12 6 2 6 3 3 155 453 431 337 95 419 323 161
Paraguay 1 12 3 12 6 3 6 3 3 411 819 796 676 181 727 611 …
Peru 3 11 3 11 6 3 6 3 2 1,587 3,274 2,596 2,630 1,643 3,593 2,780 1,896
Saint Kitts and Nevis - 12 - 12 5 2 7 3 2 1 5 4 4 1 5 4 4
Saint Lucia - 10 - 10 5 2 7 3 2 4 15 13 16 3 16 12 2
Saint Vincent/Grenadines - 12 2 12 5 2 7 3 2 3 12 9 9 3 13 10 2
Sint Maarten 2 11 2 11 6 3 6 2 3 2 3 2 3 1 4 3 0.2
Suriname -₊₁ 6₊₁ -₋₃ 6₋₃ 6 2 6 4 3 21 62 71 49 18 68 58 …
Trinidad and Tobago - 6 … … 5 2 7 3 2 39 136 91 93 … … … …
Turks and Caicos Islands 2 11 … … 6 2 6 3 2 … … … … 1 4 2 0.3
Uruguay 2 12 2 12 6 3 6 3 3 143 280 290 257 133 304 357 162
Venezuela, B. R. 3 11 3 11 6 3 6 3 2 1,688 3,290 2,638 2,661 1,190 3,285 2,391 …

FINANCE
G H I J
% of GDP per capita

2016 PPP US$
Household education
Education share of
total government
expenditure (%)
Pre-primary
Pre-primary
expenditure
(% of GDP)
Secondary
Secondary
Primary
Primary
Tertiary
Tertiary
Country code
1.a.2 4.5.4
2018
5.3₋₂ 13.8₋₂ 5,192₋₂ 9,524₋₂ 7,392₋₂ 8,797₋₂ 11₋₂ 19₋₂ 15₋₂ 18₋₂ 1.2₋₃ AUS
4.7₋₂ 11.6₋₄ … … … … … … … … … COK
… … … … … … … … … … … FJI
… … … … … … … … … … … KIR
… … … … … … … … … … … MHL
12.5₋₃ 22.3₋₃ … … … … … … … … … FSM
… … … … … … … … … … … NRU
6.4₋₂ 16.8₋₂ 7,186₋₂ 7,833₋₂ 8,139₋₂ 9,735₋₂ 19₋₂ 20₋₂ 21₋₂ 25₋₂ 0.7₋₂ NZL
… … … … … -₋₁ … … … -₋₁ … NIU
… … … … … … … … … … … PLW
1.9ᵢ 8.7ᵢ … … … … … … … … … PNG
4.1₋₂ 10.5₋₂ 104₋₂ 538₋₂ 782₋₂ … 2₋₂ 9₋₂ 13₋₂ … … WSM
… … … … … … … … … … … SLB
… … … … … … … … … … … TKL
… … … … … … … … … … … TON
… … … … … … … … … … … TUV
4.0₋₁ 12.7₋₁ 3₋₃ 408₋₃ 633₋₃ … 0.1₋₃ 14₋₃ 21₋₃ … … VUT
… … … … … … … … … … … AIA
… … … … … … … … … … … ATG
5.5₋₁ 13.3₋₁ 2,600₋₁ 3,122₋₁ 4,298₋₁ 3,525₋₁ 12₋₁ 15₋₁ 21₋₁ 17₋₁ 0.8₋₁ ARG
5.9₋₂ 21.4₋₂ 5,269₋₄ 6,574₋₄ … 38,364₋₂ 13₋₄ 17₋₄ … 98₋₂ … ABW
… … … … … … … … … … … BHS
4.7₋₁ 12.9₋₁ … 3,674₋₂ 4,964₋₂ … … 21₋₂ 28₋₂ … 1.6₋₁ BRB
7.4₋₁ 21.3₋₁ 1,388₋₁ 1,389₋₁ 2,292₋₁ 2,291₋₁ 17₋₁ 17₋₁ 27₋₁ 27₋₁ … BLZ
… … … … … … … … … … … BOL
6.2₋₃ 16.2₋₃ … 3,267₋₃ 3,507₋₃ 5,383₋₃ … 20₋₃ 22₋₃ 33₋₃ … BRA
2.4₋₁ … … … … … 0.1₋₃ 6₋₁ 11₋₁ 40₋₃ … VGB
… … … … … … … … … … … CYM
5.4₋₁ 21.3₋₁ 5,416₋₁ 4,458₋₁ 4,530₋₁ 4,913₋₁ 22₋₁ 18₋₁ 19₋₁ 20₋₁ 1.6₋₁ CHL
4.5 16.0 … 2,492 2,589 3,175 … 17 18 22 1.0 COL
7.0 26.1 1,933 3,594 3,648 6,474 11 21 21 38 … CRI
… … … … … … … … … … … CUB
… … … … … … … … … … … CUW
3.4₋₃ 10.5₋₃ 311₋₃ 1,660₋₃ 2,128₋₃ … 3₋₃ 15₋₃ 19₋₃ … … DMA
… … 1,791 2,816 2,622 … 10 16 15 … … DOM
5.0₋₃ 12.6₋₃ 2,847₋₂ 1,088₋₂ 604₋₂ 6,203₋₃ 25₋₂ 10₋₂ 5₋₂ 53₋₃ … ECU
3.4 14.9 794 1,246 1,159 904 10 15 14 11 3.2 SLV
3.2₋₁ 14.0₋₁ 865₋₁ 1,205₋₁ 1,605₋₁ 766₋₁ 6₋₁ 8₋₁ 11₋₁ 5₋₁ … GRD
2.9 23.7 905 982 448 1,449₋₃ 11 12 5 18₋₃ … GTM
5.9ᵢ 16.0ᵢ … … … … … … … … … GUY
2.8 14.4 … … … … … … … … … HTI
6.1 23.0 … … … 1,913₋₃ … … … 41₋₃ … HND
5.4 18.6 524 1,896 2,602 3,117₋₃ 6 22 30 36₋₃ … JAM
4.9₋₂ 17.9₋₂ … 2,653₋₂ 2,771₋₂ 5,708₋₂ … 14₋₂ 14₋₂ 30₋₂ 1.3₋₂ MEX
8.3 … … … … … … 12 29 … … MSR
4.3₋₁ 17.9₋₂ … … … … … … … … … NIC
… … … … … … … … … … … PAN
3.4₋₂ 18.2₋₂ 1,403₋₂ 1,449₋₂ 1,486₋₂ … 11₋₂ 12₋₂ 12₋₂ … … PRY
3.7 17.1 1,638 1,580 2,062 1,488₋₁ 12 11 15 11₋₁ 2.9 PER
2.6₋₃ 8.6₋₃ 3,762₋₃ 1,561₋₃ 5,326₋₂ 1,747₋₃ 13₋₃ 5₋₃ 18₋₂ 6₋₃ … KNA
3.5 14.4 - 1,959 2,660 - - 15 20 - … LCA
5.7 18.8 368₋₃ 2,107 2,424 … 3₋₃ 18 20 … … VCT
… … … … … … … … … … … SXM
… … … … … … … … … … … SUR
… … … … … … … … … … … TTO
2.9 12.1 … … … … 17 6 18 88₋₃ … TCA
4.8₋₁ 14.9₋₁ 3,153₋₁ 2,873₋₁ 3,673₋₁ 5,770₋₁ 14₋₁ 13₋₁ 16₋₁ 25₋₁ … URY
… … … … … … 18₋₃ 18₋₃ 15₋₃ … … VEN

Table 1: Continued
EDUCATION SYSTEMS
A B C D E F

Pre-primary
Pre-primary
Pre-primary
pre-primary
pre-primary
starting age
12 years of
Secondary
Secondary
secondary
secondary
secondary
secondary
9 years of
1 year of
1 year of
primary-
primary-
Primary
Primary
Primary
Tertiary
Tertiary
Lower
Upper
SDG indicator 4.2.5 4.1.7 4.2.5 4.1.7
Reference year 2018
Europe and Northern America

Albania - 11 3 12 6 3 5 4 3 101 159 269 240 81 171 269 132
Andorra - 11 - 10 6 3 6 4 2 … … … … 2 4 5 1
Austria 1 12 1 12 6 3 4 4 4 249 332 690 506 256 335 687 430
Belarus - 9 - 11 6 3 4 5 2 353 440 646 445 349 428 649 389
Belgium - 12 3 12 6 3 6 2 4 395 802 765 661 456 815 1,187 527
Bermuda - 13 1 13 5 1 6 3 4 1 4 5 4 0.4 4 4 1
Bosnia and Herzegovina - 9 - 9 6 3 5 4 4 93 … … … 21 159 248 95
Bulgaria 2 9 4 12 7 4 4 4 4 278 299 521 352 224 265 486 250
Canada - 10 1 12 6 1 6 3 3 399 2,384 2,326 2,359 … 2,365 2,653 1,626ᵢ
Croatia - 8 - 8 7 4 4 4 4 165 171 326 243 119 163 340 165
Czechia - 9 - 13 6 3 5 4 4 334 580 797 551 367 576 772 353
Denmark - 10 - 10 6 3 7 3 3 179 461 406 387 179 473 534 312
Estonia - 9 4 12 7 4 6 3 3 60 92 74 69 57 86 83 48
Finland 1 9 1 12 7 4 6 3 3 244 371 354 335 206 364 543 296
France -₊₁ 10₊₁ 3₊₁ 12₊₁ 6 3 5 4 3 2,389ᵢ 4,177ᵢ 5,862ᵢ 3,859ᵢ 2,561 4,310 6,058 2,533
Germany - 13 - 13 6 3 4 6 3 2,173 2,923 7,098 4,401 2,308 2,955 7,029 3,092
Greece 1₊₁ 9₊₁ 2₊₁ 12₊₁ 6 2 6 3 3 186 636 638 538 152 649 668 735
Hungary 3 10 3 12 7 4 4 4 4 363 382 778 592 306 391 808 287
Iceland -₊₁ 10₊₁ … … 6 3 7 3 4 13 32 30 25 13 32 35 18
Ireland - 10 … … 5 1 8 3 2 67ᵢ 559ᵢ 317ᵢ 289ᵢ 113 559 392 225
Italy - 12 - 8 6 3 5 3 5 1,599 2,808 4,586 2,966 1,535 2,902 4,602 1,837
Latvia 2 9 6 12 7 4 6 3 3 81ᵢ 122ᵢ 107ᵢ 94ᵢ 75 122 117 83
Liechtenstein 1 8 … … 7 2 5 4 3 1ᵢ 2 3 2ᵢ 1 2 3 1
Lithuania - 10 - 12 7 4 4 6 2 117ᵢ 112ᵢ 215ᵢ 174ᵢ 104 114 243 126
Luxembourg 2 10 2 13 6 3 6 3 4 19 37 47 37 17 37 48 7
Malta - 11 2 13 5 2 6 3 4 9 25 28 27 9 26 31 14
Monaco -₊₁ 11₊₁ 3₊₁ 12₊₁ 6 3 5 4 3 … … … … 1 2 3 1
Montenegro - 9 - 9 6 3 5 4 4 22 39 63 42 15 39 57 24
Netherlands 1 12 2 12 6 3 6 3 3 534 1,103 1,208 1,030 504 1,182 1,650 875
North Macedonia - 13 - 13 6 3 5 4 4 69 112 192 145 28 109 161 61
Norway - 10 - 10 6 3 7 3 3 187 448 382 346 181 445 448 284
Poland 1 9 4 12 7 4 6 3 3 1,550 2,380 2,113 2,286 1,299 2,297 2,408 1,550
Portugal -₊₁ 12₊₁ 2₊₁ 12₊₁ 6 3 6 3 3 258 571 628 543 254 630 770 347
Republic of Moldova - 11 4 12 7 4 4 5 2 153ᵢ 155ᵢ 260ᵢ 219ᵢ 132 140 226 87
Romania - 10 3 13 6 3 5 4 4 561 1,064 1,638 1,076 521 928 1,502 532
Russian Federation - 11 4 11 7 4 4 5 2 7,397 6,838 10,176 7,187 6,253 6,574 9,905 5,887
San Marino - 10 - 13 6 3 5 3 5 1 2 2 2 1 2 2 1
Serbia - 8 - 12 7 4 4 4 4 263ᵢ 266ᵢ 562ᵢ 381ᵢ 164 267 534 256
Slovakia -₊₁ 10₊₁ 1₊₁ 13₊₁ 6 3 4 5 4 168 230 485 335 165 225 442 156
Slovenia - 9 - 13 6 3 6 3 4 66 129 130 101 61 124 148 80
Spain -₊₁ 10₊₁ 3₊₁ 10₊₁ 6 3 6 3 3 1,356 2,967 2,717 2,262 1,321 3,042 3,333 2,010
Sweden 1₊₁ 9₊₁ 1₊₁ 12₊₁ 7 4 6 3 3 472 705 634 636 462 861 916 426
Switzerland 2 9 2 9 7 2 6 3 4 169 493 593 505 173 508 609 301
Ukraine - 11 - 11 6 3 4 5 2 1,505 1,701 2,827 2,596 1,117 1,677 2,377 1,615
United Kingdom - 11 2 13 5 2 6 3 4 1,647 4,895 5,170 4,053 1,763 4,820 6,386 2,432
United States - 12 1 12 6 3 6 3 3 12,000ᵢ 24,674ᵢ 25,050ᵢ 21,566ᵢ 8,752 25,124 24,788 19,015

FINANCE
G H I J
% of GDP per capita

2016 PPP US$
Household education
Education share of
total government
expenditure (%)
Pre-primary
Pre-primary
expenditure
(% of GDP)
Secondary
Secondary
Primary
Primary
Tertiary
Tertiary
Country code
1.a.2 4.5.4
2018
2.5ᵢ 8.4ᵢ … 4,420₋₁ 1,032₋₁ 1,782₋₁ … 34₋₁ 8₋₁ 14₋₁ 2.1₋₂ ALB
3.2 19.3 … … … … 13 12 14 22 … AND
5.5₋₂ 11.0₋₂ 9,460₋₂ 12,422₋₂ 14,666₋₂ 19,171₋₂ 18₋₂ 23₋₂ 28₋₂ 36₋₂ 0.1₋₃ AUT
4.8₋₁ 12.3₋₁ 6,082₋₁ … 6,747₋₁ 3,390₋₁ 32₋₁ … 36₋₁ 18₋₁ 0.2₋₁ BLR
6.5₋₂ 12.3₋₂ 8,488₋₂ 10,663₋₂ … 15,670₋₂ 17₋₂ 22₋₂ … 32₋₂ 0.3₋₂ BEL
1.5₋₁ 7.8₋₁ … … … … 17₋₃ 8₋₃ 12₋₃ 24₋₁ … BMU
… … 3,199₋₂ … 5,734₋₂ 3,127₋₂ 24₋₂ … 44₋₂ 24₋₂ … BIH
… … … … … … … … … … … BGR
… … … 7,914₋₃ … 14,156₋₂ … 18₋₃ … 31₋₂ … CAN
… … … … … … … … … … … HRV
5.6₋₂ 14.2₋₂ 5,117₋₂ 5,066₋₂ 8,148₋₂ 7,431₋₂ 14₋₂ 14₋₂ 22₋₂ 20₋₂ 0.3₋₂ CZE
7.6₋₄ 13.8₋₄ … 12,980₋₄ 16,132₋₄ 22,345₋₄ … 25₋₄ 31₋₄ 43₋₄ … DNK
4.9₋₂ 13.1₋₂ … 6,099₋₂ 6,112₋₂ 11,472₋₂ … 19₋₂ 19₋₂ 36₋₂ 0.3₋₃ EST
6.9₋₂ 12.3₋₂ 10,051₋₂ 9,697₋₂ 11,160₋₂ 15,299₋₂ 22₋₂ 22₋₂ 25₋₂ 34₋₂ … FIN
… … … … … … … … … … … FRA
4.8₋₂ 10.9₋₂ 8,492₋₂ 9,010₋₂ 11,860₋₂ 17,347₋₂ 16₋₂ 17₋₂ 23₋₂ 34₋₂ … DEU
… … 4,971₋₂ 5,577₋₂ 6,308₋₂ 2,566₋₃ 18₋₂ 20₋₂ 22₋₂ 9₋₃ … GRC
4.7₋₂ 10.1₋₂ 6,747₋₂ 5,258₋₂ 6,359₋₂ 7,008₋₂ 24₋₂ 19₋₂ 23₋₂ 25₋₂ … HUN
7.5₋₂ 16.8₋₂ 11,582₋₂ 11,967₋₂ 10,503₋₂ 14,789₋₂ 21₋₂ 22₋₂ 19₋₂ 27₋₂ 0.3₋₃ ISL
3.7₋₂ 13.4₋₂ 3,137₋₃ 8,591₋₂ 11,483₋₂ 11,233₋₂ 4₋₃ 12₋₂ 16₋₂ 15₋₂ … IRL
3.8₋₂ 7.8₋₂ 6,894₋₂ 7,856₋₂ 9,100₋₃ 9,790₋₂ 17₋₂ 20₋₂ 23₋₃ 24₋₂ 0.5₋₂ ITA
4.6₋₂ 12.9₋₂ 5,602₋₂ 6,538₋₂ 6,985₋₂ 4,421₋₂ 21₋₂ 24₋₂ 26₋₂ 16₋₂ 0.6₋₂ LVA
… … … … … … … … … … … LIE
3.9₋₂ 12.0₋₂ 5,400₋₂ 6,080₋₂ 5,569₋₂ 5,276₋₂ 17₋₂ 19₋₂ 18₋₂ 17₋₂ 0.4₋₂ LTU
4.0₋₃ 9.4₋₃ 21,057₋₃ 21,336₋₃ 21,031₋₃ 46,331₋₃ 19₋₃ 20₋₃ 19₋₃ 43₋₃ 0.1₋₃ LUX
5.2₋₃ 13.2₋₃ 9,431₋₃ 8,834₋₃ 11,437₋₃ 17,197₋₃ 24₋₃ 23₋₃ 30₋₃ 44₋₃ 0.7₋₃ MLT
1.5₋₁ 7.0₋₁ … … … … 2₋₂ 3₋₂ 5₋₂ … -₋₄ MCO
… … … … … … … … … … … MNE
5.5₋₂ 12.8₋₂ 6,130₋₂ 8,873₋₂ 12,306₋₂ 19,061₋₂ 12₋₂ 17₋₂ 23₋₂ 36₋₂ -₋₃ NLD
… … … … … … … … … … … MKD
8.0₋₂ 16.0₋₂ 13,077₋₂ 13,342₋₂ 16,465₋₂ 24,478₋₂ 21₋₂ 22₋₂ 27₋₂ 40₋₂ … NOR
4.6₋₂ 11.3₋₂ 5,766₋₂ 6,562₋₂ 6,395₋₂ 7,132₋₂ 20₋₂ 23₋₂ 22₋₂ 25₋₂ 0.6₋₂ POL
4.9₋₃ 10.2₋₃ 4,786₋₃ 6,955₋₃ 8,557₋₃ 8,183₋₃ 15₋₃ 23₋₃ 28₋₃ 26₋₃ 1.0₋₃ PRT
5.5 17.5 2,522 2,313 2,200 1,902 35 32 31 27 … MDA
3.0₋₂ 9.5₋₂ 2,817₋₂ 1,934₋₂ 3,747₋₂ 6,449₋₂ 11₋₂ 8₋₂ 15₋₂ 26₋₂ … ROU
3.7₋₂ 11.0₋₂ … … … 5,031₋₂ … … … 20₋₂ 0.4₋₂ RUS
3.1₋₁ 13.1₋₁ … … … … … … … … … SMR
3.7₋₁ 9.3₋₁ 195₋₃ 6,731₋₃ 1,714₋₃ 4,895₋₁ 1₋₃ 44₋₃ 11₋₃ 30₋₁ 0.9₋₁ SRB
3.8₋₂ 9.4₋₂ 5,360₋₂ 6,503₋₂ 6,268₋₂ 8,131₋₂ 17₋₂ 21₋₂ 20₋₂ 26₋₂ 0.6₋₂ SVK
4.8₋₂ 11.7₋₂ 6,102₋₂ 8,112₋₂ 7,915₋₂ 8,340₋₂ 18₋₂ 24₋₂ 23₋₂ 24₋₂ 0.7₋₃ SVN
4.2₋₂ 10.0₋₂ 5,983₋₂ 6,505₋₂ 7,175₋₂ 8,290₋₂ 16₋₂ 17₋₂ 19₋₂ 22₋₂ 1.1₋₂ ESP
7.7₋₂ 15.7₋₂ 14,293₋₂ 11,094₋₂ 12,123₋₂ 22,068₋₂ 28₋₂ 22₋₂ 24₋₂ 43₋₂ … SWE
5.1₋₂ 15.5₋₂ 13,014₋₂ 16,325₋₂ 16,026₋₃ 24,634₋₂ 20₋₂ 25₋₂ 24₋₃ 37₋₂ 0.3₋₂ CHE
5.4₋₁ 13.1₋₁ 3,157₋₁ 2,636₋₁ 2,631₋₁ 2,996₋₁ 36₋₁ 30₋₁ 30₋₁ 34₋₁ 0.7₋₁ UKR
5.5₋₂ 13.8₋₂ 3,059₋₂ 10,280₋₂ 9,010₋₂ 16,155₋₂ 7₋₂ 24₋₂ 21₋₂ 38₋₂ 0.9₋₃ GBR
5.0₋₄ 13.4₋₄ 6,877₋₂ 11,404₋₂ 12,711₋₂ 11,157₋₂ 12₋₂ 20₋₂ 22₋₂ … 1.2₋₄ USA

TABLE 2: SDG 4, Target 4.1 – Primary and secondary education
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education
leading to relevant and effective learning outcomes
PARTICIPATION / COMPLETION
A B C D E F G H I J
Transition from primary to
NERT upper secondary (%)

NERT lower secondary (%)
GIR last lower secondary

Out-of-school children Out-of-school rate Completion rate Over-age for
lower secondary (%)

GIR last primary (%)
(000,000) (%) (%) grade (%)
NERA primary (%)

GER primary (%)
secondary
secondary
secondary
secondary
secondary
secondary
secondary
grade (%)
Primary
Primary
Primary
Primary
Lower
Lower
Lower
Lower
Upper
Upper
Upper
SDG indicator 4.1.4 4.1.2 4.1.5 4.1.3 4.1.3
Reference year 2018 2018
Region Sum Weighted average Weighted average
World 59ᵢ 61ᵢ 138ᵢ 8ᵢ 16ᵢ 35ᵢ 85 73 49 8ᵢ 11 104ᵢ 90ᵢ 90ᵢ 91₋₁ᵢ 84ᵢ 76ᵢ 65ᵢ
Sub-Saharan Africa 32ᵢ 28ᵢ 37ᵢ 19ᵢ 37ᵢ 58ᵢ 65 40 28 19 26 99ᵢ 79ᵢ 69ᵢ 75₋₂ᵢ 63ᵢ 44ᵢ 42ᵢ
Northern Africa and Western Asia 5ᵢ 4ᵢ 8ᵢ 9ᵢ 14ᵢ 30ᵢ 85ᵢ 76ᵢ 53ᵢ 7 9 99ᵢ 90ᵢ 87ᵢ 92₋₁ᵢ 86ᵢ 74ᵢ 70ᵢ
Northern Africa 3 1ᵢ 4ᵢ 9 12ᵢ 30ᵢ 83ᵢ 73ᵢ 56ᵢ 9 15 101 90ᵢ 91 95₋₁ 88ᵢ 75 70ᵢ
Western Asia 2ᵢ 3ᵢ 4ᵢ 9ᵢ 16ᵢ 30ᵢ 88ᵢ 79ᵢ 49ᵢ 4 4 97ᵢ 91ᵢ 83ᵢ 89₋₂ᵢ 84ᵢ 73ᵢ 70ᵢ
Central and Southern Asia 13ᵢ 17ᵢ 65ᵢ 7ᵢ 15ᵢ 45ᵢ 85 74 38 3 8 110ᵢ 92ᵢ 93ᵢ 92₋₁ᵢ 85ᵢ 81ᵢ 55ᵢ
Central Asia 0.1 0.3ᵢ 1ᵢ 2 5ᵢ 27ᵢ 99ᵢ 98ᵢ 88ᵢ 0.1 0.2 103 97 103 100₋₁ 95ᵢ 100 73ᵢ
Southern Asia 12ᵢ 17ᵢ 64ᵢ 7ᵢ 15ᵢ 45ᵢ 85 73 38 4 9 111ᵢ 92ᵢ 92ᵢ 91₋₁ᵢ 85ᵢ 80ᵢ 55ᵢ
Eastern and South-eastern Asia 6ᵢ 9ᵢ 18ᵢ 3ᵢ 10ᵢ 21ᵢ 95 82 59 3ᵢ 10ᵢ 103 96ᵢ 98ᵢ 97₋₁ᵢ 90ᵢ 86ᵢ 79ᵢ
Eastern Asia 3ᵢ 4ᵢ 9ᵢ 3ᵢ 7ᵢ 16ᵢ 96 85 59 … … 101 97ᵢ 95ᵢ 100₋₁ᵢ 93ᵢ 87ᵢ 84ᵢ
South-eastern Asia 3ᵢ 5ᵢ 9ᵢ 4ᵢ 13ᵢ 29ᵢ 94 78 60 3 11 107ᵢ 94ᵢ 103ᵢ 94₋₁ᵢ 87ᵢ 84ᵢ 71ᵢ
Oceania 0.2ᵢ 0.1ᵢ 0.4ᵢ 5ᵢ 5ᵢ 25ᵢ … 74 61 16 9 103ᵢ 88ᵢ 93ᵢ 64₋₂ᵢ 95ᵢ 77ᵢ 75ᵢ
Latin America and the Caribbean 2ᵢ 3ᵢ 7ᵢ 4ᵢ 7ᵢ 23ᵢ 90 80 60 6 13 109ᵢ 95ᵢ 99ᵢ 95₋₁ᵢ 93ᵢ 81ᵢ 77ᵢ
Caribbean 0.1 0.1ᵢ 0.3 … … … 77 65 43 7 13 … … … 94ᵢ … … …
Central America 1 1 3 4 12 33 92 78 49 5 7 104 96 98 94 88 87 67
South America 1 1 4 2ᵢ 5ᵢ 18ᵢ 90 82 68 7 16 110ᵢ 97ᵢ 99ᵢ 98ᵢ 95ᵢ 86ᵢ 82ᵢ
Europe and Northern America 1ᵢ 1ᵢ 3ᵢ 2ᵢ 2ᵢ 7ᵢ 99ᵢ 97 88 2ᵢ 3ᵢ 101ᵢ 96ᵢ 98ᵢ 99₋₁ᵢ 98ᵢ 95ᵢ 93ᵢ
Europe 1ᵢ 1ᵢ 2ᵢ 3ᵢ 2ᵢ 8ᵢ 99ᵢ 96 84 1ᵢ 2ᵢ 101ᵢ 96ᵢ 97ᵢ 98₋₁ᵢ 98ᵢ 94ᵢ 92ᵢ
Northern America 0.1ᵢ 0.1ᵢ 1ᵢ 0.4ᵢ 0.4ᵢ 5ᵢ 99 99 92 3 4 102ᵢ 96ᵢ 99ᵢ 99₋₁ᵢ 100ᵢ 96ᵢ 95ᵢ
Low income 21ᵢ 21ᵢ 26ᵢ 19ᵢ 39ᵢ 61ᵢ 56ᵢ 28ᵢ 15ᵢ 25 29 103ᵢ 80ᵢ 67ᵢ 76₋₁ᵢ 61ᵢ 40ᵢ 39ᵢ
Middle income 37ᵢ 39ᵢ 108ᵢ 7ᵢ 13ᵢ 35ᵢ 87 76 47 5ᵢ 10 104ᵢ 92ᵢ 92ᵢ 92₋₁ᵢ 87ᵢ 79ᵢ 65ᵢ
Lower middle 30ᵢ 31ᵢ 88ᵢ 9ᵢ 17ᵢ 44ᵢ 84 71 42 5 10 105ᵢ 89ᵢ 91ᵢ 89₋₁ᵢ 83ᵢ 76ᵢ 56ᵢ
Upper middle 7ᵢ 8ᵢ 21ᵢ 3ᵢ 7ᵢ 20ᵢ 94 84 59 5ᵢ 11ᵢ 103ᵢ 96ᵢ 95ᵢ 98₋₁ᵢ 93ᵢ 84ᵢ 80ᵢ
High income 1ᵢ 1ᵢ 3ᵢ 2ᵢ 3ᵢ 8ᵢ 99ᵢ 97 88 2 4 102ᵢ 96ᵢ 98ᵢ 97₋₁ᵢ 97ᵢ 94ᵢ 92ᵢ
A Out-of-school children, total number (million) and out-of-school rate as percentage of the corresponding age group.
B Education completion rate by level, most recent survey year between 2014 and 2018 [Source: UIS and GEM Report analysis of household surveys].
C Percentage of pupils who are at least two years over-age for their current grade, by level.
D Gross enrolment ratio (GER) in primary education.
E Primary adjusted net enrolment rate (NERA) (%).
F Gross intake ratio (GIR) to last grade of primary education (%).
G Effective transition rate from primary to lower secondary general education (%).
H Lower secondary total net enrolment rate (NERT) (%).
I GIR to last grade of lower secondary education (%).
J Upper secondary total NERT (%).
K Administration of nationally representative learning assesssment in early grades (grade 2 or 3), or final grade of primary or lower secondary.
L Percentage of students achieving at least a minimum proficiency level in reading and mathematics.
(…) Data not available or category not applicable.

LEARNING
K L
Administration of Achieving minimum proficiency
nationally representative learning assessment (%)
End of lower End of lower
Early grades End of primary secondary Early grades End of primary secondary
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
Reading
Reading
Reading
Reading
Reading
Reading
4.1.6 4.1.1
2018
% of countries Weighted average
67 65 60 61 51 54 … … … … … …
73 69 73 71 15 17 … … … … … …
54 46 29 33 54 75 … … … … … …
50 33 17 17 50 67 … … … … … …
56 50 33 39 56 78 … … … … … …
57 57 57 57 57 57 … … … … … …
20 20 60 60 40 40 … … … … … …
78 78 56 56 67 67 … … … … … …
61 72 44 44 78 78 … … … … … …
57 71 43 43 86 86 … … … … … …
64 73 45 45 73 73 … … … … … …
100 100 94 94 41 41 … … … … … …
73 73 56 56 41 39 … … … … … …
68 68 41 41 18 14 … … … … … …
86 86 86 86 71 71 … … … … … …
75 75 67 67 67 67 … … … … … …
57 52 61 65 89 91 … … … … … …
56 51 63 67 88 91 … … … … … …
67 67 33 33 100 100 … … … … … …
84 77 68 65 13 13 … … … … … …
60 59 60 61 50 53 … … … … … …
62 60 66 66 43 43 … … … … … …
59 59 55 57 55 62 … … … … … …
69 67 55 58 75 79 … … … … … …

Table 2: Continued
A B C D E F G H I J


Out-of-school Out-of-school rate Completion rate Over-age for
(000) (%) (%) grade (%)
lower secondary (%)

NERA primary (%)
GER primary (%)
secondary
secondary
secondary
secondary
secondary
secondary
secondary
grade (%)
Primary
Primary
Primary
Primary
Lower
Lower
Lower
Lower
Upper
Upper
Upper
SDG indicator 4.1.4 4.1.2 4.1.5 4.1.3 4.1.3

Sub-Saharan Africa
Angola … … … … … … 60₋₃ 36₋₃ 19₋₃ … … 113₋₃ … … … … … …
Benin 51 … 369₋₃ᵢ 3 … 56₋₃ᵢ 48₋₁ 19₋₁ 8₋₁ 12 30₋₃ 122 97 81₋₂ 84₋₃ … 46₋₂ 44₋₃ᵢ
Botswana 36₋₄ᵢ … … 11₋₄ᵢ … … … … … … 33₋₄ 103₋₃ … … … … 98₋₄ …
Burkina Faso 689 829 833 21 44 66 … … … 25 59 96 79 65 80₋₁ 56 43 34
Burundi 114 240 399 6 33 60 50₋₂ 23₋₂ 10₋₂ 31 64 121 93 63 76₋₁ 67 33 40
Cabo Verde 4 4 8 6 13 27 … … … 10 29 104 94 87 94₋₁ 87 68 73
Cameroon 259₋₁ 808₋₂ 778₋₃ 7₋₁ 37₋₂ 54₋₃ 74₋₄ 43₋₄ 16₋₄ 21₋₁ 28₋₃ 103 93₋₁ 64 66₋₃ 63₋₂ 47₋₂ 46₋₃
Central African Republic … … … … … … … … … … … 102₋₂ … 41₋₂ … … 10₋₂ …
Chad 675₋₂ 869₋₂ 748₋₂ 26₋₂ 61₋₂ 80₋₂ 27₋₃ 14₋₃ 10₋₃ 29₋₂ 46₋₂ 87₋₂ 73₋₂ 41₋₂ 74₋₃ 39₋₂ 15₋₂ 20₋₂
Comoros 23 14 25 18 19 50 … … … 27₋₁ 48₋₄ 100 82 77₋₁ … 81 48₋₄ 50
Congo … … … … … … 80₋₃ 50₋₃ 23₋₃ … … … … … … … … …
Côte d’Ivoire 242 1,088 992 6 46 61 56₋₂ 28₋₂ 16₋₂ 13 32 100 94 72₋₁ 92₋₂ 54 49 39
D. R. Congo … … … … … … … … … … … 108₋₃ … 70₋₃ … … 50₋₄ …
Djibouti 30₊₁ 35₋₃ 36₋₃ 33₊₁ 48₋₃ 66₋₃ … … … 7₊₁ 19₊₁ 75₊₁ 67₊₁ 66 86₋₁ 52₋₃ 50₊₁ 34₋₃
Equat. Guinea 84₋₃ … … 55₋₃ … … … … … 39₋₃ 49₋₃ 62₋₃ 44₋₃ 41₋₃ … … 24₋₃ …
Eritrea 242 95 138 47 36 49 … … … 34 48 68 52 60 95₋₁ 64 51 51
Eswatini 36₋₁ 2₋₃ᵢ 8₋₃ᵢ 17₋₁ 3₋₃ᵢ 16₋₃ᵢ 71₋₄ 51₋₄ 32₋₄ 45₋₁ 69₋₁ 115₋₁ 83₋₁ 96₋₁ 98₋₂ 97₋₃ᵢ 67₋₁ 84₋₃ᵢ
Ethiopia 2,307₋₃ᵢ 4,638₋₃ᵢ 3,356₋₃ᵢ 14₋₃ᵢ 47₋₃ᵢ 74₋₃ᵢ 52₋₂ 21₋₂ 13₋₂ 22₋₃ 26₋₃ 101₋₃ 85₋₃ᵢ 54₋₃ 91₋₄ 53₋₃ᵢ 29₋₃ 26₋₃ᵢ
Gabon … … … … … … … … … … … … … … … … … …
Gambia 65 … … 18 … … 66 46 29 33 41 98 82 69₋₂ … … 59₋₄ …
Ghana 35₊₁ 208₊₁ 889₊₁ 1₊₁ 11₊₁ 36₊₁ 66₋₄ 52₋₄ 20₋₄ 31 41₊₁ 105₊₁ 87₊₁ 94 94₋₁ 89₊₁ 78₊₁ 64₊₁
Guinea 425₋₂ 559₋₄ 491₋₄ 22₋₂ 51₋₄ 67₋₄ 45 26 16 16₋₂ 30₋₂ 92₋₂ 78₋₂ 60₋₂ … 49₋₄ 35₋₄ 33₋₄
Guinea-Bissau … … … … … … 30₋₄ 17₋₄ 7₋₄ … … … … … … … … …
Kenya … … … … … … 84₋₄ 71₋₄ 42₋₄ … … 103₋₂ … 100₋₂ 99₋₃ … 79₋₂ …
Lesotho 7₋₁ᵢ 23₋₂ 29₋₂ 2₋₁ᵢ 17₋₂ 34₋₂ 80 44 31 30₋₁ 50₋₁ 121₋₁ 91₋₂ 86₋₂ 88₋₃ 83₋₂ 47₋₁ 66₋₂
Liberia 159₋₁ 65₋₄ 70₋₄ 21₋₁ 21₋₄ 26₋₄ … … … 71₋₁ 79₋₁ 85₋₁ 45₋₁ 61₋₁ 80₋₂ 79₋₄ 44₋₁ 74₋₄
Madagascar 67 628 1,127 2 25 65 56 24 9 40 46 143 97 65 73₋₃ 75 37 35
Malawi … 308 534 … 17 66 47₋₃ 22₋₃ 14₋₃ 36 … 142 … 80₋₄ … 83 … 34
Mali 1,343 719 893 41 53 75 47 20 5 11 17₋₁ 76 59 50₋₁ 78₋₂ 47 30₋₁ 25
Mauritania 129 143 167 20 38 64 58₋₃ 47₋₃ 25₋₃ 42 55 100 80 76 66₋₁ 62 42 36
Mauritius 1 2 15 1 5 20 … … … 1 6 101 95 101 99₋₁ 95 87 80
Mozambique 354 860₋₃ 827₋₃ 6 43₋₃ 69₋₃ … … … 39 46 113 94 52 74₋₃ 57₋₃ 23₋₁ 31₋₃
Namibia 6ᵢ … … 2ᵢ … … … … … 26 48₋₁ 124 98ᵢ 94 … … 77₋₁ …
Niger 1,241₋₁ 1,287₋₁ 1,087₋₁ 34₋₁ 65₋₁ 86₋₁ … … … 6₋₁ 25 75₋₁ 66₋₁ 72₋₂ 58₋₃ 35₋₁ 19 14₋₁
Nigeria … … … … … … 71 62 49 -₋₄ -₋₄ 85₋₂ … … … … … …
Rwanda 81 74 336 4 9 44 54₋₃ 28₋₃ 18₋₃ 35 44 133 95 87 73₋₁ 91 37 56
Sao Tome and Principe 2₋₁ 1₋₃ 2₋₃ᵢ 6₋₁ 10₋₃ 17₋₃ᵢ 83₋₄ 34₋₄ 8₋₄ 15₋₁ 43₋₁ 107₋₁ 94₋₁ 84₋₁ 97₋₂ 90₋₃ 74₋₁ 83₋₃ᵢ
Senegal 586₋₁ 667₋₁ 598₋₁ 24₋₁ 48₋₁ 63₋₁ 50₋₁ 27₋₁ 12₋₁ 7₋₁ 10₋₁ 81 76₋₁ 57 73₋₂ 52₋₁ 37₋₁ 37₋₁
Seychelles 0.3 … 1 3 … 14 … … … 0.3 0.5 100 93 102 97₋₁ … 108 86
Sierra Leone 6₋₂ 268 432 1₋₂ 49 65 64₋₁ 44₋₁ 22₋₁ 1 18 113 99₋₂ 82 90₋₁ 51 51 35
Somalia … … … … … … … … … … … … … … … … … …
South Africa 568₋₁ᵢ 369₋₁ 486₋₁ 8₋₁ᵢ 19₋₁ 17₋₁ 97₋₂ 89₋₂ 49₋₂ 6₋₁ 30₋₁ 101₋₁ 92₋₁ᵢ 87₋₂ᵢ 96₋₃ 81₋₁ 81₋₂ 83₋₁
South Sudan 1,088₋₃ᵢ 290₋₃ᵢ 625₋₃ᵢ 62₋₃ᵢ 56₋₃ᵢ 64₋₃ᵢ … … … 77₋₃ 91₋₃ 73₋₃ 35₋₃ᵢ … … 44₋₃ᵢ … 36₋₃ᵢ
Togo 66 152₋₁ 265₋₁ 5 21₋₁ 57₋₁ 61₋₄ 24₋₄ 15₋₄ 23₋₁ 30 124 95 90 82₋₁ 79₋₁ 48 43₋₁
Uganda … … … … … … 44₋₂ 26₋₂ 18₋₂ 34₋₁ 48₋₁ 103₋₁ … 53₋₁ 59₋₂ … 26₋₁ …
United Republic of Tanzania 1,895 3,363₋₂ᵢ 1,783₋₂ᵢ 18 72₋₂ᵢ 86₋₂ᵢ 80₋₃ 29₋₃ 8₋₃ 9₋₂ 18₋₂ 94 82 69 71₋₁ 28₋₂ᵢ 30 14₋₂ᵢ
Zambia 496₋₁ … … 15₋₁ … … 72 52 30 27₋₁ … 99₋₁ 85₋₁ … … … … …
Zimbabwe … … … … … … 89₊₁ 72₊₁ 8₊₁ … … … … … … … … …

LEARNING
K L
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
Reading
Reading
Reading
Reading
Reading
Reading
Country code
4.1.6 4.1.1
2018
No No No No No No … … … … … … AGO
Yes Yes Yes Yes No No 9₋₄ 34₋₄ 23₋₄ 11₋₄ … … BEN
Yes Yes Yes Yes No Yes … … … 16₋₃ … … BWA
Yes Yes Yes Yes No No 36₋₄ 59₋₄ 21₋₄ 22₋₄ … … BFA
Yes Yes Yes Yes No No 79₋₄ 97₋₄ 7₋₄ 40₋₄ … … BDI
Yes Yes Yes Yes No No … … … … … … CPV
Yes Yes Yes Yes No No 30₋₄ 57₋₄ 24₋₄ 12₋₄ … … CMR
No No No No No No … … … … … … CAF
Yes Yes Yes Yes No No 18₋₄ 48₋₄ 3₋₄ 3₋₄ … … TCD
No No No No No No … … … … … … COM
Yes Yes Yes Yes No No 38₋₄ 72₋₄ 17₋₄ 6₋₄ … … COG
Yes Yes Yes Yes No No 17₋₄ 33₋₄ 22₋₄ 3₋₄ … … CIV
Yes Yes Yes No No No … … … … … … COD
No No Yes Yes No No … … … … … … DJI
No No No No No No … … … … … … GNQ
Yes Yes Yes Yes No No … … … … … … ERI
No No Yes Yes No No … … … … … … SWZ
Yes Yes Yes Yes Yes Yes … … … … … … ETH
No No No No No No … … … … … … GAB
Yes Yes Yes Yes Yes Yes … … … … … … GMB
Yes Yes Yes Yes No No … … … … … … GHA
Yes Yes No No No No … … … … … … GIN
Yes Yes Yes Yes No No … … … … … … GNB
Yes Yes Yes Yes No No 53 42 … … … … KEN
Yes Yes Yes Yes No No … … … … … … LSO
Yes Yes No No No No … … … … … … LBR
Yes No Yes Yes No No … … 4₋₄ 5₋₄ … … MDG
No No Yes Yes No No … … … … … … MWI
Yes Yes Yes Yes No No … … … … … … MLI
No No No No No No … … … … … … MRT
No No Yes Yes Yes Yes … … … … … … MUS
Yes Yes Yes Yes No No … … … … … … MOZ
No No Yes Yes No No … … … … … … NAM
Yes Yes Yes Yes No No 9₋₄ 27₋₄ 2₋₄ 1₋₄ … … NER
Yes Yes No No No No … … … … … … NGA
Yes Yes Yes Yes No No … … … … … … RWA
No No No No No No … … … … … … STP
Yes Yes Yes Yes Yes Yes 29₋₄ 63₋₄ 35₋₄ 29₋₄ 9₋₃ 8₋₃ SEN
No No Yes Yes No No … … … … … … SYC
Yes Yes No No Yes Yes … … … … … … SLE
Yes No No No No No … … … … … … SOM
Yes Yes Yes Yes Yes Yes 22₋₂ … … 13₋₃ … … ZAF
Yes Yes No No No No … … … … … … SSD
Yes Yes Yes Yes No No 19₋₄ 40₋₄ 16₋₄ 20₋₄ … … TGO
Yes Yes Yes Yes No No 33₋₃ 21₋₃ … … … … UGA
Yes Yes Yes Yes No No … … … … … … TZA
Yes Yes Yes Yes Yes Yes … … … … 5₋₃ 2₋₃ ZMB
Yes Yes Yes Yes No No … … … … … … ZWE

Table 2: Continued
A B C D E F G H I J


(000) (%) (%) grade (%)
lower secondary (%)

NERA primary (%)
GER primary (%)
secondary
secondary
secondary
secondary
secondary
secondary
secondary
grade (%)
Primary
Primary
Primary
Primary
Lower
Lower
Lower
Lower
Upper
Upper
Upper
SDG indicator 4.1.4 4.1.2 4.1.5 4.1.3 4.1.3


Algeria 14 … … 0.4 … … … … … 6 23 110 100 105 99₋₁ … 85 …
Armenia 11 15 … 7 8 … 99₋₂ 99₋₂ 94₋₂ 0.3 1 93 91 90 98₋₁ 92 93 …
Azerbaijan 25ᵢ 3ᵢ 5ᵢ 4ᵢ 1ᵢ 1ᵢ … … … 2 3₋₁ 100ᵢ 93ᵢ 100ᵢ 99₋₁ 99ᵢ 85ᵢ 99ᵢ
Bahrain 1 3 4 1 5 9 … … … 1 3 99 98 98 99₋₁ 95 94 91
Cyprus 1₋₁ᵢ 0.1₋₁ᵢ 2₋₁ᵢ 1₋₁ᵢ 0.4₋₁ᵢ 5₋₁ᵢ 100₋₁ 99₋₁ 90₋₁ 0.3₋₁ 2₋₁ 99₋₁ᵢ 98₋₁ᵢ 101₋₁ᵢ 100₋₂ 100₋₁ᵢ 99₋₁ᵢ 95₋₁ᵢ
Egypt 78 221 1,247 1 4 24 91₋₄ 80₋₄ 70₋₄ 2 4 106 98 101 97₋₁ 96 85 76
Georgia 2 0.2 9 1 0.2 7 100 98 82 1 1 99 99 96 100₋₁ 100 102 93
Iraq … … … … … … 76 46 28 … … … … … … … … …
Israel 2₋₁ … 6₋₁ 0.3₋₁ … 2₋₁ … … … 0.4₋₁ 1₋₁ 105₋₁ 97₋₁ 106₋₁ 100₋₂ … 103₋₁ 98₋₁
Jordan 265 262 197 19 31 49 … … … 1 2 81 81 73 98₋₁ 69 59 51
Kuwait 7₋₂ 11₋₃ 24₋₃ 3₋₂ 6₋₃ 18₋₃ … … … 2 4 92 88 92 98₋₁ 94₋₃ 94 82₋₃
Lebanon … … … … … … … … … 9 12 … … … 96₋₁ … … …
Libya … … … … … … … … … … … … … … … … … …
Morocco 8 194 511 0.2 11 29 … … … 15 31 114 99 94 91₋₁ 89 65 71
Oman 9 8 11 3 3 12 … … … 0.3 5 103 95 100 98₋₁ 97 104 88
Palestine 13 14 87 3 3 28 99₋₄ 86₋₄ 62₋₄ 0.3 1 99 97 97 97₋₁ 97 90 72
Qatar 3 3 … 2 6 … … … … 1 5 104 98 96₋₁ 99₋₂ 94 88 …
Saudi Arabia 134 21 50ᵢ 4 1 4ᵢ … … … 5 9 100 95 97 98₋₁ 99 105 96ᵢ
Sudan 2,443₋₁ᵢ … … 38₋₁ᵢ … … 67₋₄ 53₋₄ 32₋₄ 28₋₁ᵢ … 77₋₁ 62₋₁ᵢ 62₋₁ 92₋₂ … 58₋₁ …
Syrian Arab Republic … … … … … … … … … … … … … … … … … …
Tunisia … … … … … … 95 74 49 6 16 115 … 95₋₁ 98₋₂ … 77 …
Turkey 273₋₁ 478₋₁ 787₋₁ 5₋₁ 9₋₁ 15₋₁ 98₋₄ 92₋₄ 56₋₄ 2₋₁ 2₋₁ 93₋₁ 95₋₁ 90₋₁ 100₋₃ 91₋₁ 88₋₁ 85₋₁
United Arab Emirates 6₋₁ 2₋₁ 25₋₁ 1₋₁ 1₋₁ 12₋₁ … … … 2₋₁ 5₋₁ 108₋₁ 99₋₁ 104₋₃ … 99₋₁ 82₋₄ 88₋₁
Yemen 650₋₂ 543₋₂ 1,019₋₂ 16₋₂ 28₋₂ 56₋₂ … … … 9₋₂ 11₋₂ 94₋₂ 84₋₂ 72₋₂ … 72₋₂ 53₋₂ 44₋₂

Afghanistan … … 1,510ᵢ … … 57ᵢ 55₋₃ 37₋₃ 23₋₃ … 11 104 … 86 91₋₁ … 55 43ᵢ
Bangladesh … … 4,817ᵢ … … 38ᵢ 80₋₄ 55₋₄ 19₋₄ … 4₋₁ 116 … … … … 88 62ᵢ
Bhutan 7ᵢ 7ᵢ 8ᵢ 8ᵢ 12ᵢ 28ᵢ … … … 14₋₁ 32 100 90ᵢ 100₋₁ 100₋₂ 88ᵢ 82 72ᵢ
India … … … … … … 92₋₃ 81₋₃ 43₋₃ 3 4 113₋₁ … 92 91₋₁ … 84 …
Iran, Islamic Republic of 17₋₁ 157₋₁ 854₋₁ 0.2₋₁ 5₋₁ 26₋₁ … … … 3₋₁ 3₋₁ 111₋₁ 100₋₁ 99₋₁ 96₋₂ 95₋₁ 90₋₁ 74₋₁
Kazakhstan 13₊₁ … 5 1₊₁ … 1 100₋₃ 100₋₃ 94₋₃ 0.3₊₁ 0.3₊₁ 104₊₁ 99₊₁ 106₊₁ 100 … 118₊₁ 99
Kyrgyzstan 1 15 56 0.3 3 28 99 99 87 0.4 1 108 99 105 100₋₁ 97 95 72
Maldives 2₋₁ … … 4₋₁ … … 98₋₁ 91₋₁ 40₋₁ 0.3₋₁ 11₋₁ 97₋₁ 95₋₁ 97₋₁ 99₋₂ … 108₋₁ …
Nepal 103₊₁ 47₊₁ 490₊₁ 4₊₁ 3₊₁ 19₊₁ 73₋₂ 63₋₂ … 36₊₁ 43₊₁ 142₊₁ 96₊₁ 120₊₁ 82₋₂ 97₊₁ 99₊₁ 81₊₁
Pakistan 6,006 4,426 9,133 25 32 52 60 50 23 … 48 94 68 71 88₋₁ 68 48 48
Sri Lanka 9 2 211 1 0.1 16 … … … 1 1 100 99 103 99₋₁ 100 96 84
Tajikistan 4₋₁ … … 1₋₁ … … 98₋₁ 96₋₁ 74₋₁ -₋₁ -₋₁ 101₋₁ 99₋₁ 95₋₁ 99₋₂ … 96₋₁ …
Turkmenistan … … … … … … 100₋₃ 99₋₃ 97₋₃ … … 88₋₄ … … … … … …
Uzbekistan 17ᵢ 95ᵢ 261₋₁ 1ᵢ 4ᵢ 16₋₁ … … … 0.1 0.2 104 97ᵢ 103 100₋₁ 96ᵢ 96 84₋₁

Brunei Darussalam 0.3 - 6 1 0.3 18 … … … 1 3 103 96 108 100₋₁ 100 106 82
Cambodia 186 120₋₃ᵢ … 9 13₋₃ᵢ … 72₋₄ 41₋₄ 21₋₄ 19 20 107 91 88 90₋₁ 87₋₃ᵢ 58 …
China … … … … … … 96₋₄ 85₋₄ 59₋₄ … … 100 … … … … … …
DPR Korea … … … … … … … … … … … 113 … 102 … … … …
Hong Kong, China 8ᵢ 0.1ᵢ 3ᵢ 2ᵢ 0.1ᵢ 2ᵢ … … … 2ᵢ 6ᵢ 109 96ᵢ 104 100₋₁ 100ᵢ 107 98ᵢ
Indonesia 1,555 2,299 3,137 6 16 23 97₋₁ 87₋₁ 65₋₁ 0.3 9 106 94 102 91₋₂ 84 90₋₁ 77
Japan … … … … … … … … … -₋₃ … … … … 100₋₂ … … …
Lao PDR 65 146ᵢ 170ᵢ 9 25ᵢ 40ᵢ 83₋₁ 54₋₁ 31₋₁ 11 26 102 91 98 86₋₁ 75ᵢ 67 60ᵢ
Macao, China 1 0.3 2 3 2 13 … … … 2 13 100 96 101 99₋₁ 98 98 87
Malaysia 10₋₁ᵢ 206₋₁ 605₋₁ 0.4₋₁ᵢ 13₋₁ 37₋₁ … … … -₋₁ - 105₋₁ 100₋₃ 99₋₁ 91₋₂ 87₋₁ 82 63₋₁
Mongolia 2ᵢ … … 1ᵢ … … 99 83 69 1 2 104 99ᵢ 102 99₋₁ … 105 …
Myanmar 92 848 884 2 21 43 83₋₂ 44₋₂ 17₋₂ … 9 112 98 95 … 79 65 57
Philippines 424₋₁ 894₋₁ 424₋₃ 3₋₁ 11₋₁ 21₋₃ 92₋₁ 81₋₁ 78₋₁ 9₋₁ 17₋₁ 108₋₁ 95₋₁ 109₋₁ 97₋₂ 89₋₁ 78₋₁ 79₋₃
Republic of Korea 66₋₁ 80₋₁ 5₋₁ 2₋₁ … … … … … … 0.4₋₁ 98₋₁ 98₋₁ 91₋₁ 100₋₂ 94₋₁ 96₋₁ 100₋₁
Singapore 0.1₋₁ᵢ -₋₁ᵢ 0.1₋₁ᵢ -₋₁ᵢ 0.1₋₁ᵢ 0.1₋₁ᵢ … … … 0.2₋₁ 3₋₁ 101₋₁ᵢ 100₋₁ᵢ 99₋₁ᵢ 99₋₂ 100₋₁ᵢ 105₋₁ᵢ 100₋₁ᵢ
Thailand … 331₋₃ᵢ 603₋₃ᵢ … 12₋₃ᵢ 21₋₃ᵢ 98₋₃ 83₋₃ 56₋₃ … 6 100 … 93 98₋₁ 88₋₃ᵢ 81 79₋₃ᵢ
Timor-Leste 8 12 24 4 13 26 80₋₂ 66₋₂ 52₋₂ 23 35 115 95 104 93₋₁ 87 91 74
Viet Nam … … … … … … 97₋₄ 84₋₄ 56₋₄ 1₋₂ … 111 … 110 100₋₃ … 98 …

LEARNING
K L
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
Reading
Reading
Reading
Reading
Reading
Reading
Country code
4.1.6 4.1.1
2018
No No No No Yes Yes … … … … 21₋₃ 19₋₃ DZA

No No No Yes No Yes … … … 55₋₃ … 50₋₃ ARM
No No Yes No No No … … 81₋₂ … … … AZE
Yes Yes No No No Yes 69₋₂ 40₋₃ … … … 39₋₃ BHR
No Yes No No Yes Yes … 74₋₃ … … 56 63 CYP
Yes No No No No Yes … … … … … 21₋₃ EGY
Yes Yes No No Yes Yes 86₋₂ 47₋₃ … … 36 39 GEO
No No No No No No … … … … … … IRQ
Yes No Yes Yes Yes Yes 91₋₂ … … … 69 66 ISR
Yes Yes Yes Yes Yes Yes … … … … 59 41 JOR
Yes Yes No No Yes Yes … 12₋₃ … … … 18₋₃ KWT
No No No No Yes Yes … … … … 32 35₋₃ LBN
No No No No No No … … … … … … LBY
Yes Yes No No Yes Yes 36₋₂ 16₋₃ … … 27 14₋₃ MAR
Yes Yes No No No Yes 59₋₂ 32₋₃ … … … 23₋₃ OMN
Yes No Yes Yes Yes Yes … … … … … … PSE
Yes Yes Yes Yes Yes Yes 66₋₂ 36₋₃ … … 49 36₋₃ QAT
Yes Yes No No No Yes 63₋₂ 16₋₃ … … 48 11₋₃ SAU
No No No No No No … … … … … … SDN
No No No No No No … … … … … … SYR
Yes Yes Yes Yes Yes Yes … … … … 28₋₃ 25₋₃ TUN
No No No Yes Yes Yes … … … 57₋₃ 74 42₋₃ TUR
Yes Yes Yes Yes Yes Yes 68₋₂ 42₋₃ … … 57 46₋₃ ARE
No No No No No No … … … … … … YEM
Yes Yes Yes Yes No No 22₋₂ 24₋₂ … … … … AFG

Yes Yes Yes Yes Yes Yes 47₋₁ 34₋₁ 44₋₁ 32₋₁ 54₋₃ 57₋₃ BGD
No No No No Yes No … … … … 56₋₃ … BTN
Yes Yes Yes Yes Yes Yes 47₋₁ 53₋₁ 46₋₁ 44₋₁ … … IND
Yes Yes No No No Yes 66₋₂ 33₋₃ … … … 34₋₃ IRN
No No Yes Yes Yes Yes … … 98₋₂ 80₋₃ 36 51 KAZ
Yes Yes Yes Yes Yes Yes … … 36₋₄ 35₋₄ … … KGZ
No No No No No No … … … … … … MDV
Yes Yes Yes Yes Yes Yes … … … … … … NPL
Yes Yes Yes Yes Yes Yes 35₋₄ … … … … … PAK
Yes Yes No No Yes Yes … … … … … … LKA
No No No No No No … … … … … … TJK
No No No No No No … … … … … … TKM
No No Yes Yes No No … … … … … … UZB
Yes Yes No No Yes Yes … … … … 48 52 BRN

No Yes Yes Yes Yes Yes … … … … 8₋₃ 10₋₃ KHM
Yes Yes No No Yes Yes 82₋₂ 85₋₃ … … 80₋₂ 79₋₃ CHN
Yes Yes No No No No … … … … … … PRK
Yes Yes Yes Yes Yes Yes 99₋₂ 98₋₃ … … 87 91 HKG
Yes Yes No No Yes Yes … 18₋₃ … … 30 28 IDN
No Yes Yes Yes Yes Yes … 95₋₃ … … 83 89₋₃ JPN
No Yes No No No No … … … … … … LAO
Yes No No No Yes Yes 98₋₂ … … … 89 95 MAC
Yes Yes Yes Yes Yes Yes … … … … 54 59 MYS
No No Yes Yes Yes Yes … … … … … … MNG
No No No No No No … … … … … … MMR
Yes Yes Yes Yes Yes Yes … … … … 19 19 PHL
No Yes No No Yes Yes … 97₋₃ … … 85 85 KOR
Yes Yes No No Yes Yes 97₋₂ 93₋₃ … … 89 94₋₃ SGP
Yes Yes Yes Yes Yes Yes … … … … 40 47 THA
No No No No No No … … … … … … TLS
Yes No Yes Yes Yes Yes … … 55₋₄ 51₋₄ 86₋₃ 81₋₃ VNM

Table 2: Continued
A B C D E F G H I J


(000) (%) (%) grade (%)
lower secondary (%)

NERA primary (%)
GER primary (%)
secondary
secondary
secondary
secondary
secondary
secondary
secondary
grade (%)
Primary
Primary
Primary
Primary
Lower
Lower
Lower
Lower
Upper
Upper
Upper
SDG indicator 4.1.4 4.1.2 4.1.5 4.1.3 4.1.3

Oceania
Australia 7₋₁ 22₋₁ 10₋₁ 0.3₋₁ 2₋₁ 2₋₁ … 98₋₄ 87₋₄ 0.2₋₁ 2₋₁ 100₋₁ 96₋₁ … … 98₋₁ … 98₋₁
Cook Islands -₋₂ -₋₂ 0.3₋₂ 1₋₂ 1₋₂ 33₋₂ … … … 0.3₋₂ 0.2₋₂ 109₋₂ 99₋₂ 107₋₂ 100₋₃ 99₋₂ 93₋₂ 67₋₂
Fiji 1₋₂ … … 1₋₂ … … … … … 2₋₂ 4₋₂ 106₋₂ 99₋₂ 107₋₂ 98₋₃ … 103₋₂ …
Kiribati 1₋₁ … … 4₋₁ … … … … … 2₋₁ 10₋₁ 101₋₁ 96₋₁ 101₋₂ 96₋₃ … 95₋₂ …
Marshall Islands 2₋₂ 2₋₂ᵢ 1₋₂ᵢ 24₋₂ 31₋₂ᵢ 44₋₂ᵢ … … … 11₋₂ 23₋₂ 85₋₂ 75₋₂ 71₋₂ … 69₋₂ᵢ … 56₋₂ᵢ
Micronesia, F. S. 2₋₃ 1₋₄ … 15₋₃ 13₋₄ … … … … -₋₃ -₋₃ 97₋₃ 85₋₃ … … 87₋₄ … …
Nauru -₋₂ 0.1₋₂ 0.2₋₂ 3₋₂ 11₋₂ 56₋₂ … … … 0.3₋₂ … 126₋₂ 94₋₂ 131₋₂ … 89₋₂ … 44₋₂
New Zealand 1₋₁ 5₋₁ 4₋₁ 1₋₂ 2₋₁ 2₋₁ … … … 0.1₋₁ 0.3₋₁ 100₋₁ 99₋₁ … … 98₋₁ … 98₋₁
Niue … … -₋₄ … … 9₋₄ … … … -₋₂ 2₋₃ 127₋₂ … 112₋₂ 77₋₄ … 104₋₃ 91₋₄
Palau 0.1₋₄ … … 5₋₄ … … … … … 14₋₄ 15₋₄ 113₋₄ 95₋₄ 100₋₄ … … 109₋₄ …
Papua New Guinea 86₋₂ 53₋₂ 320₋₂ 7₋₂ 14₋₂ 46₋₂ 62₋₁ 35₋₁ 17₋₁ 47₋₂ 50₋₂ 109₋₂ 76₋₂ 77₋₂ … 86₋₂ 62₋₂ 54₋₂
Samoa 0.4 -₋₄ 2₋₂ 1 0.3₋₄ 10₋₂ … … … 9 9 111 96 105 96₋₁ 100₋₄ 105 90₋₂
Solomon Is 4 … … 4 … … … … … 74 75 106 67 87 88₋₁ … 71 …
Tokelau … … -₋₂ … … 62₋₂ … … … 2₋₂ 12₋₂ 138₋₂ … … … … … 38₋₂
Tonga 0.2₋₃ 1₋₃ 2₋₃ 1₋₃ 5₋₃ 38₋₃ … … … 0.2₋₃ 2₋₃ 116₋₃ 99₋₃ … … 95₋₃ … 62₋₃
Tuvalu 0.2₋₂ 0.2ᵢ 0.3ᵢ 12₋₂ 23ᵢ 48ᵢ … … … 0.2₋₂ 1₋₂ 86 88₋₂ 79 94₋₃ 77ᵢ 61₋₂ 52ᵢ
Vanuatu 3₋₃ 1₋₃ 7₋₃ 8₋₃ 3₋₃ 44₋₃ … … … … … 109₋₃ 92₋₃ … … 97₋₃ … 56₋₃

Anguilla … … … … … … … … … … … … … … … … … …
Antigua and Barbuda 0.1 0.1 0.4 1 1 13 … … … 2 13 105 99 96 99₋₁ 99 99 87
Argentina 19₋₁ 0.2₋₁ 219₋₁ 0.4₋₁ -₋₁ 10₋₁ … … … 3₋₁ 14₋₁ 110₋₁ 99₋₁ 100₋₁ 100₋₂ 100₋₁ 90₋₁ 90₋₁
Aruba -₋₄ᵢ … … 0.1₋₄ᵢ … … … … … 9₋₄ 31₋₄ 117₋₄ 99₋₄ᵢ 101₋₄ … … 99₋₄ …
Bahamas 9 6 6 24 29 33 … … … 6 … 81 74 76 … 71 … 67
Barbados 0.3 0.4 0.4 2 4 6 … … … 0.1 3 99 98 89 … 96 … 94
Belize 0.3 3 6 1 10 38 74₋₃ 37₋₃ 14₋₃ 8 15 112 99 104 97₋₁ 90 67 62
Bolivia, P. S. 95 62 193 7 13 21 97 92 76 4 12 98 93 95 97₋₁ 87 83 79
Brazil 54₋₁ᵢ 616₋₁ᵢ 1,943₋₁ᵢ 0.4₋₁ᵢ 5₋₁ᵢ 19₋₁ᵢ 85₋₃ 82₋₃ 63₋₃ 8₋₁ 17₋₁ 115₋₁ᵢ 98₋₁ᵢ … … 95₋₁ᵢ … 81₋₁ᵢ
British Virgin Islands -₋₄ 0.4₋₁ 0.2₋₁ 1₋₄ 29₋₁ 18₋₁ … … … 4₋₁ 18₋₁ 129₋₁ 94₋₄ 95₋₁ 98₋₃ 71₋₁ 81₋₁ 82₋₁
Cayman Islands … … … … … … … … … 0.2 0.4 … … … … … … …
Chile 34₋₁ 25₋₁ 52₋₁ 2₋₁ 5₋₁ 5₋₁ 99₋₃ 98₋₃ 87₋₃ 5₋₁ 9₋₁ 101₋₁ 95₋₁ 95₋₁ 98₋₂ 95₋₁ 94₋₁ 95₋₁
Colombia 84ᵢ 192 359 2ᵢ 6 21 92₋₃ 76₋₃ 73₋₃ 13 22 115 98ᵢ 106 98₋₄ 94 76 79
Costa Rica 1 8 14 0.1 4 10 96 73 58 6 31 113 97 99 92₋₁ 96 70 90
Cuba 16 21 85 2 5 21 99₋₄ 98₋₄ 87₋₄ 0.4 1 102 98 84 98₋₁ 95 93 79
Curaçao … … … … … … … … … … … … … … … … … …
Dominica 0.1₋₂ 0.1₋₃ 0.4₋₂ 1₋₂ 2₋₃ 16₋₂ … … … 5₋₂ 14₋₂ 115₋₂ 98₋₂ 114₋₂ 96₋₄ 98₋₃ 91₋₃ 84₋₂
Dominican Republic 66ᵢ 62ᵢ 142ᵢ 6ᵢ 11ᵢ 25ᵢ 91₋₄ 83₋₄ 57₋₄ 12 23 106ᵢ 94ᵢ 93ᵢ 93₋₁ 89ᵢ 89ᵢ 75ᵢ
Ecuador 25 45 184 1 5 20 99 91 72 3 7 103 98 104 100₋₁ 95 97 80
El Salvador 96 60 126 14 17 34 86₋₄ 73₋₄ 35₋₄ 13 20 95 82 87 95₋₁ 83 77 66
Grenada 0.1 0.2₋₄ 0.1₋₁ 1 3₋₄ 3₋₁ … … … 2 9 107 99 123 98₋₁ 97₋₄ 107 97₋₁
Guatemala 246 386 680 11 33 59 78₋₃ 48₋₃ 35₋₃ 16 27 102 89 80 90₋₁ 67 56 41
Guyana … … … … … … 98₋₄ 85₋₄ 57₋₄ … … … … … … … … …
Haiti … … … … … … 53₋₁ 34₋₁ 14₋₁ … … … … … … … … …
Honduras 214₋₁ 239₋₁ 331₋₁ 17₋₁ 38₋₁ 53₋₁ 87 53 38 12₋₁ 33₋₃ 92₋₁ 80₋₁ 82₋₁ 71₋₃ᵢ 62₋₁ 46₋₂ 47₋₁
Jamaica 43 26 25 16 18 25 … … … 1 3 91 81 86 97₋₁ 82 82 75
Mexico 98₋₁ 402₋₁ 1,745₋₁ 1₋₁ 6₋₁ 26₋₁ 96₋₃ 88₋₃ 52₋₃ 1₋₁ 3₋₁ 106₋₁ 99₋₁ 104₋₁ 97₋₂ 94₋₁ 97₋₁ 74₋₁
Montserrat -₋₂ - 0.1 3₋₂ 10 … … … … 0.4 - 110 97₋₂ 95 … 90 74 47
Nicaragua … … … … … … 74₋₄ 50₋₄ 41₋₄ … … … … … … … … …
Panama 59₋₁ 26₋₁ 92₋₁ 13₋₁ 12₋₁ 44₋₁ 96 85 67 8₋₁ 11₋₁ 94₋₁ 87₋₁ 90₋₁ 99₋₂ 88₋₁ 77₋₁ 56₋₁
Paraguay … … 130₋₂ … … 32₋₂ 92₋₂ 78₋₂ 59₋₂ 14₋₂ 14₋₂ … … … … … … 68₋₂
Peru 48 28 185 1 2 18 97 91 86 4 7 107 99 96 95₋₁ 98 98 82
Saint Kitts and Nevis 0.1₋₂ … 0.1₋₂ 1₋₂ … 4₋₂ … … … 1₋₂ 2₋₂ 109₋₂ 96₋₂ 98₋₂ 99₋₃ … 111₋₂ 96₋₂
Saint Lucia 0.2 1 1 1 12 20 … … … 1 2 103 98 95 98₋₁ 88 86 80
Saint Vincent/Grenadines 0.1₋₁ 0.1 1 0.5₋₁ 2 15 … … … 1 14 113 98₋₁ 106 95₋₁ 98 92 85
Sint Maarten … … 0.4₋₄ … … 22₋₄ … … … 15₋₄ 18₋₄ 128₋₄ … 123₋₄ … … 42₋₄ 78₋₄
Suriname 9 6₋₃ 11₋₃ 14 15₋₃ 38₋₃ 86 50 28 18 36 109 86 85 66₋₁ 85₋₃ 45 62₋₃
Trinidad and Tobago … … … … … … … … … … … … … … … … … …
Turks and Caicos Islands … … … … … … … … … 4 3 … … … … … … …
Uruguay 1₋₁ 0.4₋₁ 18₋₁ 0.3₋₁ 0.3₋₁ 12₋₁ 98 73 40 3₋₁ 14₋₁ 108₋₁ 100₋₁ 99₋₁ … 100₋₁ … 88₋₁
Venezuela, B. R. 325₋₁ 232₋₁ 249₋₁ 10₋₁ 14₋₁ 23₋₁ 94₋₄ 80₋₄ 70₋₄ 8₋₁ 12₋₁ 97₋₁ 90₋₁ 93₋₁ 99₋₂ 86₋₁ 75₋₁ 77₋₁

LEARNING
K L
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
Reading
Reading
Reading
Reading
Reading
Reading
Country code
4.1.6 4.1.1
2018
Yes Yes Yes Yes Yes Yes 94₋₂ 70₋₃ … 64₋₃ 80 78 AUS
Yes Yes Yes Yes No No … … … … … … COK
Yes Yes Yes Yes No No … … … … … … FJI
Yes Yes Yes Yes Yes Yes … … … … … … KIR
Yes Yes Yes Yes Yes Yes … … … … … … MHL
Yes Yes Yes Yes Yes Yes … … … … … … FSM
Yes Yes Yes Yes Yes Yes … … … … … … NRU
Yes Yes No No Yes Yes 90₋₂ 59₋₃ … … 81 78 NZL
Yes Yes Yes Yes No No … … … … … … NIU
Yes Yes Yes Yes Yes Yes … … … … … … PLW
Yes Yes Yes Yes No No … … … … … … PNG
Yes Yes Yes Yes No No … … … … … … WSM
Yes Yes Yes Yes No No … … … … … … SLB
Yes Yes Yes Yes No No … … … … … … TKL
Yes Yes Yes Yes No No … … … … … … TON
Yes Yes Yes Yes No No … … … … … … TUV
Yes Yes Yes Yes No No … … … … … … VUT
Yes Yes Yes Yes Yes No … … … … … … AIA

Yes Yes Yes Yes No No … … … … … … ATG
Yes Yes Yes Yes Yes Yes … … … … 48 31 ARG
No No No No No No … … … … … … ABW
Yes Yes Yes Yes No No … … … … … … BHS
No No No No No No … … … … … … BRB
No No No No No No … … … … … … BLZ
No No No No No No … … … … … … BOL
Yes Yes Yes Yes Yes Yes … … … … 50 32 BRA
Yes Yes Yes Yes No No … … … … … … VGB
Yes Yes Yes Yes Yes Yes … … … … … … CYM
Yes Yes Yes Yes Yes Yes … … … … 68 28₋₃ CHL
Yes Yes Yes Yes Yes Yes … … … … 50 35 COL
Yes Yes Yes Yes Yes Yes … … … … 58 40 CRI
No No No No No No … … … … … … CUB
No No No No No No … … … … … … CUW
Yes Yes Yes Yes No No … … … … … … DMA
Yes Yes Yes Yes Yes Yes … … … … 21 9 DOM
Yes Yes Yes Yes Yes Yes … … … … 49₋₃ 29₋₃ ECU
No No No No No No … … … … … … SLV
Yes Yes No No No No … … … … … … GRD
Yes Yes Yes Yes Yes Yes … … … … 30₋₃ 11₋₃ GTM
Yes Yes No No No No … … … … … … GUY
Yes Yes Yes Yes No No … … … … … … HTI
Yes Yes Yes Yes Yes Yes … … … … 30₋₃ 15₋₃ HND
Yes Yes No No No No … … … … … … JAM
Yes Yes Yes Yes Yes Yes … … … … 55 44 MEX
Yes Yes No No No No … … … … … … MSR
Yes Yes Yes Yes No No … … … … … … NIC
Yes Yes Yes Yes Yes Yes … … … … 36 19 PAN
Yes Yes Yes Yes Yes Yes … … … … 32₋₃ 8₋₃ PRY
Yes Yes Yes Yes Yes Yes … … … … 46 40 PER
Yes Yes Yes Yes No No … … … … … … KNA
Yes Yes No No No No … … … … … … LCA
Yes Yes No No No No … … … … … … VCT
No No No No No No … … … … … … SXM
No No No No No No … … … … … … SUR
Yes Yes No No Yes Yes 80₋₂ … … … 58₋₃ 48₋₃ TTO
No No No No No No … … … … … … TCA
Yes Yes Yes Yes Yes Yes … … … … 58 49 URY
No No No No No No … … … … … … VEN

Table 2: Continued
A B C D E F G H I J


(000) (%) (%) grade (%)
lower secondary (%)

NERA primary (%)
GER primary (%)
secondary
secondary
secondary
secondary
secondary
secondary
secondary
grade (%)
Primary
Primary
Primary
Primary
Lower
Lower
Lower
Lower
Upper
Upper
Upper
SDG indicator 4.1.4 4.1.2 4.1.5 4.1.3 4.1.3


Albania 4 5 22 3 3 17 92₋₁ 94₋₁ 81₋₁ 3 3 107 97 102 99₋₁ 97 96 83
Andorra … … … … … … … … … 2 7 … … … … … … …
Austria 0.1₋₁ 1₋₁ 31₋₁ -₋₁ 0.2₋₁ 9₋₁ 100₋₃ 98₋₁ 87₋₁ 5₋₁ 7₋₁ 103₋₁ 89₋₁ 99₋₁ 100₋₂ 100₋₁ 98₋₁ 91₋₁
Belarus 6 5 2 1 1 1 … … … 1 1 101 95 105 98₋₁ 99 98 99
Belgium 2₋₁ 3₋₁ 4₋₁ 0.3₋₁ 1₋₁ 1₋₁ 99₋₁ 94₋₁ 72₋₁ 1₋₁ 5₋₁ 104₋₁ 99₋₁ … … 99₋₁ 94₋₁ 99₋₁
Bermuda … … … … … … … … … -₋₃ -₋₃ 101₋₃ … 92₋₃ 51₋₄ … 87₋₃ …
Bosnia and Herzegovina … … … … … … … … … 1 1 … … … 98₋₁ … … …
Bulgaria 35₋₁ 26₋₁ 23₋₁ 12₋₁ 10₋₁ 10₋₁ … 92₋₁ 85₋₁ 1₋₁ 5₋₁ 89₋₁ 88₋₁ 90₋₁ 99₋₂ 90₋₁ 47₋₁ 90₋₁
Canada 3₋₁ᵢ 1₋₃ 88₋₁ 0.1₋₁ᵢ 0.1₋₃ 7₋₁ … … … … … 101₋₁ 100₋₂ᵢ … … 100₋₃ … 93₋₁
Croatia 2₋₁ 2₋₂ 28₋₁ 1₋₁ 1₋₂ 15₋₁ 100₋₁ 99₋₁ 94₋₁ 0.2₋₁ 2₋₂ 96₋₁ 98₋₁ 96₋₁ 99₋₂ 99₋₂ 96₋₁ 85₋₁
Czechia 2₋₁ 3₋₁ 6₋₁ 0.3₋₁ 1₋₁ 2₋₁ 100₋₁ 99₋₁ 90₋₁ 3₋₁ 5₋₁ 101₋₁ 89₋₁ 98₋₁ 100₋₂ 99₋₁ 96₋₁ 98₋₁
Denmark 1₋₁ 1₋₁ 25₋₁ 0.2₋₁ 1₋₁ 12₋₁ 100₋₁ 99₋₁ 79₋₁ 0.3₋₁ 1₋₁ 101₋₁ 99₋₁ 104₋₁ 100₋₂ 99₋₁ 99₋₁ 88₋₁
Estonia 2₋₁ 0.5₋₁ 0.4₋₁ 2₋₁ 1₋₁ 1₋₁ 100₋₁ 98₋₁ 88₋₁ 1₋₁ 4₋₁ 97₋₁ 94₋₁ 97₋₁ 100₋₂ 99₋₁ 105₋₁ 99₋₁
Finland 4₋₁ 1₋₁ 8₋₁ 1₋₁ 0.5₋₁ 4₋₁ 100₋₁ 100₋₁ 91₋₁ … … 100₋₁ 99₋₁ 101₋₁ 100₋₂ 100₋₁ 99₋₁ 96₋₁
France 3₋₁ᵢ 42₋₁ᵢ 127₋₁ᵢ 0.1₋₁ᵢ 1₋₁ᵢ 5₋₁ᵢ … 97₋₁ 88₋₁ … 1₋₁ 103₋₁ᵢ 99₋₁ᵢ … … 99₋₁ᵢ 100₋₁ᵢ 95₋₁ᵢ
Germany 15₋₁ 217₋₁ 291₋₁ 1₋₁ 5₋₁ 11₋₁ … 92₋₁ 88₋₁ … … 104₋₁ 90₋₁ 99₋₁ 100₋₂ 95₋₁ … 89₋₁
Greece 8₋₁ 12₋₁ 21₋₁ 1₋₁ 4₋₁ 7₋₁ 100₋₁ 98₋₁ 93₋₁ 1₋₁ 5₋₁ 100₋₁ 98₋₁ 97₋₁ 99₋₂ 96₋₁ 95₋₁ 93₋₁
Hungary 10₋₁ 14₋₁ 48₋₁ 3₋₁ 4₋₁ 12₋₁ … 97₋₁ 85₋₁ 1₋₁ 3₋₁ 101₋₁ 97₋₁ 105₋₁ 100₋₂ 96₋₁ 94₋₁ 88₋₁
Iceland -₋₁ 0.1₋₁ 2₋₁ -₋₁ 0.5₋₁ 14₋₁ 100₋₃ 100₋₃ 67₋₃ -₋₁ -₋₁ 100₋₁ 100₋₁ … … 100₋₁ … 86₋₁
Ireland 0.2₋₁ᵢ 1₋₁ᵢ 1₋₁ᵢ -₋₁ᵢ 0.5₋₁ᵢ 1₋₁ᵢ 100₋₃ 99₋₃ 95₋₃ -₋₁ 0.2₋₁ 101₋₁ᵢ 100₋₁ᵢ … … 100₋₁ᵢ 100₋₁ᵢ 99₋₁ᵢ
Italy 72₋₁ 28₋₁ 149₋₁ 3₋₁ 2₋₁ 5₋₁ 100₋₁ 100₋₁ 86₋₁ 0.4₋₁ 2₋₁ 102₋₁ 97₋₁ 99₋₁ 100₋₂ 98₋₁ 99₋₁ 95₋₁
Latvia 2₋₁ᵢ 1₋₁ᵢ 2₋₁ᵢ 2₋₁ᵢ 1₋₁ᵢ 4₋₁ᵢ 100₋₁ 98₋₁ 83₋₁ 1₋₁ 3₋₁ 99₋₁ᵢ 97₋₁ᵢ 99₋₁ᵢ 99₋₂ 99₋₁ᵢ 99₋₁ᵢ 96₋₁ᵢ
Liechtenstein -₋₂ᵢ 0.2₋₁ᵢ 0.2₋₁ᵢ 0.3₋₂ᵢ 13₋₁ᵢ 13₋₁ᵢ … … … 0.1₋₁ 1₋₁ 105₋₁ᵢ 99₋₂ᵢ 90₋₁ᵢ 98₋₂ 87₋₁ᵢ 98₋₁ᵢ 87₋₁ᵢ
Lithuania 0.2₋₁ᵢ -₋₁ᵢ 2₋₁ᵢ 0.2₋₁ᵢ -₋₁ᵢ 3₋₁ᵢ … 98₋₁ 87₋₁ 0.3₋₁ 1₋₁ 104₋₁ᵢ 100₋₁ᵢ 102₋₁ᵢ 99₋₂ 100₋₁ᵢ 98₋₁ᵢ 97₋₁ᵢ
Luxembourg 0.2₋₁ 1₋₁ 5₋₁ 1₋₁ 6₋₁ 19₋₁ … 87₋₁ 79₋₁ 2₋₁ 8₋₁ 102₋₁ 98₋₁ 80₋₁ … 94₋₁ 95₋₁ 81₋₁
Malta 0.1₋₁ 0.1₋₁ 2₋₁ 0.2₋₁ 1₋₁ 13₋₁ … 99₋₄ 75₋₄ 0.2₋₁ 1₋₁ 105₋₁ 100₋₁ 102₋₁ 99₋₂ 99₋₁ 107₋₁ 87₋₁
Monaco … … … … … … … … … 0.1₊₁ 0.3₊₁ … … … … … … …
Montenegro 1 2 4 2 7 12 … … … 2 1₋₁ 100 97 94 100₋₁ 93 95 88
Netherlands 11₋₁ 11₋₁ 0.4₋₁ 1₋₁ 2₋₁ 0.1₋₁ 100₋₁ 93₋₁ 83₋₁ … … 104₋₁ 99₋₁ … … 98₋₁ … 100₋₁
North Macedonia 1₋₁ … … 1₋₁ … … … … … 1₋₁ 1₋₁ 97₋₁ 96₋₁ 91₋₁ 100₋₄ᵢ … 85₋₁ …
Norway 0.2₋₁ 1₋₁ 15₋₁ -₋₁ 1₋₁ 8₋₁ 99₋₃ 99₋₃ 72₋₃ -₋₁ -₋₁ 100₋₁ 100₋₁ 101₋₁ 100₋₂ 99₋₁ 98₋₁ 92₋₁
Poland 60₋₁ 34₋₁ 59₋₁ 3₋₁ 3₋₁ 5₋₁ 100₋₁ 98₋₁ 92₋₁ … … 100₋₁ 97₋₁ 106₋₁ 100₋₂ 97₋₁ 98₋₁ 95₋₁
Portugal 4₋₁ 1₋₁ 4₋₁ 1₋₁ 0.3₋₁ 1₋₁ 99₋₁ 93₋₁ 79₋₁ … … 106₋₁ 98₋₁ … … 100₋₁ … 99₋₁
Republic of Moldova 14ᵢ 28ᵢ 27ᵢ 9ᵢ 15ᵢ 35ᵢ … … … 0.3 1 91ᵢ 90ᵢ 89ᵢ 98₋₁ 85ᵢ 85ᵢ 65ᵢ
Romania 126₋₁ 60₋₁ᵢ 172₋₁ 12₋₁ 7₋₁ᵢ 21₋₁ … 98₋₁ 74₋₁ 2₋₂ 4₋₁ 85₋₁ 86₋₁ 92₋₂ 100₋₂ 93₋₁ᵢ 87₋₁ 79₋₁
Russian Federation 9₋₁ 11₋₁ᵢ 106₋₁ᵢ 0.1₋₁ 0.2₋₁ᵢ 4₋₁ᵢ … … … … … 103₋₁ 98₋₁ 96₋₂ 100₋₃ 100₋₁ᵢ 96₋₂ 96₋₁ᵢ
San Marino … -ᵢ 1ᵢ … 3ᵢ 55ᵢ … … … - 1 108 … 107 … 97ᵢ 103 45ᵢ
Serbia 4ᵢ 5ᵢ 33ᵢ 1ᵢ 2ᵢ 12ᵢ 99₋₄ 99₋₃ 92₋₃ 1 1 100ᵢ 98ᵢ 99ᵢ 100₋₁ 98ᵢ 98ᵢ 88ᵢ
Slovakia 13₋₁ 12₋₁ 23₋₁ 5₋₁ 5₋₁ 10₋₁ 100₋₁ 99₋₁ 95₋₁ … … 99₋₁ 83₋₁ 92₋₁ 99₋₂ 95₋₁ 87₋₃ 90₋₁
Slovenia 0.2₋₁ 0.4₋₁ 3₋₁ 0.2₋₁ 1₋₁ 4₋₁ 100₋₁ 100₋₁ 92₋₁ 1₋₁ 1₋₁ 100₋₁ 98₋₁ 96₋₁ 100₋₂ 99₋₁ 98₋₁ 96₋₁
Spain 75₋₁ 2₋₁ 51₋₁ 3₋₁ 0.2₋₁ 4₋₁ 97₋₁ 94₋₁ 70₋₁ 0.2₋₁ 8₋₁ 103₋₁ 97₋₁ 101₋₁ 100₋₂ 100₋₁ 95₋₁ 96₋₁
Sweden 2₋₁ 0.5₋₃ 4₋₂ 0.3₋₁ 0.2₋₃ 1₋₂ 100₋₁ 100₋₁ 92₋₁ 0.1₋₁ 0.4₋₁ 127₋₁ 99₋₁ 105₋₁ 100₋₂ 100₋₃ 110₋₁ 99₋₂
Switzerland 1₋₁ 4₋₁ 60₋₁ 0.1₋₁ 1₋₁ 17₋₁ 100₋₃ 99₋₃ 90₋₃ 0.1₋₁ 1₋₁ 105₋₁ 100₋₁ 97₋₁ 100₋₂ 99₋₁ 96₋₁ 83₋₁
Ukraine 136₋₄ 71₋₄ᵢ 51₋₄ᵢ 8₋₄ 4₋₄ᵢ 6₋₄ᵢ … … … 1 1 99₋₄ 92₋₄ 103₋₄ 100₋₁ 96₋₄ᵢ 94₋₄ 94₋₄ᵢ
United Kingdom 21₋₁ 3₋₁ 108₋₁ 0.4₋₁ 0.1₋₁ 4₋₁ 100₋₃ 100₋₃ 82₋₃ -₋₁ -₋₁ 101₋₁ 100₋₁ 100₋₁ 100₋₂ 100₋₁ 101₋₁ 96₋₁
United States 96₋₁ᵢ 28₋₁ᵢ 607₋₁ᵢ 0.4₋₁ᵢ 0.2₋₁ᵢ 5₋₁ᵢ 99₋₂ 99₋₂ 92₋₂ 3₋₁ 4₋₁ 102₋₁ᵢ 96₋₁ᵢ 99₋₁ᵢ 99₋₂ 100₋₁ᵢ 105₋₁ᵢ 95₋₁ᵢ

LEARNING
K L
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
Reading
Reading
Reading
Reading
Reading
Reading
Country code
4.1.6 4.1.1
2018
Yes Yes Yes Yes Yes Yes … … … … 48 58 ALB

No No No No No No … … … … … … AND
No No Yes Yes Yes Yes … … 98₋₂ … 76 79 AUT
No No Yes No Yes Yes … … … … 77 71 BLR
Yes Yes Yes Yes Yes Yes … … … … 79 80 BEL
No No Yes Yes Yes Yes … … … … … … BMU
No No No No Yes Yes … … … … 46 42 BIH
No No Yes Yes Yes Yes … … 95₋₂ 75₋₃ 53 56 BGR
Yes Yes No No Yes Yes 96₋₂ 69₋₃ … … 86 84 CAN
No No No Yes Yes Yes … … … 67₋₃ 78 69 HRV
Yes Yes Yes Yes Yes Yes 97₋₂ 78₋₃ … … 79 80 CZE
Yes Yes Yes Yes Yes Yes 97₋₂ 80₋₃ … … 84 85 DNK
Yes Yes Yes Yes Yes Yes … … … … 89 90 EST
Yes Yes No No Yes Yes 98₋₂ 82₋₃ … … 86 85 FIN
Yes Yes Yes Yes Yes Yes … … 94₋₂ 58₋₃ 79 79 FRA
Yes Yes Yes Yes Yes Yes … … 95₋₂ 77₋₃ 79 79 DEU
No No No No Yes Yes … … … … 69 64 GRC
No No Yes Yes Yes Yes … … 97₋₂ 75₋₃ 75 67₋₃ HUN
No No No No Yes Yes … … … … 74 79 ISL
Yes Yes Yes Yes Yes Yes 98₋₂ 84₋₃ … … 88 84 IRL
Yes Yes Yes Yes Yes Yes 98₋₂ 69₋₃ … … 77 62₋₃ ITA
Yes No No No Yes Yes 99₋₂ … … … 78 83 LVA
No No No No No No … … … … … … LIE
Yes Yes Yes Yes Yes Yes … … 97₋₂ 81₋₃ 76 74 LTU
Yes Yes Yes Yes Yes Yes … … … … 71 73 LUX
Yes No No Yes Yes Yes 73₋₂ … … … 64 62₋₃ MLT
No No No No No No … … … … … … MCO
No No No No Yes Yes … … … … 56 54 MNE
Yes Yes Yes Yes Yes Yes 99₋₂ 83₋₃ … … 76 84 NLD
Yes Yes Yes Yes Yes Yes … … … … 45 39 MKD
Yes Yes Yes Yes Yes Yes 99₋₂ 86₋₃ … 70₋₃ 81 81 NOR
Yes Yes No No Yes Yes 98₋₂ 80₋₃ … … 85 85 POL
Yes Yes Yes Yes Yes Yes 97₋₂ 82₋₃ … … 80 77 PRT
No No No No Yes Yes … … … … 57 50 MDA
Yes Yes Yes Yes Yes Yes … … … … 59 53 ROU
No No Yes Yes Yes Yes … … 99₋₂ 89₋₃ 78 78 RUS
No No No No No No … … … … … … SMR
No No No Yes No Yes … … … 72₋₃ 62 60 SRB
No No Yes Yes Yes Yes … … 93₋₂ 65₋₃ 69 75 SVK
Yes Yes Yes Yes Yes Yes 96₋₂ 75₋₃ … … 82 84 SVN
Yes Yes Yes Yes Yes Yes 97₋₂ 67₋₃ … … 84₋₃ 75 ESP
Yes Yes Yes Yes Yes Yes 98₋₂ 75₋₃ … … 82 81 SWE
No No No No Yes Yes … … … … 76 83 CHE
No No Yes Yes Yes Yes … … … … 74 64 UKR
Yes Yes Yes Yes Yes Yes … … … … 83 81 GBR
Yes Yes No No Yes Yes 96₋₂ 79₋₃ … … 81 73 USA

TABLE 3: SDG 4, Target 4.2 – Early childhood
By 2030, ensure that all girls and boys have access to quality early childhood development,
care and pre-primary education so that they are ready for primary education
A B C D E F
3+ children's books (%)
NERA one year before

Children under 5 with
Under-5 stunting (%)
GER pre-primary (%)

developmentally on
Stimulating home
primary entry (%)

environment (%)
Children under 5
track (%)
SDG indicator 4.2.1 4.2.3 4.2.4 4.2.2

Reference year 2018
Region Weighted average
World … 22 … … 52ᵢ 67ᵢ
Sub-Saharan Africa 60ᵢ 32 51ᵢ 3ᵢ 33ᵢ 42ᵢ

Northern Africa and Western Asia … 16 … … 32ᵢ 50ᵢ
Northern Africa … 17 … … 41 54ᵢ
Western Asia … 15 … … 26ᵢ 45ᵢ
Central and Southern Asia … 32 … … 26ᵢ 59ᵢ
Central Asia 85ᵢ 11 84ᵢ 45ᵢ 36 47
Southern Asia … 33 … … 26ᵢ 59ᵢ
Eastern and South-eastern Asia … 13 … … 82 87₋₂ᵢ
Eastern Asia … 5 … … 87 …
South-eastern Asia 88 25 65ᵢ 25ᵢ 68 91ᵢ
Oceania … 38 … … 76ᵢ 80ᵢ
Latin America and the Caribbean … 9 … … 78ᵢ 96ᵢ
Caribbean 72 8 63 17 … …
Central America 82 13 75 34 69 95
South America … 7 … … 85ᵢ 96ᵢ
Europe and Northern America … 4ᵢ … … 86ᵢ 94ᵢ
Europe … … … … 92ᵢ 95ᵢ
Northern America … 3 … … 73ᵢ 91
Low income 60ᵢ 34 50ᵢ 3ᵢ 24ᵢ 41ᵢ

Middle income … 22 … … 54ᵢ 69ᵢ
Lower middle … 31 … … 37ᵢ 61ᵢ
Upper middle … 6 … … 78ᵢ 83ᵢ
High income … 3 … … 83ᵢ 91ᵢ
A Percentage of children aged 36 to 59 months who are developmentally on track in health, learning and psychosocial well-being [UNICEF Early Childhood Development Index (ECDI)].
B Under-5 moderate or severe stunting rate (%) [Source: UNICEF, WHO, World Bank Joint Child Malnutrition Estimates (JME)].
(Regional aggregates are weighted averages of statistical JME estimates for the reference year, not of the observed country values in the country table; Eastern Asia excludes Japan,
Oceania excludes Australia and New Zealand, Northern America is based only on United States.)
C Percentage of children aged 36 to 59 months experiencing positive and stimulating home learning environments [Source: UNICEF database].
D Percentage of children under age 5 living in households with three or more children's books [Source: UNICEF database].
E Gross enrolment ratio (GER) in pre-primary education.
F Adjusted net enrolment rate (NERA) one year before the official primary school entry age.

TABLE 3: Continued
A B C D E F

GER pre-primary (%)

developmentally on
Stimulating home
primary entry (%)

environment (%)
Children under 5
track (%)
Country code
SDG indicator 4.2.1 4.2.3 4.2.4 4.2.2
Reference year 2018
Sub-Saharan Africa
Angola … 38₋₂ … … 40₋₂ 65₋₂ᵢ AGO
Benin 61₋₄ 32 39 2 25 85 BEN
Botswana … … … … 21₋₃ 21₋₃ᵢ BWA
Burkina Faso … 21₋₁ … … 4 16 BFA
Burundi 41₋₁ 56₋₂ 58₋₁ 0.1₋₁ 15 45 BDI
Cabo Verde … … … … 73 81 CPV
Cameroon 61₋₄ 32₋₄ 44₋₄ 4₋₄ 34 45₋₁ CMR
Central African Republic … … … … 3₋₁ … CAF
Chad 33₋₃ 40₋₃ 46₋₃ 1₋₃ 1₋₂ 10₋₂ TCD
Comoros … … … … 22 30 COM
Congo 61₋₃ 21₋₃ 59₋₃ 3₋₃ … … COG
Côte d'Ivoire 63₋₂ 22₋₂ 29₋₂ 1₋₂ 8 22₋₁ CIV
D. R. Congo 66₋₄ … 52₋₄ 1₋₄ 4₋₃ … COD
Djibouti … … … … 9₊₁ 12₊₁ DJI
Equat. Guinea … … … … 43₋₃ 44₋₃ GNQ
Eritrea … … … … 23 27 ERI
Eswatini 65₋₄ 26₋₄ … … … … SWZ
Ethiopia … 38₋₂ … … 29₋₃ 37₋₃ ETH
Gabon … … … … … … GAB
Gambia … … … … 42 … GMB
Ghana … 19₋₄ … … 115 87₊₁ GHA
Guinea 49₋₂ 32₋₂ 31₋₂ 0.4₋₂ … 42₋₂ GIN
Guinea-Bissau 61₋₄ 28₋₄ 34₋₄ -₋₄ … … GNB
Kenya … 26₋₄ … … 76₋₂ … KEN
Lesotho … 33₋₄ … … 39₋₂ 42₋₂ LSO
Liberia … … … … 125₋₁ 79₋₁ LBR
Madagascar … … … … 40 61 MDG
Malawi 60₋₄ 37₋₃ 29₋₄ 1₋₄ 84₋₃ … MWI
Mali 62₋₃ 30₋₃ 55₋₃ 0.3₋₃ 7 45 MLI
Mauritania 60₋₃ 28₋₃ 44₋₃ 1₋₃ 10₋₃ … MRT
Mauritius … … … … 98 89 MUS
Mozambique … … … … … … MOZ
Namibia … … … … 34 69 NAM
Niger … 41₋₂ … … 8 22₋₁ NER
Nigeria 61₋₁ 44₋₂ 63₋₂ 6₋₂ … … NGA
Rwanda 63₋₃ 38₋₃ 44₋₃ 1₋₃ 22 48 RWA
Sao Tome and Principe 54₋₄ 17₋₄ 63₋₄ 6₋₄ 50₋₂ 52₋₃ STP
Senegal 67₋₁ 16₋₁ 29₋₁ 1₋₁ 17 16ᵢ SEN
Seychelles … … … … 95 95 SYC
Sierra Leone 51₋₁ … 19₋₁ 2₋₁ 14 42 SLE
Somalia … … … … … … SOM
South Africa … 27₋₂ … … 25₋₁ … ZAF
South Sudan … … … … 11₋₃ 21₋₃ᵢ SSD
Togo 51₋₄ 28₋₄ 26₋₄ 1₋₄ 23 97 TGO
Uganda 63₋₂ 29₋₂ 53₋₂ 2₋₂ 14₋₁ … UGA
United Republic of Tanzania … 34₋₃ … … 41 55 TZA
Zambia … … … … 8₋₂ … ZMB
Zimbabwe 62₋₄ 27₋₃ 43₋₄ 3₋₄ … … ZWE

Table 3: Continued
A B C D E F

GER pre-primary (%)

developmentally on
Stimulating home
primary entry (%)

environment (%)
Children under 5
track (%)
Country code
SDG indicator 4.2.1 4.2.3 4.2.4 4.2.2
Reference year 2018

Algeria … … … … … … DZA
Armenia … 9₋₂ … … 38 48 ARM
Azerbaijan … … … … 40ᵢ 69ᵢ AZE
Bahrain … … … … 54 71 BHR
Cyprus … … … … 84₋₁ᵢ 96₋₁ᵢ CYP
Egypt … 22₋₄ … … 29 37 EGY
Georgia 88₋₃ … 83₋₃ 58₋₃ … … GEO
Iraq 79 … 44 3 … … IRQ
Israel … … … … 111₋₁ 99₋₁ ISR
Jordan … … 92 16 27 43 JOR
Kuwait … 5₋₃ … … 62 81 KWT
Lebanon … … … … … … LBN
Libya … … … … … … LBY
Morocco … … 36 … 51 50 MAR
Oman 68₋₄ 14₋₄ 81₋₄ 25₋₄ 52 81 OMN
Palestine 72₋₄ 7₋₄ 78₋₄ 20₋₄ 56 68 PSE
Qatar … … … … 60 92 QAT
Saudi Arabia … … … … 21 46 SAU
Sudan … 38₋₄ … 2₋₄ 47₋₁ … SDN
Syrian Arab Republic … … … … … … SYR
Tunisia … … … … 45₋₂ … TUN
Turkey … … … … 33₋₁ 68₋₁ TUR
United Arab Emirates … … … … 78₋₁ 99₋₁ ARE
Yemen … … … … 2₋₂ … YEM

Afghanistan … … … … … … AFG
Bangladesh … 36₋₄ … … 41 … BGD
Bhutan … … … … 34 35 BTN
India … 38₋₃ … … 14₋₁ … IND
Iran, Islamic Republic of … … … … 54₋₂ 51₋₂ IRN
Kazakhstan 86₋₃ 8₋₃ 86₋₃ 51₋₃ 62₊₁ 90₊₁ KAZ
Kyrgyzstan 78₋₄ 13₋₄ 72₋₄ 27₋₄ 40 91 KGZ
Maldives … … 96₋₁ 59₋₁ 92₋₁ 96₋₁ MDV
Nepal 64₋₄ 36₋₂ 67₋₄ 5₋₄ 87₊₁ 87₊₁ NPL
Pakistan … 38 … … 83 94 PAK
Sri Lanka … 17₋₂ … … 91₋₃ … LKA
Tajikistan … 18₋₁ … … 10₋₁ 12₋₁ TJK
Turkmenistan 91₋₂ 12₋₃ 94₋₂ 48₋₂ 58₋₄ … TKM
Uzbekistan … … … … 28 37 UZB

Brunei Darussalam … … … … … … BRN
Cambodia … 36₋₄ … … 41 … KHM
China … … … … 34 35 CHN
DPR Korea … 38₋₃ … … 14₋₁ … PRK
Hong Kong, China … … … … 54₋₂ 51₋₂ HKG
Indonesia 86₋₃ 8₋₃ 86₋₃ 51₋₃ 62₊₁ 90₊₁ IDN
Japan 78₋₄ 13₋₄ 72₋₄ 27₋₄ 40 91 JPN
Lao PDR … … 96₋₁ 59₋₁ 92₋₁ 96₋₁ LAO
Macao, China 64₋₄ 36₋₂ 67₋₄ 5₋₄ 87₊₁ 87₊₁ MAC
Malaysia … 38 … … 83 94 MYS
Mongolia … 17₋₂ … … 91₋₃ … MNG
Myanmar … 18₋₁ … … 10₋₁ 12₋₁ MMR
Philippines 91₋₂ 12₋₃ 94₋₂ 48₋₂ 58₋₄ … PHL
Republic of Korea … … … … 28 37 KOR
Singapore SGP
Thailand THA
Timor-Leste TLS
Viet Nam VNM

TABLE 3: Continued
A B C D E F

GER pre-primary (%)

developmentally on
Stimulating home
primary entry (%)

environment (%)
Children under 5
track (%)
Country code
SDG indicator 4.2.1 4.2.3 4.2.4 4.2.2
Reference year 2018
Oceania
Australia … … … … 165₋₁ 86₋₁ AUS
Cook Islands … … … … 94₋₂ 98₋₂ COK
Fiji … … … … … … FJI
Kiribati … … … … … … KIR
Marshall Islands 79₋₁ 35₋₁ 72₋₁ 18₋₁ 38₋₂ 63₋₂ MHL
Micronesia, F. S. … … … … 31₋₃ 73₋₃ FSM
Nauru … … … … 82₋₂ 98₋₂ NRU
New Zealand … … … … 91₋₂ 92₋₂ NZL
Niue … … … … 115₋₂ 63₋₃ NIU
Palau … … … … 72₋₄ 91₋₄ PLW
Papua New Guinea … … … … 43₋₂ 71₋₂ PNG
Samoa … 5₋₄ … … 49 38 WSM
Solomon Is … 32₋₃ … … 84 59 SLB
Tokelau … … … … 124₋₂ 88₋₂ TKL
Tonga … … … … 46₋₃ … TON
Tuvalu … … … … 83 88ᵢ TUV
Vanuatu … … … … 90₋₃ … VUT

Anguilla … … … … … … AIA
Antigua and Barbuda … … … … 70 91 ATG
Argentina … … … … 76₋₁ 98₋₁ ARG
Aruba … … … … 106₋₄ 100₋₄ ABW
Bahamas … … … … 35 38 BHS
Barbados … … … … 87 … BRB
Belize 82₋₃ 15₋₃ 88₋₃ 44₋₃ 47 86 BLZ
Bolivia, P. S. … 16₋₂ … … 74 90 BOL
Brazil … … … … 96₋₁ᵢ 98₋₁ᵢ BRA
British Virgin Islands … … … … 132₋₁ 99₋₁ VGB
Cayman Islands … … … … … … CYM
Chile … 2₋₄ … … 82₋₁ 94₋₁ CHL
Colombia … … … … … 99 COL
Costa Rica … … … … 98 97 CRI
Cuba 89₋₄ … 89₋₄ 48₋₄ 98 100 CUB
Curaçao … … … … … … CUW
Dominica … … … … 96₋₂ 77₋₃ DMA
Dominican Republic 84₋₄ … 58₋₄ 10₋₄ 51ᵢ 88ᵢ DOM
Ecuador … 24₋₄ … … 66 95 ECU
El Salvador 81₋₄ 14₋₄ 59₋₄ 18₋₄ 67 82 SLV
Grenada … … … … 100 90₋₁ GRD
Guatemala … 47₋₃ … … 51 85 GTM
Guyana 86₋₄ 11₋₄ 87₋₄ 47₋₄ … … GUY
Haiti 55₋₁ 22₋₁ 54₋₁ 8₋₁ … … HTI
Honduras … … … … 41₋₁ 78₋₁ HND
Jamaica … 6₋₄ … … 73 91 JAM
Mexico 82₋₃ 10₋₂ 76₋₃ 35₋₃ 74₋₁ 99₋₁ MEX
Montserrat … … … … 73 93 MSR
Nicaragua … … … … … … NIC
Panama … … … … 62₋₁ 76₋₁ PAN
Paraguay 82₋₂ 6₋₂ 64₋₂ 23₋₂ 44₋₂ 69₋₂ PRY
Peru … 13₋₁ … … 104 99 PER
Saint Kitts and Nevis … … … … 90₋₂ 89₋₂ KNA
Saint Lucia … … … … 74 96 LCA
Saint Vincent/Grenadines … … … … 76 95₋₁ VCT
Sint Maarten … … … … 78₋₄ 95₋₄ SXM
Suriname … … … … 86 90 SUR
Trinidad and Tobago … … … … … … TTO
Turks and Caicos Islands … … … … … … TCA
Uruguay … … … … 93₋₁ 98₋₁ URY
Venezuela, B. R. … … … … 70₋₁ 86₋₁ VEN

Table 3: Continued
A B C D E F

GER pre-primary (%)

developmentally on
Stimulating home
primary entry (%)

environment (%)
Children under 5
track (%)
Country code
SDG indicator 4.2.1 4.2.3 4.2.4 4.2.2
Reference year 2018

Albania … 11₋₁ 78 … 80 88₋₃ ALB
Andorra … … … … … … AND
Austria … … … … 104₋₁ 100₋₁ AUT
Belarus … … … … 99 98 BLR
Belgium … … … … 115₋₁ 98₋₁ BEL
Bermuda … … … … 69₋₃ … BMU
Bosnia and Herzegovina … … … … … … BIH
Bulgaria … … … … 77₋₁ 84₋₁ BGR
Canada … … … … … … CAN
Croatia … … … … 70₋₁ 99₋₁ HRV
Czechia … … … … 106₋₁ 89₋₁ CZE
Denmark … … … … 96₋₁ 94₋₁ DNK
Estonia … … … … 92₋₁ 93₋₁ EST
Finland … … … … 84₋₁ 99₋₁ FIN
France … … … … 106₋₁ᵢ 100₋₁ᵢ FRA
Germany … … … … 109₋₁ 99₋₁ DEU
Greece … … … … 74₋₁ 93₋₁ GRC
Hungary … … … … 82₋₁ 87₋₁ HUN
Iceland … … … … 94₋₁ 94₋₁ ISL
Ireland … … … … 163₋₁ᵢ 100₋₁ᵢ IRL
Italy … … … … 94₋₁ 94₋₁ ITA
Latvia … … … … 96₋₁ᵢ 98₋₁ᵢ LVA
Liechtenstein … … … … 103₋₁ᵢ 100₋₂ᵢ LIE
Lithuania … … … … 88₋₁ᵢ 100₋₁ᵢ LTU
Luxembourg … … … … 92₋₁ 98₋₁ LUX
Malta … … … … 108₋₁ 100₋₁ MLT
Monaco … … … … … … MCO
Montenegro … … … … 69 75 MNE
Netherlands … … … … 94₋₁ 100₋₁ NLD
North Macedonia … … … … 41₋₁ 46₋₁ MKD
Norway … … … … 95₋₁ 96₋₁ NOR
Poland … 3₋₄ … … 81₋₁ 99₋₁ POL
Portugal … … … … 94₋₁ 99₋₁ PRT
Republic of Moldova … … … … 87ᵢ 93ᵢ MDA
Romania … … … … 84₋₁ 78₋₁ ROU
Russian Federation … … … … 87₋₁ 93₋₁ RUS
San Marino … … … … 96 94ᵢ SMR
Serbia 95₋₄ 6₋₄ 96₋₄ 72₋₄ 62ᵢ 94ᵢ SRB
Slovakia … … … … 95₋₁ 82₋₁ SVK
Slovenia … … … … 92₋₁ 94₋₁ SVN
Spain … … … … 92₋₁ 93₋₁ ESP
Sweden … … … … 96₋₁ 100₋₁ SWE
Switzerland … … … … 104₋₁ 99₋₁ CHE
Ukraine … … … … … … UKR
United Kingdom … … … … 106₋₁ 100₋₁ GBR
United States … 4₋₂ … … 73₋₁ᵢ … USA

TABLE 4: SDG 4, Target 4.3 – Technical, SDG 4, Target 4.4 – Skills for work
vocational, tertiary and adult education By 2030, substantially increase the number of youth
By 2030, ensure equal access for all women and men to and adults who have relevant skills, including technical
affordable and quality technical, vocational and tertiary and vocational skills, for employment, decent jobs
education, including university and entrepreneurship
A B C D E F G H
secondary to tertiary (%)

% of adults 15+ % of adults 25+
TVET share of secondary

education & training (%)
Transition from upper

with ICT skills having attained at least
Gross entry ratio into

Participation in adult
% of youth enrolled
GER tertiary (%)
Post-secondary
Write computer
Use formula in
enrolment (%)
paste within
spreadsheet
tertiary (%)
secondary
secondary
document
program
Primary
in TVET
Copy &
Lower
Upper
SDG indicator: 4.3.1 4.3.3 4.3.2 4.4.1 4.4.3
Reference year: 2018 2018
Region Weighted average Weighted average
World … 5ᵢ 11ᵢ 97 49 38ᵢ … … … … … … …
Sub-Saharan Africa … 1ᵢ 6ᵢ … … 9ᵢ … … … … … 25ᵢ 8ᵢ

Northern Africa and Western Asia … 8ᵢ 14ᵢ 91 55 46ᵢ 40 21 7 87ᵢ 69ᵢ 57ᵢ 23ᵢ
Northern Africa … 7ᵢ 14ᵢ 57 36 35ᵢ 33 11 4 … 70ᵢ 67ᵢ 13ᵢ
Western Asia 24ᵢ 9ᵢ 13ᵢ 115ᵢ 75ᵢ 56ᵢ 47 31 9 88ᵢ 69ᵢ 52ᵢ 28ᵢ
Central and Southern Asia … 1ᵢ 3ᵢ 121 40 26 … … … … … … …
Central Asia … 13ᵢ 18ᵢ 24 34 24 19 19 … 100 99 94 63
Southern Asia … 1ᵢ 3ᵢ 124 41 26 … … … … … … …
Eastern and South-eastern Asia … 6 16 83 57 45 … … … … … … …
Eastern Asia … 6 18 85 63 51 … … … … … … …
South-eastern Asia … 6ᵢ 12ᵢ 77ᵢ 43 34ᵢ 40ᵢ 10ᵢ … 77 52 36ᵢ 14ᵢ
Oceania … 12ᵢ 28ᵢ … … 73ᵢ … … … 100ᵢ 94 76 48
Latin America and the Caribbean … 7ᵢ 13ᵢ 90ᵢ … 52ᵢ … … … 81 60 45 18
Caribbean … 7ᵢ 17ᵢ 94ᵢ … … … … … … … … …
Central America … 11 27 80 49 37 … 26 9 79 58 34 15
South America … 5ᵢ 8 … … 59ᵢ 25 17 4 83 61 50 19
Europe and Northern America 44ᵢ 11ᵢ 16ᵢ 78 67ᵢ 77ᵢ 52ᵢ 35ᵢ … … … … …
Europe 44 18ᵢ 24ᵢ 86 76 72ᵢ 52 35 … … … … …
Northern America … -ᵢ 0.5ᵢ 64 … 86ᵢ … … … 99 96 … …
Low income … 1ᵢ 5ᵢ … 11ᵢ 9ᵢ … … … … … … …

Middle income … 4ᵢ 10ᵢ 103 50 36 … … … … 57ᵢ … …
Lower middle … 3ᵢ 6ᵢ 111ᵢ 39 25 … … … … 50ᵢ … 14ᵢ
Upper middle … 7ᵢ 15ᵢ 93 66 53ᵢ … … … … 64ᵢ … …
High income 48ᵢ 10ᵢ 15ᵢ 72 61ᵢ 75ᵢ … … … … … … …
A Participation rate of adults (25 to 64) in formal or non-formal education and training in the last 12 months (%).
Estimates based on other reference periods, in particular 4 weeks, are included in the country when no data are available on the last 12 months, but not in regional aggregates.
B Percentage of youth (15 to 24) enrolled in technical and vocational education and training (TVET) programmes (ISCED levels 2 to 5) (%).
C Share of technical and vocational education and training (TVET) in total secondary enrolment (%).
D Gross transition ratio from secondary (all programmes) to tertiary education (ISCED levels 5 to 7).
E Gross entry ratio to first tertiary programmes (ISCED levels 5 to 7).
F Gross enrolment ratio (GER) in tertiary education.
G Percentage of adults (15 and over) with specific information and communication technology (ICT) skills.
H Percentage of adults (25 and over) who have attained at least a given level of education.
I Percentage of population of a given age group achieving at least a fixed level of proficiency in functional literacy and numeracy skills.
J Literacy rate, among youth (15 to 24) and adults (15 and above).
K Number of youth and adult illiterates, and percentage female.
Aggregates include countries listed in the table with available data and may include estimations for countries with no recent data.

SDG 4, Target 4.6 – Literacy and numeracy
By 2030, ensure that all youth and a substantial
proportion of adults, both men and women,
achieve literacy and numeracy
I J K
% achieving proficiency in Literacy rate (%) Illiterates
Number
Literacy Numeracy % female (000,000)
Youth Adults Youth Adults Youth Adults Youth Adults Youth Adults
4.6.1 4.6.2
2018
Weighted average Sum
… … … … 92 86 56 63 100 773
… … … … 77 66 56 61 48 204
… … … … 89 80 57 63 9 70
… … … … 89 73 51 62 4 44
… 56ᵢ … 51ᵢ 89 86 62 63 5 27
… … … … 90 74 57 64 36 368
… … … … 100 100 45 64 - 0.1
… … … … 90 73 57 64 36 368
… … … … 99 96 48 69 3 78
… … … … 100 97 47 73 1 47
… … … … 98 94 49 64 3 30
… … … … … … … … … …
… … … … 99 94 43 55 2 30
… … … … … … … … … 3ᵢ
… … … … 98 93 46 60 1 8
… … … … 99 95 38 53 1 18
… … … … … … … … 0.1ᵢ 2ᵢ
… … … … … … … … 0.1ᵢ 2ᵢ
… … … … … … … … … …
… … … … 76 63 56 62 36 157
… … … … 93 86 56 63 62 581
… … … … 90 77 56 63 56 481
… … … … 98 95 49 65 6 100
… … … … … … 43ᵢ 55ᵢ 0.2ᵢ 5ᵢ

TABLE 4: Continued
A B C D E F G H




% of youth enrolled
GER tertiary (%)
Post-secondary
Write computer
Use formula in
enrolment (%)
paste within
spreadsheet
tertiary (%)
secondary
secondary
document
program
Primary
in TVET
Copy &
Lower
Upper
SDG indicator: 4.3.1 4.3.3 4.3.2 4.4.1 4.4.3

Sub-Saharan Africa
Angola … … 14₋₂ … 10₋₃ 9₋₂ … … … 44₋₄ 29₋₄ 16₋₄ 3₋₄
Benin … 1₋₂ 3₋₂ … 17₋₁ 12₋₁ … … … … … … …
Botswana … … … … 45₋₄ 25₋₁ 31₋₄ 20₋₄ 5₋₄ … … … …
Burkina Faso … 1₋₁ 2 … … 7 … … … … 8₋₄ 3₋₄ -₋₄
Burundi 2₋₄ 3 10 9₋₁ 2₋₁ 6₋₁ … … … 11₋₄ 6₋₄ 3₋₄ 1₋₄
Cabo Verde … 1 2 63 30 24 38₋₃ 22₋₃ 5₋₃ 52₋₃ 29₋₃ 20₋₃ 12₋₃
Cameroon … 7₋₂ 22₋₂ 159₋₂ᵢ 19₋₁ 13₋₁ … … … … … … …
Central African Republic … … 4₋₁ … … … … … … … … … …
Chad … -₋₂ 1₋₂ … … 3₋₃ … … … … … … …
Comoros … - - … 13₋₄ 9₋₄ … … … … … … …
Congo … … … … … 13₋₁ … … … … … … …
Côte d'Ivoire … 2 6 … … 9₋₁ 11₋₁ 3₋₁ 1₋₁ 35₋₄ 21₋₄ 11₋₄ 5₋₄
D. R. Congo … … 19₋₃ … 10₋₂ 7₋₂ … … … 64₋₂ 51₋₂ 27₋₂ 9₋₂
Djibouti … … 7₊₁ … … … 16₋₁ 12₋₁ 4₋₁ … … … …
Equat. Guinea … … … … … … … … … … … … …
Eritrea … 0.5 1 18₋₂ 4₋₂ 3₋₂ … … … … … … …
Eswatini 2₋₂ -₋₃ 4₋₂ … … … … … … … … … …
Ethiopia … 2₋₃ᵢ 7₋₃ … … 8₋₄ … … … … … … …
Gabon … … … … … … … … … … … … …
Gambia … … … … … … … … … 39₋₃ 31₋₃ 23₋₃ 8₋₃
Ghana 2₋₁ 1₊₁ 3₊₁ 38 20 16 … … … … … … …
Guinea … 1₋₄ 4₋₄ … 18₋₄ 12₋₄ … … … 16₋₄ 11₋₄ 7₋₄ 5₋₄
Guinea-Bissau … … … … … … … … … … … … …
Kenya … … … … … 11₋₁ … … … … … … …
Lesotho … 1₋₃ᵢ 2₋₁ … 14 10 … … … … … … …
Liberia … … … … … … … … … … … … …
Madagascar … 1 2 80 9 5 … … … … … … …
Malawi 1₋₁ - … … … … … … … … … … …
Mali 1₋₂ 4 12 … … 5₋₁ … … … 16 10 7 6
Mauritania … 0.1 0.5 … 6₋₁ 5₋₁ … … … … … … …
Mauritius 2₋₁ 2 10 … … 41₋₁ … … … … … 43 14
Mozambique … 1₋₃ 9₋₁ 45₋₂ 8 7 … … … 46₋₁ 15₋₁ 9₋₁ 2₋₁
Namibia 7 … … … 38₋₁ 23₋₁ … … … … … … …
Niger … 1₋₁ 7₋₁ … 4 4 8₋₁ 1₋₁ 1₋₁ … … … …
Nigeria … … … … … … … … … … … … …
Rwanda 3₋₁ 4 13 28₋₁ 7₋₁ 7 … … … 36 13 10 4
Sao Tome and Principe … 5₋₃ᵢ 6₋₁ … … 13₋₃ … … … … … … …
Senegal 6₋₃ -₋₁ 2 … … 13 … … … 22₋₁ 18₋₁ 11₋₁ 10₋₁
Seychelles … 14 1 10 25 17 … … … … … … …
Sierra Leone 3₋₄ … … … … … … … … … … … …
Somalia … … … … … … … … … … … … …
South Africa 3 5₋₁ 7₋₁ … … 22₋₁ … … … 82₋₃ 77₋₃ 65₋₃ 15₋₃
South Sudan … … … … … … … … … … … … …
Togo … 3₋₁ 6₋₁ … … 15 4₋₁ 1₋₁ -₋₁ … … … …
Uganda … … … … … 5₋₄ … … … … … … …
United Republic of Tanzania … 0.1₋₁ 0.4 … … 4₋₃ … … … … … … …
Zambia 3₋₁ … … … … … … … … … … … …
Zimbabwe … … … … … 10₋₃ 4₋₄ 2₋₄ 1₋₄ 82₋₁ 65₋₁ 12₋₁ 9₋₁

I J K
% achieving Literacy rate

proficiency in (%) Illiterates
Number
Country code
Literacy Numeracy Literacy rate (%) % female (000)
2018
… … … … 77₋₄ 66₋₄ 66₋₄ 71₋₄ 1,165₋₄ 4,778₋₄ AGO

… … … … 61ᵢ 42ᵢ 61ᵢ 61ᵢ 890ᵢ 3,810ᵢ BEN
… … … … … … … … … … BWA
… … … … 58ᵢ 41ᵢ 53ᵢ 58ᵢ 1,652ᵢ 6,391ᵢ BFA
… … … … 88₋₁ 68₋₁ 62₋₁ 63₋₁ 248₋₁ 1,851₋₁ BDI
… … … … 98₋₃ 87₋₃ 34₋₃ 68₋₃ 2₋₃ 48₋₃ CPV
… … … … 85ᵢ 77ᵢ 59ᵢ 62ᵢ 745ᵢ 3,317ᵢ CMR
… … … … 38ᵢ 37ᵢ 58ᵢ 60ᵢ 623ᵢ 1,627ᵢ CAF
… … … … 31₋₂ 22₋₂ 57₋₂ 56₋₂ 2,021₋₂ 5,903₋₂ TCD
… … … … 78ᵢ 59ᵢ 49ᵢ 57ᵢ 35ᵢ 207ᵢ COM
… … … … 82ᵢ 80ᵢ 59ᵢ 65ᵢ 176ᵢ 602ᵢ COG
… … … … 58ᵢ 47ᵢ 57ᵢ 56ᵢ 2,154ᵢ 7,691ᵢ CIV
… … … … 85₋₂ 77₋₂ 69₋₂ 75₋₂ 2,181₋₂ 9,561₋₂ COD
… … … … … … … … … … DJI
… … … … … … … … … … GNQ
… … … … 93ᵢ 77ᵢ 54ᵢ 67ᵢ 42ᵢ 470ᵢ ERI
… … … … 95ᵢ 88ᵢ 36ᵢ 52ᵢ 11ᵢ 81ᵢ SWZ
… … … … 73₋₁ᵢ 52₋₁ᵢ 51₋₁ᵢ 58₋₁ᵢ 6,273₋₁ᵢ 30,147₋₁ᵢ ETH
… … … … 90ᵢ 85ᵢ 42ᵢ 53ᵢ 37ᵢ 205ᵢ GAB
… … … … 67₋₃ 51₋₃ 55₋₃ 61₋₃ 140₋₃ 562₋₃ GMB
… … … … 92ᵢ 79ᵢ 51ᵢ 60ᵢ 435ᵢ 3,894ᵢ GHA
… … … … 46₋₄ 32₋₄ 59₋₄ 62₋₄ 1,239₋₄ 4,156₋₄ GIN
… … … … 60₋₄ᵢ 46₋₄ᵢ 64₋₄ᵢ 67₋₄ᵢ 136₋₄ᵢ 526₋₄ᵢ GNB
… … … … 88ᵢ 82ᵢ 49ᵢ 60ᵢ 1,291ᵢ 5,714ᵢ KEN
… … … … 87₋₄ᵢ 77₋₄ᵢ 23₋₄ᵢ 33₋₄ᵢ 56₋₄ᵢ 317₋₄ᵢ LSO
… … … … 55₋₁ᵢ 48₋₁ᵢ 60₋₁ᵢ 64₋₁ᵢ 409₋₁ᵢ 1,423₋₁ᵢ LBR
… … … … 81ᵢ 75ᵢ 51ᵢ 55ᵢ 1,017ᵢ 3,926ᵢ MDG
… … … … 73₋₃ᵢ 62₋₃ᵢ 50₋₃ᵢ 61₋₃ᵢ 934₋₃ᵢ 3,471₋₃ᵢ MWI
… … … … 50 35 57 59 1,831 6,422 MLI
… … … … 64₋₁ᵢ 53₋₁ᵢ 59₋₁ᵢ 61₋₁ᵢ 297₋₁ᵢ 1,190₋₁ᵢ MRT
… … … … 99ᵢ 91ᵢ 33ᵢ 62ᵢ 2ᵢ 90ᵢ MUS
… … … … 71₋₁ 61₋₁ 61₋₁ 67₋₁ 1,659₋₁ 6,178₋₁ MOZ
… … … … 95ᵢ 92ᵢ 40ᵢ 53ᵢ 24ᵢ 131ᵢ NAM
… … … … … … … … … … NER
… … … … 75ᵢ 62ᵢ 63ᵢ 62ᵢ 9,365ᵢ 41,764ᵢ NGA
… … … … 86 73 43 59 327 1,968 RWA
… … … … 98ᵢ 93ᵢ 48ᵢ 73ᵢ 1ᵢ 9ᵢ STP
… … … … 69₋₁ 52₋₁ 60₋₁ 66₋₁ 923₋₁ 4,236₋₁ SEN
… … … … 99ᵢ 96ᵢ 21ᵢ 43ᵢ 0.1ᵢ 3ᵢ SYC
… … … … 67ᵢ 43ᵢ 56ᵢ 58ᵢ 518ᵢ 2,561ᵢ SLE
… … … … … … … … … … SOM
… … … … 95₋₁ 87₋₁ 33₋₁ 54₋₁ 464₋₁ 5,229₋₁ ZAF
… … … … 48ᵢ 35ᵢ 50ᵢ 55ᵢ 1,157ᵢ 4,181ᵢ SSD
… … … … 84₋₃ 64₋₃ 68₋₃ 69₋₃ 224₋₃ 1,522₋₃ TGO
… … … … 89ᵢ 77ᵢ 48ᵢ 64ᵢ 940ᵢ 5,323ᵢ UGA
… … … … 86₋₃ 78₋₃ 54₋₃ 62₋₃ 1,417₋₃ 6,240₋₃ TZA
… … … … 92ᵢ 87ᵢ 53ᵢ 65ᵢ 285ᵢ 1,266ᵢ ZMB
… … … … 90₋₄ᵢ 89₋₄ᵢ 37₋₄ᵢ 56₋₄ᵢ 267₋₄ᵢ 884₋₄ᵢ ZWE

Table 4: Continued
A B C D E F G H




% of youth enrolled
GER tertiary (%)
Post-secondary
Write computer
Use formula in
enrolment (%)
paste within
spreadsheet
tertiary (%)
secondary
secondary
document
program
Primary
in TVET
Copy &
Lower
Upper
SDG indicator: 4.3.1 4.3.3 4.3.2 4.4.1 4.4.3


Algeria … … … 34₋₄ 32₋₄ 51 … … … … … … …
Armenia … … 8 129₋₁ 91₋₁ 55 … … … 99₋₁ 97₋₁ 90₋₁ 47₋₁
Azerbaijan … 15ᵢ 16 55₋₃ 33₋₃ᵢ 28ᵢ 64₋₁ 21₋₁ 1₋₁ 98₋₁ 96₋₁ 89₋₁ 30₋₁
Bahrain … 4 7 75 67 50 62₋₁ 44₋₁ 20₋₁ 87 80 65 32
Cyprus 48₋₂ 7₋₁ᵢ 9₋₁ … … 76₋₁ᵢ 43₋₂ 24₋₁ 3₋₁ 95₋₂ 80₋₂ 71₋₂ 38₋₂
Egypt 1₋₁ 11 22 49₋₄ 32₋₄ 35₋₁ 41₋₂ 11₋₂ 4₋₂ … 73₋₁ 67₋₁ 13₋₁
Georgia 2₋₁ 2 4 … … 64₊₁ 36₋₁ 12₋₁ 1₋₁ 99₋₁ 98₋₁ 92₋₁ 59₋₁
Iraq … … … … … … 25₋₄ 7₋₄ 5₋₄ … … … …
Israel 53₋₃ 17₋₁ 20₋₁ 70₋₃ … 63₋₁ … … … 96₋₃ 89₋₃ 81₋₃ 47₋₃
Jordan … 1 3 … … 34 98₋₂ 87₋₂ 91₋₂ … … … …
Kuwait … -₋₃ 2₋₃ … 75 54 60₋₁ … … 62 56 31 19
Lebanon … … 16 … … … … … … … … … …
Libya … … … … … … … … … … … … …
Morocco … 6 9 113 55 36 46₋₁ 20₋₁ 7₋₁ … … … …
Oman … 0.4 0.4 72 57 38 … … … 84₋₃ 66₋₃ 50₋₃ 21₋₃
Palestine 2 3 1 82 56 44 30₋₄ 17₋₄ … 95 64 43 26
Qatar … 1 1 65 33 18 42₋₁ 27₋₁ 5₋₁ 88₋₁ 68₋₁ 41₋₁ 24₋₁
Saudi Arabia … 0.3₋₁ 1 67₋₃ 75₋₃ 68 72₋₁ 55₋₁ 10₋₁ 81₋₁ 69₋₁ 54₋₁ 31₋₁
Sudan … … 1₋₁ … … 17₋₃ 4₋₂ 2₋₂ 2₋₂ … … … …
Syrian Arab Republic … … … … 34₋₃ 40₋₂ … … … … … … …
Tunisia … … 9₋₂ … 33 32 12₋₁ 6₋₁ 2₋₁ 74₋₂ 45₋₂ … 15₋₂
Turkey 21₋₂ 26₋₁ 24₋₁ 138₋₄ 97₋₁ … 36₋₄ 26₋₂ 3₋₁ 90₋₁ 61₋₁ 39₋₁ 19₋₁
United Arab Emirates … 0.5₋₁ 2₋₁ 77₋₂ 46₋₁ … 64₋₁ 36₋₁ 12₋₁ 91 83 69 55
Yemen 1₋₄ -₋₂ 0.3₋₂ … … … … … … … … … …

Afghanistan … 0.2₋₁ᵢ 1 41₋₄ 15₋₄ 10 … … … … … … …
Bangladesh … 2 5 … 37 21 … … … 58 44 31 16
Bhutan … -ᵢ 2ᵢ … … 16 … … … … … … …
India … … 2₋₁ 125₋₂ 41 28 … … … … … … …
Iran, Islamic Republic of … 6₋₁ 13₋₁ 134₋₁ 61₋₁ 68₋₁ 21₋₁ 7₋₁ 1₋₁ … 70₋₂ 48₋₂ 23₋₂
Kazakhstan 17₋₁ 19₊₁ 11₊₁ 73₊₁ 117₊₁ 62₊₁ 14₋₁ 34₋₁ 5₋₁ 100 99 97 79
Kyrgyzstan … 6 8 … … 41 … … … … … … …
Maldives 9₋₂ … … … 51₋₁ 31₋₁ … … … … … … …
Nepal … -₋₁ 1₊₁ … … 12 … … … … … … …
Pakistan … 1 3 … … 9 4₋₂ 2₋₂ 2₋₂ 49₋₁ 36₋₁ 27₋₁ 9₋₁
Sri Lanka 1₋₂ 4 4 … 28 20 … … … … 83 63 …
Tajikistan … … … -₋₁ -₋₁ 31₋₁ … … … … 95₋₁ 81₋₁ 23₋₁
Turkmenistan … … 8₋₄ … … 8₋₄ … … … … … … …
Uzbekistan … 23₋₁ 35₋₁ 12₋₁ 11₋₁ 10 22 10 … 100 100 96 64

Brunei Darussalam 2₋₄ 7 12 … … 31 68₋₂ 25₋₂ 17₋₂ … … … …
Cambodia … … … … … 14 27₋₁ 9₋₁ 0.1₋₁ 23₋₃ 12₋₃ 9₋₃ 6₋₃
China … 6ᵢ 19 85 63 51 … … … … … … …
DPR Korea … -₋₃ … … … 27 … … … … … … …
Hong Kong, China … 3ᵢ 2 … … 77 … … … 96₋₁ 79₋₁ 63₋₁ 29₋₁
Indonesia 1₋₄ 13 20 53 36 36 50₋₂ 8₋₂ … 78 51 35 10
Japan … … 11₋₁ 83₋₁ … … … … … … … … …
Lao PDR 1₋₁ 0.4ᵢ 1ᵢ 60₋₂ 27 15 … … … … … … …
Macao, China … 1 4 … … 91 … … … 90₋₂ 73₋₂ 52₋₂ 26₋₂
Malaysia … 5 11 59₋₁ 37 45 55₋₁ 25₋₁ 8₋₁ 94₋₂ 74₋₂ 58₋₂ 21₋₂
Mongolia 1₋₁ 6 … 86 102 66 … … … … … … …
Myanmar 0.4₋₁ 0.3 0.2 223 29 19 … … … … … … …
Philippines … -₋₃ 6₋₁ … … 35₋₁ … … … 84₋₁ 59₋₁ … 20₋₁
Republic of Korea … 15₋₁ 10₋₁ … … 94₋₁ 62₋₁ 44₋₁ 5₋₁ 96₋₃ 86₋₃ 76₋₃ 40₋₃
Singapore 57₋₃ -₋₁ᵢ … … … 85₋₁ᵢ 51₋₁ 37₋₁ 6₋₁ 88 81 74 56
Thailand 0.5₋₂ 6₋₃ 10 117₋₃ 76₋₃ 49₋₂ 5₋₄ … … 66₋₂ 45₋₂ 33₋₂ …
Timor-Leste … 5 9 … … … … … … … … … …
Viet Nam 0.2₋₃ … … 111₋₁ 58₋₁ 29₋₂ … … … … … … …

I J K

Number
Country code
2018
… … … … 97ᵢ 81ᵢ 52ᵢ 66ᵢ 156ᵢ 5,484ᵢ DZA

… … … … 100₋₁ 100₋₁ 40₋₁ 67₋₁ 1₋₁ 6₋₁ ARM
… … … … 100₋₁ 100₋₁ 67₋₁ 68₋₁ 1₋₁ 16₋₁ AZE
… … … … 100 97 96 67 1 32 BHR
… … … … … … … … … … CYP
… … … … 88₋₁ 71₋₁ 54₋₁ 59₋₁ 1,976₋₁ 18,519₋₁ EGY
… … … … 100₋₁ 99₋₁ 67₋₁ 59₋₁ 2₋₁ 21₋₁ GEO
… … … … 94₋₁ 86₋₁ 60₋₁ 69₋₁ 487₋₁ 3,321₋₁ IRQ
78₋₃ 73₋₃ 70₋₃ 69₋₃ … … … … … … ISR
… … … … 99ᵢ 98ᵢ 38ᵢ 61ᵢ 13ᵢ 116ᵢ JOR
… … … … 99 96 25 48 4 130 KWT
… … … … 100ᵢ 95ᵢ 33ᵢ 68ᵢ 3ᵢ 250ᵢ LBN
… … … … … … … … … … LBY
… … … … 98ᵢ 74ᵢ 56ᵢ 69ᵢ 134ᵢ 6,885ᵢ MAR
… … … … 99 96 29 51 9 161 OMN
… … … … 99 97 46 76 7 83 PSE
… … … … 95₋₁ᵢ 93₋₁ᵢ 17₋₁ᵢ 17₋₁ᵢ 21₋₁ᵢ 154₋₁ᵢ QAT
… … … … 99₋₁ 95₋₁ 50₋₁ 63₋₁ 34₋₁ 1,157₋₁ SAU
… … … … 73ᵢ 61ᵢ 49ᵢ 57ᵢ 2,296ᵢ 9,774ᵢ SDN
… … … … … … … … … … SYR
… … … … 96₋₄ 79₋₄ 54₋₄ 68₋₄ 67₋₄ 1,774₋₄ TUN
63₋₃ 54₋₃ 60₋₃ 50₋₃ 100₋₁ 96₋₁ 81₋₁ 85₋₁ 33₋₁ 2,380₋₁ TUR
… … … … 99₋₃ᵢ 93₋₃ᵢ 62₋₃ᵢ 19₋₃ᵢ 6₋₃ᵢ 539₋₃ᵢ ARE
… … … … … … … … … … YEM
… … … … 65ᵢ 43ᵢ 61ᵢ 60ᵢ 2,791ᵢ 12,054ᵢ AFG

… … … … 93 74 37 55 2,053 30,392 BGD
… … … … 93₋₁ 67₋₁ 49₋₁ 60₋₁ 10₋₁ 183₋₁ BTN
… … … … 92ᵢ 74ᵢ 56ᵢ 64ᵢ 20,538ᵢ 252,864ᵢ IND
… … … … 98₋₂ 86₋₂ 54₋₂ 66₋₂ 229₋₂ 8,700₋₂ IRN
… … … … 100ᵢ 100ᵢ 70ᵢ 63ᵢ 2ᵢ 29ᵢ KAZ
… … … … 100ᵢ 100ᵢ 37ᵢ 62ᵢ 3ᵢ 18ᵢ KGZ
… … … … 99₋₂ 98₋₂ 24₋₂ 29₋₂ 1₋₂ 9₋₂ MDV
… … … … 92ᵢ 68ᵢ 62ᵢ 71ᵢ 481ᵢ 6,275ᵢ NPL
… … … … 75₋₁ 59₋₁ 62₋₁ 64₋₁ 10,534₋₁ 54,876₋₁ PAK
… … … … 99 92 39 59 38 1,331 LKA
… … … … 100₋₄ᵢ 100₋₄ᵢ 41₋₄ᵢ 63₋₄ᵢ 2₋₄ᵢ 13₋₄ᵢ TJK
… … … … 100₋₄ᵢ 100₋₄ᵢ 30₋₄ᵢ 63₋₄ᵢ 2₋₄ᵢ 12₋₄ᵢ TKM
… … … … 100 100 50 100 - 2 UZB
… … … … 100ᵢ 97ᵢ 35ᵢ 64ᵢ 0.2ᵢ 9ᵢ BRN

… … … … 92₋₃ 81₋₃ 47₋₃ 67₋₃ 249₋₃ 2,067₋₃ KHM
… … … … 100ᵢ 97ᵢ 47ᵢ 75ᵢ 375ᵢ 37,038ᵢ CHN
… … … … … … … … … … PRK
… … … … … … … … … … HKG
… … … … 100 96 50 69 133 8,527 IDN
… … … … … … … … … … JPN
… … … … 92₋₃ 85₋₃ 63₋₃ 67₋₃ 106₋₃ 687₋₃ LAO
… … … … 100₋₂ 97₋₂ 32₋₂ 75₋₂ 0.2₋₂ 19₋₂ MAC
… … … … 97 95 46 61 177 1,234 MYS
… … … … 99ᵢ 98ᵢ 33ᵢ 44ᵢ 6ᵢ 35ᵢ MNG
… … … … 85₋₂ᵢ 76₋₂ᵢ 51₋₂ᵢ 61₋₂ᵢ 1,468₋₂ᵢ 9,360₋₂ᵢ MMR
… … … … 99₋₃ 98₋₃ 39₋₃ 49₋₃ 182₋₃ 1,257₋₃ PHL
… … … … … … … … … … KOR
92₋₃ 74₋₃ 90₋₃ 72₋₃ 100 97 37 76 1 128 SGP
… … … … 98 94 37 63 176 3,589 THA
… … … … 84ᵢ 68ᵢ 46ᵢ 56ᵢ 45ᵢ 252ᵢ TLS
… … … … 98ᵢ 95ᵢ 50ᵢ 65ᵢ 224ᵢ 3,670ᵢ VNM

Table 4: Continued
A B C D E F G H




% of youth enrolled
GER tertiary (%)
Post-secondary
Write computer
Use formula in
enrolment (%)
paste within
spreadsheet
tertiary (%)
secondary
secondary
document
program
Primary
in TVET
Copy &
Lower
Upper
SDG indicator: 4.3.1 4.3.3 4.3.2 4.4.1 4.4.3

Oceania
Australia … 20₋₁ 37₋₁ … … 113₋₁ … 20₋₁ 37₋₁ … … 113₋₁
Cook Islands 1₋₂ -₋₂ … … … … 1₋₂ -₋₂ … … … …
Fiji 1₋₂ … … … … … 1₋₂ … … … … …
Kiribati … … … … … … … … … … … …
Marshall Islands … 1₋₂ 2₋₂ … … … … 1₋₂ 2₋₂ … … …
Micronesia, F. S. … … … … … … … … … … … …
Nauru … -₋₂ … … … … … -₋₂ … … … …
New Zealand 67₋₃ 5₋₁ 14₋₁ 70₋₁ 93₋₁ 82₋₁ 67₋₃ 5₋₁ 14₋₁ 70₋₁ 93₋₁ 82₋₁
Niue … -₋₃ … … … … … -₋₃ … … … …
Palau … -₋₄ … … … … … -₋₄ … … … …
Papua New Guinea … 2₋₂ 9₋₂ … … … … 2₋₂ 9₋₂ … … …
Samoa … -₋₂ … … … … … -₋₂ … … … …
Solomon Is … … … … … … … … … … … …
Tokelau … -₋₂ … … … … … -₋₂ … … … …
Tonga … 2₋₃ 3₋₃ … … … … 2₋₃ 3₋₃ … … …
Tuvalu … 1 2 … … … … 1 2 … … …
Vanuatu … 1₋₃ 2₋₃ … … … … 1₋₃ 2₋₃ … … …

Anguilla … … … … … … … … … … … … …
Antigua and Barbuda … 2 4 … … … … … … … … … …
Argentina 6₋₁ -₋₁ … 138₋₂ 88₋₂ 90₋₁ … … … 93 57 … 20
Aruba … … … … 25₋₂ 16₋₂ 54₋₁ 45₋₁ 5₋₁ … … … …
Bahamas … - … … … … … … … … … … …
Barbados … - … … … … … … … … … … …
Belize … 3 8 44₋₁ 22₋₁ 25₋₁ … … … … … … …
Bolivia, P. S. 5₋₁ 29 64 … … … … … … 72₋₃ 59₋₃ 43₋₃ 24₋₃
Brazil … 3₋₁ᵢ 4₋₁ … … 51₋₁ᵢ 21₋₁ 12₋₁ 3₋₁ 80 60 47 17
British Virgin Islands … 2₋₁ 4₋₁ … … 16 … … … … … … …
Cayman Islands … … … … … … … … … 99₋₃ 95₋₃ 90₋₃ 55₋₃
Chile 47₋₃ 17₋₁ 19₋₁ 96₋₁ 87₋₁ 88₋₁ … 43₋₁ 12₋₁ 88₋₁ 80₋₁ 59₋₁ 22₋₁
Colombia … 9 8 58 … 55 38₋₁ 25₋₁ 8₋₁ 79 54 50 21
Costa Rica … 8 23 … … 55 … … … 81₋₂ 53₋₂ 38₋₂ 21₋₂
Cuba … 13 26 67 44 41 17₋₁ 17₋₁ 0.1₋₁ … … … …
Curaçao … … … … … … 29₋₁ 21₋₁ 4₋₁ … … … …
Dominica … -₋₂ -₋₃ … … … … … … … … … …
Dominican Republic 6₋₁ 4ᵢ 8 124₋₁ … 60₋₁ᵢ 22₋₃ 11₋₃ 7₋₃ 67₋₃ 57₋₃ 35₋₃ 12₋₃
Ecuador 3 8 14 … … 45₋₃ … … … 83₋₁ 53₋₁ 44₋₁ 14₋₁
El Salvador 2₋₄ 7 18 37 23 29 … … … 59₋₁ 43₋₁ 30₋₁ 8₋₁
Grenada … 2 … 60₋₂ 49₋₂ 105 … … … … … … …
Guatemala 3₋₁ 9 29 … … 22₋₃ … … … 62₋₄ 37₋₄ 27₋₄ 10₋₄
Guyana 2₋₁ … … … … … … … … … … … …
Haiti … … … … … … … … … … … … …
Honduras 3₋₁ 10₋₁ 39₋₁ … … 26 … … … 60 31 23 10
Jamaica … - … … … 27₋₃ 14₋₂ 5₋₂ 1₋₃ … … … …
Mexico 30₋₁ 12₋₁ 27₋₁ 82₋₁ 50₋₁ 40₋₁ … 26₋₁ 9₋₁ 83 63 36 16
Montserrat … - … … … … … … … … … … …
Nicaragua 4₋₄ … … … … … … … … … … … …
Panama 4₋₁ 7₋₁ 17₋₁ … … 48₋₂ … … … … … … …
Paraguay … 5₋₂ 16₋₂ … … … … … … 76 50 39 15
Peru 34₋₁ 1 2 … … 71₋₁ 26 16 3 82 64 58 22
Saint Kitts and Nevis … -₋₂ … 97₋₃ 66₋₃ 87₋₃ … … … … … … …
Saint Lucia … 0.4 1 … … 14 … … … … … … …
Saint Vincent/Grenadines … -₋₁ -₋₁ … … 24₋₃ … … … 91₋₁ … 42₋₁ 4₋₁
Sint Maarten … 16₋₄ 59₋₄ 8₋₄ 3₋₃ 6₋₃ … … … … … … …
Suriname … 18₋₃ 44 … … … … … … … … … …
Trinidad and Tobago … … … … … … … … … … … … …
Turks and Caicos Islands … … … … … … … … … … … … …
Uruguay 6 11₋₁ 23₋₁ … … 63₋₁ 77₋₂ 51₋₂ 8₋₂ 91 57 30 13
Venezuela, B. R. … 2₋₃ 5₋₁ … … … … … … 93₋₂ 74₋₂ 62₋₂ 35₋₂

I J K

Number
Country code
2018
… 20₋₁ 37₋₁ … … 113₋₁ AUS

1₋₂ -₋₂ … … … … COK
1₋₂ … … … … … FJI
… … … … … … KIR
… 1₋₂ 2₋₂ … … … MHL
… … … … … … FSM
… -₋₂ … … … … NRU
67₋₃ 5₋₁ 14₋₁ 70₋₁ 93₋₁ 82₋₁ NZL
… -₋₃ … … … … NIU
… -₋₄ … … … … PLW
… 2₋₂ 9₋₂ … … … PNG
… -₋₂ … … … … WSM
… … … … … … SLB
… -₋₂ … … … … TKL
… 2₋₃ 3₋₃ … … … TON
… 1 2 … … … TUV
… 1₋₃ 2₋₃ … … … VUT
… … … … … … … … … … AIA
… … … … … 99₋₃ … 29₋₃ … 1₋₃ ATG
… … … … 100 99 24 49 35 333 ARG
… … … … 100ᵢ 98ᵢ 60ᵢ 53ᵢ 0.1ᵢ 2ᵢ ABW
… … … … … … … … … … BHS
… … … … 100₋₄ᵢ 100₋₄ᵢ 55₋₄ᵢ 53₋₄ᵢ -₋₄ᵢ 1₋₄ᵢ BRB
… … … … … … … … … … BLZ
… … … … 99₋₃ 92₋₃ 49₋₃ 77₋₃ 13₋₃ 548₋₃ BOL
… … … … 99 93 35 50 270 11,168 BRA
… … … … … … … … … … VGB
… … … … … … … … … … CYM
61₋₃ 47₋₃ 47₋₃ 38₋₃ 99₋₁ 96₋₁ 49₋₁ 52₋₁ 28₋₁ 531₋₁ CHL
… … … … 99 95 40 49 100 1,875 COL
… … … … 99ᵢ 98ᵢ 41ᵢ 49ᵢ 4ᵢ 84ᵢ CRI
… … … … … … … … … … CUB
… … … … … … … … … … CUW
… … … … … … … … … … DMA
… … … … 99₋₂ 94₋₂ 48₋₂ 50₋₂ 22₋₂ 462₋₂ DOM
… … … … 99₋₁ 93₋₁ 39₋₁ 56₋₁ 23₋₁ 851₋₁ ECU
… … … … 98 89 44 63 26 515 SLV
… … … … 99₋₄ᵢ 99₋₄ᵢ 32₋₄ᵢ 49₋₄ᵢ 0.1₋₄ᵢ 1₋₄ᵢ GRD
… … … … 94₋₄ 81₋₄ 59₋₄ 66₋₄ 190₋₄ 1,873₋₄ GTM
… … … … 97₋₄ᵢ 86₋₄ᵢ 44₋₄ᵢ 53₋₄ᵢ 5₋₄ᵢ 77₋₄ᵢ GUY
… … … … 83₋₂ᵢ 62₋₂ᵢ 51₋₂ᵢ 56₋₂ᵢ 366₋₂ᵢ 2,741₋₂ᵢ HTI
… … … … 97 87 26 50 71 838 HND
… … … … 96₋₄ᵢ 88₋₄ᵢ 16₋₄ᵢ 31₋₄ᵢ 20₋₄ᵢ 256₋₄ᵢ JAM
… … … … 99 95 44 61 151 4,273 MEX
… … … … … … … … … … MSR
… … … … 92₋₃ᵢ 83₋₃ᵢ 37₋₃ᵢ 51₋₃ᵢ 102₋₃ᵢ 744₋₃ᵢ NIC
… … … … 99 95 61 56 6 139 PAN
… … … … 98 94 32 53 23 293 PRY
… … … … 99 94 54 75 52 1,334 PER
… … … … … … … … … … KNA
… … … … … … … … … … LCA
… … … … … … … … … … VCT
… … … … … … … … … … SXM
… … … … 99ᵢ 94ᵢ 57ᵢ 65ᵢ 1ᵢ 24ᵢ SUR
… … … … … … … … … … TTO
… … … … … … … … … … TCA
… … … … 99 99 37 40 6 35 URY
… … … … 99₋₂ 97₋₂ 36₋₂ 49₋₂ 63₋₂ 615₋₂ VEN

Table 4: Continued
A B C D E F G H




% of youth enrolled
GER tertiary (%)
Post-secondary
Write computer
Use formula in
enrolment (%)
paste within
spreadsheet
tertiary (%)
secondary
secondary
document
program
Primary
in TVET
Copy &
Lower
Upper
SDG indicator: 4.3.1 4.3.3 4.3.2 4.4.1 4.4.3


Albania 9₋₂ 5 8 66 50 55 … … … … … … …
Andorra … … 11 28 … … … … 6₋₁ 97₋₂ 72₋₂ 47₋₂ 32₋₂
Austria 60₋₂ 28₋₁ 35₋₁ 77₋₂ 75₋₁ 85₋₁ 63₋₂ 45₋₂ 7₋₁ … 99₋₄ 79₋₂ 29₋₂
Belarus … 10 13 … … 87 … … … … … … …
Belgium 45₋₂ 25₋₁ 44₋₁ 83₋₁ 79₋₁ 80₋₁ 65₋₁ 44₋₁ 9₋₁ 96₋₂ 85₋₂ 67₋₂ 34₋₂
Bermuda … -₋₂ … … 22 19 … … … … … 87₋₂ 55₋₂
Bosnia and Herzegovina 9₋₂ … 38 57 … … 28₋₁ 9₋₁ 2₋₁ 84₋₂ 81₋₂ 62₋₂ 12₋₂
Bulgaria 25₋₂ 16₋₁ 29₋₁ 98₋₁ 77₋₁ 71₋₁ 26₋₂ 14₋₂ 1₋₁ … 95₋₂ 76₋₂ …
Canada … … 5₋₁ … … 69₋₁ᵢ … … … … … 84₋₂ 60₋₂
Croatia 32₋₂ 22₋₁ 39₋₁ … … 68₋₁ 42₋₁ 32₋₁ 5₋₁ … … … …
Czechia 46₋₂ 26₋₁ 37₋₁ 80₋₁ 70₋₁ 64₋₁ 56₋₁ 41₋₁ 4₋₁ 100₋₂ 100₋₂ 90₋₂ 20₋₂
Denmark 50₋₂ 12₋₁ 22₋₁ 75₋₁ 81₋₁ 81₋₁ 68₋₂ 56₋₁ 14₋₁ … 94 79 37
Estonia 44₋₂ 12₋₁ 23₋₁ … … 70₋₁ 56₋₂ 44₋₂ 7₋₁ … … 88 40
Finland 54₋₂ 21₋₁ 48₋₁ 39₋₁ 62₋₁ 88₋₁ 72₋₄ 47₋₁ 9₋₁ … … 76₋₁ 36₋₁
France 51₋₂ 19₋₁ᵢ 18₋₁ … … 66₋₁ᵢ 53₋₂ 40₋₂ 6₋₁ 98₋₁ 84₋₁ 70₋₁ 30₋₁
Germany 52₋₂ 21₋₁ 19₋₁ 76₋₁ 63₋₁ 70₋₁ 62₋₂ 38₋₂ 6₋₁ 100 96 83 36
Greece 17₋₂ 13₋₁ 16₋₁ 49₋₁ 48₋₁ 137₋₁ 52₋₂ 41₋₂ 9₋₂ 91₋₂ 65₋₂ 55₋₂ 27₋₂
Hungary 56₋₂ 13₋₁ 12₋₁ 54₋₁ 45₋₁ 49₋₁ 53₋₂ 37₋₂ 4₋₁ 100₋₂ 97₋₂ 76₋₂ 29₋₂
Iceland … 9₋₁ 19₋₁ … 73₋₃ 72₋₁ 80₋₄ 72₋₁ 13₋₁ … … … …
Ireland 54₋₂ 7₋₁ᵢ 5₋₁ … … 78₋₁ᵢ 47₋₁ 35₋₁ 5₋₁ … 86₋₁ 71₋₁ 43₋₁
Italy 42₋₂ 22₋₁ 34₋₁ 73₋₃ 52₋₁ 62₋₁ 42₋₂ 31₋₂ 4₋₂ 95₋₃ 78₋₃ 49₋₃ 15₋₃
Latvia 48₋₂ 17₋₁ᵢ 20₋₁ … … 88₋₁ᵢ 46₋₂ 31₋₁ 2₋₁ 100₋₃ 100 90 44
Liechtenstein … 25₋₁ᵢ 35₋₁ 52₋₃ 25₋₁ᵢ 36₋₁ᵢ … … … … … … …
Lithuania 28₋₂ 9₋₁ᵢ 10₋₁ 91₋₁ 80₋₁ᵢ 72₋₁ᵢ 45₋₂ 41₋₁ 4₋₁ 99₋₁ 96₋₁ 87₋₁ 55₋₁
Luxembourg 48₋₂ 22₋₁ 33₋₁ 42₋₂ 35₋₁ 19₋₁ 83₋₂ 68₋₁ 11₋₁ … 100₋₃ 80₋₄ 69₋₃
Malta 36₋₂ 10₋₁ 16₋₁ 54₋₁ 80₋₁ 54₋₁ 44₋₂ 39₋₁ 6₋₁ 99 82 45 30
Monaco … … 9₊₁ 46₊₁ … … … … … … … … …
Montenegro … 23 33 … … 56 … 32₋₁ 3₋₁ … … … …
Netherlands 64₋₂ 23₋₁ 37₋₁ 56₋₁ 65₋₁ 85₋₁ 73₋₁ 52₋₁ 8₋₁ 99 90 71 33
North Macedonia 13₋₂ … 28₋₁ 74₋₁ 60₋₁ 42₋₁ 32₋₂ 21₋₂ 3₋₂ … … … …
Norway 60₋₂ 18₋₁ 28₋₁ 67₋₁ 71₋₁ 82₋₁ 68₋₂ 55₋₁ 12₋₁ 100₋₁ 99₋₁ 78₋₁ 40₋₁
Poland 26₋₂ 19₋₁ 28₋₁ 91₋₁ 81₋₁ 68₋₁ 41₋₂ 28₋₁ 3₋₁ 99₋₂ 85₋₂ 85₋₂ 28₋₂
Portugal 46₋₂ 17₋₁ 25₋₁ 71₋₁ 62₋₁ 64₋₁ 58₋₄ 38₋₁ 8₋₁ 92 54 37 19
Republic of Moldova … 10ᵢ 14 … … 40ᵢ … … … 99 97 75 …
Romania 7₋₂ … 28₋₁ 114₋₂ 80₋₁ 49₋₁ 22₋₁ 14₋₁ 1₋₁ 99₋₁ 91₋₁ 67₋₁ 18₋₁
Russian Federation … 17₋₁ᵢ 14₋₁ 114₋₁ 107₋₁ 82₋₁ 47₋₁ 24₋₁ 1₋₁ … … … …
San Marino … 2 7 269 89 42 … … … 97 83 54 16
Serbia 20₋₂ 24ᵢ 35 113₋₂ 97₋₂ᵢ 67ᵢ 34₋₃ 24₋₁ 4₋₁ 98₋₁ 90₋₁ 72₋₁ 23₋₁
Slovakia 46₋₂ 23₋₁ 31₋₁ 79₋₁ 55₋₁ 47₋₁ 51₋₂ 42₋₁ 4₋₁ 100₋₁ 99₋₁ 87₋₁ 23₋₁
Slovenia 46₋₂ 35₋₁ 45₋₁ 72₋₁ 75₋₁ 79₋₁ 54₋₂ 42₋₂ 4₋₁ 100₋₁ 98₋₁ 83₋₁ 28₋₁
Spain 43₋₂ 15₋₁ 19₋₁ 87₋₁ 80₋₁ 89₋₁ 52₋₂ 37₋₂ 6₋₂ 92 78 50 31
Sweden 64₋₂ 12₋₁ 20₋₁ 105₋₁ 74₋₁ 67₋₁ 70₋₁ 51₋₁ 12₋₁ 100₋₁ 91₋₁ 76₋₁ 39₋₁
Switzerland 69₋₂ 23₋₁ 37₋₁ 77₋₁ 89₋₁ 60₋₁ … 57₋₁ 9₋₁ … 97 86 …
Ukraine … 4₋₄ 7 159 … 83₋₄ … … … … … … …
United Kingdom 52₋₂ 19₋₁ 35₋₁ … 62₋₄ 60₋₁ 62₋₂ 47₋₂ 8₋₂ 100₋₁ 100₋₁ 77₋₁ 44₋₁
United States 59₋₁ 1₋₁ᵢ … 64₋₃ 53₋₃ᵢ 88₋₁ᵢ … … … 99 96 90 45

I J K

Number
Country code
2018
ALB
… … … … 99ᵢ 98ᵢ 26ᵢ 60ᵢ 3ᵢ 44ᵢ AND
… … … … … … … … … … AUT
… … … … … … … … … … BLR
… … … … 100ᵢ 100ᵢ 42ᵢ 61ᵢ 1ᵢ 19ᵢ BEL
… … … … … … … … … … BMU
… … … … … … … … … … BIH
… … … … … … … … … … BGR
… … … … … … … … … … CAN
… … … … … … … … … … HRV
… … … … … … … … … … CZE
… … … … … … … … … … DNK
… … … … … … … … … … EST
… … … … … … … … … … FIN
… … … … … … … … … … FRA
… … … … … … … … … … DEU
… … … … … … … … … … GRC
77₋₃ 73₋₃ 73₋₃ 71₋₃ 99ᵢ 98ᵢ 54ᵢ 65ᵢ 9ᵢ 187ᵢ HUN
… … … … 99₋₄ᵢ 99₋₄ᵢ 42₋₄ᵢ 55₋₄ᵢ 14₋₄ᵢ 73₋₄ᵢ ISL
… … … … … … … … … … IRL
… … … … … … … … … … ITA
… … … … 100ᵢ 99ᵢ 37ᵢ 63ᵢ 4ᵢ 444ᵢ LVA
… … … … 100ᵢ 100ᵢ 37ᵢ 47ᵢ 0.3ᵢ 2ᵢ LIE
… … … … … … … … … … LTU
92₋₃ 85₋₃ 90₋₃ 83₋₃ … … … … … … LUX
… … … … … … … … … … MLT
… … … … 99ᵢ 95ᵢ 30ᵢ 37ᵢ 0.3ᵢ 21ᵢ MCO
… … … … … … … … … … MNE
… … … … 99ᵢ 99ᵢ 55ᵢ 77ᵢ 1ᵢ 6ᵢ NLD
… … … … … … … … … … MKD
… … … … 99₋₄ᵢ 98₋₄ᵢ 53₋₄ᵢ 74₋₄ᵢ 4₋₄ᵢ 39₋₄ᵢ NOR
… … … … … … … … … … POL
… … … … … … … … … … PRT
… … … … 100ᵢ 96ᵢ 44ᵢ 68ᵢ 4ᵢ 343ᵢ MDA
… … … … 100₋₄ 99₋₄ 48₋₄ 71₋₄ 1₋₄ 22₋₄ ROU
… … … … 99ᵢ 99ᵢ 47ᵢ 63ᵢ 12ᵢ 190ᵢ RUS
… … … … 100ᵢ 100ᵢ 41ᵢ 54ᵢ 42ᵢ 323ᵢ SMR
… … … … 100 100 32 59 - - SRB
… … … … 100₋₂ 99₋₂ 48₋₂ 79₋₂ 3₋₂ 86₋₂ SVK
… … … … … … … … … … SVN
88₋₃ 75₋₃ 86₋₃ 74₋₃ 100₋₄ᵢ 100₋₄ᵢ 31₋₄ᵢ 57₋₄ᵢ 0.3₋₄ᵢ 6₋₄ᵢ ESP
… … … … 100 98 44 67 13 623 SWE
… … … … … … … … … … CHE
… … … … … … … … … … UKR
… … … … … … … … … … GBR
… … … … … … … … … … USA
… … … … … … … … … …

TABLE 5: SDG 4, Target 4.5 – Equity
By 2030, eliminate gender disparities in education and ensure equal access at all levels of education and vocational
training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
GENDER
A B C D E
GPIA in minimum proficiency

GPIA in End of lower GPIA in GPIA in adult
completion End of primary secondary literacy rate proficiency GPIA in gross enrolment ratio
Mathematics
Mathematics
Pre-primary
Secondary
secondary
secondary
Numeracy
Literacy
Reading
Reading
Primary
Primary
Tertiary
Adults
Lower
Upper
Youth
SDG indicator 4.5.1
Reference year 2018
Region Median
World 1.00ᵢ 1.00ᵢ 1.03ᵢ … … 1.15ᵢ 1.00ᵢ 1.00 0.97 … … 1.01 0.99 1.01 1.17
Sub-Saharan Africa 1.04ᵢ 0.88ᵢ 0.79ᵢ … … … … 0.97 0.80 … … 1.03 0.98 0.97 0.73
Northern Africa and Western Asia 1.00ᵢ 1.01ᵢ 1.08ᵢ … … 1.32ᵢ 1.07 1.00 0.96 … … 1.00 1.00 1.01 1.20
Northern Africa 1.01ᵢ 1.02ᵢ 0.97ᵢ … … 1.31ᵢ 1.10 0.99 0.86 … … 1.01 0.96 1.00 1.03
Western Asia 1.00ᵢ 1.01ᵢ 1.08ᵢ … … 1.33ᵢ 1.05 1.00 0.98 … … 1.00 1.00 1.01 1.25
Central and Southern Asia 1.00 0.98 0.95ᵢ … … … … 1.00 0.95 … … 0.99 1.00 1.00 0.93
Central Asia 1.00 1.00 0.99 … … … … 1.00 1.00 … … 0.97 0.99 0.99 0.76
Southern Asia 1.00 0.96 0.85ᵢ … … … … 1.00 0.80 … … 1.00 1.02 1.04 0.99
Eastern and South-eastern Asia 1.02ᵢ 1.07ᵢ 1.12ᵢ … … 1.17 1.04 1.00 0.97 … … 1.01 1.00 1.01 1.18
Eastern Asia … … … … … 1.09ᵢ 1.01ᵢ 1.00ᵢ 0.97ᵢ … … 1.00 1.00 1.00ᵢ 1.14
South-eastern Asia 1.03 1.06 1.10 … … 1.27 1.07 1.00 0.97 … … 1.01 0.98 1.02 1.19
Oceania … … … … … … … … … … … 0.99 0.98 1.04 …
Latin America and the Caribbean 1.03ᵢ 1.09ᵢ 1.12ᵢ … … 1.13ᵢ 0.82ᵢ 1.00ᵢ 1.00ᵢ … … 1.02 0.98 1.03 1.36ᵢ
Caribbean … … … … … … … … 1.00ᵢ … … 1.03 0.98 1.03 1.44ᵢ
Central America 1.02 1.05 1.11 … … 1.11 0.82 1.00 0.99 … … 1.02 0.99 1.06 1.16
South America 1.02 1.09 1.13 … … 1.13 0.76 1.00 1.00 … … 1.01 0.97 1.04 1.14ᵢ
Europe and Northern America 1.00ᵢ 1.00 1.04 … … 1.13 1.00 1.00ᵢ 1.00ᵢ … … 0.99 1.00 1.00 1.25
Europe 1.00ᵢ 1.00 1.04 … … 1.13 1.00 1.00ᵢ 1.00ᵢ … … 0.99 1.00 1.00 1.24
Northern America 1.00ᵢ 1.01ᵢ 1.03ᵢ … … 1.09 0.99 … … … … 0.93 0.99 1.01 1.26
Low income 1.01ᵢ 0.87ᵢ 0.69ᵢ … … … … 0.90 0.70 … … 1.03 0.98 0.86 0.54
Middle income 1.02ᵢ 1.02ᵢ 1.03ᵢ … … 1.22ᵢ 1.00ᵢ 1.00 0.98 … … 1.01 0.99 1.02 1.18
Lower middle 1.03 1.02 0.97 … … … … 1.00 0.90 … … 1.01 0.98 1.02 1.03
Upper middle 1.01ᵢ 1.01ᵢ 1.10ᵢ … … 1.22ᵢ 1.00ᵢ 1.00 0.99 … … 1.01 0.99 1.03 1.25
High income 1.00ᵢ 1.00ᵢ 1.05ᵢ … … 1.13 1.01 1.00ᵢ 1.00ᵢ … … 1.00 1.00 1.00 1.27
A Adjusted gender parity index (GPIA) in school completion rate by level.

B GPIA in percentage of students with minimum level of proficiency at the end of given level.
C GPIA in youth and adult literacy rate.
D GPIA in percentage of adults aged 16 and over achieving at least a fixed level of proficiency in functional literacy and numeracy skills.
E GPIA in gross enrolment ratio by level.
F Adjusted parity index for location (rural-urban) and wealth (poorest to richest quintile) in school completion by level.
G Adjusted parity index for wealth (poorest to richest quintile) in achievement of minimum proficiency.
Source: UIS and GEM Report analysis of household surveys. Data refer to school year ending in 2018 unless noted otherwise.

LOCATION/WEALTH
F G
Disparity in Disparity in Disparity in
primary completion lower secondary completion upper secondary completion Wealth disparity in minimum proficiency
% of poorest % of poorest % of poorest End of lower
Adjusted parity index completing Adjusted parity index completing Adjusted parity index completing End of primary secondary
Mathematics
Mathematics
Location
Location
Location
Reading
Reading
Wealth
Wealth
Wealth
M
M
F
F
4.5.1
2018
Median
0.94ᵢ 0.72ᵢ 71ᵢ 79ᵢ 0.88ᵢ 0.70ᵢ 47ᵢ 55ᵢ 0.66ᵢ 0.36ᵢ 18ᵢ 21ᵢ … … 0.61ᵢ 0.58ᵢ
0.66ᵢ 0.38ᵢ 31ᵢ 30ᵢ 0.40ᵢ 0.15ᵢ 9ᵢ 5ᵢ 0.25ᵢ 0.05ᵢ 2ᵢ 1ᵢ … … … …

0.98ᵢ 0.93ᵢ 92ᵢ 93ᵢ 0.95ᵢ 0.81ᵢ 70ᵢ 73ᵢ 0.84ᵢ 0.63ᵢ 32ᵢ 42ᵢ … … 0.47ᵢ 0.52
0.93ᵢ 0.89ᵢ 85ᵢ 87ᵢ 0.72ᵢ 0.55ᵢ 49ᵢ 56ᵢ 0.52ᵢ 0.30ᵢ 17ᵢ 32ᵢ … … 0.34ᵢ 0.40
1.00ᵢ … … … 0.98ᵢ 0.88ᵢ … … 0.87ᵢ 0.66ᵢ … … … … 0.48ᵢ 0.53
0.98 0.89 89 88 0.93 0.74 69 72 0.65ᵢ 0.34ᵢ 20ᵢ 22ᵢ … … … …
1.00 1.01 99 100 1.00 0.99 98 98 0.95 0.88 84 85 … … … …
0.90 0.75 65 68 0.84 0.50 44 38 0.49ᵢ 0.18ᵢ 16ᵢ 4ᵢ … … … …
0.96ᵢ 0.86ᵢ 80ᵢ 90ᵢ 0.83ᵢ 0.58ᵢ 48ᵢ 66ᵢ 0.63ᵢ 0.28ᵢ 21ᵢ 28ᵢ … … 0.63 0.51
… … … … … … … … … … … … … … 0.85ᵢ 0.90ᵢ
0.94 0.75 68 77 0.76 0.46 36 50 0.58 0.22 17 22 … … 0.41 0.42
… … … … … … … … … … … … … … … …
0.94ᵢ 0.84ᵢ 79ᵢ 90ᵢ 0.83ᵢ 0.60ᵢ 48ᵢ 58ᵢ 0.69ᵢ 0.36ᵢ 20ᵢ 31ᵢ … … 0.41ᵢ 0.26ᵢ
… … … … … … … … … … … … … … … …
0.91 0.76 73 78 0.72 0.49 47 46 0.46 0.36 17 25 … … 0.35 0.20
0.97 0.95 91 93 0.88 0.72 61 76 0.71 0.44 36 43 … … 0.43 0.26
1.00ᵢ … … … 1.00ᵢ 0.99 98ᵢ 97ᵢ 0.97ᵢ 0.83 79ᵢ 81ᵢ … … 0.70 0.67
1.00ᵢ … … … 1.00 0.99 98ᵢ 97ᵢ 0.97 0.81 79ᵢ 81ᵢ … … 0.70 0.67
… 0.99ᵢ 99ᵢ 99ᵢ … 0.99ᵢ 97ᵢ 99ᵢ … 0.90ᵢ 87ᵢ 89ᵢ … … 0.81 0.71
0.63ᵢ 0.35ᵢ 26ᵢ 29ᵢ 0.38ᵢ 0.12ᵢ 8ᵢ 5ᵢ 0.24ᵢ 0.04ᵢ 2ᵢ 1ᵢ … … … …

0.93ᵢ 0.79ᵢ 72ᵢ 81ᵢ 0.81ᵢ 0.54ᵢ 47ᵢ 55ᵢ 0.61ᵢ 0.26ᵢ 18ᵢ 21ᵢ … … 0.44ᵢ 0.40ᵢ
0.83 0.65 57 65 0.62 0.32 28 26 0.46 0.13 10 6 … … … …
0.98ᵢ 0.94ᵢ 91ᵢ 94ᵢ 0.92ᵢ 0.81ᵢ 74ᵢ 80ᵢ 0.77ᵢ 0.41ᵢ 36ᵢ 41ᵢ … … 0.45ᵢ 0.45ᵢ
1.00ᵢ … … … 1.00ᵢ 0.99ᵢ … … 0.97ᵢ 0.83ᵢ … … … … 0.72 0.68

TABLE 5: Continued
GENDER
A B C D E

Mathematics
Mathematics
Pre-primary
Secondary
secondary
secondary
Numeracy
Literacy
Reading
Reading
Primary
Primary
Tertiary
Adults
Lower
Upper
Youth
SDG indicator 4.5.1
Reference year 2018
Sub-Saharan Africa
Angola 0.89₋₃ 0.76₋₃ 0.64₋₃ … … … … 0.83₋₄ 0.67₋₄ … … 0.89₋₂ 0.87₋₃ 0.64₋₂ 0.83₋₂
Benin 0.87₋₁ 0.54₋₁ 0.45₋₁ 0.78₋₄ 1.10₋₄ … … 0.74ᵢ 0.58ᵢ … … 1.03 0.94 0.76₋₂ 0.44₋₁
Botswana … … … … 1.15₋₃ … … … … … … 1.03₋₃ 0.98₋₃ … 1.30₋₁
Burkina Faso … … … 0.88₋₄ 0.74₋₄ … … 0.88ᵢ 0.65ᵢ … … 0.99 0.98 1.00 0.58
Burundi 1.16₋₂ 0.75₋₂ 0.70₋₂ 1.30₋₄ 1.47₋₄ … … 0.94₋₁ 0.80₋₁ … … 1.04 1.01 1.10 0.45₋₁
Cabo Verde … … … … … … … 1.01₋₃ 0.89₋₃ … … 1.01 0.93 1.09 1.33
Cameroon 0.94₋₄ 0.88₋₄ 0.78₋₄ 1.17₋₄ 0.94₋₄ … … 0.94ᵢ 0.87ᵢ … … 1.02 0.90 0.86₋₂ 0.81₋₁
Central African Republic … … … … … … … 0.60ᵢ 0.52ᵢ … … 1.04₋₁ 0.78₋₂ 0.67₋₁ …
Chad 0.78₋₃ 0.55₋₃ 0.37₋₃ 0.72₋₄ 0.32₋₄ … … 0.55₋₂ 0.45₋₂ … … 0.92₋₂ 0.77₋₂ 0.46₋₂ 0.29₋₃
Comoros … … … … … … … 1.00ᵢ 0.82ᵢ … … 1.03 1.00 1.06 0.81₋₄
Congo 1.04₋₃ 0.79₋₃ 0.69₋₃ 1.11₋₄ 1.01₋₄ … … 0.92ᵢ 0.87ᵢ … … … … … 0.67₋₁
Côte d'Ivoire 0.89₋₂ 0.61₋₂ 0.85₋₂ 1.15₋₄ 0.71₋₄ … … 0.83ᵢ 0.75ᵢ … … 1.02 0.93 0.77 0.69₋₁
D. R. Congo … … … … … … … 0.88₋₂ 0.75₋₂ … … 1.07₋₃ 0.99₋₃ 0.64₋₃ 0.56₋₂
Djibouti … … … … … … … … … … … 0.95₊₁ 1.00₊₁ 1.03₊₁ …
Equat. Guinea … … … … … … … … … … … 1.02₋₃ 0.99₋₃ … …
Eritrea … … … … … … … 0.99ᵢ 0.82ᵢ … … 0.99 0.86 0.91 0.71₋₂
Eswatini 1.17₋₄ 1.13₋₄ 1.07₋₄ … … … … 1.02ᵢ 1.00ᵢ … … … 0.92₋₁ 0.99₋₂ …
Ethiopia 1.01₋₂ 0.96₋₂ 1.11₋₂ … … … … 0.98₋₁ᵢ 0.75₋₁ᵢ … … 0.95₋₃ 0.91₋₃ 0.96₋₃ 0.48₋₄
Gabon … … … … … … … 1.04ᵢ 0.97ᵢ … … … … … …
Gambia 1.12 1.09 0.90 … … … … 0.91₋₃ 0.67₋₃ … … 1.06 1.09 … …
Ghana 1.05₋₄ 1.00₋₄ 1.02₋₄ … … … … 0.99ᵢ 0.89ᵢ … … 1.02 1.01₊₁ 1.00₊₁ 0.77
Guinea 0.75 0.61 0.51 … … … … 0.65₋₄ 0.50₋₄ … … … 0.82₋₂ 0.65₋₄ 0.43₋₄
Guinea-Bissau 0.78₋₄ 0.69₋₄ 0.49₋₄ … … … … 0.70₋₄ᵢ 0.50₋₄ᵢ … … … … … …
Kenya 1.06₋₄ 1.12₋₄ 0.85₋₄ … … … … 1.01ᵢ 0.92ᵢ … … 0.97₋₂ 1.00₋₂ … 0.74₋₁
Lesotho 1.25 1.40 1.29 … … … … 1.15₋₄ᵢ 1.20₋₄ᵢ … … 1.04₋₂ 0.95₋₁ 1.26₋₁ 1.35
Liberia … … … … … … … 0.70₋₁ᵢ 0.54₋₁ᵢ … … 1.01₋₁ 0.99₋₁ 0.77₋₃ …
Madagascar 1.14 0.98 0.97 … … … … 0.99ᵢ 0.94ᵢ … … 1.09 1.01 1.03 0.95
Malawi 1.18₋₃ 0.92₋₃ 0.84₋₃ … … … … 1.01₋₃ᵢ 0.79₋₃ᵢ … … 1.01₋₃ 1.01 0.98 …
Mali 0.81 0.84 0.43 … … … … 0.75 0.56 … … 1.03 0.90 0.82 0.42₋₁
Mauritania 0.85₋₃ 0.85₋₃ 0.66₋₃ … … … … 0.80₋₁ᵢ 0.68₋₁ᵢ … … 1.21₋₃ 1.05 1.02 0.50₋₁
Mauritius … … … … … … … 1.01ᵢ 0.96ᵢ … … 1.01 1.03 1.05 1.29₋₁
Mozambique … … … … … … … 0.85₋₁ 0.69₋₁ … … … 0.93 0.89₋₁ 0.81
Namibia … … … … … … … 1.02ᵢ 1.00ᵢ … … 1.03 0.97 … 1.49₋₁
Niger … … … 1.16₋₄ 0.71₋₄ … … … … … … 1.07 0.86₋₁ 0.75₋₁ 0.41
Nigeria 1.00 0.90 0.76 … … … … 0.84ᵢ 0.74ᵢ … … … 0.94₋₂ 0.90₋₂ …
Rwanda 1.22₋₃ 1.16₋₃ 0.84₋₃ … … … … 1.05 0.89 … … 1.03 0.99 1.11 0.81
Sao Tome and Principe 1.08₋₄ 1.10₋₄ 1.46₋₄ … … … … 1.00ᵢ 0.93ᵢ … … 1.09₋₂ 0.97₋₁ 1.13₋₁ 1.04₋₃
Senegal 1.06₋₁ 0.85₋₁ 0.69₋₁ 0.97₋₄ 0.75₋₄ 1.11₋₃ 0.86₋₃ 0.84₋₁ 0.61₋₁ … … 1.11 1.12 1.09 0.68
Seychelles … … … … … … … 1.01ᵢ 1.01ᵢ … … 1.02 1.06 1.06 1.52
Sierra Leone 1.03₋₁ 0.89₋₁ 0.64₋₁ … … … … 0.89ᵢ 0.67ᵢ … … 1.10 1.03 0.97₋₁ …
Somalia … … … … … … … … … … … … … … …
South Africa 1.03₋₂ 1.06₋₂ 1.13₋₂ … 1.14₋₃ … … 1.03₋₁ 0.99₋₁ … … 1.00₋₁ 0.97₋₁ 1.08₋₁ 1.30₋₁
South Sudan … … … … … … … 0.98ᵢ 0.72ᵢ … … 0.95₋₃ 0.71₋₃ 0.54₋₃ …
Togo 0.89₋₄ 0.64₋₄ 0.49₋₄ 1.14₋₄ 0.87₋₄ … … 0.87₋₃ 0.66₋₃ … … 1.03 0.96 0.73₋₁ 0.51
Uganda 1.07₋₂ 0.87₋₂ 0.79₋₂ … … … … 1.01ᵢ 0.86ᵢ … … 1.04₋₁ 1.03₋₁ … 0.73₋₄
United Republic of Tanzania 1.10₋₃ 0.86₋₃ 0.69₋₃ … … … … 0.97₋₃ 0.88₋₃ … … 1.00 1.03 1.05 0.54₋₃
Zambia 1.03 0.92 0.80 … … 1.46₋₃ 1.26₋₃ 0.99ᵢ 0.92ᵢ … … 1.07₋₂ 1.02₋₁ … …
Zimbabwe 1.06₊₁ 1.08₊₁ 0.79₊₁ … … … … 1.06₋₄ᵢ 0.99₋₄ᵢ … … … … … 0.84₋₃

LOCATION/WEALTH
F G
Mathematics
Mathematics
Location
Location
Location
Reading
Reading
Wealth
Wealth
Wealth
Country code
M
M
F
F
4.5.1
2018
0.37₋₃ 0.21₋₃ 21₋₃ 16₋₃ 0.20₋₃ 0.06₋₃ 5₋₃ 3₋₃ 0.15₋₃ 0.03₋₃ 2₋₃ 1₋₃ … … … … AGO
0.70₋₁ 0.28₋₁ 24₋₁ 18₋₁ 0.43₋₁ 0.08₋₁ 5₋₁ 3₋₁ 0.25₋₁ 0.02₋₁ 1₋₁ 0.2₋₁ 0.15₋₄ 0.20₋₄ … … BEN
… … … … … … … … … … … … … 0.35₋₃ … … BWA
… … … … … … … … … … … … 0.28₋₄ 0.50₋₄ … … BFA
0.67₋₂ 0.40₋₂ 21₋₂ 31₋₂ 0.46₋₂ 0.16₋₂ 12₋₂ 3₋₂ 0.20₋₂ 0.03₋₂ 2₋₂ -₋₂ 0.18₋₄ 0.94₋₄ … … BDI
… … … … … … … … … … … … … … … … CPV
0.69₋₄ 0.37₋₄ 46₋₄ 26₋₄ 0.37₋₄ 0.16₋₄ 20₋₄ 4₋₄ 0.12₋₄ 0.01₋₄ 1₋₄ -₋₄ 0.03₋₄ 0.05₋₄ … … CMR
… … … … … … … … … … … … … … … … CAF
0.35₋₃ 0.27₋₃ 19₋₃ 12₋₃ 0.15₋₃ 0.12₋₃ 8₋₃ 2₋₃ 0.08₋₃ 0.02₋₃ 2₋₃ -₋₃ 0.09₋₄ 0.08₋₄ … … TCD
… … … … … … … … … … … … … … … … COM
0.61₋₃ 0.43₋₃ 42₋₃ 41₋₃ 0.30₋₃ 0.08₋₃ 7₋₃ 6₋₃ 0.09₋₃ 0.01₋₃ 1₋₃ 0.2₋₃ 0.08₋₄ 0.07₋₄ … … COG
0.56₋₂ 0.32₋₂ 30₋₂ 15₋₂ 0.26₋₂ 0.08₋₂ 8₋₂ 2₋₂ 0.13₋₂ 0.04₋₂ 4₋₂ -₋₂ 0.20₋₄ 0.40₋₄ … … CIV
… … … … … … … … … … … … … … … … COD
… … … … … … … … … … … … … … … … DJI
… … … … … … … … … … … … … … … … GNQ
… … … … … … … … … … … … … … … … ERI
0.77₋₄ 0.60₋₄ 50₋₄ 57₋₄ 0.67₋₄ 0.32₋₄ 26₋₄ 25₋₄ 0.64₋₄ 0.22₋₄ 12₋₄ 13₋₄ … … … … SWZ
0.52₋₂ 0.35₋₂ 28₋₂ 28₋₂ 0.20₋₂ 0.08₋₂ 3₋₂ 5₋₂ 0.13₋₂ 0.04₋₂ 1₋₂ 2₋₂ … … … … ETH
… … … … … … … … … … … … … … … … GAB
0.63 0.55 42 50 0.40 0.29 18 22 0.24 0.16 10 7 … … … … GMB
0.75₋₄ 0.51₋₄ 42₋₄ 43₋₄ 0.61₋₄ 0.36₋₄ 28₋₄ 26₋₄ 0.42₋₄ 0.10₋₄ 7₋₄ 2₋₄ … … … … GHA
0.40 0.20 23 7 0.17 0.06 8 0.3 0.06 0.01 1 - … … … … GIN
0.23₋₄ 0.13₋₄ 8₋₄ 7₋₄ 0.22₋₄ 0.09₋₄ 6₋₄ 1₋₄ 0.14₋₄ 0.12₋₄ 4₋₄ -₋₄ … … … … GNB
0.88₋₄ 0.65₋₄ 61₋₄ 65₋₄ 0.78₋₄ 0.45₋₄ 41₋₄ 43₋₄ 0.52₋₄ 0.16₋₄ 17₋₄ 7₋₄ … … … … KEN
0.80 0.60 40 79 0.45 0.17 6 19 0.42 0.06 1 6 … … … … LSO
… … … … … … … … … … … … … … … … LBR
0.68 0.20 14 21 0.41 0.05 4 2 0.47 0.07 2 1 … … … … MDG
0.58₋₃ 0.35₋₃ 22₋₃ 29₋₃ 0.31₋₃ 0.11₋₃ 7₋₃ 5₋₃ 0.28₋₃ 0.07₋₃ 4₋₃ 2₋₃ … … … … MWI
0.49 0.32 29 21 0.30 0.15 8 5 0.15 - - - … … … … MLI
0.64₋₃ 0.39₋₃ 38₋₃ 28₋₃ 0.56₋₃ 0.29₋₃ 18₋₃ 23₋₃ 0.39₋₃ 0.14₋₃ 10₋₃ 4₋₃ … … … … MRT
… … … … … … … … … … … … … … … … MUS
… … … … … … … … … … … … … … … … MOZ
… … … … … … … … … … … … … … … … NAM
… … … … … … … … … … … … 0.02₋₄ … … … NER
0.65 0.27 26 26 0.58 0.19 21 13 0.48 0.13 18 6 … … … … NGA
0.76₋₃ 0.48₋₃ 26₋₃ 38₋₃ 0.49₋₃ 0.24₋₃ 11₋₃ 12₋₃ 0.30₋₃ 0.08₋₃ 2₋₃ 4₋₃ … … … … RWA
0.91₋₄ 0.76₋₄ 69₋₄ 74₋₄ 0.85₋₄ 0.17₋₄ 8₋₄ 10₋₄ 0.64₋₄ 0.08₋₄ -₋₄ 5₋₄ … … … … STP
0.58₋₁ 0.37₋₁ 30₋₁ 26₋₁ 0.41₋₁ 0.14₋₁ 9₋₁ 5₋₁ 0.26₋₁ 0.06₋₁ 4₋₁ -₋₁ 0.17₋₄ 0.23₋₄ 0.28₋₃ 0.36₋₃ SEN
… … … … … … … … … … … … … … … … SYC
0.54₋₁ 0.38₋₁ 31₋₁ 34₋₁ 0.30₋₁ 0.11₋₁ 10₋₁ 7₋₁ 0.16₋₁ 0.04₋₁ 4₋₁ 1₋₁ … … … … SLE
… … … … … … … … … … … … … … … … SOM
0.97₋₂ 0.92₋₂ 87₋₂ 95₋₂ 0.93₋₂ 0.76₋₂ 73₋₂ 76₋₂ 0.61₋₂ 0.29₋₂ 19₋₂ 27₋₂ … 0.10₋₃ … … ZAF
… … … … … … … … … … … … … … … … SSD
0.67₋₄ 0.48₋₄ 46₋₄ 34₋₄ 0.29₋₄ 0.11₋₄ 7₋₄ 2₋₄ 0.14₋₄ 0.03₋₄ 2₋₄ -₋₄ 0.06₋₄ 0.11₋₄ … … TGO
0.59₋₂ 0.26₋₂ 20₋₂ 17₋₂ 0.38₋₂ 0.12₋₂ 10₋₂ 4₋₂ 0.34₋₂ 0.07₋₂ 3₋₂ 3₋₂ … … … … UGA
0.83₋₃ 0.64₋₃ 54₋₃ 67₋₃ 0.35₋₃ 0.12₋₃ 9₋₃ 5₋₃ 0.26₋₃ 0.01₋₃ 0.4₋₃ -₋₃ … … … … TZA
0.69 0.42 37 40 0.47 0.17 20 12 0.27 0.05 5 1 … … 0.04₋₃ 0.04₋₃ ZMB
0.88₊₁ 0.79₊₁ 75₊₁ 81₊₁ 0.71₊₁ 0.48₊₁ 45₊₁ 45₊₁ 0.06₊₁ -₊₁ -₊₁ -₊₁ … … … … ZWE

Table 5: Continued
GENDER
A B C D E

Mathematics
Mathematics
Pre-primary
Secondary
secondary
secondary
Numeracy
Literacy
Reading
Reading
Primary
Primary
Tertiary
Adults
Lower
Upper
Youth
SDG indicator 4.5.1
Reference year 2018

Algeria … … … … … 1.46₋₃ 1.16₋₃ 1.00ᵢ 0.86ᵢ … … … 0.95 … 1.40
Armenia 1.00₋₂ 1.01₋₂ 1.04₋₂ … 1.04₋₃ … 1.07₋₃ 1.00₋₁ 1.00₋₁ … … 1.08 1.00 1.04 1.25
Azerbaijan … … … 1.06₋₂ … … … 1.00₋₁ 1.00₋₁ … … 0.99ᵢ 1.01ᵢ 1.00ᵢ 1.13ᵢ
Bahrain … … … … … … 1.17₋₃ 0.99 0.96 … … 1.03 0.99 1.06 1.45
Cyprus 1.00₋₁ 1.00₋₁ 1.09₋₁ … … 1.32 1.09 … … … … 0.99₋₁ᵢ 1.00₋₁ᵢ 0.98₋₁ᵢ 1.16₋₁ᵢ
Egypt 1.01₋₄ 1.02₋₄ 0.97₋₄ … … … 1.13₋₃ 0.97₋₁ 0.86₋₁ … … 1.00 1.00 0.99 1.03₋₁
Georgia 1.00 1.00 1.08 … … 1.37 1.04 1.00₋₁ 1.00₋₁ … … … 1.01 1.01 1.12₊₁
Iraq 0.94 1.01 1.19 … … … … 0.97₋₁ 0.88₋₁ … … … … … …
Israel … … … … … 1.22 1.09 … … 1.01₋₃ 0.92₋₃ 1.00₋₁ 1.01₋₁ 1.02₋₁ 1.29₋₁
Jordan … … … … … 1.35 1.01 1.00ᵢ 0.99ᵢ … … 0.99 0.98 1.03 1.16
Kuwait … … … … … … 0.84₋₃ 1.01 0.98 … … 1.05 1.09 1.06₋₃ 1.53
Lebanon … … … … … 1.22 0.95₋₃ 1.00ᵢ 0.96ᵢ … … … … … …
Libya … … … … … … … … … … … … … … …
Morocco … … … … … 1.31 1.07₋₃ 0.99ᵢ 0.78ᵢ … … 0.86 0.96 0.91 0.99
Oman … … … … … … 1.27₋₃ 1.01 0.96 … … 1.05 1.09 0.92 1.53
Palestine 1.01₋₄ 1.14₋₄ 1.28₋₄ … … … … 1.00 0.97 … … 1.00 1.00 1.09 1.36
Qatar … … … … … 1.41 1.03₋₃ 1.02₋₁ᵢ 1.02₋₁ᵢ … … 1.01 1.01 … 1.87
Saudi Arabia … … … … … 1.44 0.91₋₃ 1.00₋₁ 0.95₋₁ … … 1.05 1.01 0.94 1.05
Sudan 0.96₋₄ 1.02₋₄ 0.85₋₄ … … … … 1.01ᵢ 0.86ᵢ … … 1.02₋₁ 0.94₋₁ 1.01₋₁ 1.02₋₃
Syrian Arab Republic … … … … … … … … … … … … … … 1.12₋₂
Tunisia 1.03 1.15 1.30 … … 1.28₋₃ 0.87₋₃ 0.99₋₄ 0.84₋₄ … … 1.02₋₂ 0.99 1.13₋₂ 1.45
Turkey … … … … 0.98₋₃ 1.14 1.05₋₃ 1.00₋₁ 0.95₋₁ 0.87₋₃ 0.71₋₃ 0.96₋₁ 0.99₋₁ 0.95₋₁ …
United Arab Emirates … … … … … 1.33 1.07₋₃ 0.99₋₃ᵢ 1.03₋₃ᵢ … … 0.95₋₁ 0.98₋₁ 0.92₋₁ …
Yemen … … … … … … … … … … … 0.90₋₂ 0.87₋₂ 0.73₋₂ …

Afghanistan 0.56₋₃ 0.49₋₃ 0.46₋₃ … … … … 0.76ᵢ 0.54ᵢ … … … 0.67 0.57 0.35
Bangladesh 1.11₋₄ 1.02₋₄ 0.82₋₄ … … 0.98₋₃ 0.84₋₃ 1.03 0.93 … … 1.04 1.07 1.14 0.71
Bhutan … … … … … … … 1.00₋₁ 0.76₋₁ … … 1.01 1.00 1.11ᵢ 0.99
India 1.00₋₃ 0.96₋₃ 0.85₋₃ 1.04₋₁ 1.00₋₁ … … 0.97ᵢ 0.80ᵢ … … 0.92₋₁ 1.13₋₁ 1.04ᵢ 1.07
Iran, Islamic Republic of … … … … … … 1.01₋₃ 1.00₋₂ 0.89₋₂ … … 1.03₋₂ 1.05₋₁ 0.96₋₁ 0.86₋₁
Kazakhstan 1.00₋₃ 1.00₋₃ 1.02₋₃ 1.01₋₂ 1.02₋₃ 1.31 1.00 1.00ᵢ 1.00ᵢ … … 1.02₊₁ 1.02₊₁ 1.01₊₁ 1.19₊₁
Kyrgyzstan 1.00 1.00 0.95 … … … … 1.00ᵢ 1.00ᵢ … … 1.00 0.99 1.00 1.23
Maldives 1.02₋₁ 1.09₋₁ 1.29₋₁ … … … … 1.01₋₂ 1.01₋₂ … … 1.03₋₁ 1.02₋₁ … 1.72₋₁
Nepal 0.99₋₂ 0.97₋₂ … … … … … 0.97ᵢ 0.76ᵢ … … 0.91₊₁ 1.02₊₁ 1.07₊₁ 1.07
Pakistan 0.87 0.82 0.97 … … … … 0.83₋₁ 0.65₋₁ … … 0.87 0.84 0.85 0.87
Sri Lanka … … … … … … … 1.01 0.98 … … 0.99₋₃ 0.99 1.04 1.33
Tajikistan 0.99₋₁ 0.97₋₁ 0.79₋₁ … … … … 1.00₋₄ᵢ 1.00₋₄ᵢ … … 0.87₋₁ 0.99₋₁ … 0.76₋₁
Turkmenistan 1.00₋₃ 1.00₋₃ 1.03₋₃ … … … … 1.00₋₄ᵢ 1.00₋₄ᵢ … … 0.97₋₄ 0.98₋₄ 0.96₋₄ 0.64₋₄
Uzbekistan … … … … … … … 1.00 1.00 … … 0.96 0.99 0.99₋₁ 0.70

Brunei Darussalam … … … … … 1.23 1.07 1.00ᵢ 0.98ᵢ … … 1.01 1.01 1.02 1.36
Cambodia 1.12₋₄ 0.96₋₄ 0.97₋₄ … … 1.31₋₃ 0.83₋₃ 1.01₋₃ 0.87₋₃ … … 1.04 0.98 … 0.90
China 1.02₋₄ 1.08₋₄ 1.15₋₄ … … … … 1.00ᵢ 0.97ᵢ … … 1.01 1.01 … 1.18
DPR Korea … … … … … … … … … … … … 1.00 1.01₋₃ 0.51
Hong Kong, China … … … … … 1.10 1.03 … … … … 1.05 1.04 0.97 1.10
Indonesia 1.02₋₁ 1.05₋₁ 1.03₋₁ … … 1.31 1.13 1.00 0.97 … … 0.90ᵢ 0.97 1.02 1.13
Japan … … … … … 1.09 1.01₋₃ … … … … … … … …
Lao PDR 1.00₋₁ 0.98₋₁ 0.97₋₁ … … … … 0.96₋₃ 0.88₋₃ … … 1.03 0.96 0.93ᵢ 1.07
Macao, China … … … … … 1.06 1.00 1.00₋₂ 0.97₋₂ … … 0.97 0.99 1.00 1.26
Malaysia … … … … … 1.23 1.07 1.00 0.97 … … 1.02 1.01₋₁ 1.08 1.18
Mongolia 1.02 1.10 1.13 … … … … 1.01ᵢ 1.00ᵢ … … 1.00 0.98 … 1.29
Myanmar 1.03₋₂ 1.03₋₂ 1.33₋₂ … … … … 0.99₋₂ᵢ 0.90₋₂ᵢ … … 1.02 0.96 1.08 1.29
Philippines 1.06₋₁ 1.15₋₁ 1.11₋₁ … … 1.34 1.11 1.00₋₃ 1.00₋₃ … … 0.96₋₁ 0.96₋₁ 1.10₋₁ 1.24₋₁
Republic of Korea … … … … … 1.08 1.01 … … … … 1.00₋₁ 1.00₋₁ 0.99₋₁ 0.79₋₁
Singapore … … … … … 1.07 1.03₋₃ 1.00 0.97 0.96₋₃ 0.93₋₃ … 1.00₋₁ᵢ 0.99₋₁ᵢ 1.13₋₁ᵢ
Thailand 1.00₋₃ 1.12₋₃ 1.19₋₃ … … 1.38 1.16 1.01 0.97 … … 1.00 1.00 0.98 1.29₋₂
Timor-Leste 1.10₋₂ 1.10₋₂ 1.10₋₂ … … … … 1.03ᵢ 0.89ᵢ … … 1.01 0.96 1.08 …
Viet Nam 1.01₋₄ 1.07₋₄ 1.18₋₄ … … 1.11₋₃ 1.04₋₃ 1.00ᵢ 0.97ᵢ … … 0.99 1.02 … 1.20₋₂

LOCATION/WEALTH
F G
Mathematics
Mathematics
Location
Location
Location
Reading
Reading
Wealth
Wealth
Wealth
Country code
M
M
F
F
4.5.1
2018
… … … … … … … … … … … … … … 0.61₋₃ 0.49₋₃ DZA

1.01₋₂ 0.99₋₂ 99₋₂ 100₋₂ 0.99₋₂ 0.99₋₂ 98₋₂ 100₋₂ 0.91₋₂ 0.87₋₂ 82₋₂ 87₋₂ … 0.94₋₃ … 0.99₋₃ ARM
… … … … … … … … … … … … 0.90₋₂ … … … AZE
… … … … … … … … … … … … … … … 0.69₋₃ BHR
1.00₋₁ … … … 1.01₋₁ 0.96₋₄ … … 0.92₋₁ 0.93₋₄ … … … … 0.58 0.62 CYP
0.97₋₄ 0.89₋₄ 87₋₄ 87₋₄ 0.89₋₄ 0.74₋₄ 70₋₄ 71₋₄ 0.84₋₄ 0.64₋₄ 61₋₄ 51₋₄ … … … 0.66₋₃ EGY
1.00 1.00 100 100 0.96 0.93 95 91 0.84 0.69 65 64 … … 0.39 0.40 GEO
0.87 0.58 62 45 0.76 0.32 26 19 0.81 0.23 11 10 … … … … IRQ
… … … … … … … … … … … … … … 0.57 0.53 ISR
… … … … … … … … … … … … … … 0.60 0.52 JOR
… … … … … … … … … … … … … … … 0.44₋₃ KWT
… … … … … … … … … … … … … … 0.25 0.52₋₃ LBN
… … … … … … … … … … … … … … … … LBY
… … … … … … … … … … … … … … 0.33 0.27₋₃ MAR
… … … … … … … … … … … … … … … 0.70₋₃ OMN
1.00₋₄ 0.99₋₄ 98₋₄ 100₋₄ 1.03₋₄ 0.83₋₄ 69₋₄ 84₋₄ 1.03₋₄ 0.63₋₄ 37₋₄ 62₋₄ … … … … PSE
… … … … … … … … … … … … … … 0.46 0.76₋₃ QAT
… … … … … … … … … … … … … … 0.42 0.24₋₃ SAU
0.73₋₄ 0.47₋₄ 47₋₄ 42₋₄ 0.62₋₄ 0.31₋₄ 31₋₄ 24₋₄ 0.47₋₄ 0.18₋₄ 16₋₄ 9₋₄ … … … … SDN
… … … … … … … … … … … … … … … … SYR
0.93 0.89 85 92 0.72 0.55 49 56 0.52 0.30 17 32 … … 0.34₋₃ 0.31₋₃ TUN
0.98₋₄ 0.97₋₄ … … … … … … … … … … … … 0.71 0.52₋₃ TUR
… … … … … … … … … … … … … … 0.48 0.58₋₃ ARE
… … … … … … … … … … … … … … … … YEM
0.67₋₃ 0.58₋₃ 57₋₃ 31₋₃ 0.54₋₃ 0.42₋₃ 38₋₃ 13₋₃ 0.42₋₃ 0.26₋₃ 20₋₃ 4₋₃ … … … … AFG
0.99₋₄ 0.70₋₄ 57₋₄ 68₋₄ 0.94₋₄ 0.40₋₄ 30₋₄ 27₋₄ 0.61₋₄ 0.10₋₄ 4₋₄ 3₋₄ … … … … BGD
… … … … … … … … … … … … … … … … BTN
0.97₋₃ 0.82₋₃ 81₋₃ 80₋₃ 0.92₋₃ 0.62₋₃ 62₋₃ 56₋₃ 0.65₋₃ 0.18₋₃ 18₋₃ 9₋₃ … … … … IND
… … … … … … … … … … … … … … … 0.34₋₃ IRN
1.00₋₃ 1.00₋₃ 100₋₃ 100₋₃ 1.00₋₃ 0.99₋₃ 100₋₃ 99₋₃ 0.96₋₃ 0.90₋₃ 88₋₃ 89₋₃ 1.00₋₂ 0.82₋₃ 0.56 0.75 KAZ
1.00 1.01 100 100 0.99 0.97 96 97 0.92 0.81 74 81 … … … … KGZ
0.98₋₁ 0.97₋₁ 96₋₁ 97₋₁ 0.93₋₁ 0.86₋₁ 75₋₁ 89₋₁ 0.49₋₁ 0.34₋₁ 16₋₁ 22₋₁ … … … … MDV
0.83₋₂ 0.80₋₂ 73₋₂ 69₋₂ 0.77₋₂ 0.57₋₂ 50₋₂ 50₋₂ … … … … … … … … NPL
0.68 0.31 39 19 0.59 0.15 22 4 0.44 0.03 3 1 … … … … PAK
… … … … … … … … … … … … … … … … LKA
1.02₋₁ 1.01₋₁ 98₋₁ 96₋₁ 1.01₋₁ 1.00₋₁ 98₋₁ 92₋₁ 0.94₋₁ 0.87₋₁ 81₋₁ 59₋₁ … … … … TJK
1.00₋₃ 0.99₋₃ 99₋₃ 99₋₃ 1.00₋₃ 1.00₋₃ 98₋₃ 99₋₃ 1.01₋₃ 0.98₋₃ 91₋₃ 99₋₃ … … … … TKM
… … … … … … … … … … … … … … … … UZB
… … … … … … … … … … … … … … 0.40 0.47 BRN

0.83₋₄ 0.52₋₄ 42₋₄ 54₋₄ 0.53₋₄ 0.26₋₄ 15₋₄ 19₋₄ 0.31₋₄ 0.09₋₄ 5₋₄ 4₋₄ … … 0.22₋₃ 0.19₋₃ KHM
0.95₋₄ 0.98₋₄ 97₋₄ 99₋₄ 0.85₋₄ 0.95₋₄ 79₋₄ 87₋₄ 0.70₋₄ 0.69₋₄ 43₋₄ 57₋₄ … … … … CHN
… … … … … … … … … … … … … … … … PRK
… … … … … … … … … … … … … … 0.89 0.89 HKG
0.97₋₁ 0.92₋₁ 89₋₁ 95₋₁ 0.89₋₁ 0.71₋₁ 65₋₁ 73₋₁ 0.69₋₁ 0.36₋₁ 31₋₁ 35₋₁ … … 0.39 0.37 IDN
… … … … … … … … … … … … … … 0.80 0.91₋₃ JPN
0.83₋₁ 0.59₋₁ 61₋₁ 55₋₁ 0.57₋₁ 0.18₋₁ 21₋₁ 12₋₁ 0.35₋₁ 0.06₋₁ 5₋₁ 4₋₁ … … … … LAO
… … … … … … … … … … … … … … 0.96 0.96 MAC
… … … … … … … … … … … … … … 0.45 0.48 MYS
0.98 0.97 95 98 0.80 0.70 65 70 0.58 0.39 32 43 … … … … MNG
0.91₋₂ 0.70₋₂ 64₋₂ 65₋₂ 0.47₋₂ 0.18₋₂ 18₋₂ 9₋₂ 0.31₋₂ 0.04₋₂ 1₋₂ 2₋₂ … … … … MMR
0.98₋₁ 0.80₋₁ 71₋₁ 89₋₁ 0.92₋₁ 0.54₋₁ 40₋₁ 68₋₁ 0.89₋₁ 0.51₋₁ 42₋₁ 56₋₁ … … 0.11 0.16 PHL
… … … … … … … … … … … … … … 0.82 0.80 KOR
… … … … … … … … … … … … … … 0.83 0.28₋₃ SGP
1.01₋₃ 1.00₋₃ 99₋₃ 99₋₃ 0.96₋₃ 0.81₋₃ 70₋₃ 83₋₃ 0.77₋₃ 0.32₋₃ 24₋₃ 31₋₃ … … 0.41 0.54 THA
0.82₋₂ 0.62₋₂ 57₋₂ 63₋₂ 0.63₋₂ 0.37₋₂ 33₋₂ 35₋₂ 0.48₋₂ 0.23₋₂ 18₋₂ 20₋₂ … … … … TLS
0.97₋₄ 0.91₋₄ 88₋₄ 92₋₄ 0.91₋₄ 0.61₋₄ 56₋₄ 64₋₄ 0.68₋₄ 0.21₋₄ 15₋₄ 24₋₄ … … 0.84₋₃ 0.78₋₃ VNM

Table 5: Continued
GENDER
A B C D E

Mathematics
Mathematics
Pre-primary
Secondary
secondary
secondary
Numeracy
Literacy
Reading
Reading
Primary
Primary
Tertiary
Adults
Lower
Upper
Youth
SDG indicator 4.5.1
Reference year 2018
Oceania
Australia … 1.00₋₄ 1.04₋₄ … 0.97₋₃ 1.11 0.99 … … … … 0.96₋₁ 1.00₋₁ 0.89₋₁ 1.30₋₁
Cook Islands … … … … … … … … … … … 1.06₋₂ 0.98₋₂ 1.04₋₂ …
Fiji … … … … … … … 1.00₋₁ 1.00₋₁ … … … 0.98₋₂ … …
Kiribati … … … … … … … … … … … … 1.07₋₁ … …
Marshall Islands … … … … … … … … … … … 0.92₋₂ 1.00₋₂ 1.06₋₂ …
Micronesia, F. S. … … … … … … … … … … … 0.89₋₃ 0.98₋₃ … …
Nauru … … … … … … … … … … … 0.94₋₂ 0.95₋₂ 1.02₋₂ …
New Zealand … … … … … 1.11 0.99 … … 1.01₋₃ 0.95₋₃ 1.01₋₂ 1.00₋₁ 1.06₋₁ 1.30₋₁
Niue … … … … … … … … … … … 1.13₋₂ 1.00₋₂ 1.18₋₃ …
Palau … … … … … … … 1.01₋₃ 1.00₋₃ … … 1.15₋₄ 0.88₋₄ 1.10₋₄ …
Papua New Guinea 1.02₋₁ 1.00₋₁ 0.88₋₁ … … … … … … … … 0.99₋₂ 0.91₋₂ 0.73₋₂ …
Samoa … … … … … … … 1.01ᵢ 1.00ᵢ … … 1.14 1.00 1.09₋₂ …
Solomon Is … … … … … … … … … … … 1.02 1.00 … …
Tokelau … … … … … … … … … … … 0.94₋₂ 0.83₋₂ 0.91₋₂ …
Tonga … … … … … … … 1.00ᵢ 1.00ᵢ … … 1.06₋₃ 0.99₋₃ 1.03₋₃ …
Tuvalu … … … … … … … … … … … 0.94 0.92 1.12 …
Vanuatu … … … … … … … 1.01ᵢ 0.98ᵢ … … 0.97₋₃ 0.97₋₃ 1.03₋₃ …

Anguilla … … … … … … … … … … … … … … …
Antigua and Barbuda … … … … … … … … 1.01₋₃ … … 1.10 0.99 0.96 …
Argentina … … … … … 1.11 0.78 1.01 1.00 … … 1.01₋₁ 1.00₋₁ 1.04₋₁ 1.40₋₁
Aruba … … … … … … … 1.00ᵢ 1.00ᵢ … … 0.98₋₄ 0.97₋₄ … 1.48₋₂
Bahamas … … … … … … … … … … … 1.08 1.00 1.06 …
Barbados … … … … … … … 1.00₋₄ᵢ 1.00₋₄ᵢ … … 1.02 0.96 1.04 …
Belize 1.13₋₃ 1.27₋₃ 1.23₋₃ … … … … … … … … 1.05 0.95 1.04 1.38₋₁
Bolivia, P. S. 1.01 0.99 1.03 … … … … 1.00₋₃ 0.92₋₃ … … 1.02 0.99 0.98 …
Brazil 1.09₋₃ 1.10₋₃ 1.19₋₃ … … 1.20 0.88 1.00 1.00 … … 1.01₋₁ᵢ 0.97₋₁ᵢ 1.03₋₁ᵢ 1.27₋₁ᵢ
British Virgin Islands … … … … … … … … … … … 1.11₋₁ 0.96₋₁ 1.10₋₁ 1.44
Cayman Islands … … … … … … … … … … … … … … …
Chile 1.00₋₃ 1.01₋₃ 1.05₋₃ … … 1.13 0.74₋₃ 1.00₋₁ 1.00₋₁ 0.90₋₃ 0.70₋₃ 0.98₋₁ 0.97₋₁ 1.00₋₁ 1.13₋₁
Colombia 1.04₋₃ 1.10₋₃ 1.12₋₃ … … 1.07 0.75 1.00 1.00 … … … 0.97 1.05 1.14
Costa Rica 1.02 1.05 1.16 … … 1.11 0.80 1.00ᵢ 1.00ᵢ … … 1.01 1.01 1.07 1.18
Cuba 1.00₋₄ 1.01₋₄ 1.03₋₄ … … … … … … … … 1.00 0.96 1.02 1.37
Curaçao … … … … … … … … … … … … … … …
Dominica … … … … … … … … … … … 1.03₋₂ 0.97₋₂ 0.99₋₃ …
Dominican Republic 1.07₋₄ 1.15₋₄ 1.27₋₄ … … 1.37 0.94 1.00₋₂ 1.00₋₂ … … 1.02ᵢ 0.94ᵢ 1.07ᵢ 1.44₋₁ᵢ
Ecuador 1.00 1.01 1.05 … … 1.09₋₃ 0.71₋₃ 1.00₋₁ 0.98₋₁ … … 1.05 1.02 1.03 1.14₋₃
El Salvador 1.05₋₄ 1.02₋₄ 1.08₋₄ … … … … 1.00 0.96 … … 1.02 0.97 0.99 1.12
Grenada … … … … … … … 1.01₋₄ᵢ 1.00₋₄ᵢ … … 1.03 0.98 1.03 1.20
Guatemala 0.95₋₃ 0.87₋₃ 0.91₋₃ … … 1.15₋₃ 0.84₋₃ 0.98₋₄ 0.88₋₄ … … 1.01 0.97 0.95 1.15₋₃
Guyana 1.03₋₄ 1.09₋₄ 1.23₋₄ … … … … 1.01₋₄ᵢ 0.99₋₄ᵢ … … … … … …
Haiti 1.16₋₁ 1.17₋₁ 0.97₋₁ … … … … 0.99₋₂ᵢ 0.89₋₂ᵢ … … … … … …
Honduras 1.07 1.09 1.24 … … 1.11₋₃ 0.66₋₃ 1.03 1.00 … … 1.02₋₁ 1.00₋₁ 1.13₋₁ 1.27
Jamaica … … … … … … … 1.05₋₄ᵢ 1.10₋₄ᵢ … … 1.04 0.96 1.03 1.43₋₃
Mexico 0.99₋₃ 0.99₋₃ 0.97₋₃ … … 1.11 0.88 1.00 0.98 … … 1.03₋₁ 1.00₋₁ 1.07₋₁ 1.02₋₁
Montserrat … … … … … … … … … … … 1.22 1.09 1.11 …
Nicaragua 1.22₋₄ 1.17₋₄ 1.30₋₄ … … … … 1.04₋₃ᵢ 1.00₋₃ᵢ … … … … … …
Panama 1.01 1.07 1.11 … … 1.16 0.82 1.00 0.99 … … 1.02₋₁ 0.98₋₁ 1.05₋₁ 1.36₋₂
Paraguay 1.07₋₂ 1.09₋₂ 1.13₋₂ … … 1.12₋₃ 0.56₋₃ 1.01 0.99 … … 1.01₋₂ … … …
Peru 1.00 1.01 1.01 … … 1.13 0.85 1.00 0.94 … … 1.00 0.97 0.95 1.05₋₁
Saint Kitts and Nevis … … … … … … … … … … … 0.80₋₂ 0.97₋₂ 1.03₋₂ 1.50₋₃
Saint Lucia … … … … … … … … … … … 1.09 1.01 1.00 1.49
Saint Vincent/Grenadines … … … … … … … … … … … 1.02 0.99 1.03 1.40₋₃
Sint Maarten … … … … … … … … … … … 0.95₋₄ 1.01₋₄ 0.95₋₄ 1.70₋₃
Suriname 1.11 1.27 1.35 … … … … 1.00ᵢ 0.97ᵢ … … 1.00 1.00 1.24₋₃ …
Trinidad and Tobago … … … … … 1.28₋₃ 1.16₋₃ … … … … … … … …
Turks and Caicos Islands … … … … … … … … … … … … … … …
Uruguay 1.02 1.13 1.27 … … 1.17 0.93 1.01 1.01 … … 1.00₋₁ 0.98₋₁ 1.10₋₁ …
Venezuela, B. R. 1.02₋₄ 1.13₋₄ 1.15₋₄ … … … … 1.01₋₂ 1.00₋₂ … … 1.01₋₁ 0.98₋₁ 1.07₋₁ …

LOCATION/WEALTH
F G
Mathematics
Mathematics
Location
Location
Location
Reading
Reading
Wealth
Wealth
Wealth
Country code
M
M
F
F
4.5.1
2018
… … … … … 0.97₋₄ 96₋₄ 96₋₄ … 0.82₋₄ 70₋₄ 82₋₄ … 0.52₋₃ 0.76 0.71 AUS
… … … … … … … … … … … … … … … … COK
… … … … … … … … … … … … … … … … FJI
… … … … … … … … … … … … … … … … KIR
… … … … … … … … … … … … … … … … MHL
… … … … … … … … … … … … … … … … FSM
… … … … … … … … … … … … … … … … NRU
… … … … … … … … … … … … … … 0.75 0.70 NZL
… … … … … … … … … … … … … … … … NIU
… … … … … … … … … … … … … … … … PLW
0.74₋₁ 0.47₋₁ 42₋₁ 38₋₁ 0.60₋₁ 0.14₋₁ 11₋₁ 6₋₁ 0.41₋₁ 0.04₋₁ 3₋₁ 0.2₋₁ … … … … PNG
… … … … … … … … … … … … … … … … WSM
… … … … … … … … … … … … … … … … SLB
… … … … … … … … … … … … … … … … TKL
… … … … … … … … … … … … … … … … TON
… … … … … … … … … … … … … … … … TUV
… … … … … … … … … … … … … … … … VUT
… … … … … … … … … … … … … … … … AIA
… … … … … … … … … … … … … … … … ATG
… … … … … … … … … … … … … … 0.36 0.20 ARG
… … … … … … … … … … … … … … … … ABW
… … … … … … … … … … … … … … … … BHS
… … … … … … … … … … … … … … … … BRB
0.94₋₃ 0.67₋₃ 51₋₃ 67₋₃ 0.74₋₃ 0.20₋₃ 11₋₃ 15₋₃ 0.47₋₃ 0.02₋₃ 1₋₃ -₋₃ … … … … BLZ
0.98 0.98 95 97 0.88 0.92 87 88 0.69 0.63 59 55 … … … … BOL
0.88₋₃ 0.78₋₃ 69₋₃ 82₋₃ 0.81₋₃ 0.70₋₃ 61₋₃ 75₋₃ 0.66₋₃ 0.44₋₃ 33₋₃ 43₋₃ … … 0.45 0.26 BRA
… … … … … … … … … … … … … … … … VGB
… … … … … … … … … … … … … … … … CYM
1.00₋₃ 0.99₋₃ 98₋₃ 99₋₃ 1.00₋₃ 0.97₋₃ 97₋₃ 98₋₃ 0.90₋₃ 0.76₋₃ 70₋₃ 77₋₃ … … 0.63 0.28₋₃ CHL
0.90₋₃ 0.84₋₃ 79₋₃ 85₋₃ 0.69₋₃ 0.54₋₃ 47₋₃ 55₋₃ 0.58₋₃ 0.41₋₃ 36₋₃ 41₋₃ … … 0.44 0.34 COL
1.00 0.93 91 94 0.91 0.60 57 57 0.89 0.38 34 33 … … 0.50 0.37 CRI
1.01₋₄ … … … 0.99₋₄ … … … 0.94₋₄ … … … … … … … CUB
… … … … … … … … … … … … … … … … CUW
… … … … … … … … … … … … … … … … DMA
0.93₋₄ 0.77₋₄ 71₋₄ 83₋₄ 0.88₋₄ 0.60₋₄ 48₋₄ 71₋₄ 0.71₋₄ 0.28₋₄ 20₋₄ 30₋₄ … … 0.22 0.12 DOM
0.99 1.00 98 98 0.92 0.86 83 85 0.72 0.62 55 57 … … 0.41₋₃ 0.27₋₃ ECU
0.89₋₄ 0.73₋₄ 67₋₄ 75₋₄ 0.72₋₄ 0.49₋₄ 47₋₄ 46₋₄ 0.44₋₄ 0.12₋₄ 8₋₄ 9₋₄ … … … … SLV
… … … … … … … … … … … … … … … … GRD
0.83₋₃ 0.58₋₃ 58₋₃ 54₋₃ 0.55₋₃ 0.17₋₃ 21₋₃ 10₋₃ 0.43₋₃ 0.06₋₃ 7₋₃ 3₋₃ … … 0.25₋₃ 0.10₋₃ GTM
1.01₋₄ 0.95₋₄ 91₋₄ 97₋₄ 0.90₋₄ 0.72₋₄ 58₋₄ 76₋₄ 0.79₋₄ 0.33₋₄ 20₋₄ 31₋₄ … … … … GUY
0.61₋₁ 0.26₋₁ 17₋₁ 24₋₁ 0.46₋₁ 0.12₋₁ 7₋₁ 9₋₁ 0.28₋₁ 0.02₋₁ 0.5₋₁ 1₋₁ … … … … HTI
0.91 0.76 73 76 0.45 0.32 25 29 0.39 0.20 10 16 … … 0.35₋₃ 0.20₋₃ HND
… … … … … … … … … … … … … … … … JAM
1.00₋₃ 0.92₋₃ 90₋₃ 93₋₃ 0.91₋₃ 0.76₋₃ 74₋₃ 76₋₃ 0.72₋₃ 0.36₋₃ 38₋₃ 25₋₃ … … 0.47 0.44 MEX
… … … … … … … … … … … … … … … … MSR
0.74₋₄ 0.71₋₄ 55₋₄ 78₋₄ 0.51₋₄ 0.46₋₄ 28₋₄ 36₋₄ 0.46₋₄ 0.37₋₄ 17₋₄ 31₋₄ … … … … NIC
0.94 0.90 89 91 0.83 0.72 66 75 0.70 0.45 39 41 … … 0.27 0.15 PAN
0.94₋₂ 0.82₋₂ 74₋₂ 90₋₂ 0.76₋₂ 0.48₋₂ 45₋₂ 49₋₂ 0.56₋₂ 0.20₋₂ 17₋₂ 20₋₂ … … 0.34₋₃ 0.15₋₃ PRY
0.97 0.95 95 93 0.89 0.83 82 80 0.82 0.73 71 69 … … 0.29 0.24 PER
… … … … … … … … … … … … … … … … KNA
… … … … … … … … … … … … … … … … LCA
… … … … … … … … … … … … … … … … VCT
… … … … … … … … … … … … … … … … SXM
0.88 0.69 60 77 0.68 0.30 16 32 0.44 0.18 11 10 … … … … SUR
… … … … … … … … … … … … … … 0.60₋₃ 0.51₋₃ TTO
… … … … … … … … … … … … … … … … TCA
1.01 0.97 96 97 0.95 0.53 46 58 0.75 0.18 10 17 … … 0.46 0.39 URY
… 0.94₋₄ 89₋₄ 93₋₄ … 0.84₋₄ 65₋₄ 80₋₄ … 0.74₋₄ 54₋₄ 66₋₄ … … … … VEN

Table 5: Continued
GENDER
A B C D E

Mathematics
Mathematics
Pre-primary
Secondary
secondary
secondary
Numeracy
Literacy
Reading
Reading
Primary
Primary
Tertiary
Adults
Lower
Upper
Youth
SDG indicator 4.5.1
Reference year 2018

Albania 1.01₋₁ 1.00₋₁ 1.02₋₁ … … 1.35 1.06 1.01ᵢ 0.99ᵢ … … 1.01 1.04 1.01 1.36
Andorra … … … … … … … … … … … … … … …
Austria 1.00₋₃ 1.02₋₁ 0.98₋₁ 1.01₋₂ … 1.13 0.99 … … … … 0.99₋₁ 1.00₋₁ 0.96₋₁ 1.16₋₁
Belarus … … … … … 1.13 0.99 1.00ᵢ 1.00ᵢ … … 0.96 1.00 0.99 1.16
Belgium 1.02₋₁ 1.02₋₁ 1.04₋₁ … … 1.08 0.97 … … … … 1.00₋₁ 1.00₋₁ 1.11₋₁ 1.23₋₁
Bermuda … … … … … … … … … … … 0.85₋₃ 0.98₋₃ 1.11₋₃ 1.33
Bosnia and Herzegovina … … … … … 1.30 1.01 … … … … … … … …
Bulgaria … 0.99₋₁ 1.01₋₁ 1.02₋₂ 1.03₋₃ 1.27 1.03 … … … … 0.98₋₁ 0.99₋₁ 0.97₋₁ 1.19₋₁
Canada … … … … … 1.09 1.00 … … … … … 1.00₋₁ 1.01₋₁ 1.26₋₁ᵢ
Croatia 1.00₋₁ 0.99₋₁ 1.00₋₁ … 0.92₋₃ 1.16 0.98 … … … … 0.98₋₁ 1.00₋₁ 1.05₋₁ 1.27₋₁
Czechia 1.00₋₁ 1.01₋₁ 1.08₋₁ … … 1.13 1.01 … … … … 0.97₋₁ 1.01₋₁ 1.01₋₁ 1.29₋₁
Denmark 1.00₋₁ 1.00₋₁ 1.19₋₁ … … 1.11 1.01 … … … … 0.99₋₁ 0.99₋₁ 1.01₋₁ 1.27₋₁
Estonia 1.00₋₁ 1.03₋₁ 1.08₋₁ … … 1.07 1.00 … … … … 0.99₋₁ 1.00₋₁ 1.02₋₁ 1.35₋₁
Finland 1.00₋₁ 1.00₋₁ 1.08₋₁ … … 1.13 1.04 … … … … 1.00₋₁ 0.99₋₁ 1.09₋₁ 1.15₋₁
France … 1.02₋₁ 1.05₋₁ 1.02₋₂ 0.97₋₃ 1.11 1.00 … … … … 1.00₋₁ᵢ 0.99₋₁ᵢ 1.01₋₁ᵢ 1.19₋₁ᵢ
Germany … 0.97₋₁ 1.06₋₁ 1.01₋₂ 0.98₋₃ 1.10 1.00 … … … … 0.99₋₁ 1.00₋₁ 0.94₋₁ 1.01₋₁
Greece 1.00₋₁ 1.01₋₁ 1.01₋₁ … … 1.22 1.04 1.00ᵢ 0.99ᵢ 1.05₋₃ 0.94₋₃ 1.01₋₁ 1.00₋₁ 0.94₋₁ 1.01₋₁
Hungary … 0.98₋₁ 1.04₋₁ 1.01₋₂ 0.99₋₃ 1.12 0.95₋₃ 1.00₋₄ᵢ 1.00₋₄ᵢ … … 0.96₋₁ 0.99₋₁ 1.00₋₁ 1.20₋₁
Iceland 1.00₋₃ 1.00₋₃ 1.32₋₃ … … 1.19 1.07 … … … … 1.03₋₁ 1.00₋₁ 0.99₋₁ 1.46₋₁
Ireland 1.00₋₃ 1.01₋₃ 1.04₋₃ … … 1.07 1.00 … … … … 0.99₋₁ᵢ 1.00₋₁ᵢ 0.98₋₁ᵢ 1.10₋₁ᵢ
Italy 1.00₋₁ 1.00₋₁ 1.02₋₁ … … 1.11 0.96₋₃ 1.00ᵢ 1.00ᵢ … … 0.98₋₁ 0.97₋₁ 0.99₋₁ 1.26₋₁
Latvia 0.99₋₁ 1.02₋₁ 1.14₋₁ … … 1.16 1.00 1.00ᵢ 1.00ᵢ … … 0.99₋₁ᵢ 1.00₋₁ᵢ 0.99₋₁ᵢ 1.31₋₁ᵢ
Liechtenstein … … … … … … … … … … … 1.04₋₁ᵢ 0.97₋₁ᵢ 0.81₋₁ᵢ 0.63₋₁ᵢ
Lithuania … 0.99₋₁ 1.12₋₁ 1.01₋₂ 1.03₋₃ 1.18 1.05 … … 1.01₋₃ 0.99₋₃ 0.99₋₁ᵢ 1.00₋₁ᵢ 0.96₋₁ᵢ 1.27₋₁ᵢ
Luxembourg … 0.97₋₁ 1.00₋₁ … … 1.13 0.97 … … … … 0.98₋₁ 0.99₋₁ 1.02₋₁ 1.10₋₁
Malta … 1.02₋₄ 1.05₋₄ … … 1.26 1.03₋₃ 1.01ᵢ 1.03ᵢ … … 0.99₋₁ 1.00₋₁ 1.00₋₁ 1.27₋₁
Monaco … … … … … … … … … … … … … … …
Montenegro … … … … … 1.24 0.94 1.00ᵢ 0.99ᵢ … … 0.90 0.95 1.01 1.26
Netherlands 1.00₋₁ 1.05₋₁ 1.03₋₁ … … 1.13 1.02 … … … … 1.00₋₁ 1.00₋₁ 1.01₋₁ 1.13₋₁
North Macedonia … … … … … 1.41 1.09 1.00₋₄ᵢ 0.98₋₄ᵢ … … 1.03₋₁ 1.00₋₁ 0.97₋₁ 1.24₋₁
Norway 1.00₋₃ 0.99₋₃ 1.05₋₃ … 0.99₋₃ 1.16 1.05 … … … … 1.00₋₁ 1.00₋₁ 0.96₋₁ 1.33₋₁
Poland 1.00₋₁ 1.00₋₁ 1.02₋₁ … … 1.11 1.02 … … … … 0.99₋₁ 1.00₋₁ 0.97₋₁ 1.34₋₁
Portugal 1.01₋₁ 1.00₋₁ 1.10₋₁ … … 1.10 1.00 1.00ᵢ 0.98ᵢ … … 0.99₋₁ 0.97₋₁ 0.98₋₁ 1.11₋₁
Republic of Moldova … … … … … 1.26 1.02 1.00₋₄ 1.00₋₄ … … 1.00ᵢ 1.00ᵢ 0.99ᵢ 1.25ᵢ
Romania … 1.00₋₁ 0.98₋₁ … … 1.22 0.98 1.00ᵢ 0.99ᵢ … … 1.00₋₁ 0.99₋₁ 1.00₋₁ 1.21₋₁
Russian Federation … … … 1.01₋₂ 1.00₋₃ 1.12 1.00 1.00ᵢ 1.00ᵢ … … 0.98₋₁ 1.00₋₁ 0.98₋₁ 1.16₋₁
San Marino … … … … … … … 1.00 1.00 … … 1.04 1.14 0.89 0.74
Serbia 1.00₋₄ 1.01₋₃ 1.02₋₃ … 1.01₋₃ 1.22 1.01 1.00₋₂ 0.99₋₂ … … 0.99ᵢ 1.00ᵢ 1.01ᵢ 1.28ᵢ
Slovakia 1.00₋₃ 0.99₋₁ 1.01₋₁ 1.01₋₂ 0.93₋₃ 1.18 1.01 … … … … 0.98₋₁ 0.99₋₁ 1.01₋₁ 1.34₋₁
Slovenia 1.00₋₁ 1.00₋₁ 1.03₋₁ … … 1.16 1.01 1.00₋₄ᵢ 1.00₋₄ᵢ 1.02₋₃ 0.98₋₃ 0.98₋₁ 1.00₋₁ 1.02₋₁ 1.30₋₁
Spain 0.94₋₁ 1.03₋₁ 1.05₋₁ … … 1.08₋₃ 1.00 1.00 0.99 … … 1.00₋₁ 1.02₋₁ 1.01₋₁ 1.16₋₁
Sweden 1.00₋₁ 1.00₋₁ 1.06₋₁ … … 1.11 1.02 … … … … 0.99₋₁ 1.01₋₁ 1.06₋₁ 1.36₋₁
Switzerland 1.00₋₃ 1.00₋₃ 0.96₋₃ … … 1.12 0.99 … … … … 0.99₋₁ 0.99₋₁ 0.96₋₁ 1.02₋₁
Ukraine … … … … … 1.16 0.97 … … … … … 1.02₋₄ 0.98₋₄ 1.13₋₄
United Kingdom 1.00₋₃ 1.00₋₃ 1.10₋₃ … … 1.07 0.97 … … … … 1.00₋₁ 1.00₋₁ 1.03₋₁ 1.27₋₁
United States 1.00₋₂ 1.01₋₂ 1.03₋₂ … … 1.09 0.98 … … … … 1.01₋₁ᵢ 0.99₋₁ᵢ 0.99₋₁ᵢ 1.26₋₁ᵢ

LOCATION/WEALTH
F G
Mathematics
Mathematics
Location
Location
Location
Reading
Reading
Wealth
Wealth
Wealth
Country code
M
M
F
F
4.5.1
2018
0.95₋₁ 0.89₋₁ 84₋₁ 92₋₁ 1.01₋₁ 0.91₋₁ 91₋₁ 89₋₁ 0.87₋₁ 0.65₋₁ 61₋₁ 63₋₁ … … 0.51 0.75 ALB
… … … … … … … … … … … … … … … … AND
1.00₋₃ … … … 0.99₋₁ 0.94₋₄ … … 1.11₋₁ 0.79₋₄ … … 0.92₋₂ … 0.70 0.70 AUT
… … … … … … … … … … … … … … 0.61 0.54 BLR
… … … … 0.98₋₁ 0.84₋₄ … … 1.04₋₁ 0.78₋₄ … … … … 0.68 0.67 BEL
… … … … … … … … … … … … … … … … BMU
… … … … … … … … … … … … … … 0.50 0.45 BIH
… … … … 1.00₋₁ 0.79₋₄ 91₋₁ 90₋₁ 0.86₋₁ 0.41₋₄ 79₋₁ 80₋₁ 0.91₋₂ 0.70₋₃ 0.40 0.45 BGR
… … … … … … … … … … … … … … 0.85 0.81 CAN
… … 100₋₁ 100₋₁ 1.01₋₁ 0.99₋₄ 100₋₁ 100₋₁ 0.98₋₁ 0.94₋₄ 91₋₁ 91₋₁ … 0.83₋₃ 0.80 0.68 HRV
1.00₋₃ … 100₋₃ … 1.01₋₁ 1.00₋₄ 100₋₃ 98₋₃ 1.00₋₁ 0.90₋₄ … 79₋₃ … … 0.68 0.66 CZE
1.00₋₁ … … … 1.01₋₁ 1.00₋₄ … … 0.86₋₁ 0.94₋₄ … … … … 0.78 0.80 DNK
1.00₋₁ … 100₋₃ 100₋₁ 0.98₋₁ 1.00₋₄ 99₋₁ 99₋₁ 0.97₋₁ 0.76₋₄ 79₋₁ 89₋₁ … … 0.90 0.88 EST
1.00₋₁ … … … 1.00₋₁ 1.00₋₄ … … 0.84₋₁ 0.98₋₄ … … … … 0.85 0.80 FIN
… … … … 1.01₋₁ 0.97₋₄ … … 1.02₋₁ 0.83₋₄ … … 0.92₋₂ 0.52₋₃ 0.70 0.64 FRA
… … … … 1.00₋₄ 0.96₋₄ … … 1.03₋₄ 0.83₋₄ … … 0.82₋₂ 0.68₋₃ 0.71 0.68 DEU
1.00₋₁ … 100₋₁ 100₋₁ 1.01₋₁ 0.99₋₄ 97₋₁ 96₋₁ 0.94₋₁ 0.83₋₄ 89₋₁ 93₋₁ … … 0.63 0.57 GRC
… … … … 1.02₋₁ 0.96₋₄ 98₋₁ 96₋₁ 0.92₋₁ 0.70₋₄ 79₋₁ 78₋₁ 0.94₋₂ 0.60₋₃ 0.58 0.53₋₃ HUN
1.00₋₃ … … … 1.00₋₃ 1.00₋₄ … … 0.65₋₃ 1.04₋₄ … … … … 0.73 0.76 ISL
1.00₋₃ … … … 1.01₋₃ 1.00₋₄ … … 1.05₋₃ 0.93₋₄ … … … … 0.84 0.78 IRL
1.00₋₁ 1.00₋₁ 100₋₁ 100₋₁ 1.00₋₁ 1.00₋₁ 100₋₁ 100₋₁ 1.01₋₁ 0.75₋₁ 59₋₁ 83₋₁ … … 0.72 0.64₋₃ ITA
0.99₋₁ … 100₋₁ 98₋₁ 0.99₋₁ 0.95₋₄ 98₋₁ 100₋₁ 0.83₋₁ 0.73₋₄ 51₋₁ 81₋₁ … … 0.78 0.78 LVA
… … … … … … … … … … … … … … … … LIE
… … … 100₋₃ 0.96₋₁ 1.03₋₄ 96₋₁ 94₋₁ 0.83₋₁ 0.95₋₄ 70₋₁ 86₋₁ 0.91₋₂ 0.79₋₃ 0.68 0.65 LTU
… … … … 1.04₋₁ 0.85₋₄ … … 1.10₋₁ 0.59₋₄ … … … … 0.58 0.59 LUX
… … … … … 0.99₋₄ … … … 0.73₋₄ … … … … 0.64 … MLT
… … … … … … … … … … … … … … … … MCO
… … … … … … … … … … … … … … 0.63 0.60 MNE
… … … … … 0.95₋₄ … … … 1.10₋₁ … … … … 0.73 0.78 NLD
… … … … … … … … … … … … … … 0.45 0.39 MKD
1.00₋₃ … … … 1.00₋₃ 0.99₋₄ … … 1.20₋₃ 0.93₋₄ … … … 0.79₋₃ 0.81 0.78 NOR
1.00₋₁ … 100₋₁ 100₋₁ 0.98₋₁ 0.97₋₄ 98₋₁ 95₋₁ 0.97₋₁ 0.85₋₄ 92₋₁ 89₋₁ … … 0.81 0.78 POL
1.01₋₁ … 100₋₁ 100₋₁ 1.00₋₁ 0.88₋₄ 87₋₁ 85₋₁ 0.93₋₁ 0.49₋₄ 68₋₁ 74₋₁ … … 0.71 0.65 PRT
… … … … … … … … … … … … … … 0.44 0.38 MDA
… … … … 0.98₋₁ 0.91₋₄ 98₋₁ 98₋₁ 0.83₋₁ 0.62₋₄ 73₋₁ 72₋₁ … … 0.47 0.40 ROU
… … … … … … … … … … … … 0.99₋₂ 0.96₋₃ 0.79 0.76 RUS
… … … … … … … … … … … … … … … … SMR
0.99₋₄ 0.96₋₄ 95₋₄ 100₋₃ 0.98₋₃ 0.91₋₄ 98₋₃ 99₋₃ 0.97₋₃ 0.49₋₄ 91₋₃ 92₋₃ … 0.89₋₃ 0.62 0.60 SRB
1.00₋₃ … 100₋₁ 100₋₃ 0.99₋₁ 1.00₋₄ 100₋₁ 97₋₁ 1.01₋₁ 0.80₋₄ 86₋₁ 79₋₁ 0.59₋₂ 0.46₋₃ 0.56 0.57 SVK
… … … … … 1.00₋₄ … … … 0.90₋₄ … … … … 0.79 0.77 SVN
1.01₋₃ … … … 0.97₋₁ 0.84₋₁ 77₋₁ 91₋₁ 0.83₋₁ 0.41₋₁ 40₋₁ 40₋₁ … … 0.77₋₃ 0.68 ESP
1.00₋₁ … … … 1.00₋₁ 1.02₋₄ … … 1.04₋₁ 0.93₋₄ … … … … 0.77 0.73 SWE
1.00₋₃ … … … 1.01₋₃ 1.00₋₄ … … 1.11₋₃ 0.64₋₄ … … … … 0.68 0.76 CHE
… … … … … … … … … … … … … … 0.63 0.54 UKR
1.00₋₃ … … … 1.00₋₃ 1.00₋₄ … … 1.02₋₃ 0.95₋₄ … … … … 0.81 0.76 GBR
… 0.99₋₂ 99₋₂ 99₋₂ … 0.99₋₂ 97₋₂ 99₋₂ … 0.90₋₂ 87₋₂ 89₋₂ … … 0.76 0.62 USA

TABLE 6: SDG 4, Target 4.7 – Education for sustainable development and global citizenship
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including,
among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality,
promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture's
contribution to sustainable development
A B C
Extent to which global citizenship education % of students and
life skills-based HIV/AIDS

and education for sustainable development youth with
% of schools providing
are mainstreamed understanding of
teacher training
HIV/AIDS and
frameworks
assessment
Curriculum
Education
education
In-service
Scientific
sexuality
policies/
Student
literacy
SDG indicator 4.7.1 4.7.2 4.7.4 4.7.5
Region % of countries Median
World … … … … … … …
Sub-Saharan Africa … … … … … 32ᵢ …

Northern Africa and Western Asia … … … … 99ᵢ … …
Northern Africa -ᵢ 100ᵢ -ᵢ 100ᵢ -ᵢ … …
Western Asia … … … … 100ᵢ … …
Central and Southern Asia 50ᵢ 33ᵢ 17ᵢ 100ᵢ … … …
Central Asia 100ᵢ -ᵢ -ᵢ 100ᵢ … … …
Southern Asia 25ᵢ 50ᵢ 25ᵢ 100ᵢ 100ᵢ 23ᵢ …
Eastern and South-eastern Asia 57ᵢ 57ᵢ … 86ᵢ … 31ᵢ …
Eastern Asia 33ᵢ 67ᵢ 33ᵢ 67ᵢ … … …
South-eastern Asia 75ᵢ 50ᵢ … 100ᵢ … 40ᵢ …
Oceania … … … … … … …
Latin America and the Caribbean … 50ᵢ … … … … …
Caribbean … … … … … … …
Central America 50ᵢ 50ᵢ 25ᵢ 50ᵢ … … …
South America … 43ᵢ … 71ᵢ … 46ᵢ …
Europe and Northern America … 83ᵢ … … … … …
Europe 69 83 … … … … …
Northern America … 100ᵢ -ᵢ 100ᵢ 100ᵢ … …
Low income … … … … … 24ᵢ …

Middle income … 68ᵢ … … … 33ᵢ …
Lower middle … … … … … 32ᵢ …
Upper middle … 65ᵢ … … … … …
High income … 77ᵢ … … … … …
A Extent to which (i) global citizenship education and (ii) education for sustainable development (including climate change education) are mainstreamed at all levels in (a) national education policies;
(b) curricula; (c) teacher education; and (d) student assessment [Source: UNESCO, 2019]. (Low = reflected not at all or little/not included in student assessment. Medium = reflected somewhat.
High = fully reflected/included in student assessment.)
B Percentage of lower secondary schools providing life skills-based HIV/AIDS education.
C Percentage of students and youth with adequate understanding of issues relating to global citizenship and sustainable development [Sources: OECD (PISA 2018 Annex B1); TIMSS 2015; UNAIDS].
D Percentage of primary schools with water, sanitation and hygiene (WASH): basic drinking water, basic (single-sex) sanitation or toilets, and basic handwashing facilities.
E Percentage of public schools with electricity, and computers or internet used for pedagogical purposes.
F Percentage of public primary schools with access to adapted infrastructure and materials for students with disabilities.
G Level of attacks on students, teachers or institutions [Source: Global Coalition to Protect Education from Attack].
H Level of bullying [Source: UNICEF].
I Internationally mobile students, inbound and outbound numbers enrolled (thousand) and inbound and outbound mobility rates (as a percentage of total tertiary enrolment in the country).
J Volume of official development assistance flows (all sectors) for scholarships (all levels) and imputed student costs, total gross disbursements (million constant 2017 US$).
Region totals include flows unallocated to specific countries. World total includes flows unallocated to specific countries or regions.
Note: ICT = information and communication technology.


SDG 4, Means of implementation 4.a – SDG 4, Means of implementation 4.b –
Education facilities and learning environments Scholarships
By 2030, build and upgrade education facilities that are child, By 2020, substantially expand globally the number
disability and gender sensitive and provide safe, non-violent, of scholarships available to developing countries
inclusive and effective learning environments
D E F G H I J
Internationally mobile
infrastructure and materials for

tertiary students
Level of attacks on education

Official development
% of schools with adapted
students with disabilities
% of schools with ICT for Mobility Number assistance, in US$
% of schools with WASH facilities pedagogical purposes rate (%) (000) (000,000)
Level of bullying
Basic sanitation
drinking water
student costs
handwashing
Scholarships
Computers
Electricity
Outbound
Outbound
or toilets
Imputed
Inbound
Inbound
Internet
Basic
Basic
4.a.1 4.a.2 4.a.3 4.b.1

2018 2017 2018 2018 2017
Median — Median Sum
100ᵢ 100ᵢ 100ᵢ 100ᵢ 85ᵢ 90ᵢ … … … 4ᵢ 6 5,113ᵢ 5,309₋₁ 1331 2224
54ᵢ … 34ᵢ 29 6ᵢ 14ᵢ … … … 2ᵢ 7 118ᵢ 390₋₁ 192 304

100ᵢ 100ᵢ 100ᵢ 100 90ᵢ 95 … … … 4 8 336ᵢ 625₋₁ 188 604
93ᵢ 90ᵢ 100ᵢ 98 49ᵢ 78 … … … 2 2 35ᵢ 159₋₁ 92 350
100ᵢ 100ᵢ 100 100 100 100 … … … 6 8 301 466₋₁ 96 255
79ᵢ 90ᵢ 90ᵢ 100ᵢ 46ᵢ 42ᵢ … … … 0.4ᵢ 7 110ᵢ 814₋₁ 88 302
… … 95ᵢ 100ᵢ 65ᵢ 93ᵢ 10ᵢ … … 1 12 42 197₋₁ 16 25
69 88ᵢ 53ᵢ 87ᵢ 32ᵢ 18ᵢ … … … 0.3ᵢ 5 68ᵢ 617₋₁ 72 277
96ᵢ 100ᵢ 95 99ᵢ 97ᵢ 99ᵢ … … … 1 3 638 1,422₋₁ 131 453
100ᵢ 100ᵢ 100ᵢ 100ᵢ 99 100ᵢ … … … 3 3 468 1,117₋₁ 26 337
71ᵢ 57ᵢ 65 93ᵢ … … … … … 0.5ᵢ 3 169ᵢ 305₋₁ 105 116
… 100ᵢ … 100ᵢ 63ᵢ 33ᵢ … … … … … … 31₋₁ 55 1
100ᵢ 100ᵢ 100ᵢ 100ᵢ 61ᵢ 83ᵢ 29ᵢ … … 2ᵢ 2ᵢ … 341₋₁ 72 174
100ᵢ 100ᵢ 100ᵢ 100ᵢ 97ᵢ 100ᵢ 23ᵢ … … … 20ᵢ … 38 10 8
82ᵢ 75ᵢ … 96ᵢ 23 38ᵢ 30ᵢ … … 1ᵢ 2 29ᵢ 57 12 41
67ᵢ … … 95 41ᵢ 75ᵢ … … … 0.4ᵢ 2 124ᵢ 246 50 125
100ᵢ 100ᵢ 100ᵢ 100ᵢ 100ᵢ 100ᵢ … … … 7 5 3,307 1,116₋₁ 78 209
100ᵢ 100ᵢ 100ᵢ 100ᵢ 100ᵢ 100ᵢ … … … 7 6 2,112 978₋₁ 78 209
… … 100ᵢ 100ᵢ 100ᵢ 100ᵢ 100ᵢ … … 10 3 1,195 138₋₁
48ᵢ … 24ᵢ 16ᵢ … … … … … 1ᵢ 6 … 321₋₁ 137 203

83ᵢ 92ᵢ 90ᵢ 96ᵢ 42ᵢ 65ᵢ … … … 2ᵢ 6 1,331ᵢ 3,150₋₁ 620 1831
78ᵢ 82ᵢ 73ᵢ 81 20ᵢ 35ᵢ … … … 1ᵢ 5 202ᵢ 1,208₋₁ 377 861
100ᵢ 100ᵢ 100ᵢ 100ᵢ 50ᵢ 78ᵢ … … … 4ᵢ 6 1,129ᵢ 1,942₋₁ 243 970
100ᵢ 100ᵢ 100ᵢ 100ᵢ 100ᵢ 100ᵢ … … … 9 5 3,754 1,268₋₁ .. ..

TABLE 6: Continued
A B C

teacher training
HIV/AIDS and
frameworks
assessment
Curriculum
Education
education
In-service
Scientific
sexuality
policies/
Student
literacy
SDG indicator 4.7.1 4.7.2 4.7.4 4.7.5
Sub-Saharan Africa
Angola … … … … … 32₋₃ …
Benin … … … … … 24₋₄ …
Botswana … … … … … 47₋₂ …
Burkina Faso … … … … 21 … …
Burundi High Low Low High 100₋₁ … …
Cabo Verde … … … … 100₋₁ … …
Cameroon Medium High Medium High … 35₋₄ …
Central African Republic High Low Medium High … … …
Chad Medium Medium Medium High … 13₋₄ …
Comoros … … … … … … …
Congo … … … … … 33₋₃ …
Côte d'Ivoire Medium High Medium High … 27₋₃ …
D. R. Congo Medium Medium Low High -₋₃ 20₋₄ …
Djibouti … … … … … … …
Equat. Guinea … … … … … … …
Eritrea … … … … … … …
Eswatini … … … … 100₋₁ 50₋₄ …
Ethiopia Medium High Medium High … 31₋₂ …
Gabon … … … … … … …
Gambia … … … … … … …
Ghana … … … … … 22₋₄ …
Guinea … … … … … 20₋₂ …
Guinea-Bissau … … … … … 22₋₄ …
Kenya … … … … … 60₋₄ …
Lesotho … … … … … 36₋₄ …
Liberia … … … … … … …
Madagascar … … … … … 24₋₃ …
Malawi … … … … … 42₋₂ …
Mali High High Medium High … 23₋₃ …
Mauritania … … … … … 58₋₂ …
Mauritius High Low Medium Low … 32₋₄ …
Mozambique … … … … … 31₋₃ …
Namibia Medium High Medium Low … … …
Niger … … … … 100₋₂ 22₋₂ …
Nigeria … … … … … 29₋₁ …
Rwanda … … … … 100 64₋₃ …
Sao Tome and Principe … … … … 100₋₁ 43₋₄ …
Senegal High High Medium High 76 28₋₂ …
Seychelles … … … … 81 … …
Sierra Leone … … … … 53 … …
Somalia … … … … … … …
South Africa … … … … … 46₋₂ …
South Sudan … … … … … … …
Togo … … … … … 26₋₄ …
Uganda … … … … … 46₋₂ …
United Republic of Tanzania … … … … … … …
Zambia High High High High … 44₋₄ …
Zimbabwe … … … … … 46₋₃ …

D E F G H I J

tertiary students

Level of bullying
Basic sanitation
drinking water
student costs
handwashing
Scholarships
Computers
Electricity
Outbound
Outbound
or toilets
Imputed
Inbound
Inbound
Internet
Basic
Basic
Country code
4.a.1 4.a.2 4.a.3 4.b.1
2018 2017 2018 2018 2017
20₋₂ … … 22₋₂ 3₋₂ 7₋₂ … … Sporadic … 6₋₂ … 14₋₁ 3 3 AGO

45₋₂ … … 26 … … … … Sporadic 7₋₁ 6₋₁ 9₋₁ 7₋₁ 2 12 BEN
… … … … … … … … … 2₋₁ 5₋₁ 1₋₁ 3₋₁ 1 0.1 BWA
58 … 30 19 0.1 0.3 2₋₁ … Affected 3 6₋₁ 3 6₋₁ 3 7 BFA
39 35 21 8 - - - … Affected 3₋₁ 5₋₁ 2₋₁ 3₋₁ 2 2 BDI
99 92 78 79 16 42 … … … 1 28₋₁ 0.2 3₋₁ 2 6 CPV
34₋₁ 39₋₁ … 28 … … … … Very heavy 1₋₁ 9₋₁ 4₋₁ 26₋₁ 9 64 CMR
14₋₂ … … 4₋₂ … … … … … … … … 2₋₁ 2 2 CAF
… 17₋₃ᵢ … … … … … … Sporadic … 14₋₃ … 7₋₁ 2 3 TCD
… … … 41₋₁ 8₋₁ 31₋₁ … … … -₋₄ 79₋₄ᵢ -₋₄ 6₋₁ 6 6 COM
… … … … … … … … Sporadic … 18₋₁ … 10₋₁ 6 11 COG
43 … 31 38 … … … … Sporadic 2₋₁ 6₋₁ 5₋₁ 14₋₁ 6 23 CIV
-₋₃ … -₋₃ 9₋₃ -₋₃ -₋₃ -₋₃ … Very heavy 0.4₋₂ 2₋₂ 2₋₂ 11₋₁ 5 5 COD
88₋₁ 98₋₁ … 95₋₁ … … … … … … … … 2₋₁ 1 4 DJI
… … … … … … … … … … … … 1₋₁ 0.3 0.2 GNQ
… 26 3 29 … … … … … … 20₋₂ … 2₋₁ 1 1 ERI
79₋₁ … … 100₋₁ 16₋₂ 15₋₂ 12₋₂ … … … … … 2₋₁ 1 - SWZ
… … … … … … … Medium₋₄ Affected … 1₋₄ᵢ … 7₋₁ 7 6 ETH
… … … … … … … … Sporadic … … … 7₋₁ 2 14 GAB
84 84 … 36₋₁ … 100₋₁ … … … … … … 2₋₁ 2 0.4 GMB
33 … 35 25 8 3 … … Sporadic 2 3₋₁ 10 15₋₁ 10 10 GHA
25₋₂ … 85₋₂ 14₋₂ -₋₂ -₋₂ … … Affected … 6₋₄ᵢ … 9₋₁ 4 16 GIN
… … … … … … … … … … … … 3₋₁ 1 5 GNB
… … … 83₋₂ … … … … Affected 1₋₁ 3₋₁ 5₋₁ 15₋₁ 8 7 KEN
… … … … … … … … … 0.4 13₋₁ 0.1 3₋₁ 0.4 0.1 LSO
59₋₁ … 62₋₁ 10₋₁ … … … … … … … … 1₋₁ 1 0.2 LBR
… … … 8 0.4 2 … … Sporadic 1 3₋₁ 2 5₋₁ 4 9 MDG
87₋₁ … 28₋₁ 25 … … … … Sporadic … … … 3₋₁ 2 0.2 MWI
… 17₋₂ᵢ … 16₋₁ … … … … Affected 1₋₁ 10₋₃ 0.4₋₁ 9₋₁ 4 11 MLI
44 … … 40 … 14₋₁ … … Sporadic 1₋₁ 24₋₁ 0.3₋₁ 5₋₁ 2 4 MRT
100 100 89 100 27 100 31 … … 5₋₁ 22₋₁ 2₋₁ 9₋₁ 2 6 MUS
… 48₋₂ᵢ 15₋₂ᵢ … … … … … Sporadic 0.4 1₋₁ 1 3₋₁ 3 3 MOZ
… … … 73 … … … High₋₄ … 6₋₁ 9₋₁ 3₋₁ 5₋₁ 1 1 NAM
16ᵢ … 10 5 - 2 -₋₂ … Affected 5 7₋₁ 4 5₋₁ 1 4 NER
… … … … … … … … Heavy … … … 85₋₁ 10 17 NGA
54 … 66 74 30 75 24 … … 4 6₋₁ 3 5₋₁ 4 3 RWA
88₋₁ 72₋₁ 88₋₁ 87₋₁ … 59₋₁ … … … … 28₋₃ᵢ … 1₋₁ 1 1 STP
78 … 34 50 13 28 … … Sporadic 8 8₋₁ 14 13₋₁ 7 39 SEN
100 100 100 100 100 100 7 … … - 37₋₁ - 0.5₋₁ 2 0.2 SYC
52 47 66 6 1 3 5 … … … … … 1₋₁ 1 0.3 SLE
… … … … … … … … Affected … … … 6₋₁ 2 1 SOM
… … … … … … … High₋₄ Affected 4₋₁ 1₋₁ 45₋₁ 8₋₁ 7 3 ZAF
… … … … … … … … Affected … … … 1₋₁ 1 0.1 SSD
… 58 … 25 … 3 … … Sporadic … 7₋₁ … 6₋₁ 2 10 TGO
… … 41₋₁ … … … … … Affected … 3₋₄ᵢ … 6₋₁ 4 2 UGA
… … 20₋₂ᵢ 85₋₂ … … … … … … 4₋₂ … 7₋₁ 5 2 TZA
82₋₁ … … 36₋₁ 6₋₁ 85₋₁ 4₋₂ … Sporadic … … … 5₋₁ 4 0.4 ZMB
… … … … … … … … Affected 0.5₋₃ 13₋₃ 1₋₃ 19₋₁ 3 2 ZWE

Table 6: Continued
A B C

teacher training
HIV/AIDS and
frameworks
assessment
Curriculum
Education
education
In-service
Scientific
sexuality
policies/
Student
literacy
SDG indicator 4.7.1 4.7.2 4.7.4 4.7.5

Algeria … … … … - … 29₋₃
Armenia Medium High Medium High 100 18₋₂ …
Azerbaijan … … … … … … …
Bahrain … … … … 100 … 73₋₃
Cyprus … … … … … … 61
Egypt Medium High Medium High -₋₂ 5₋₃ 42₋₃
Georgia High High Medium High … … 36
Iraq Medium Low Medium High … … …
Israel … … … … … … 67
Jordan … … … … … … 60
Kuwait High High High High … … 49₋₃
Lebanon … … … … … … 38
Libya … … … … … … …
Morocco Medium High Medium High … … 31
Oman High High Medium High 99 … 72₋₃
Palestine … … … … 3 … …
Qatar High Medium Medium High 100 … 52
Saudi Arabia … … … … 100₋₁ … 38
Sudan … … … … … … …
Syrian Arab Republic … … … … … … …
Tunisia … … … … … … 34₋₃
Turkey High High Medium High … … 75
United Arab Emirates … … … … … … 57
Yemen … … … … … … …

Afghanistan … … … … … 2₋₃ …
Bangladesh Medium Low Low High 100 … …
Bhutan … … … … … 23₋₂ …
India … … … … … 26₋₂ …
Iran, Islamic Republic of Medium Medium Medium High … … 73₋₃
Kazakhstan … … … … … … 40
Kyrgyzstan … … … … 100₋₁ … …
Maldives High High Medium High 100₋₁ … …
Nepal … … … … … … …
Pakistan Medium High High High … … …
Sri Lanka … … … … 100 … …
Tajikistan High Low Medium High … … …
Turkmenistan … … … … … … …
Uzbekistan High Low Medium High … … …

Brunei Darussalam … … … … … … 54
Cambodia High High Medium High … 40₋₄ …
China … … … … … … 98
DPR Korea … … … … … … …
Hong Kong, China … … … … 95ᵢ … 88
Indonesia … … … … … … 40
Japan High High High High … … 89
Lao PDR … … … … … … …
Macao, China … … … … 100 … 94
Malaysia … … … … 100 41₋₃ 63
Mongolia Medium High Medium Low … 22₋₄ …
Myanmar High Low Low High 85 17₋₂ …
Philippines … … … … … … 22
Republic of Korea Medium Medium Medium High … … 86
Singapore Medium High Medium High … … 91
Thailand High Low … High … 46₋₂ 56
Timor-Leste … … … … … 11₋₂ …
Viet Nam … … … … … … 96

D E F G H I J

tertiary students

Level of bullying
Basic sanitation
drinking water
student costs
handwashing
Scholarships
Computers
Electricity
Outbound
Outbound
or toilets
Imputed
Inbound
Inbound
Internet
Basic
Basic
Country code
4.a.1 4.a.2 4.a.3 4.b.1
2018 2017 2018 2018 2017
… … … … … … … Low₋₄ Sporadic 1 2₋₁ 9 26₋₁ 20 107 DZA

… … … 100 100 100 … … … 4 6₋₁ 5 6₋₁ 5 11 ARM
100 100 100 100 54 94 … … … 2 21₋₁ 5 43₋₁ 5 11 AZE
100 100 100 100 100 100 100 … … 13 14₋₁ 6 6₋₁ … … BHR
… … … … … … … … … 23₋₁ 69₋₃ 10₋₁ 24₋₁ … … CYP
… 100₋₂ 100₋₂ 100₋₂ 48₋₂ 78₋₁ … … Sporadic 2₋₂ 1₋₁ … 35₋₁ 15 43 EGY
100 100 100 100 100 100 … … … 8₊₁ 8₋₁ 12₊₁ 11₋₁ 5 17 GEO
… … … … … … … … Affected … … … 30₋₁ 6 8 IRQ
100₋₂ 100₋₂ 100₋₂ 100₋₂ 85₋₂ᵢ 85₋₂ᵢ … Medium₋₄ Affected 3₋₄ 4₋₁ … 15₋₁ … … ISR
36 36 36 36 13 13 … … … 14 9₋₁ 45 25₋₁ 12 15 JOR
100ᵢ 100ᵢ 100ᵢ 100ᵢ … … … … … … 20₋₁ … 23₋₁ … … KWT
… … 100 100 90 66 … … Sporadic 9 8₋₁ 22 17₋₁ 4 27 LBN
… … … … … … … … Affected … … … 12₋₁ 2 6 LBY
75 90 81 96 79 77 17 … … 2 5₋₁ 20 51₋₁ 23 144 MAR
100 100 100 100 100 100 … … … 3 12₋₁ 3 14₋₁ … … OMN
100 99 96 100 85 74 46 … Very heavy - 11₋₁ - 25₋₁ 6 17 PSE
100 100 100 100 100 100 100 … … 34 21₋₁ 12 7₋₁ … … QAT
100₋₁ 100₋₁ 100₋₁ 100₋₁ 100₋₁ 100₋₁ 100₋₁ … Sporadic 5 5₋₁ 74 84₋₁ … … SAU
93₋₂ 73₋₂ … 54₋₂ … 13₋₂ … … Very heavy … 2₋₃ … 13₋₁ 3 4 SDN
… … … … … … … … Heavy … 7₋₂ … 54₋₁ 15 96 SYR
98 … 100 100 49 96 … … Sporadic 2 8₋₁ 6 22₋₁ 17 82 TUN
… … … … … … … High₋₄ Heavy 2₋₁ 1₋₁ 108₋₁ 46₋₁ 22 76 TUR
100₋₁ 100₋₁ 100₋₁ 100₋₁ 100₋₁ 100₋₁ … … Sporadic 49₋₂ 6₋₁ … 11₋₁ … … ARE
… … … … … … … … Very heavy … … … 25₋₁ 3 14 YEM
60 26 5 … … … … … Very heavy -₋₄ 7₋₄ᵢ … 30₋₁ 11 6 AFG

79₋₂ 37₋₂ 29₋₂ 43₋₂ 4₋₂ 18₋₂ … … Affected … 2₋₁ … 58₋₁ 11 20 BGD
… … … 87₋₃ 52 14₋₃ … … … … … … 4₋₁ 3 0.2 BTN
… 92 53 52 … 10₋₂ 64 … Very heavy 0.1 1₋₁ 45 332₋₁ 19 142 IND
… … … … … … … … Affected 1₋₁ 1₋₂ 21₋₁ 53₋₁ 7 79 IRN
… … … 100₊₁ … … 7 … … 3₊₁ 14₋₁ 23₊₁ 85₋₁ 4 12 KAZ
… … 100₋₁ 100₋₁ 41₋₁ 89₋₁ … … … 8 5₋₁ 17 11₋₁ 3 4 KGZ
100₋₁ 100₋₁ 100₋₁ 100₋₁ 100₋₁ 100₋₁ 100₋₁ … … … 20₋₁ … 3₋₁ 2 0.1 MDV
39₋₂ᵢ … … … … … … High₋₄ Sporadic … 17₋₁ … 64₋₁ 4 13 NPL
52₋₂ᵢ … … … … … … … Affected … 3₋₁ … 53₋₁ 15 41 PAK
90 88 90 100 12 42 … … Affected 0.4 7₋₁ 1 21₋₁ 7 3 LKA
… … … … … … … … … 1₋₁ 7₋₁ 2₋₁ 20₋₁ 2 2 TJK
… … … … … … … … Sporadic 0.2₋₄ 107₋₄ᵢ 0.1₋₄ 46₋₁ 1 1 TKM
90 92 90 100 89 97 13₋₁ … … 0.2 12₋₁ 1 35₋₁ 3 6 UZB
… … 100 100 … … … Medium₋₃ … 5 29₋₁ 0.5 3₋₁ … … BRN

… 48₋₂ᵢ 49₋₂ᵢ … … … … Medium₋₄ … … 3₋₁ … 6₋₁ 14 3 KHM
100 99ᵢ 97 99 96 97 … … Affected 0.4 2₋₁ 178 928₋₁ 22 349 CHN
… … … … … … … … … … 0.3₋₃ᵢ … 1₋₁ᵢ 0.1 1 PRK
100 100 100 100 99ᵢ 99ᵢ 95ᵢ … … 13 12₋₁ᵢ 37 36₋₁ᵢ … … HKG
58 50 69 93 … 40 … … Affected 0.1 1₋₁ 8 48₋₁ 55 41 IDN
… … … … … … … … Sporadic 4₋₁ 1₋₁ 164₋₁ 32₋₁ … … JPN
… … … 37₋₂ … … … … … 0.5 5₋₁ 0.5 5₋₁ 11 0.4 LAO
100 100 100 100 100 100 64 … … 49 11₋₁ᵢ 16 4₋₁ᵢ … … MAC
92 100 92 98 97 100₋₁ 40 … Sporadic 10 5₋₁ 123 63₋₁ 6 14 MYS
… … … … 71₋₂ … … Medium₋₄ … 1 7₋₁ 2 11₋₁ 11 6 MNG
75 64 56 27₋₁ 0.2 1 1 … Heavy - 1₋₁ 0.5 9₋₁ 14 1 MMR
49₋₂ᵢ 33₋₂ᵢ 49₋₂ᵢ … … … … … Affected … 0.5₋₁ … 17₋₁ 81 3 PHL
100₋₂ 100₋₂ 100₋₂ 100₋₂ 100₋₂ 100₋₂ … Low₋₄ … 2₋₁ 3₋₁ 71₋₁ 105₋₁ … … KOR
100₋₁ 100₋₁ 100₋₁ 100₋₁ … … … … … … … … 24₋₁ … … SGP
… … … … … … … … Affected 1₋₂ 1₋₂ 32₋₂ 32₋₁ 6 9 THA
67 … 61 82 … … … … … … … … 3₋₁ 5 2 TLS
… … … … … … … Medium₋₄ … 0.2₋₂ 4₋₂ 6₋₂ 95₋₁ 31 52 VNM

Table 6: Continued
A B C

teacher training
HIV/AIDS and
frameworks
assessment
Curriculum
Education
education
In-service
Scientific
sexuality
policies/
Student
literacy
SDG indicator 4.7.1 4.7.2 4.7.4 4.7.5
Oceania
Australia … High … High … … 81
Cook Islands High Medium … High 32₋₂ … …
Fiji … … … … … … …
Kiribati … … … … … … …
Marshall Islands … … … … … … …
Micronesia, F. S. … … … … … … …
Nauru … … … … 50₋₂ … …
New Zealand High High High High … … 82
Niue … … … … 100₋₂ … …
Palau … … … … … … …
Papua New Guinea … … … … … … …
Samoa … … … … … … …
Solomon Is … … … … … … …
Tokelau … … … … … … …
Tonga … … … … … … …
Tuvalu Medium High Medium Low … … …
Vanuatu … … … … … … …

Anguilla … … … … … … …
Antigua and Barbuda … … … … 100 86₋₂ …
Argentina … High Medium High … … 47
Aruba … … … … … … …
Bahamas … … … … … 4₋₄ …
Barbados … … … … … 46₋₄ …
Belize … … … … … 43₋₂ …
Bolivia, P. S. High High High High … … …
Brazil … … … … … … 45
British Virgin Islands … … … … … … …
Cayman Islands … … … … 100 … …
Chile Medium Medium Low Low … … 65
Colombia High Low Low High … 30₋₃ 50
Costa Rica … … … … 73 … 52
Cuba … … … … 100 60₋₄ …
Curaçao … … … … … … …
Dominica … … … … 100₋₂ … …
Dominican Republic … … … … … 0.4₋₄ 15
Ecuador High Low … High … … …
El Salvador Medium Low Medium Low … 36₋₄ …
Grenada … … … … 92 … …
Guatemala High Medium High Low … 22₋₃ …
Guyana … … … … … 49₋₄ …
Haiti Medium Medium Medium High … 37₋₁ …
Honduras Medium High Medium High … … …
Jamaica … … … … … … …
Mexico High High Medium High … … 53
Montserrat … … … … - … …
Nicaragua … … … … … … …
Panama … … … … … … 29
Paraguay … … … … … … …
Peru High High Medium High … 75₋₂ 46
Saint Kitts and Nevis Medium High Medium … … … …
Saint Lucia … … … … … … …
Saint Vincent/Grenadines … … … … 96 … …
Sint Maarten … … … … … … …
Suriname … … … … … … …
Trinidad and Tobago Medium High Low Low … … 54₋₃
Turks and Caicos Islands … … … … … … …
Uruguay Medium Low Medium Low 100₋₁ … 56
Venezuela, B. R. … … … … … … …

D E F G H I J

tertiary students

Level of bullying
Basic sanitation
drinking water
student costs
handwashing
Scholarships
Computers
Electricity
Outbound
Outbound
or toilets
Imputed
Inbound
Inbound
Internet
Basic
Basic
Country code
4.a.1 4.a.2 4.a.3 4.b.1
2018 2017 2018 2018 2017
100₋₂ 100₋₂ 100₋₂ 100₋₂ 100₋₂ 100₋₂ … … … 21₋₁ 1₋₁ 381₋₁ 13₋₁ … … AUS
100₋₂ 100₋₂ 100₋₂ 100₋₂ 100₋₂ 100₋₂ 4₋₂ … … … … … 0.2₋₁ᵢ 0.3 - COK
… … … 98₋₂ … … … … … … … … 1₋₁ 6 - FJI
… … … … … … … … … … … … 1₋₁ 4 - KIR
3₋₂ 27₋₂ 36₋₂ 54₋₂ 26₋₂ 22₋₂ 21₋₂ … … … … … 0.3₋₁ 0.1 … MHL
… … … … … … … … … … … … 0.2₋₁ 0.3 - FSM
… 100₋₂ … 67₋₂ … 33₋₂ … … … … … … 0.2₋₁ᵢ 1 … NRU
… … … … … … … … … 20₋₁ 2₋₁ 53₋₁ 5₋₁ … … NZL
100₋₂ 100₋₂ 100₋₂ 100₋₂ 100₋₂ 100₋₂ 100₋₂ … … … … … -₋₁ 0.4 … NIU
… … … … … … … … … … … … -₋₁ 0.1 - PLW
… … … … … … … … … … … … 1₋₁ 15 - PNG
100 100 100 100 14₋₁ 14₋₁ … … … … … … 1₋₁ 8 - WSM
… … … 50 - - … … … … … … 3₋₁ 5 - SLB
… … … … … … … … … … … … 0.1₋₁ᵢ - - TKL
… … … … … … … … … … … … 1₋₁ 3 - TON
… … … 100 … … … Medium₋₄ … … … … 0.5₋₁ 1 - TUV
… … … … … … … … … … … … 2₋₁ 3 2 VUT
… … … … … … … … … … … … 0.2₋₁ … … AIA
100 100 100 100 90 90 5 … … … … … 1₋₁ 0.1 - ATG
… … … 97₋₁ 40₋₁ 65₋₁ … High₋₄ … 3₋₁ 0.3₋₁ 89₋₁ 9₋₁ 4 7 ARG
… … … … … … … … … 28₋₂ 20₋₂ 0.3₋₂ 0.2₋₁ … … ABW
… … … … … … … Medium₋₄ … … … … 4₋₁ … … BHS
100 100 100 100 … … … … … … … … 1₋₁ … … BRB
… … … … … … … … … … 9₋₁ … 1₋₁ 0.4 0.1 BLZ
… … … … … … … … Sporadic … … … 20₋₁ 2 3 BOL
… … 95₋₁ 96₋₁ 62₋₁ 54₋₁ 28₋₁ Medium₋₄ Sporadic 0.2₋₁ 1₋₁ 21₋₁ 59₋₁ 14 45 BRA
100₋₁ 100₋₁ 81₋₁ 100₋₁ 100₋₁ 89₋₁ 63₋₁ … … 17₋₂ 43₋₂ … 0.4₋₁ … … VGB
100 100 100 100 100 100 100 … … … … … 1₋₁ … … CYM
… … … … … … … Low₋₄ Sporadic 0.4₋₁ 1₋₁ 5₋₁ 16₋₁ 3 11 CHL
… … … 88 43 81 … High₋₄ Affected 0.2 2₋₁ 5 44₋₁ 8 36 COL
83 68 66 96 59 63 55 Low₋₄ … … 1₋₁ … 3₋₁ 1 3 CRI
100 100 100 100 13 100 … … … … 1₋₁ … 2₋₁ 1 2 CUB
… … … … … … … … … … … … 0.2₋₁ … … CUW
100₋₂ 100₋₂ 100₋₂ 100₋₂ 100₋₂ 100₋₂ 2₋₂ … … … … … 1₋₁ 0.3 0.2 DMA
… 90₋₂ᵢ … … 23₋₂ … … High₋₄ … 2₋₁ 1₋₁ 10₋₁ 4₋₁ 1 1 DOM
40 … 83 79 39 75 … High₋₄ … 1₋₃ 3₋₃ 5₋₃ 22₋₁ 3 8 ECU
82₋₁ … … 98 23 61 30 Medium₋₄ … 1 2₋₁ 1 5₋₁ 1 2 SLV
100 … 100 100 72 72 22 … … 85 6₋₁ 8 1₋₁ 0.1 - GRD
… 76₋₂ᵢ … … 9₋₂ 12₋₂ … Low₋₄ … … 1₋₃ … 3₋₁ 1 2 GTM
… … … … … … … … … … … … 2₋₁ 1 0.1 GUY
… … … … … … … … … … … … 10₋₁ 4 6 HTI
65₋₂ᵢ … … 48₋₂ 16₋₂ 16₋₂ 5₋₂ Medium₋₄ … 1 2₋₃ 3 5₋₁ 1 1 HND
… … 100 100 84₋₁ 85 12₋₁ … … … 6₋₃ … 5₋₁ 1 1 JAM
… 75₋₂ᵢ … … 39₋₂ … … Low₋₄ … 1₋₁ 1₋₁ 25₋₁ 35₋₁ 8 34 MEX
100 100 100 100 100 100 25 … … … … … -₋₁ 0.1 … MSR
… … … … … … … Medium₋₄ Heavy … … … 3₋₁ 1 1 NIC
… 82₋₂ᵢ … … … … … Medium₋₄ … … 2₋₂ … 4₋₁ 1 1 PAN
67₋₂ … 62₋₂ 94₋₂ 5₋₂ 5₋₂ … Medium₋₄ … … … … 14₋₁ 1 1 PRY
55 … … 80 41 78 30 High₋₄ … … 2₋₁ … 33₋₁ 3 12 PER
79₋₂ … 79₋₂ 100₋₂ … … … … … 73₋₄ 13₋₃ᵢ … 1₋₁ … … KNA
100 100 100 100 100 100 … … … 13 31₋₁ 0.3 1₋₁ 1 0.1 LCA
100 100 100 100 100 100 100 … … … 33₋₃ᵢ … 1₋₁ 0.2 - VCT
… … … … … … … … … 36₋₃ 49₋₃ᵢ 0.1₋₃ 0.1₋₁ … … SXM
… … … … … … … … … … … … 1₋₁ 1 0.1 SUR
… … … … … … … … … … … … 3₋₁ … … TTO
100 100 100 100 93 97 … … … … 54₋₃ᵢ … 0.2₋₁ … … TCA
100₋₁ … … 100₋₁ 100₋₁ 100₋₁ 100₋₁ Low₋₄ … … 3₋₁ … 5₋₁ 1 1 URY
97₋₂ 90₋₂ … 99₋₂ … … … … Affected … … … 21₋₁ 1 7 VEN

Table 6: Continued
A B C

teacher training
HIV/AIDS and
frameworks
assessment
Curriculum
Education
education
In-service
Scientific
sexuality
policies/
Student
literacy
SDG indicator 4.7.1 4.7.2 4.7.4 4.7.5

Albania High High Low High 95 … 53
Andorra Medium High Medium High 100 … …
Austria Medium High Medium … … … 78
Belarus … … … … … … 76
Belgium Medium High Low High … … 80
Bermuda … … … … 100₋₂ … …
Bosnia and Herzegovina Medium Medium Medium … … … 43
Bulgaria High High Medium High … 19₋₂ 53
Canada … High Medium High … … 87
Croatia … … … … … … 75
Czechia High High Medium Low … … 81
Denmark Medium High Medium High … … 81
Estonia Medium Medium Medium High … … 91
Finland Medium High … High 100₊₁ᵢ … 87
France High Medium High High … … 80
Germany High High High High … … 80
Greece Medium High Medium High … … 68
Hungary Medium High Medium High … … 76
Iceland … … … … … … 75
Ireland High High Medium High … … 83
Italy … … … … … … 74
Latvia High High High High … … 82
Liechtenstein … … … … … … …
Lithuania High High Low High … 71₋₄ 78
Luxembourg … … … … … … 73
Malta High High Medium High … … 66
Monaco High Medium Medium High 100₊₁ … …
Montenegro … … … … … … 52
Netherlands High High … … … … 80
North Macedonia High High … High … … 51
Norway … … … … … … 79
Poland High High High High … … 86
Portugal High High … High … … 80
Republic of Moldova … … … … 100 … 57
Romania High High Medium High … … 56
Russian Federation High High High High … … 79
San Marino … … … … … … …
Serbia High High Medium High … … 62
Slovakia High Medium Medium Low … … 71
Slovenia … … … … … … 85
Spain High High Medium High … … 79
Sweden High High High High … … 81
Switzerland … … … … … … 80
Ukraine … … … … … 23₋₄ 74
United Kingdom … … … … … … 83
United States … … … … … … 81

D E F G H I J

tertiary students

Level of bullying
Basic sanitation
drinking water
student costs
handwashing
Scholarships
Computers
Electricity
Outbound
Outbound
or toilets
Imputed
Inbound
Inbound
Internet
Basic
Basic
Country code
4.a.1 4.a.2 4.a.3 4.b.1
2018 2017 2018 2018 2017
55 83 71 94 47 50 5 … … 1 12₋₁ 2 17₋₁ 6 23 ALB

100 100 100 100 100 100 100 … … 44 247₋₁ 0.3 1₋₁ … … AND
… … … … … … … … … 17₋₁ 4₋₁ 74₋₁ 19₋₁ … … AUT
100 100 100 100 87 100 … … … 4 5₋₁ 17 22₋₁ 3 28 BLR
100 … 100 100 100 100 … … … 9₋₁ 3₋₁ 45₋₁ 15₋₁ … … BEL
… … 100₋₂ 100₋₂ 100₋₂ 100₋₂ 100₋₂ … … 10 243₋₁ 0.1 2₋₁ … … BMU
… … … … … … … … … 7 13₋₁ 7 13₋₁ 4 29 BIH
… … … … … … … … … 5₋₁ 9₋₂ 14₋₁ 25₋₁ … … BGR
… … … … … … … … … 13₋₁ᵢ 3₋₁ᵢ 210₋₁ᵢ 49₋₁ … … CAN
… … … … … … … … … 3₋₁ 6₋₂ 5₋₁ 10₋₁ … … HRV
… … … … … … … … … 13₋₁ 4₋₁ 44₋₁ 13₋₁ … … CZE
100₋₂ 100₋₂ 100₋₂ 100₋₂ 100₋₂ 100₋₂ … … … 11₋₁ 2₋₁ 34₋₁ 5₋₁ … … DNK
100₋₂ 100₋₂ 100₋₂ 100₋₂ 100₋₂ 100₋₂ … Medium₋₄ … 8₋₁ 8₋₁ 4₋₁ 4₋₁ … … EST
100₊₁ᵢ 100₊₁ᵢ 100₊₁ᵢ 100₊₁ᵢ 100₊₁ᵢ 100₊₁ᵢ 100₊₁ᵢ … … 8₋₁ 4₋₁ 24₋₁ 11₋₁ … … FIN
100 100 100 100 98₋₁ᵢ 99₋₁ᵢ … … … 10₋₁ 4₋₁ 258₋₁ 89₋₁ … … FRA
100 100 100 100 … … … Low₋₄ … 8₋₁ 4₋₁ 259₋₁ 122₋₁ … … DEU
… … … … … … … … Sporadic 3₋₁ 5₋₁ 25₋₁ 37₋₁ … … GRC
100₋₂ 100₋₂ 100₋₂ 100₋₂ 100₋₂ 100₋₂ … … … 10₋₁ 4₋₁ 29₋₁ 12₋₁ … … HUN
… … … … … … … … … 7₋₁ 15₋₁ 1₋₁ 3₋₁ … … ISL
… … … … … … … … … 9₋₁ 7₋₁ 20₋₁ 15₋₁ … … IRL
100₋₂ 100₋₂ 100₋₂ 100₋₂ 70₋₂ᵢ … … … … 5₋₁ 4₋₁ 98₋₁ 74₋₁ … … ITA
100₋₂ 100₋₂ 100₋₂ 100₋₂ 100₋₂ 100₋₂ 18₋₂ … … 7₋₁ 6₋₁ 6₋₁ 5₋₁ … … LVA
… … … … … … … … … 88₋₁ 133₋₂ 1₋₁ 1₋₁ … … LIE
… … … … … … … … … 5₋₁ 8₋₁ 6₋₁ 10₋₁ … … LTU
… … … … … … … … … 47₋₁ 156₋₁ 3₋₁ 11₋₁ … … LUX
… … … … … … … High₋₄ … 8₋₁ 8₋₂ 1₋₁ 1₋₁ … … MLT
100₊₁ 100₊₁ 100₊₁ 100₊₁ 100₊₁ 100₊₁ 100₊₁ … … 0.3₋₁ 50₋₁ … 0.4₋₁ … … MCO
… … … … … … … … … … 20₋₁ … 5₋₁ 1 2 MNE
100₊₁ 100₊₁ 100₊₁ 100₊₁ 100₊₁ 100₊₁ … … … 11₋₁ 2₋₁ 96₋₁ 18₋₁ … … NLD
… … … … … … … … … 5₋₁ 7₋₃ 3₋₁ 5₋₁ 3 9 MKD
100₊₁ 100₊₁ 100₊₁ 100₊₁ 100₊₁ 100₊₁ … Medium₋₄ … 3₋₁ 6₋₁ 9₋₁ 18₋₁ … … NOR
100₋₂ 100₋₂ 100₋₂ 100₋₂ 100₋₂ 100₋₂ … Medium₋₄ … 4₋₁ᵢ 2₋₁ 64₋₁ᵢ 25₋₁ … … POL
100 100 100 100 100 100 … … … 6₋₁ 4₋₁ 22₋₁ 14₋₁ … … PRT
100 100 100 100 91 100 … … … 5 19₋₁ 4 18₋₁ 34 6 MDA
… … … … … … … High₋₄ … 5₋₁ 6₋₂ 28₋₁ 36₋₁ … … ROU
… … … … … … … … Sporadic 4₋₁ 1₋₁ 251₋₁ 57₋₁ … … RUS
100 100 100 100 100 100 100 … … 91 … 1 1₋₁ … … SMR
… … … … … … … … … 4 6₋₁ 11 15₋₁ 8 23 SRB
100₋₂ 100₋₂ 100₋₂ 100₋₂ 100₋₂ᵢ 100₋₂ᵢ 14₋₂ᵢ … … 7₋₁ 21₋₁ 11₋₁ 32₋₁ … … SVK
100₋₂ 100₋₂ 100₋₂ 100₋₂ 100₋₂ 100₋₂ … … … 4₋₁ 4₋₁ 3₋₁ 3₋₁ … … SVN
100 100 100 100 100 100 … Medium₋₄ … 3₋₁ 2₋₁ 65₋₁ 41₋₁ … … ESP
… … … … … … … … … 7₋₁ 4₋₁ 29₋₁ 17₋₁ … … SWE
100₋₂ 100₋₂ 100₋₂ 100₋₂ 100₋₂ 100₋₂ … … … 18₋₁ 5₋₁ 53₋₁ 14₋₁ … … CHE
… … 78 100 58 82 66 … Affected 3 5₋₁ 50 78₋₁ 11 110 UKR
… … … … … … … … … 18₋₁ 1₋₁ 436₋₁ 35₋₁ … … GBR
… … … … … … … … Sporadic 5₋₁ 0.5₋₁ 985₋₁ 87₋₁ … … USA

TABLE 7: SDG 4, Means of implementation 4.c – Teachers
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training
in developing countries, especially least developed countries and small island developing States
PRE-PRIMARY PRIMARY SECONDARY

A B C D E F A B C D E F A B C D E F
Classroom teachers
Classroom teachers
Classroom teachers
classroom teachers
classroom teachers
classroom teachers
classroom teachers
classroom teachers
classroom teachers
Pupil/teacher ratio
Pupil/teacher ratio
Pupil/teacher ratio
Teacher attrition
Teacher attrition
Teacher attrition
Relative teacher
Relative teacher
Relative teacher
% of qualified
% of qualified
% of qualified
% of trained
% of trained
% of trained
salary level
salary level
salary level
rate (%)
rate (%)
rate (%)
(000)
(000)
(000)
SDG indicator 4.c.1 4.c.3 4.c.6 4.c.5 4.c.1 4.c.3 4.c.6 4.c.5 4.c.1 4.c.3 4.c.6 4.c.5
Reference year 2018 2018 2018
Region Sum Median Sum Median Sum Median
World 7,659 16 85ᵢ 98ᵢ … … 28,541 18 95ᵢ 100ᵢ … … 30,135 13 91ᵢ 98ᵢ … …
Sub-Saharan Africa 454 24 55ᵢ 82 … … 2,951 36 86ᵢ 95 8ᵢ … 1,917 24 70ᵢ 84ᵢ … …

Northern Africa and Western Asia 290 17 100ᵢ 100ᵢ … … 2,012 15 100ᵢ 100ᵢ … … 2,273 10 100ᵢ 100ᵢ … …
Northern Africa 111ᵢ 26ᵢ 88ᵢ 100ᵢ … … 949 24 100 100 9ᵢ … 838ᵢ 17ᵢ 100ᵢ 100ᵢ … …
Western Asia 180 16 100ᵢ 100ᵢ … … 1,064 13 100ᵢ 100ᵢ … … 1,435 10 100ᵢ 100ᵢ … …
Central and Southern Asia 621ᵢ 12ᵢ 99ᵢ 88ᵢ … … 6,435 25 96 97 2ᵢ … 7,139 19 83ᵢ 100ᵢ … …
Central Asia 71ᵢ 11ᵢ 100ᵢ 100ᵢ … … 256 22 100 98 4ᵢ … 688ᵢ 10ᵢ 97ᵢ 100ᵢ … …
Southern Asia 550ᵢ 16ᵢ 86ᵢ 88ᵢ … … 6,179 30 86 93 1 … 6,451 24 83 94 … …
Eastern and South-eastern Asia 3,759 18 97ᵢ 99ᵢ 4ᵢ … 10,371 17 98 100 2ᵢ … 10,108 13 95ᵢ 97 4ᵢ …
Eastern Asia 2,873 17 97ᵢ 99ᵢ 3ᵢ … 6,898 16 97ᵢ 100 2ᵢ … 7,408 12 91ᵢ 100 4ᵢ …
South-eastern Asia 886 18 97ᵢ 99ᵢ 9ᵢ … 3,473 20 99 99 4ᵢ … 2,700 18 96ᵢ 97 … …
Oceania 28 14 85ᵢ 100ᵢ … … 70 21 86ᵢ 100ᵢ … … 55ᵢ 15ᵢ … 89ᵢ … …
Latin America and the Caribbean 776ᵢ 16ᵢ 73ᵢ 97ᵢ … … 2,407 18 90ᵢ 98ᵢ … … 3,235 13 89ᵢ 93ᵢ … …
Caribbean 28ᵢ 11ᵢ 70ᵢ 96ᵢ … … 169 15 85 100 … … 158 11 74 93 … …
Central America 235 19 93ᵢ 100ᵢ … … 778 24 96ᵢ 97ᵢ … … 1,070 15 94ᵢ 99ᵢ … …
South America 514ᵢ 19ᵢ … 91ᵢ … … 1,460 19 95ᵢ 93ᵢ … … 2,008ᵢ 18ᵢ 90ᵢ 93ᵢ … …
Europe and Northern America 1,730 12 … … … 0.68ᵢ 4,296 12 … … … 0.78ᵢ 5,408 9 … … … 0.90ᵢ
Europe 1,117 12 … … … 0.68ᵢ 2,526 12 … … … 0.79ᵢ 3,712 9 … … … 0.91ᵢ
Northern America 613 11 100ᵢ 100ᵢ … 0.62ᵢ 1,770 12 100ᵢ 100ᵢ … 0.63ᵢ 1,696 10 100ᵢ 99ᵢ … 0.67ᵢ
Low income 272 28 46ᵢ 81 … … 2,341 40 86ᵢ 96 6ᵢ … 1,302 27ᵢ 61ᵢ 85ᵢ … …
Middle income 5,467 17 90ᵢ 96ᵢ … … 21,269 22 95ᵢ 98ᵢ 5ᵢ … 22,647 15 91ᵢ 96ᵢ … …
Lower middle 1,771 20 90ᵢ 98ᵢ … … 10,557 27 95 94ᵢ 5ᵢ … 10,570 19 89ᵢ 94ᵢ … …
Upper middle 3,697ᵢ 16 90ᵢ 94ᵢ … … 10,713 17 97ᵢ 99ᵢ … … 12,077 12 92ᵢ 97ᵢ … …
High income 1,919 13 … … … … 4,931 12 97ᵢ 100ᵢ … 0.83ᵢ 6,186 10 … 100ᵢ … …
A Number of classroom teachers.

B Pupil/teacher ratio, headcount basis.
C Percentage of teachers who have received at least the minimum organized and recognized pre-service and in-service pedagogical training required to teach at a given level of education.
D Percentage of teachers qualified according to national standards.
E Teacher attrition rate (%).
F Ratio of actual teacher salaries to comparable workers [Sources: OECD; for secondary: GEM Report weighted average of OECD lower secondary and upper secondary data].

TABLE 7: Continued

Classroom teachers
Classroom teachers
Classroom teachers
classroom teachers
classroom teachers
classroom teachers
classroom teachers
classroom teachers
classroom teachers
Pupil/teacher ratio
Pupil/teacher ratio
Pupil/teacher ratio
Teacher attrition
Teacher attrition
Teacher attrition
Relative teacher
Relative teacher
Relative teacher
% of qualified
% of qualified
% of qualified
% of trained
% of trained
% of trained
salary level
salary level
salary level
rate (%)
rate (%)
rate (%)
(000)
(000)
(000)
Country code
Sub-Saharan Africa
Angola 12₋₂ 63₋₂ … 72₋₂ … … 96₋₂ 50₋₃ … 63₋₂ 15₋₂ … 76₋₂ 27₋₂ 51₋₃ 52₋₂ … … AGO
Benin 7 24 25 100 … … 57 39 70 100 13₋₁ … 90₋₂ 11₋₂ 18₋₂ 69₋₂ … … BEN
Botswana 2₋₄ 19₋₄ … … … … 15₋₃ 24₋₃ … 100₋₄ … … … … … … … … BWA
Burkina Faso 5 17 42 71₋₁ 4₋₂ … 81 40 88 95 5 … 55 23 60 99 2 … BFA
Burundi 3 38 100 69₋₄ 5 … 51 43 100 100 11₋₂ … 25 27 100 96 -₋₂ … BDI
Cabo Verde 1 16 30 30 … … 3 21 99 94 4 … 3 15 96 93 13 … CPV
Cameroon 25 20 67₋₁ 61₋₁ … … 94 45 81₋₁ 73₋₁ 9₋₁ … 115₋₂ 19₋₂ 53₋₃ 54₋₂ᵢ … … CMR
Central African Republic 0.3₋₂ … … 100₋₂ … … 10₋₂ 83₋₂ … 100₋₂ … … 4₋₁ 32₋₁ 45₋₂ … … … CAF
Chad 0.4₋₂ 32₋₂ 24₋₂ 76₋₂ … … 39₋₂ 57₋₂ … 55₋₂ … … 20₋₂ 27₋₂ 44₋₂ 51₋₂ … … TCD
Comoros 1 28 56₋₁ 44₋₁ 22 … 4 28 … … 31 … 9 8 … … 30 … COM
Congo … … … … … … … … … … … … … … … … … … COG
Côte d'Ivoire 9 21 100 100 … … 93 42 100 100 6 … 75 27 100 100 … … CIV
D. R. Congo 15₋₃ 23₋₃ 21₋₃ 100₋₄ … … 415₋₃ 33₋₃ 95₋₄ 95₋₃ … … 324₋₃ 14₋₃ 24₋₄ 100₋₄ … … COD
Djibouti 0.2 14 … 100 … … 2 29 100 100 3₋₁ … 2₊₁ 27₊₁ 100₋₃ 100₊₁ 6 … DJI
Equat. Guinea 2₋₃ 17₋₃ 89₋₃ 8₋₃ … … 4₋₃ 23₋₃ 37₋₃ 61₋₃ … … … … … … … … GNQ
Eritrea 2 29 42 … 4₋₁ … 9 39 84 84 … … 7 35 … 84₋₁ … … ERI
Eswatini … … … … … … 9₋₁ 27₋₁ 88₋₁ 75₋₁ … … 7₋₂ 16₋₂ 73₋₃ 73₋₂ … … SWZ
Ethiopia 23₋₁ … … 100₋₁ … … … … … … … … … … … … … … ETH
Gabon … … … … … … … … … … … … … … … … … … GAB
Gambia 2 48 69₋₁ 69₋₁ 19 … 10 36 100 100 … … 8 … 100 100 … … GMB
Ghana 62₊₁ 30₊₁ 59₊₁ 55 … … 169₊₁ 27₊₁ 62₊₁ 60 … … 188₊₁ 15₊₁ 77 77 … … GHA
Guinea … … … … … … 38₋₂ 47₋₂ 75₋₂ 92₋₂ 22₋₂ … … … … … … … GIN
Guinea-Bissau … … … … … … … … … … … … … … … … … … GNB
Kenya 111₋₂ 29₋₂ 82₋₄ 82₋₄ … … 267₋₃ᵢ 31₋₃ᵢ … … … … 199₋₃ᵢ … … … … … KEN
Lesotho 3₋₂ 18₋₂ 100₋₃ 100₋₃ … … 11₋₁ 33₋₁ 87₋₂ 83₋₂ … … 5₋₁ 25₋₁ 89₋₂ 91₋₂ … … LSO
Liberia 14₋₁ 37₋₁ 55₋₁ 55₋₁ 5₋₁ … 28₋₁ 22₋₁ 70₋₁ 70₋₁ 6₋₁ … 18₋₁ 18₋₃ 62₋₃ 64₋₃ … … LBR
Madagascar 40 22 10 100 … … 122 40 15 100 … … 80 19 20 85 … … MDG
Malawi 32₋₃ 42₋₃ … 100₋₃ … … 76 59 … 100 … … 14 72 … 56 … … MWI
Mali 7 20 … 100 … … 65 38 … … … … 58₋₁ 17₋₁ … … … … MLI
Mauritania 2₋₃ 19₋₃ … … … … 19 34 91 … 11₋₂ … 9 26 97₋₁ … … … MRT
Mauritius 2 12 100 100 7 … 6 16 100 100 7 … 11 11 53 100 … … MUS
Mozambique … … … … … … 119 55 97 100 … … 33₋₁ 37₋₁ 85₋₃ᵢ 100₋₂ … … MOZ
Namibia 2 23 … 76 … … 20 25 … 90 … … 11₋₁ … … … … … NAM
Niger 6 33 36 94 8 … 69 36₋₁ 62 95 9 … 29 30₋₁ 11₋₁ 100 12₋₁ … NER
Nigeria … … … … … … … … … … … … … … … … … … NGA
Rwanda 6 36 46 86 1₋₁ … 42 60 94 99 2₋₁ … 23 28 63 81 5₋₁ … RWA
Sao Tome and Principe … 13₋₃ 28₋₃ … … … 1₋₁ 31₋₁ 27₋₁ … … … 1₋₂ 25₋₂ 36₋₃ 26₋₃ … … STP
Senegal 8 30 44 100 … … 59 36 79 100 -₋₃ … 57₋₁ 19₋₁ 77₋₂ᵢ 76₋₃ … … SEN
Seychelles 0.2 18 86 90 7₋₁ … 1 14 85 92 10₋₁ … 1 11 100 99 12₋₁ … SYC
Sierra Leone … 14₋₁ 37₋₁ 21₋₁ … … 50 28 61 46 11₋₁ … … 22₋₂ 70₋₃ 37₋₂ … … SLE
Somalia … … … … … … … … … … … … … … … … … … SOM
South Africa … 30₋₄ᵢ … … … … 249₋₃ 30₋₃ … … … … 183₋₁ 28₋₁ 100₋₂ 80₋₃ … … ZAF
South Sudan 3₋₃ 35₋₃ … 87₋₃ … … 27₋₃ᵢ 47₋₃ᵢ … 84₋₃ᵢ … … 6₋₃ᵢ 27₋₃ᵢ … 64₋₃ᵢ … … SSD
Togo 5 28 63 32 … … 39 40 73₋₃ 33₋₃ 2 … … … … … … … TGO
Uganda 28₋₁ 22₋₁ 60₋₁ 40₋₁ … … 207₋₁ 43₋₁ 80₋₁ … … … 64₋₄ … … 85₋₄ … … UGA
United Republic of Tanzania 13₋₁ 114₋₁ 50₋₂ 52₋₁ … … 200 51 99₋₂ 98 0.3ᵢ … 103 21 … 99 … … TZA
Zambia … … … … … … 78₋₁ 42₋₁ 99₋₁ 94₋₁ … … … … … … … … ZMB
Zimbabwe … … … … … … … … … … … … … … … … … … ZWE

TABLE 7: Continued
Classroom teachers
Classroom teachers
Classroom teachers
classroom teachers
classroom teachers
classroom teachers
classroom teachers
classroom teachers
classroom teachers
Pupil/teacher ratio
Pupil/teacher ratio
Pupil/teacher ratio
Teacher attrition
Teacher attrition
Teacher attrition
Relative teacher
Relative teacher
Relative teacher
% of qualified
% of qualified
% of qualified
% of trained
% of trained
% of trained
salary level
salary level
salary level
rate (%)
rate (%)
rate (%)
(000)
(000)
(000)
Country code

Algeria … … … … … … 182 24 100₋₃ 100 13 … … … … … … … DZA
Armenia 8 6 82₋₁ 100 … … 10 15 … 100 … … 29 8 … 100 … … ARM
Azerbaijan 11 18 91 96 … … 41 15 100 100 … … 124 8 92 100 … … AZE
Bahrain 2 14 100 100 12 … 10 12 100 100 5 … 10 10 100 100 7 … BHR
Cyprus 2₋₁ 14₋₁ … … … … 5₋₁ 12₋₁ … … … … 7₋₁ 8₋₁ … … … … CYP
Egypt 53 26 77₋₂ 100₋₂ … … 534 24 83 100₋₂ … … 603 15 82 100₋₂ … … EGY
Georgia … … … … … … 34 9 … … … … 37 8 … … … … GEO
Iraq … … … … … … … … … … … … … … … … … … IRQ
Israel … … … … … 0.85₋₁ 74₋₂ 12₋₂ … … … 0.88₋₁ … … … … … … ISR
Jordan 7 18 100 100 3₋₁ … 61 19 100 100 3 … 64 12 100 100 14 … JOR
Kuwait 9 8 75₋₃ 74₋₃ … … 32 9 79₋₃ 77₋₃ … … 45 8₋₃ … … … … KWT
Lebanon 15₋₁ 16₋₁ … … … … 40₋₁ 12₋₁ … … … … 50₋₂ 8₋₂ … … … … LBN
Libya … … … … … … … … … … … … … … … … … … LBY
Morocco … … … … … … 161 27 100 100 4₋₁ … 148 19 100 100 … … MAR
Oman 4 21 100 100 … … 29 10 100 100 … … 41 10 100 100 … … OMN
Palestine 9 17 100 … 6 … 20 24 100 70 5 … 44 17 100 50 5₋₁ … PSE
Qatar 3 15 … 100 10₋₁ … 13 12 … 100 7₋₁ … 10 11 … 100 6₋₁ … QAT
Saudi Arabia 25 15 100 100 … … 239 14 100 100 … … 270 12 100 100 … … SAU
Sudan 41₋₁ 26₋₁ … 96₋₄ … … … … … … … … … … … … … … SDN
Syrian Arab Republic … … … … … … … … … … … … … … … … … … SYR
Tunisia 16₋₂ 15₋₂ 100₋₂ 100₋₃ … … 71 17 100 100 … … 87 … 100 100 … … TUN
Turkey 77₋₁ 17₋₁ … … … 0.85₋₁ 293₋₁ 17₋₁ … … … 0.85₋₁ 657₋₁ 17₋₁ … … … 0.85₋₁ᵢ TUR
United Arab Emirates 5₋₂ 29₋₂ 100₋₂ 100₋₂ … … 19₋₂ 25₋₂ 100₋₂ 100₋₂ … … 46₋₂ 10₋₂ 100₋₂ 100₋₂ … … ARE
Yemen 1₋₂ 26₋₂ … 54₋₂ … … 145₋₂ 27₋₂ … 59₋₂ … … … … … … … … YEM

Afghanistan … … … … … … 134 49 … 79 … … 91 34 … 79 … … AFG
Bangladesh … … … … … … 577ᵢ 30ᵢ 50₋₁ᵢ 100ᵢ 5₋₂ … 452 35 66₋₁ 100 1₋₁ … BGD
Bhutan 1 11 100 100 … … 3 35 100 100 2₋₁ … 7ᵢ 11ᵢ 100ᵢ 100ᵢ … … BTN
India 461₋₃ 20₋₃ … … … … 4,373₋₁ 33₋₁ 70₋₁ 89₋₁ 1₋₁ … 4,668 29 76₋₁ 94₋₁ 3₋₁ … IND
Iran, Islamic Republic of … … … … … … 286₋₁ 29₋₁ 100₋₁ 100₋₁ … … 299₋₁ 19₋₁ 98₋₁ 100₋₁ … … IRN
Kazakhstan … 9₋₄ 100₋₄ 100₋₄ … … 85₊₁ 17₊₁ 100₊₁ 100₊₁ 7₋₁ … 251₊₁ 8₊₁ 100₊₁ 100₊₁ … … KAZ
Kyrgyzstan … … … … … … 21 25 95₋₁ 74₋₁ … … 63 11 75₋₁ … … … KGZ
Maldives 1₋₁ 16₋₁ 88₋₁ 81₋₃ 8₋₁ … 4₋₁ 10₋₁ 90₋₁ 83₋₃ 0.4₋₁ … … … … … … … MDV
Nepal 51₊₁ 19₊₁ 83₊₁ 88₊₁ -₋₁ … 201₊₁ 20₊₁ 97₊₁ 97₊₁ -₋₁ … 123₊₁ 28₊₁ 83₊₁ 89₊₁ … … NPL
Pakistan … … … … … … 520 44 78 … … … 655ᵢ 20ᵢ … … … … PAK
Sri Lanka 35 13 51 87 … … 79 22 83 83 1₋₁ … 156 18 82 79 … … LKA
Tajikistan 8₋₁ 11₋₁ 100₋₂ 57₋₁ … … 35₋₁ 22₋₁ 100₋₁ 97₋₁ … … … … … … … … TJK
Turkmenistan … … … … … … … … … … … … … … … … … … TKM
Uzbekistan 63 12 99 100 1₋₂ … 116 22 99 100 2₋₂ … 374 10₋₁ 97 100 3₋₂ … UZB

Brunei Darussalam 1 15 62 100 4 … 4 10 86 100 3 … 5 8 89 92 7₋₁ … BRN
Cambodia 8 33 100 100 … … 51 42 100 100 … … … … … … … … KHM
China 2,647 17 … 90 … … 6,202 16 … 96 1 … 6,360 13 … 93 1 … CHN
DPR Korea … … … … … … 74 20 … 100 … … 124 17₋₃ … 100 … … PRK
Hong Kong, China 14 … 96 100 7 … 27 13 97 100 2₋₁ … 31 11 97 100 3₋₂ᵢ … HKG
Indonesia 466ᵢ 13ᵢ … 60ᵢ … … 1,727 17 … 90 7₋₄ … 1,637 15 … 96 … … IDN
Japan 104₋₁ 28₋₁ … … … … 417₋₁ 16₋₁ … … … … 638₋₁ 11₋₁ … … … … JPN
Lao PDR 12ᵢ 18ᵢ 90ᵢ 42ᵢ 1₋₁ … 35ᵢ 22ᵢ 97ᵢ 90ᵢ 2₋₁ … 37ᵢ 18ᵢ 96ᵢ 81ᵢ … … LAO
Macao, China 1 14 99 100 3 … 2 13 99 100 0.5 … 3 10 91 100 4 … MAC
Malaysia 55 18 97 98 14ᵢ … 240 12₋₁ 97 98 2₋₁ … 227 11 93 97 … … MYS
Mongolia 8 33 97 97 1 … 10 30 93 94 2₋₁ … 21 … 89 95 5 … MNG
Myanmar 10 15 81 100 … … 218 24 95 91 12 … 154 27 89 97 … … MMR
Philippines 67₋₁ 27₋₁ 100₋₁ 99₋₁ 19₋₂ … 483₋₁ 29₋₁ 100₋₁ 100₋₁ 5₋₁ … 377₋₁ 24₋₁ 100₋₁ 100₋₁ 2₋₃ … PHL
Republic of Korea 99₋₁ 13₋₁ … … … … 165₋₁ 16₋₁ … … … … 232₋₁ 13₋₁ … … … … KOR
Singapore … … … … … … 16₋₁ 15₋₁ 99₋₁ᵢ 100₋₁ … … 15₋₁ 11₋₁ 99₋₁ᵢ 100₋₁ … … SGP
Thailand … … … … … … 295 17 100 100 … … 241 26 100 100 … … THA
Timor-Leste 1 32 … … … … 8 27 … 76 … … 6 27 … 84 … … TLS
Viet Nam 266 17 99 … … … 397 20 100 … … … … … … … … … VNM

TABLE 7: Continued
Classroom teachers
Classroom teachers
Classroom teachers
classroom teachers
classroom teachers
classroom teachers
classroom teachers
classroom teachers
classroom teachers
Pupil/teacher ratio
Pupil/teacher ratio
Pupil/teacher ratio
Teacher attrition
Teacher attrition
Teacher attrition
Relative teacher
Relative teacher
Relative teacher
% of qualified
% of qualified
% of qualified
% of trained
% of trained
% of trained
salary level
salary level
salary level
rate (%)
rate (%)
rate (%)
(000)
(000)
(000)
Country code
Oceania
Australia … … … … … 0.93₋₂ … … … … … 0.93₋₂ … … … … … … AUS
Cook Islands -₋₂ 16₋₂ 78₋₂ 84₋₃ … … 0.1₋₂ 17₋₂ 95₋₂ 100₋₃ … … 0.1₋₂ 16₋₂ 98₋₃ 98₋₃ … … COK
Fiji … … … … … … … … … … … … … … … … … … FJI
Kiribati … … … … … … 1₋₁ 25₋₁ 73₋₂ 100₋₁ … … … … … … … … KIR
Marshall Islands … … … … … … … … … … … … … … … … … … MHL
Micronesia, F. S. … … … … … … 1₋₃ᵢ 20₋₃ᵢ … … … … … … … … … … FSM
Nauru -₋₂ 22₋₂ 100₋₂ 100₋₂ … … -₋₂ 40₋₂ 100₋₂ 100₋₂ … … -₋₂ 25₋₂ … 89₋₄ … … NRU
New Zealand 15₋₁ 8₋₁ … … … … 26₋₁ 15₋₁ … … … 0.86₋₁ 36₋₁ 14₋₁ … … … 0.92₋₁ᵢ NZL
Niue -₋₂ 6₋₂ 100₋₂ 100₋₂ … … -₋₂ 15₋₂ 92₋₂ 100₋₂ … … -₋₃ 8₋₃ 100₋₃ 100₋₃ … … NIU
Palau -₋₄ 18₋₄ … 100₋₄ … … … … … … … … … … … … … … PLW
Papua New Guinea 9₋₂ 42₋₂ … … … … 36₋₂ 36₋₂ … … … … 15₋₂ 34₋₂ … … … … PNG
Samoa 0.4 12 100 100₋₂ … … … … … … … … … … … … … … WSM
Solomon Is 2 23 25 26 5 … 4 25 76 80 4 … 2₋₃ … 76₋₃ 84₋₃ … … SLB
Tokelau -₋₂ 4₋₂ 42₋₂ … … … -₋₂ 12₋₂ 67₋₂ … … … … … … … … … TKL
Tonga 0.2₋₃ 11₋₃ … … … … 1₋₃ 22₋₃ 92₋₃ 92₋₃ … … 1₋₃ 15₋₃ 59₋₃ 80₋₃ … … TON
Tuvalu 0.1 8 91 100 … … 0.1 16 80 100 … … 0.1 9 65 98 … … TUV
Vanuatu 1₋₃ 16₋₃ 46₋₃ 52₋₃ … … 2₋₃ 27₋₃ … 72₋₃ … … 1₋₃ 21₋₃ … 79₋₃ … … VUT

Anguilla … … … … … … … … … … … … … … … … … … AIA
Antigua and Barbuda … … 65₋₃ 100₋₃ … … 1 12 53 100 … … 1 9 48 98 … … ATG
Argentina … … … … … … … … … … … … … … … … … … ARG
Aruba … … … … … … … … … … … … … … … … … … ABW
Bahamas 0.2 21 63 63 … … 2 19 90 90 … … 2 12 83 83 … … BHS
Barbados 0.3 16 72 100 … … 1 14 76 100 … … 1 18 49 100 … … BRB
Belize 0.4 16 47 53 … … 3 20 79 21 … … 2 17 61 39 … … BLZ
Bolivia, P. S. 11 31 83 … 5 … 77 18 90 … 5 … 67 18 89 … 3 … BOL
Brazil 310₋₁ 16₋₁ … … … … 796₋₁ 20₋₁ … … … … 1,382₋₁ 17₋₁ … … … 0.86₋₃ᵢ BRA
British Virgin Islands … 8₋₂ … … … … 0.3₋₁ 12₋₁ 80₋₁ 92₋₁ … … 0.3₋₁ 9₋₁ 89₋₃ 86₋₁ … … VGB
Cayman Islands … … … … … … 0.3 16 100 100 … … 0.3 11 100 100 … … CYM
Chile 24₋₁ 25₋₁ … 99₋₁ … 0.89₋₁ 85₋₁ 18₋₁ … 100₋₁ … 0.87₋₁ 83₋₁ 18₋₁ … 100₋₁ … 0.93₋₁ᵢ CHL
Colombia 51₋₄ … 97₋₄ 94₋₄ … … 185 23 97 97 … … 186 26 98 98 … … COL
Costa Rica 11 13 90 97 … 1.15₋₁ 40 12 94 97 … 1.21₋₁ 38 12 96 99 … 1.47₋₁ᵢ CRI
Cuba … … … … … … 81 9 100 76 … … 83 10 100 76 … … CUB
Curaçao … … … … … … … … … … … … … … … … … … CUW
Dominica 0.1₋₂ 11₋₂ 19₋₂ 39₋₂ … … 1₋₂ 13₋₂ 66₋₂ 100₋₂ … … 1₋₂ 11₋₃ 49₋₂ 52₋₂ … … DMA
Dominican Republic 16 19 90 90 … … 65 19 95 95 14 … 50₋₁ 19₋₁ 83₋₃ 83₋₃ … … DOM
Ecuador 33 19 … 89 9 … 80 24 … 89 7 … 92 21 … 93 7 … ECU
El Salvador 8 28 95 100 4 … 25 27 95 100 9₋₁ … 19 28 92 100 4 … SLV
Grenada 0.3 12 38 36₋₂ 3 … 1 16 63 100 7 … 1 13 46 100 7 … GRD
Guatemala … … … … … … 117 20 … … … … 117 10 … … … … GTM
Guyana … … … … … … … … … … … … … … … … … … GUY
Haiti … … … … … … … … … … … … … … … … … … HTI
Honduras 12₋₂ 19₋₂ … … … … 44₋₁ 26₋₁ … … 4₋₂ … 39₋₁ 17₋₁ … … … … HND
Jamaica 10 11 70 94₋₂ 3 … 10 25 100 100 13 … 12 17 100 100 14 … JAM
Mexico 198₋₁ 25₋₁ 85₋₂ … … … 534₋₁ 27₋₁ 97₋₂ … … … 833₋₁ 17₋₁ 92₋₂ … … … MEX
Montserrat - 8 73 100 - … - 17 67 100 10 … - 9 … 100 - … MSR
Nicaragua … … … … … … … … … … … … … … … … … … NIC
Panama 6₋₁ 15₋₁ 100₋₁ 100₋₂ … … 19₋₁ 22₋₁ 99₋₁ 90₋₁ … … 24₋₁ 14₋₁ 96₋₄ 84₋₁ … … PAN
Paraguay … … … … … … … … … … … … … … … … … … PRY
Peru 84 20 … … … … 207 17 95ᵢ 87 … … 196 14 91 82 … … PER
Saint Kitts and Nevis … 11₋₃ … 100₋₃ … … 0.4₋₂ 14₋₂ 72₋₂ 99₋₂ 14₋₃ … 1₋₂ 8₋₂ 62₋₂ 100₋₂ 5₋₃ … KNA
Saint Lucia … 6₋₂ 70₋₄ … … … 1 15 89 100 … … 1 11 74 100 … … LCA
Saint Vincent/Grenadines 0.4 6 … … … … 1 14 61 27 … … 1 14 58₋₃ 54 … … VCT
Sint Maarten … … … … … … … … … … … … 0.4₋₄ 8₋₄ … 93₋₄ … … SXM
Suriname 1 20 100 98 … … 5 13 99 98 … … 5₋₃ 12₋₃ 71₋₃ 60₋₃ … … SUR
Trinidad and Tobago … … … … … … … … … … … … … … … … … … TTO
Turks and Caicos Islands - 43 … … … … 0.2 18 89₋₄ 55 … … 0.2 10 98₋₃ 90 … … TCA
Uruguay … … … … … … 28₋₁ 11₋₁ 100₋₁ 100₋₁ … … … … … … … … URY
Venezuela, B. R. … … … … … … … … … … … … … … … … … … VEN

TABLE 7: Continued
Classroom teachers
Classroom teachers
Classroom teachers
classroom teachers
classroom teachers
classroom teachers
classroom teachers
classroom teachers
classroom teachers
Pupil/teacher ratio
Pupil/teacher ratio
Pupil/teacher ratio
Teacher attrition
Teacher attrition
Teacher attrition
Relative teacher
Relative teacher
Relative teacher
% of qualified
% of qualified
% of qualified
% of trained
% of trained
% of trained
salary level
salary level
salary level
rate (%)
rate (%)
rate (%)
(000)
(000)
(000)
Country code

Albania 5 17 86 73 - … 10 18 90 84 2 … 24 11 … 97₋₁ 3 … ALB
Andorra 0.2 13 100 100 1 … 0.4 10 100 100 2 … 1 8 100 100 0.2 … AND
Austria 22₋₁ 12₋₁ … … … … 33₋₁ 10₋₁ … … … 0.74₋₁ 74₋₁ 9₋₁ … … … 0.91₋₁ᵢ AUT
Belarus 44 8 93 46 2 … 22 19 100 100 6 … 76 9 97 100 … … BLR
Belgium 36₋₁ 13₋₁ … … … … 72₋₁ 11₋₁ … … … … 132₋₁ 9₋₁ … … … … BEL
Bermuda 0.1₋₂ 9₋₄ 100₋₂ 100₋₂ … … 0.4₋₂ 10₋₃ 100₋₂ 100₋₂ … … 1₋₂ 6₋₃ 100₋₂ 99₋₂ … … BMU
Bosnia and Herzegovina 2 14 … … … … 9 17 … … … … 27 9 … … … … BIH
Bulgaria 18₋₁ 12₋₁ … … … … 17₋₁ 15₋₁ … … … … 39₋₂ 13₋₂ … … … … BGR
Canada … … … … … … … … … … … … … … … … … … CAN
Croatia 9₋₂ 13₋₂ … … … … 12₋₂ 14₋₂ … … … … 52₋₂ 7₋₂ … … … … HRV
Czechia … … … … … 0.54₋₃ … … … … … 0.64₋₃ … … … … … … CZE
Denmark … … … … … 0.68₋₁ 44₋₄ 11₋₄ … … … 0.81₋₁ 49₋₄ 11₋₄ … … … … DNK
Estonia … … … … … 0.63₋₁ 8₋₁ 11₋₁ … … … 0.91₋₁ 9₋₁ 9₋₁ … … … 0.91₋₁ᵢ EST
Finland 19₋₁ 11₋₁ … … … 0.66₋₂ 27₋₁ 14₋₁ … … … 0.89₋₂ 40₋₁ 14₋₁ … … … 1.05₋₂ᵢ FIN
France … … … … … 0.79₋₃ … … … … … 0.77₋₃ … … … … … 0.94₋₄ᵢ FRA
Germany 300₋₁ 8₋₁ … … … … 240₋₁ 12₋₁ … … … 0.91₋₁ 587₋₁ 12₋₁ … … … 1.02₋₁ᵢ DEU
Greece 15₋₁ 10₋₁ … … … 0.78₋₁ 69₋₁ 9₋₁ … … … 0.78₋₁ 78₋₁ 9₋₁ … … … 0.83₋₁ᵢ GRC
Hungary 26₋₂ 12₋₂ … … … 0.64₋₁ 37₋₂ 11₋₂ … … … 0.68₋₁ 81₋₂ 10₋₂ … … … 0.71₋₁ᵢ HUN
Iceland 3₋₃ 5₋₃ … … … … 3₋₃ 10₋₃ … … … … … … … … … … ISL
Ireland … … … … … … … … … … … … … … … … … … IRL
Italy 132₋₁ 12₋₁ … … … 0.65₋₃ 253₋₁ 11₋₁ … … … 0.65₋₃ 461₋₁ 10₋₁ … … … 0.69₋₃ᵢ ITA
Latvia 8₋₁ 10₋₁ … … … 1.05₋₁ 11₋₁ 12₋₁ … … … 1.35₋₁ 14₋₁ 8₋₁ … … … 1.44₋₁ᵢ LVA
Liechtenstein 0.1₋₁ 8₋₁ … … … … 0.3₋₁ 8₋₁ … … … … 0.3₋₁ 10₋₁ … … … … LIE
Lithuania 11₋₁ 10₋₁ … … … 0.92₋₄ 8₋₁ 14₋₁ … … … 0.92₋₄ 31₋₁ 8₋₁ … … … 0.92₋₄ᵢ LTU
Luxembourg 2₋₂ 10₋₂ … … … … 4₋₂ 8₋₂ … … … … 5₋₂ 9₋₂ … … … … LUX
Malta 1₋₁ 12₋₁ … … … … 2₋₁ 13₋₁ … … … … 4₋₁ 7₋₁ … … … … MLT
Monaco -₊₁ 20₊₁ 78₊₁ … 35₊₁ … 0.2₊₁ 12₊₁ 64₊₁ … 11₊₁ … 0.4₋₁ᵢ 9₋₁ᵢ … … … … MCO
Montenegro … … … … … … … … … … … … … … … … … … MNE
Netherlands 32₋₁ 16₋₁ … … … 0.71₋₁ 100₋₁ 12₋₁ … … … 0.71₋₁ 114₋₁ 15₋₁ … … … 0.89₋₁ᵢ NLD
North Macedonia … … … … … … 7₋₁ 15₋₁ … … … … 18₋₁ 9₋₁ … … … … MKD
Norway 14₋₁ 13₋₁ … … … 0.68₋₁ 52₋₁ 9₋₁ … … … 0.76₋₁ 52₋₁ 9₋₁ … … … 0.79₋₁ᵢ NOR
Poland 100₋₁ 13₋₁ … … … 0.68₋₂ 226₋₁ 10₋₁ … … … 0.79₋₂ 265₋₁ 9₋₁ … … … 0.81₋₂ᵢ POL
Portugal 15₋₁ 17₋₁ … … … 1.53₋₁ 51₋₁ 12₋₁ … … … 1.40₋₁ 81₋₁ 10₋₁ … … … 1.44₋₁ᵢ PRT
Republic of Moldova 11 12 91 … … … 8 18 99 … … … 23 10 98 … … … MDA
Romania 34₋₁ 15₋₁ … … … … 48₋₁ 19₋₁ … … … … 124₋₁ 12₋₁ … … … … ROU
Russian Federation … … … … … … 309₋₁ 21₋₁ … … … … … … … … … … RUS
San Marino 0.1 7 95 … … … 0.2 7 90 … … … 0.3 6 … 100 … … SMR
Serbia 14 12 … 100 … … 19 14 … 100 … … 67 8 … 100 … … SRB
Slovakia 14₋₁ 12₋₁ … … … 0.50₋₁ 15₋₁ 16₋₁ … … … 0.65₋₁ 40₋₁ 11₋₁ … … … 0.66₋₁ᵢ SVK
Slovenia 7₋₂ 9₋₂ … … … 0.74₋₁ 9₋₂ 14₋₂ … … … 0.87₋₁ 15₋₂ 10₋₂ … … … 0.91₋₁ᵢ SVN
Spain 98₋₁ 13₋₁ … … … … 232₋₁ 13₋₁ … … … … 288₋₁ 12₋₁ … … … … ESP
Sweden 84₋₁ 6₋₁ … … … 0.74₋₁ 70₋₁ 12₋₁ … … … 0.84₋₁ 70₋₁ 13₋₁ … … … 0.88₋₁ᵢ SWE
Switzerland 15₋₁ 12₋₁ … … … … 51₋₁ 10₋₁ … … … … 62₋₁ 10₋₁ … … … … CHE
Ukraine … … … … … … 129 13 87 … … … 324 7 93 … … … UKR
United Kingdom 29₋₁ 62₋₁ … … … … 319₋₁ 15₋₁ … … … … 384₋₁ 17₋₁ … … … … GBR
United States 613₋₁ 14₋₁ … … … 0.62₋₁ 1,769₋₁ 14₋₁ … … … 0.63₋₁ 1,695₋₁ 15₋₁ … … … 0.67₋₁ᵢ USA

Sophea Meng, 10 years old, at school in
Cambodia. Sophea is a beneficiary of the
Humanity and Inclusion programme.
CREDIT: Veuve/Humanity and Inclusion
406 A N N E X • A I D TA B L E S
Aid tables
to the financing of multilateral donors through
INTRODUCTION contributions recorded as multilateral ODA.
Data in the following four tables on official
development assistance (ODA) are derived from the Multilateral donors are international institutions with
International Development Statistics (IDS) database government membership that conduct many or all of
of the Organisation for Economic Co-operation and their activities supporting development and aid recipient
Development (OECD). The IDS database records countries. They include multilateral development
information provided annually by all members of the banks (e.g. World Bank, regional development banks),
OECD Development Assistance Committee (DAC), as well UN agencies and regional agencies.
as a growing number of non-DAC donors. Figures for
ODA come from the DAC database, while figures for aid • ‘Bilateral flows’ refers to bilateral donors contracting
to education from the Creditor Reporting System (CRS), with multilateral donors to deliver a programme.
a database of individual projects. Figures in the DAC and
CRS databases are expressed in constant 2018 US dollars. • ‘Multilateral flows’ refers to bilateral donor
The DAC and CRS databases are available at contributions pooled with other contributions and
www.oecd.org/dac/stats/idsonline.htm. disbursed at the discretion of the multilateral donor
to fund its own programmes and running costs.
In 2019, the methodology of defining ODA changed:
For a list of bilateral and multilateral donors, see the
■ The cash-flow approach, used for 2010–12 and 2017 data, ‘Donors’ worksheet at www.oecd.org/dac/
includes both grants and loans that (a) are undertaken financing-sustainable-development/
by the official sector, (b) have promotion of economic development-finance-standards/DAC-CRS-CODES.xls.
development and welfare as their main objective and,
for loans, (c) are at concessional financial terms (having
a grant element of at least 25%). TABLE 1: DEVELOPMENT AND
HUMANITARIAN ASSISTANCE
■ The new grant-equivalent approach, which is used for
ODA comprises bilateral and multilateral development
2018 and 2019 data, counts only grants and the grant
assistance, both sector allocable and non-allocable (e.g.
element of concessional loans as ODA.
general budget support, humanitarian aid, debt relief).
ODA disbursements are reported as follows:
The DAC glossary of terms and concepts is available at
www.oecd.org/dac/financing-sustainable-development/
■ Total ODA
development-finance-data/dac-glossary.htm.
☐ As volume, in million US dollars
☐ As share of gross national income (GNI)

AID RECIPIENTS AND DONORS
The DAC list of ODA recipients consists of all low- and ■ Contributions to multilateral donors (a subset
middle-income countries, based on the World Bank of total ODA)
income classification. For further information, see
☐ As volume, in million US dollars
www.oecd.org/development/financing-sustainable-
development/development-finance-standards/ ☐ As share of total ODA disbursements.
historyofdaclistsofaidrecipientcountries.htm.
Reported humanitarian assistance is a subset of total ODA
Bilateral donors are countries that provide development from the OECD CRS database. It has been estimated
assistance directly to recipient countries. Most are DAC using the cash-flow approach.
members. Bilateral donors also contribute substantially
TABLES 2 AND 3: DEVELOPMENT TABLE 4: DEVELOPMENT
ASSISTANCE TO EDUCATION BY ASSISTANCE TO EDUCATION BY
DONOR AND BY RECIPIENT DONOR – TOP 3 RECIPIENTS
Direct aid to education is aid reported in the CRS database This table reports the amount and share of bilateral
as direct allocations to the education sector. Four and multilateral donor assistance to education and to
education levels are distinguished: basic education allocated to the top three recipients of
assistance from each donor.
■ Basic covers primary education, basic life skills for
youth and adults, and early childhood education.
■ Secondary covers general secondary education and

vocational training.
■ Post-secondary covers tertiary education as well as

advanced technical and managerial training.
■ Level unspecified refers to any activity that cannot be

attributed solely to the development of a particular
level of education, such as education research and
teacher training. General education programme
support is often reported in this subcategory.
Total aid to education adds to direct aid a component of

general budget support (i.e. aid provided to governments
without being earmarked for specific projects or sectors).
It is reported as follows:
■ Total aid to education is direct aid to education plus

20% of general budget support.
■ Total aid to basic education is direct aid to basic

education plus 50% of ‘level unspecified’ and 10% of
general budget support.
■ Total aid to secondary education is direct aid to secondary

education plus 25% of ‘level unspecified’ and 5% of
general budget support.
■ Total aid to post-secondary education is direct aid

to post-secondary education plus 25% of ‘level
unspecified’ and 5% of general budget support.
The share of education in total ODA is calculated using total

ODA as reported in Table 1.
TABLE 1: Development and humanitarian assistance
OFFICIAL DEVELOPMENT ASSISTANCE (ODA)****

Disbursements
TOTAL HUMANITARIAN
Total Of which, contributions to multilaterals ASSISTANCE****
Constant 2018 As a share of gross national income Constant 2018 As a share of total net Constant 2018
Country US$ millions (%) US$ millions disbursements (%) US$ millions
2010– 2010– 2010- 2010–
2010–2012 2017 2018 2019 2012 2017 2018 2019 2012 2017 2018 2019 2012 2017 2018 2019 2012 2017 2018 2019
Australia 3,857 3,025 3,149 3,070 0.34 0.23 0.23 0.22 599 621 599 693 16 21 19 23 302 206 183 91
Austria 1,147 1,332 1,170 1,256 0.29 0.30 0.26 0.27 598 693 684 803 52 52 58 64 19 62 27 42
Belgium 2,662 2,335 2,312 2,259 0.55 0.45 0.43 0.42 958 958 981 1,039 36 41 42 46 124 177 190 200
Canada 4,646 4,385 4,660 4,684 0.32 0.26 0.28 0.27 1,209 1,200 1,147 1,439 26 27 25 31 400 656 661 562
Czechia 224 336 305 313 0.12 0.15 0.13 0.13 152 247 205 214 68 74 67 68 5 8 17 23
Denmark 2,670 2,582 2,590 2,654 0.86 0.74 0.72 0.71 732 769 780 810 27 30 30 31 160 367 359 430
Estonia* 24 47 49 43 0.11 0.16 0.16 0.13 17 25 27 28 69 53 56 64 … 3 3 4
Finland 1,348 1,159 984 1,163 0.54 0.42 0.36 0.42 525 520 508 547 39 45 52 47 114 72 50 56
France** 11,810 11,957 12,136 12,651 0.47 0.43 0.43 0.44 4,192 4,940 5,457 4,958 35 41 45 39 73 85 109 83
Germany 13,121 26,576 24,977 24,627 0.38 0.67 0.61 0.60 4,803 5,513 6,212 5,852 37 21 25 24 374 2,798 2,646 2,538
Greece 357 330 290 322 0.15 0.16 0.13 0.14 223 241 252 245 62 73 87 76 2 13 7 5
Hungary* 119 158 285 326 0.10 0.11 0.21 0.22 92 116 156 177 78 74 55 54 ... 0 7 13
Iceland 36 69 74 73 0.22 0.28 0.28 0.27 8 14 13 11 23 21 18 15 2 4 7 4
Ireland 872 884 934 976 0.50 0.32 0.31 0.31 297 364 404 420 34 41 43 43 91 122 125 119
Italy 3,174 6,187 5,190 5,136 0.16 0.30 0.25 0.24 2,208 3,043 2,958 3,052 70 49 57 59 65 281 234 0
Japan 8,344 11,634 14,164 15,224 0.18 0.23 0.28 0.29 3,005 3,433 3,407 3,655 36 30 24 24 559 764 589 487
Kazakhstan* 0 37 40 … … 0.02 … … 0 12 … … 33 … … … 0 5 0
Kuwait* 189 593 838 … … 0.41 … … 27 39 … … 14 7 … … … 10 0 0
Lithuania* 48 64 65 60 0.12 0.13 0.12 0.11 28 48 53 47 58 74 81 79 … 1 2 1
Luxembourg 406 455 473 486 1.01 1.00 0.98 1.05 133 129 130 130 33 28 27 27 45 58 61 54
Netherlands 5,779 5,306 5,659 5,429 0.76 0.60 0.62 0.59 1,643 1,525 1,871 1,850 28 29 33 34 171 307 289 212
New Zealand** 410 443 556 575 0.27 0.23 0.28 0.28 85 78 93 106 21 18 17 18 25 36 39 22
Norway 3,740 4,437 4,258 4,671 0.98 0.99 0.94 1.02 925 1,073 1,028 1,063 25 24 24 23 273 578 513 572
Poland 372 719 766 707 0.09 0.13 0.14 0.12 280 484 521 557 75 67 68 79 … 48 36 19
Portugal 627 405 411 389 0.29 0.18 0.18 0.16 216 283 256 268 34 70 62 69 0 13 7 9
Republic of Korea 1,560 2,273 2,358 2,686 0.12 0.14 0.14 0.15 389 605 624 658 25 27 26 24 22 101 131 90
Romania* 135 229 249 256 0.08 0.11 0.11 0.10 106 188 190 190 79 82 76 74 … 6 8 10
Slovakia 74 127 138 132 0.09 0.13 0.13 0.12 55 90 105 110 75 70 77 83 … 1 0 1
Slovenia 58 81 84 88 0.13 0.16 0.16 0.16 38 54 54 56 66 67 65 63 … 2 2 2
Spain 3,695 2,710 2,890 3,006 0.29 0.19 0.20 0.21 1,486 1,986 1,882 1,945 40 73 65 65 191 65 62 58
Sweden 4,503 5,592 6,001 5,711 0.99 1.02 1.07 0.99 1,512 1,745 2,163 2,022 34 31 36 35 381 476 494 504
Switzerland 2,657 3,177 3,101 3,121 0.44 0.47 0.44 0.44 600 816 766 720 23 26 25 23 248 340 325 345
United Arab Emirates* 604 4,123 3,863 2,279 0.19 1.03 0.93 0.55 48 127 75 84 8 3 2 4 88 401 1,199 564
United Kingdom** 12,945 19,109 19,410 19,829 0.57 0.70 0.70 0.70 4,978 7,145 7,055 6,614 38 37 36 33 616 1,914 1,739 1,969
United States 34,256 35,578 34,152 34,009 0.20 0.18 0.16 0.16 4,735 4,841 3,853 3,913 14 14 11 12 4,913 7,146 7,087 6,914
TOTAL *** 146,919 187,358 189,922 187,732 0.31 0.33 0.35 0.35 37,920 45,556 45,594 45,149 26 24 24 24 11,139 25,774 27,372 25,842
Source: OECD-DAC (2020).

* Estonia, Hungary, Kazakhstan, Kuwait, Lithuania, Romania and the United Arab Emirates are not part of the Development Assistance
Committee (DAC) but are included in its Creditor Reporting System (CRS) database.
** ODA from France, New Zealand and the United Kingdom includes funds disbursed to overseas territories.
*** The total includes ODA from other bilaterals and multilaterals not listed above.
**** ODA disbursements in 2018 and 2019 are calculated using a new grant-equivalent methodology except for humanitarian assistance.
ODA disbursements for 2010-2012 and 2017 are calculated using the previous cash-flow methodology.
(…) indicates that data are not available.
TABLE 2 : Development assistance to education by donor
TOTAL ODA DIRECT ODA SHARE

Basic education Secondary
Secondary Post-secondary Secondary Post-secondary Education in in total ODA to education in total
Education Basic education education education Education Basic education education education total ODA education ODA to education
Region Constant 2018 US$ millions Constant 2018 US$ millions %
2017 2018 2017 2018 2017 2018 2017 2018 2017 2018 2017 2018 2017 2018 2017 2018 2017 2018 2017 2018 2017 2018
Australia 196 217 135 126 37 47 25 44 195 216 89 89 14 28 2 26 8 8 69 58 19 22

Austria 168 160 10 4 12 19 146 138 168 160 1 2 8 18 142 137 35 37 6 2 7 12
Belgium 113 113 26 21 38 37 48 55 113 113 17 16 34 35 44 52 10 10 23 19 34 33
Canada 211 231 110 110 52 70 49 51 210 229 65 58 29 44 26 24 8 8 52 48 25 30
Czechia 9 9 1 1 2 1 6 6 9 9 0 0 1 1 6 6 13 11 9 13 18 12
Denmark 88 129 59 80 11 21 18 28 85 127 36 40 0 1 7 8 5 7 67 62 13 17
Estonia* 2 3 0 0 0 0 1 2 2 3 0 0 0 0 1 2 9 17 13 15 8 10
Finland 46 46 28 29 5 7 13 10 46 46 22 20 2 3 10 6 8 11 60 62 11 16
France** 1,491 1,355 200 159 289 191 1,002 1,006 1,318 1,272 87 105 232 164 945 979 18 16 13 12 19 14
Germany 2,197 2,552 310 376 372 507 1,514 1,668 2,196 2,498 152 172 293 405 1,435 1,566 12 14 14 15 17 20
Greece 1 2 1 1 … … 0 1 1 2 1 1 0 0 0 1 8 21 99 65 … …
Hungary* 27 63 0 3 0 1 27 58 27 63 0 1 0 0 27 57 70 50 0 6 0 2
Iceland 1 0 1 0 0 0 0 0 1 0 1 0 0 0 0 0 3 1 92 60 4 20
Ireland 39 43 21 27 9 9 9 8 39 43 14 21 6 5 6 4 8 9 53 63 24 20
Italy 106 124 49 48 21 23 36 53 106 124 27 22 10 11 25 40 7 11 46 38 20 19
Japan 702 644 208 180 128 120 365 343 568 577 58 64 53 62 290 285 5 5 30 28 18 19
Kazakhstan* 0 1 0 … 0 … 0 1 0 1 0 0 0 0 0 1 0 3 16 … 8 …
Kuwait* 43 202 21 68 11 61 11 74 43 202 0 0 0 27 0 40 5 10 50 33 25 30
Lithuania* 2 3 1 1 0 0 2 2 2 3 0 0 0 0 1 2 16 28 25 23 13 15
Luxembourg 44 52 12 11 30 37 2 3 44 52 11 7 29 35 1 1 13 15 27 21 69 72
Netherlands 96 182 16 117 11 17 68 48 96 182 12 114 9 16 66 47 3 6 17 64 12 9
New Zealand** 75 76 14 16 9 4 53 56 72 70 10 12 7 2 51 54 21 17 19 22 11 5
Norway 417 377 311 287 44 40 63 50 411 374 260 252 19 22 38 32 13 12 74 76 11 11
Poland 88 93 3 2 1 1 84 90 88 93 2 2 0 0 84 89 34 36 3 3 1 1
Portugal 52 57 12 13 10 10 30 34 52 57 0 0 4 3 24 27 30 32 23 24 18 17
Republic of Korea 229 228 53 63 76 62 100 103 229 228 42 50 71 55 94 97 13 12 23 28 33 27
Romania* 33 47 0 2 3 4 30 41 33 47 0 0 2 3 30 40 81 79 1 4 8 9
Slovakia 4 4 1 1 1 1 2 2 4 4 1 1 0 1 2 2 12 13 28 24 16 20
Slovenia 11 12 0 0 0 0 10 11 11 12 0 0 0 0 10 11 42 43 0 0 2 3
Spain 53 61 20 23 15 17 18 20 53 61 8 10 9 11 12 13 6 7 38 38 28 28
Sweden 114 164 58 100 14 20 42 44 114 164 43 79 7 10 35 33 4 5 51 61 12 12
Switzerland 133 136 53 50 54 59 27 27 131 134 34 32 45 51 18 18 6 6 40 37 40 44
United Arab Emirates* 568 488 265 237 137 118 166 133 95 83 7 5 7 2 37 17 13 12 47 49 24 24
United Kingdom** 967 933 532 483 217 209 219 241 967 933 396 326 149 131 151 162 8 8 55 52 22 22
United States 1,614 1,636 1,319 1,368 46 56 248 211 1,594 1,609 1,270 1,321 22 33 224 188 5 6 82 84 3 3
TOTAL bilaterals*** 10,226 11,730 3,979 4,417 1,722 1,983 4,526 5,330 9,303 10,565 2,667 2,830 1,066 1,190 3,870 4,537 8 9 39 38 17 17
African Development Fund 145 118 22 10 49 44 74 64 120 118 0 0 38 40 63 60 5 6 15 8 34 38

Asian Development Bank 288 281 69 119 180 142 40 21 288 281 14 85 153 125 12 4 11 12 24 42 63 50
EU Institutions 1,393 1,313 649 633 359 305 386 375 1,259 1,199 301 281 185 129 212 200 7 7 47 48 26 23
World Bank (International
1,300 1,297 603 626 363 400 334 270 1,299 1,297 469 427 296 301 267 170 9 9 46 48 28 31
Development Association)
International Monetary Fund
252 243 126 121 63 61 63 61 0 0 0 0 0 0 0 0 20 20 50 50 25 25
(Concessional Trust Funds)
UNICEF 92 87 62 54 18 17 12 16 92 87 38 23 6 1 0 0 6 6 67 62 20 20
UN Relief and Works Agency
523 458 523 458 0 0 0 0 523 458 523 458 0 0 0 0 56 60 100 100 0 0
for Palestine Refugees
TOTAL multilaterals*** 4,107 3,855 2,121 2,062 1,045 974 942 819 3,692 3,496 1,396 1,311 683 599 579 444 7 7 52 53 25 25
TOTAL 14,334 15,585 6,100 6,478 2,766 2,958 5,467 6,149 12,995 14,061 4,063 4,140 1,748 1,789 4,449 4,980 8 8 43 42 19 19
Source: OECD-DAC, CRS database (2020).

* Estonia, Hungary, Kazakhstan, Kuwait, Lithuania, Romania and the United Arab Emirates are not part of the Development Assistance Committee (DAC)
but are included in its Creditor Reporting System (CRS) database.
** ODA from France, New Zealand and the United Kingdom includes funds disbursed to overseas territories.
*** The total includes ODA from other bilaterals and multilaterals not listed above.
(…) indicates that data are not available.
All data represent gross disbursements. ODA is net of refugee costs.
TABLE 3: Development assistance to education by recipient

Secondary
Education in Basic education education in
Basic Secondary Post-secondary Basic Secondary Post-secondary sector allocable in total ODA to total ODA to
Education education education education Education education education education ODA education education
2017 2018 2017 2018 2017 2018 2017 2018 2017 2018 2017 2018 2017 2018 2017 2018 2017 2018 2017 2018 2017 2018
Sub-Saharan Africa 3,547 3,678 1,655 1,741 868 888 1,024 1,049 3,115 3,288 1,119 1,219 600 627 756 788 9 9 47 47 24 24
Unallocated within the region 84 75 28 35 23 14 33 26 84 75 15 23 16 8 26 20 4 3 34 47 27 19
Angola 36 27 22 17 9 3 6 8 36 27 20 15 8 2 5 7 13 12 60 61 23 10
Benin 83 73 34 26 26 22 22 25 69 59 23 16 21 17 17 19 14 14 41 36 32 31
Botswana 20 4 10 2 5 1 6 1 20 4 1 1 0 0 1 1 18 4 49 46 23 19
Burkina Faso 88 107 40 47 25 33 22 27 72 88 27 30 19 24 15 19 10 12 46 44 29 31
Burundi 20 18 8 5 6 7 6 6 19 17 6 2 4 5 5 5 5 5 42 27 28 37
Cabo Verde 24 29 5 7 7 9 11 13 18 27 0 0 5 6 9 9 21 32 21 26 31 31
Cameroon 184 156 51 40 26 19 106 97 100 102 8 10 4 4 85 82 23 21 28 26 14 12
Central African Republic 30 26 14 11 6 6 11 9 8 6 1 1 0 1 4 4 16 8 45 42 20 22
Chad 52 78 25 38 13 20 13 21 23 27 7 8 4 5 4 6 14 23 49 48 26 25
Comoros 16 18 2 3 2 2 12 13 16 18 2 2 1 2 12 12 24 21 14 17 10 12
Congo 20 31 2 10 2 3 16 19 20 31 1 9 2 2 15 18 20 23 11 31 11 8
Côte d'Ivoire 153 109 77 41 33 26 44 42 119 86 57 24 23 17 34 34 20 13 50 37 21 24
D. R. Congo 127 154 61 72 42 54 24 28 127 154 47 54 35 45 17 19 7 8 48 47 33 35
Djibouti 22 23 9 10 5 4 8 9 16 16 5 6 3 2 6 7 18 15 41 45 23 17
Equatorial Guinea 1 2 0 1 0 0 1 1 1 2 0 1 0 0 1 1 13 21 32 52 10 8
Eritrea 9 5 0 0 2 2 7 2 9 5 0 0 2 2 6 2 13 6 4 11 26 38
Eswatini 6 8 5 4 1 2 1 2 6 8 5 2 1 1 1 1 4 6 74 57 12 22
Ethiopia 217 316 133 222 46 55 38 39 217 316 114 195 36 41 28 25 7 8 61 70 21 17
Gabon 40 40 10 10 10 7 21 22 22 22 1 1 5 2 16 17 69 76 24 26 24 18
Gambia 19 29 10 12 4 4 5 13 10 21 2 4 0 0 2 9 9 15 52 41 20 13
Ghana 166 131 47 53 85 41 34 37 145 93 29 28 75 28 24 25 13 13 29 41 51 31
Guinea 61 91 23 37 9 27 28 27 49 76 10 29 3 23 22 22 15 21 38 41 15 30
Guinea-Bissau 22 17 11 5 1 2 10 10 20 16 9 3 0 1 9 9 21 12 51 31 6 9
Kenya 112 142 56 62 17 40 39 40 112 142 50 47 14 33 36 33 4 5 50 43 16 28
Lesotho 11 7 6 4 3 2 2 1 11 7 4 3 2 1 0 0 7 4 57 61 27 22
Liberia 38 44 30 31 2 11 6 2 32 41 26 29 0 10 4 2 7 8 78 71 6 24
Madagascar 82 65 36 29 20 15 26 20 52 53 13 19 8 10 15 15 14 11 44 45 24 24
Malawi 162 134 95 75 37 33 30 26 155 127 81 63 30 26 23 20 11 11 59 56 23 24
Mali 134 161 79 96 27 31 29 34 104 125 57 69 16 18 17 21 12 14 59 60 20 19
Mauritania 27 49 8 7 9 9 10 33 20 40 2 1 7 5 7 30 8 12 28 15 36 17
Mauritius 12 11 1 1 3 2 8 8 12 11 1 1 3 2 8 8 21 9 12 9 22 18
Mozambique 206 202 131 123 41 50 33 28 206 202 97 94 24 36 16 14 11 11 64 61 20 25
Namibia 18 29 5 20 5 5 8 5 18 29 2 18 4 4 7 4 8 16 25 68 29 16
Niger 109 106 54 50 35 42 19 15 85 94 26 31 21 32 6 6 12 12 50 47 33 39
Nigeria 181 232 87 98 37 74 57 60 181 232 58 65 23 58 42 44 7 9 48 42 21 32
Rwanda 134 111 48 50 55 29 30 32 118 106 37 42 49 25 25 28 12 10 36 45 41 26
Sao Tome and Principe 5 6 2 2 1 1 3 3 5 6 0 1 0 0 2 2 14 14 34 39 19 19
Senegal 140 155 44 50 29 32 67 73 139 153 36 35 25 24 63 65 14 15 31 32 21 21
Seychelles 1 … 0 … 0 … 1 … 1 … 0 … 0 … 1 … 5 … 28 … 2 …
Sierra Leone 69 47 42 24 18 15 9 7 53 36 26 13 10 10 1 2 15 10 61 52 26 33
Somalia 41 46 24 23 8 12 9 10 39 40 11 13 2 7 3 5 6 6 58 51 19 26
South Africa 64 62 24 24 13 10 28 28 64 62 13 15 8 6 23 24 6 6 37 39 20 16
South Sudan 82 59 67 51 6 3 9 5 82 59 57 46 1 1 3 3 10 11 82 86 8 5
Togo 44 45 13 13 13 12 18 21 25 27 2 2 8 7 12 15 15 20 30 28 30 27
Uganda 113 128 40 47 27 31 46 50 113 128 32 41 24 28 42 47 7 7 35 37 24 24
United Republic of Tanzania 193 190 98 114 52 43 43 33 193 190 70 79 38 26 30 16 7 7 51 60 27 23
Zambia 37 39 21 14 10 15 7 10 37 39 14 7 6 12 4 6 3 4 56 35 25 39
Zimbabwe 33 42 16 24 10 11 6 7 32 42 13 21 9 10 5 5 5 6 49 57 31 27
Northern Africa and
3,211 3,876 1,458 1,740 526 678 1,227 1,458 2,740 2,923 917 879 256 247 957 1,028 16 21 45 45 16 17
Western Asia
Algeria 131 143 3 3 6 3 122 137 131 143 1 1 6 3 121 137 56 64 2 2 5 2
Armenia 40 25 13 5 4 1 23 19 39 25 5 4 1 0 19 18 11 10 32 20 11 4
Azerbaijan 25 35 1 4 9 10 14 21 25 35 0 2 9 10 13 20 10 16 6 10 37 30
Egypt 278 410 113 161 53 94 112 155 278 357 53 24 23 26 82 87 17 14 41 39 19 23
Georgia 69 78 16 20 15 17 37 41 69 78 5 4 10 9 32 33 13 11 23 25 22 22
Iraq 140 118 60 56 38 25 42 38 49 56 8 17 12 6 16 18 11 14 43 47 27 21
Jordan 489 385 332 291 54 26 103 69 397 375 241 259 8 10 57 53 21 18 68 75 11 7
Lebanon 279 280 161 171 57 43 61 66 279 280 148 134 51 25 54 48 33 31 58 61 21 15
TABLE 3: Continued

Secondary
2017 2018 2017 2018 2017 2018 2017 2018 2017 2018 2017 2018 2017 2018 2017 2018 2017 2018 2017 2018 2017 2018
Libya 9 11 0 1 0 1 9 9 9 11 0 0 0 1 9 9 3 6 2 5 0 13
Morocco 439 326 111 46 103 71 225 209 328 314 18 18 56 57 178 194 15 22 25 14 23 22
Palestine 486 473 404 367 36 47 46 59 460 435 371 314 20 20 30 33 32 34 83 78 7 10
Sudan 48 45 19 18 12 10 16 18 21 37 2 9 4 6 8 13 11 13 40 39 26 22
Syrian Arab Republic 148 202 50 62 8 11 90 129 148 202 41 45 3 2 86 120 22 20 34 31 5 5
Tunisia 147 154 18 9 19 19 110 126 144 153 4 4 12 17 102 123 11 11 12 6 13 13
Turkey 253 339 63 99 68 93 123 147 253 339 2 4 37 45 92 99 6 13 25 29 27 27
Yemen 211 809 84 396 42 201 85 212 91 40 7 8 3 6 46 18 20 74 40 49 20 25
Central and Southern Asia 2,303 2,417 1,029 989 474 478 801 950 2,240 2,377 783 723 351 345 678 817 11 12 45 41 21 20
Afghanistan 251 290 116 152 39 48 96 90 224 264 91 113 27 28 84 70 8 9 46 52 16 16
Bangladesh 617 625 311 357 195 181 111 87 617 625 230 276 155 141 70 46 15 14 50 57 32 29
Bhutan 2 7 1 3 0 2 1 2 2 7 1 1 0 1 1 1 2 6 44 38 13 27
India 507 418 233 104 29 53 244 261 487 406 209 60 17 31 232 238 8 8 46 25 6 13
Iran, Islamic Republic of 91 96 1 1 1 1 89 93 91 96 0 0 1 1 88 93 71 70 1 1 2 1
Kazakhstan* 25 75 2 3 1 2 22 70 25 75 0 0 0 1 21 69 31 64 8 4 4 3
Kyrgyzstan 66 156 26 27 25 20 15 109 61 156 13 14 19 13 9 103 19 37 39 17 38 13
Maldives 5 4 2 1 1 0 2 2 4 4 0 0 0 0 1 2 9 3 35 26 21 12
Nepal 165 205 80 119 47 47 39 39 156 205 61 94 38 34 30 27 13 15 48 58 28 23
Pakistan 422 380 217 186 77 76 127 118 421 379 153 141 45 54 95 96 13 17 52 49 18 20
Sri Lanka 83 78 25 23 39 25 20 30 83 78 18 18 35 23 16 27 11 11 30 29 46 32
Tajikistan 27 25 11 9 8 9 8 8 27 25 5 5 5 7 5 6 7 6 42 35 30 34
Turkmenistan 3 6 0 1 1 3 2 3 3 6 0 0 0 3 2 3 10 27 9 10 19 45
Uzbekistan 25 24 3 3 5 6 18 15 25 24 0 0 4 5 16 14 4 4 11 12 19 25
Eastern and
1,558 1,658 372 348 355 386 831 924 1,480 1,658 188 165 263 295 738 832 13 13 24 21 23 23
South‑eastern Asia
Cambodia 122 132 41 66 52 32 28 35 122 132 21 33 42 15 18 18 13 16 34 50 43 24
China 514 674 34 53 92 189 388 432 514 674 5 4 78 165 373 408 38 45 7 8 18 28
DPR Korea 1 1 0 0 0 0 1 1 1 1 0 0 0 0 1 1 3 4 18 0 1 0
Indonesia 172 185 46 55 23 25 104 105 172 185 13 15 6 5 87 85 7 6 27 30 13 14
Lao PDR 89 103 55 58 20 31 13 14 89 103 51 49 18 26 11 9 16 17 62 57 23 30
Malaysia 37 35 2 3 1 1 34 31 37 35 0 1 0 0 33 30 45 48 6 8 3 3
Mongolia 113 51 46 12 27 11 41 29 55 51 13 8 10 9 24 27 20 13 40 23 24 21
Myanmar 106 72 48 26 27 23 31 23 106 72 26 14 16 18 19 17 8 5 45 36 26 33
Philippines 73 125 41 30 8 6 24 89 73 125 32 22 3 3 19 85 10 11 56 24 11 5
Thailand 35 36 9 8 3 3 23 25 35 36 5 4 2 2 21 23 7 9 25 23 9 10
Timor-Leste 30 35 11 17 8 7 11 11 30 35 4 6 4 1 8 6 13 18 37 49 26 19
Viet Nam 255 203 36 19 92 55 127 128 235 203 15 7 82 49 116 122 8 8 14 10 36 27
Oceania 250 234 101 92 81 58 68 84 226 200 47 49 54 36 40 63 13 11 40 39 32 25
Cook Islands 6 1 0 0 5 0 0 1 6 1 0 0 5 0 0 0 24 3 6 34 88 18
Fiji 25 19 10 8 8 3 7 9 25 19 2 3 4 0 3 7 21 17 40 39 31 13
Kiribati 11 10 8 7 0 1 3 3 11 10 8 7 0 0 2 3 15 15 74 68 4 5
Marshall Islands 15 14 7 10 4 2 4 2 5 8 0 7 0 0 0 0 55 51 50 74 24 12
Micronesia, F. S. 12 11 7 6 3 2 3 3 3 3 2 1 0 0 0 0 39 25 56 55 21 21
Nauru 3 2 1 0 2 2 1 0 3 2 0 0 2 2 0 0 13 7 17 4 64 80
Niue 2 2 1 1 0 0 1 1 1 1 0 0 0 0 0 0 18 15 37 38 21 19
Palau 1 14 1 7 0 3 0 4 1 1 0 0 0 0 0 0 7 74 48 50 19 24
Papua New Guinea 38 48 20 16 7 17 10 15 37 48 9 8 2 14 5 11 7 6 52 33 20 36
Samoa 13 17 5 7 1 1 7 8 12 16 2 4 0 0 5 7 10 13 37 43 11 8
Solomon Islands 20 25 6 11 6 7 8 7 20 25 4 7 5 5 7 5 10 13 31 43 29 27
Tokelau 2 3 1 2 0 1 0 1 1 1 1 1 0 0 0 0 58 24 61 60 21 20
Tonga 7 8 2 2 2 2 3 4 7 8 1 2 1 2 3 3 9 11 32 29 22 26
Tuvalu 3 2 1 1 0 0 2 1 3 2 0 0 0 0 1 1 12 15 27 31 14 10
Vanuatu 18 20 9 8 4 5 6 8 18 20 8 6 3 4 5 7 15 19 50 38 20 22
Latin America and
2327 2091 751 598 328 295 1235 1198 1815 1917 333 355 132 174 1026 1077 12 10 32 29 14 14
the Caribbean
Antigua and Barbuda 0 0 … 0 0 0 0 0 0 0 0 0 0 0 0 0 7 5 … 1 83 63
Argentina 30 32 7 8 4 5 18 18 30 32 2 2 2 3 15 15 35 16 24 24 15 17
TABLE 3: Continued

Secondary
2017 2018 2017 2018 2017 2018 2017 2018 2017 2018 2017 2018 2017 2018 2017 2018 2017 2018 2017 2018 2017 2018
Belize 3 2 1 1 0 0 1 1 3 2 1 0 0 0 0 0 7 6 53 43 14 17
Bolivia, P. S. 43 31 8 7 7 7 28 16 43 31 5 4 5 6 26 14 4 4 19 23 17 24
Brazil 98 103 18 18 10 10 71 75 98 103 3 4 2 2 64 68 11 15 18 18 10 9
Chile 30 … 7 … 4 … 19 … 30 … 3 … 2 … 16 … 29 … 24 … 14 …
Colombia 70 77 14 14 7 9 48 54 70 77 9 9 5 7 45 52 8 4 21 18 11 12
Costa Rica 13 14 4 5 3 3 6 6 13 14 3 4 2 2 5 5 10 12 33 40 22 19
Cuba 8 10 1 1 1 0 6 8 8 10 0 1 1 0 6 8 6 5 9 14 14 4
Dominica 2 4 0 2 0 1 1 1 1 3 0 0 0 0 1 0 10 34 28 44 14 22
Dominican Republic 20 21 10 12 6 5 3 4 20 21 10 11 6 5 3 3 12 16 53 56 31 25
Ecuador 28 34 9 14 4 4 14 16 28 34 6 11 3 3 13 15 14 8 33 40 16 13
El Salvador 32 49 17 18 6 21 9 9 32 49 15 16 5 21 8 9 18 19 53 37 17 44
Grenada 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 5 1 39 20 20 13
Guatemala 68 79 51 59 7 12 10 7 68 79 46 55 4 10 8 5 18 20 75 76 10 15
Guyana 7 7 2 2 1 4 4 1 7 7 2 1 0 4 3 1 10 6 34 26 9 54
Haiti 100 90 74 56 12 16 14 18 96 81 65 45 8 10 10 12 13 12 74 62 12 18
Honduras 42 43 35 34 4 5 3 4 42 43 33 32 3 4 2 3 8 6 84 79 9 12
Jamaica 8 9 5 6 2 1 2 2 8 9 4 5 1 1 2 2 10 8 54 60 19 16
Mexico 63 68 9 10 6 7 48 51 63 68 3 4 3 4 45 48 7 10 14 15 9 10
Montserrat 2 3 1 1 1 1 1 1 2 3 0 0 0 0 0 0 7 6 48 47 24 24
Nicaragua 51 48 25 25 21 17 5 6 51 48 21 20 20 14 3 3 9 13 49 53 42 35
Panama 4 4 2 2 0 0 2 2 4 4 2 2 0 0 2 2 8 8 48 50 7 5
Paraguay 27 27 12 13 7 6 7 8 27 27 2 3 2 1 2 3 13 13 47 49 25 23
Peru 44 45 15 13 8 8 21 23 44 45 9 7 5 5 19 20 8 8 34 30 18 18
Saint Lucia 2 1 0 0 0 0 1 1 2 1 0 0 0 0 1 1 9 11 29 29 14 12
Saint Vincent/Grenadines 0 1 0 1 0 0 0 0 0 1 0 1 0 0 0 0 4 7 19 62 11 11
Suriname 3 2 0 0 1 1 2 1 3 2 0 0 1 1 2 1 11 13 3 2 38 44
Uruguay 7 … 3 … 1 … 3 … 7 … 1 … 1 … 2 … 15 … 39 … 19 …
Venezuela, B. R. 15 17 3 4 1 2 10 10 15 17 1 3 1 1 9 9 44 42 22 26 10 12
Europe and
735 624 199 129 100 74 429 421 481 542 37 53 25 36 348 383 15 12 27 21 14 12
Northern America
Albania 40 46 5 4 8 10 27 32 40 46 2 4 6 9 26 31 15 10 13 9 19 21
Belarus 46 42 2 2 4 4 40 36 46 42 1 0 3 3 39 35 36 37 5 4 8 10
Bosnia and Herzegovina 46 51 5 6 3 5 38 40 46 51 2 2 1 3 36 37 9 11 12 12 6 10
Montenegro 5 5 0 0 0 1 4 4 5 5 0 0 0 0 4 4 3 3 7 8 8 9
North Macedonia 17 22 3 6 1 3 13 13 17 22 2 4 0 2 12 12 8 9 19 26 4 15
Republic of Moldova 49 58 5 8 9 8 35 43 46 56 2 3 7 6 34 41 17 20 10 13 18 13
Serbia 299 144 131 51 70 32 98 60 49 64 1 1 4 7 33 35 34 14 44 36 23 22
Ukraine 141 156 10 15 3 4 128 137 141 156 6 10 1 2 126 134 14 15 7 10 2 3
Unallocated by region or country 1,872 2,256 934 1,100 227 249 711 908 1,860 2,240 714 803 118 101 602 759 8 9 50 49 12 11
Low income 3,037 3,873 1,532 1,996 680 888 825 989 2,621 2,833 1,054 1,192 441 486 586 587 10 13 50 52 22 23
Lower middle income 5,628 5,627 2,392 2,163 1,168 1,157 2,068 2,308 5,184 5,354 1,645 1,405 795 778 1,695 1,929 11 12 43 38 21 21
Upper middle income 3,406 3,492 1,111 1,080 597 615 1,699 1,797 2,942 3,313 574 636 328 393 1,431 1,575 15 16 33 31 18 18
High income 44 18 13 9 6 4 25 6 44 5 6 2 3 0 21 2 18 24 30 49 14 20
Unallocated by income 2,218 2,575 1,052 1,230 315 295 851 1,049 2,204 2,555 785 905 181 132 717 887 8 8 47 48 14 11
Least developed countries 4,223 5,046 2,097 2,603 1,057 1,233 1,069 1,210 3,764 3,978 1,445 1,620 731 742 743 718 11 12 50 52 25 24
Sub-Saharan Africa 3,547 3,678 1,655 1,741 868 888 1,024 1,049 3,115 3,288 1,119 1,219 600 627 756 788 9 9 47 47 24 24
Northern Africa and Western Asia 3,211 3,876 1,458 1,740 526 678 1,227 1,458 2,740 2,923 917 879 256 247 957 1,028 16 21 45 45 16 17
Central and Southern Asia 2,303 2,417 1,029 989 474 478 801 950 2,240 2,377 783 723 351 345 678 817 11 12 45 41 21 20
Eastern and South-eastern Asia 1,558 1,658 372 348 355 386 831 924 1,480 1,658 188 165 263 295 738 832 13 13 24 21 23 23
Oceania 250 234 101 92 81 58 68 84 226 200 47 49 54 36 40 63 13 11 40 39 32 25
Latin America and the Caribbean 858 843 353 340 129 148 376 356 852 833 260 249 82 102 329 310 9 9 41 40 15 18
Europe and Northern America 735 624 199 129 106 74 429 421 481 542 37 53 25 36 348 383 15 12 27 21 14 12
Unspecified by region 1,872 2,256 934 1,100 227 249 711 908 1,860 2,240 714 803 118 101 602 759 8 9 50 49 12 11
TOTAL 14,334 15,585 6,100 6,478 2,766 2,958 5,467 6,149 12,995 14,061 4,063 4,140 1,748 1,789 4,449 4,980 11 12 43 42 19 19
Source: OECD-DAC, CRS database (2020).

(…) indicates that data are not available. (-) represents a nil value.
The country groupings by level of income are as defined by the World Bank but include only countries shown in the table. They are based on the list of countries by income group as revised in July 2019.
All data represent gross disbursements.
TABLE 4 : Development assistance to education by donor – top 3 recipients
TOTAL BASIC EDUCATION

Constant 2018 Recipient Constant 2018 Recipient
Donor Recipient US$ millions % Recipient US$ millions %
Bilateral Australia Papua New Guinea 29.7 14 Bilateral, unspecified 12.0 13

Oceania, regional 22.6 10 Lebanon 11.4 13
Bilateral, unspecified 20.0 9 Bangladesh 9.8 11
Austria Turkey 21.0 13 Mexico 1.6 69
Bosnia/Herzeg. 20.8 13 Albania 0.2 8
Serbia 12.7 8 Bilateral, unspecified 0.2 8
Belgium Bilateral, unspecified 24.4 22 Bilateral, unspecified 7.7 48
D. R. Congo 15.9 14 Viet Nam 1.4 9
Uganda 8.9 8 South Africa 1.3 8
Canada Senegal 42.0 18 Senegal 10.6 19
Jordan 22.8 10 Afghanistan 9.4 16
Afghanistan 20.3 8 Bangladesh 7.5 13
Czechia Ukraine 0.9 11 Ukraine 0.2 53
Ethiopia 0.9 10 Syrian Arab Republic 0.2 47
Bosnia/Herzeg. 0.5 6
Denmark Bilateral, unspecified 93.2 66 Afghanistan 25.2 63
Afghanistan 25.3 18 Bilateral, unspecified 7.9 20
Burkina Faso 13.5 10 Myanmar 4.4 11
Estonia Europe, regional 1.1 33 Myanmar 0.0 87
Bilateral, unspecified 0.7 20 Bilateral, unspecified 0.0 13
Georgia 0.5 15
Finland Mozambique 9.4 20 Mozambique 7.2 36
Nepal 5.8 13 Turkey 2.4 12
Bilateral, unspecified 5.0 11 Palestine 2.0 10
France Morocco 184.1 11 Bilateral, unspecified 22.9 22
Cameroon 141.8 8 Niger 8.2 8
Algeria 133.1 8 Mali 6.3 6
Germany China 464.9 17 Jordan 36.0 21
Egypt 342.6 12 Northern Africa, regional 29.5 17
India 164.7 6 Mozambique 17.4 10
Greece Ukraine 0.4 16 Ukraine 0.3 24
Albania 0.3 14 Albania 0.3 21
Egypt 0.3 13 Egypt 0.2 16
Hungary Jordan 7.0 11 Iraq 1.0 90
Iraq 5.6 9 Montenegro 0.1 5
Syrian Arab Republic 4.0 6 Armenia 0.0 2
Iceland Kenya 0.2 59 South Africa 0.1 100
South Africa 0.1 19
Bilateral, unspecified 0.0 13
Ireland Bilateral, unspecified 14.1 33 Bilateral, unspecified 12.6 61
Mozambique 7.5 17 Uganda 1.9 9
Uganda 4.7 11 India 0.6 3
Italy Bilateral, unspecified 26.0 21 Jordan 3.9 18
Senegal 6.7 5 Lebanon 3.4 15
India 6.5 5 Bilateral, unspecified 2.0 9
Japan Iraq 273.0 30 Guinea 6.5 10
Bilateral, unspecified 144.7 16 Myanmar 4.9 8
India 71.8 8 Nepal 3.8 6
Kazakhstan Afghanistan 0.7 85
Kyrgyzstan 0.1 9
Mongolia 0.0 5
Kuwait China 73.0 36
Lebanon 52.4 26
Mauritania 24.5 12
Lithuania Ukraine 1.2 41 Ukraine 0.1 79
Belarus 1.2 38 Argentina 0.0 10
Georgia 0.2 7 Belarus 0.0 6
Luxembourg Niger 8.9 17 Niger 3.3 45
Senegal 7.2 14 Bangladesh 0.5 7
Cabo Verde 5.8 11
Netherlands Bilateral, unspecified 102.7 56 Bilateral, unspecified 59.0 52
Lebanon 25.1 14 Lebanon 19.3 17
Ethiopia 10.9 6 Syrian Arab Republic 8.3 7
TABLE 4: Continued
TOTAL BASIC EDUCATION

Constant 2018 Recipient Constant 2018 Recipient
Donor Recipient US$ millions % Recipient US$ millions %
New Zealand Tokelau 13.8 14 Solomon Islands 4.5 37

Samoa 10.2 10 Timor-Leste 3.7 30
Solomon Islands 7.7 8 Oceania, regional 1.8 15
Norway Bilateral, unspecified 184.1 47 Bilateral, unspecified 158.7 63
Palestine 30.3 8 Malawi 13.8 5
Malawi 19.4 5 South Sudan 13.7 5
Poland Ukraine 57.6 62 Ukraine 1.1 61
Belarus 20.0 22 U. R. Tanzania 0.3 16
India 1.3 1 Europe, regional 0.1 7
Portugal Timor-Leste 13.2 23 Guinea-Bissau 0.0 94
Mozambique 11.4 20 Cabo Verde 0.0 6
Cabo Verde 10.3 18
Republic of Korea Bilateral, unspecified 50.0 22 Mali 4.2 8
Rwanda 14.3 6 Iraq 4.0 8
Viet Nam 12.7 6 Mozambique 3.7 7
Romania Republic of Moldova 37.5 80 Bilateral, unspecified 0.0 100
Serbia 2.2 5
Ukraine 1.3 3
Slovakia Kenya 1.3 32 Lebanon 0.4 64
Serbia 0.9 23 Kenya 0.1 9
Lebanon 0.4 10 Iraq 0.0 7
Slovenia North Macedonia 3.8 33 Gambia 0.0 100
Bosnia/Herzeg. 3.8 33
Serbia 2.8 24
Spain Morocco 6.6 12 Haiti 2.4 25
America, regional 4.7 8 Guatemala 0.9 9
Bilateral, unspecified 3.6 6 Senegal 0.7 7
Sweden Bilateral, unspecified 54.5 33 Bilateral, unspecified 49.8 63
Afghanistan 31.6 19 Afghanistan 22.7 29
UR. R. Tanzania 28.6 17 U. R. Tanzania 2.5 3
Switzerland Bilateral, unspecified 22.7 16 Niger 4.2 13
Burkina Faso 14.4 10 Burkina Faso 3.8 12
Sub-Saharan Africa, regional 8.0 6 Mali 3.4 11
United Arab Emirates Yemen 1311.8 62
Serbia 398.0 19
Palestine 177.4 8
United Kingdom Bilateral, unspecified 328.9 19 Bilateral, unspecified 102.9 32
Pakistan 153.7 9 Pakistan 81.4 25
Bangladesh 40.0 2 Rwanda 17.8 5
United States Bilateral, unspecified 224.7 13 Bilateral, unspecified 211.9 16
Jordan 109.5 6 Jordan 99.4 8
Afghanistan 83.7 5 Pakistan 53.1 4
Multilateral African Development Fund Uganda 29.2 25

Kenya 16.4 14
Africa, regional 14.8 13
Asian Development Bank Bangladesh 129.1 46 Bangladesh 67.8 80
Nepal 46.5 17 Nepal 16.5 19
Viet Nam 26.7 9 Marshall Islands 0.5 1
EU Institutions Bilateral, unspecified 383.1 22 Bilateral, unspecified 131.1 47
Turkey 153.9 9 Bangladesh 31.4 11
Afghanistan 117.1 7 Nepal 24.0 9
World Bank (International Bangladesh 332.7 26 Ethiopia 133.6 31
Development Association) India 169.9 13 Bangladesh 123.8 29
Ethiopia 166.0 13 India 47.1 11
IMF (Concessional Trust Funds) Ghana 188.1 15
Cameroon 156.3 13
Chad 148.9 12
UNICEF D .R. Congo 8.1 9 India 2.2 9
Afghanistan 6.6 8 Somalia 0.9 4
India 5.4 6 Nigeria 0.9 4
Source: OECD CRS database (2019).
Glossary
Attainment rate. Number of persons in a particular Education levels according to the International Standard
age group by the highest level of education attained, Classification of Education (ISCED), which is the
expressed as a percentage of the total population in that classification system designed to serve as an instrument
age group (see Completion rate). for assembling, compiling and presenting comparable
indicators and statistics of education both within
Age-specific enrolment ratio. Enrolment of a given age countries and internationally. The system, introduced in
or age group, regardless of the level of education in which 1976, was revised in 1997 and 2011.
pupils or students are enrolled, expressed as a percentage
■ Pre-primary education (ISCED level 0). Programmes at
of the population of the same age or age group.
the initial stage of organized instruction, primarily
An example is global indicator 4.2.2, the participation rate
designed to introduce very young children, aged
in organized learning (one year before the official primary
at least 3 years, to a school-type environment and
entry age).
provide a bridge between home and school. Upon
completion of these programmes, children continue
Completion rate. Percentage of children aged three to
their education at ISCED 1 (primary education).
five years older than the official age of entry into the last
grade of an education level who have reached the last ■ Primary education (ISCED level 1). Programmes
grade of that level. For example, the primary completion generally designed to give pupils a sound basic
rate in a country with a 6-year cycle where the official age education in reading, writing and mathematics,
of entry into the last grade is 11 years is the percentage of and an elementary understanding of subjects such as
14- to 16-year-olds who have reached grade 6. history, geography, sciences, art and music.
■ Secondary education (ISCED levels 2 and 3). Lower
Conflict-affected country. For a given year, any country
secondary education (ISCED 2) is generally
with 1,000 or more battle-related deaths (including
designed to continue the basic programmes of the
fatalities among civilians and military actors) over the
primary level but the teaching is typically more
preceding 10-year period and/or more than 200 battle-
subject-focused, requiring more specialized teachers
related deaths in any 1 year over the preceding 3-year
for each subject area. The end of this level often
period, according to the Uppsala Conflict Data Program
coincides with the end of compulsory education.
Battle-Related Deaths Dataset.
Teaching in upper secondary education (ISCED
3) is often organized even more along subject
Constant price. Price of a particular item adjusted to
lines and teachers typically need a higher or more
remove the overall effect of general price changes
subject-specific qualification.
(inflation) since a given baseline year.
■ Post-secondary non-tertiary education (ISCED level 4).
Early childhood care and education. Services and It provides learning experiences building on
programmes that support children’s survival, growth, secondary education, preparing for labour market
development and learning – including health, nutrition entry as well as tertiary education.
and hygiene, and cognitive, social, emotional and physical
■ Tertiary education (ISCED levels 5–8). It builds on
development – from birth to entry into primary school.
secondary education, providing learning activities
in specialized fields of education. It aims at learning
Early Childhood Development Index. Index of fulfilment
at a high level of complexity and specialization.
of developmental potential that assesses children
It comprises:
aged 36 to 59 months in four domains: literacy/
numeracy, and physical, social-emotional, and cognitive ☐ Level 5: Short-cycle tertiary education, often
development. The information is collected through the designed to provide participants with professional
UNICEF Multiple Indicator Cluster Surveys. A child is ‘on knowledge, skills and competences. It is practically
track’ overall if it is ‘on track’ in at least three of the four based and occupationally specific, and prepares
domains. The index is currently being revised. students to enter the labour market.
416 A N N E X • G LO S S A RY
☐ Level 6: Bachelor’s, often designed to provide files; using basic arithmetic formulas in a spreadsheet;
participants with intermediate academic and/or connecting and installing new devices; finding,
professional knowledge, skills and competences, downloading, installing and configuring software; creating
leading to a first degree or equivalent qualification. electronic presentations with presentation software;
transferring files between a computer and other devices;
☐ Level 7: Master’s or equivalent level, often
and writing a computer program using a specialized
designed to provide participants with advanced
programming language.
academic and/or professional knowledge, skills
and competences, leading to a second degree or
Literacy. According to UNESCO’s 1958 definition, the term
equivalent qualification.
refers to the ability of an individual to read and write
☐ Level 8: Doctoral or equivalent level, designed with understanding a simple short statement related to
primarily to lead to an advanced research his/her everyday life. The concept of literacy has since
qualification. evolved to embrace several skill domains, each conceived
on a scale of different mastery levels and serving
Education for Sustainable Development. A type of different purposes.
education that aims to enable learners to constructively
and creatively address present and future global Literacy rate. Number of literate people in a particular
challenges and create more sustainable and age group, expressed as a percentage of the total
resilient societies. population in that age group.
■ Adult. Aged 15 and above.
Global Citizenship Education. A type of education that
aims to empower learners to assume active roles to face ■ Youth. Aged 15 to 24.
and resolve global challenges and to become proactive
contributors to a more peaceful, tolerant, inclusive and Minimum proficiency level. Benchmark of basic
secure world. knowledge in mathematics and reading, measured
through learning assessments. Until such time as
Gross domestic product (GDP). The value of all final common standards are validated by the international
goods and services produced in a country in one year. community or countries, the definitions of minimum
proficiency published by agencies specialized in
Gross enrolment ratio. Enrolment in a specific level of cross-national learning assessments are being used.
education, regardless of age, expressed as a percentage
of the population in the official age group corresponding Net attendance rate. Number of students in the official
to this level of education. It can exceed 100% because of age group for a given level of education who attend
early or late entry and/or grade repetition. school at that level, expressed as a percentage of the
population in that age group.
Gross intake rate. Total number of new entrants to a
given grade of primary education, regardless of age, Net enrolment rate. Enrolment of the official age group
expressed as a percentage of the population at the official for a given level of education, expressed as a percentage
school entrance age for that grade. of the population in that age group. There are two
additional variations of this indicator:
Gross national income. The value of all final goods and
■ Adjusted net enrolment rate. Enrolment of the
services produced in a country in one year (GDP) plus
official age group for a given level of education
income that residents have received from abroad, minus
either at that level or the levels above, expressed as a
income claimed by non- residents.
percentage of the population in that age group.
Information and communication technology skills. ■ Total net enrolment rate. Enrolment of the official
Individuals are considered to have such skills if they have age group in any level of education, expressed as a
undertaken certain computer-related activities in the last percentage of the population in that age group.
three months: copying or moving a file or folder; using
copy and paste tools to duplicate or move information
within a document; sending emails with attached
New entrants. Students entering a given level of Private institutions. Institutions that are not operated
education for the first time; the difference between by public authorities but are controlled and managed,
enrolment and repeaters in the first grade of the level. whether for profit or not, by private bodies such as
non-government organizations, religious bodies, special
Never been to school rate. Percentage of children aged interest groups, foundations or business enterprises.
three to five years older than the official entrance age
into primary education who have never been to school. Public expenditure on education. Total current and capital
For example, in a country where the official entrance age expenditure on education by local, regional and national
is 6 years, the indicator is calculated over the age group governments for public and private institutions.
9 to 11 years.
Pupil/teacher ratio. Average number of pupils per teacher
Out-of-school number. Those not enrolled, defined over at a specific level of education.
the following populations:
Purchasing power parity. An exchange rate adjustment
■ Children of official primary school age.
that accounts for price differences between countries,
■ Adolescents of official lower secondary school age. allowing international comparisons of real output
and income.
■ Youth of official upper secondary school age.
Qualified teacher. Teacher who has the minimum

Out-of-school rate. Those of the official age group for
academic qualification necessary to teach at a specific
a given level of education not enrolled, expressed as a
level of education in a given country.
percentage of the population in that age group.
Teacher attrition rate. Number of teachers at a given level

Over-age for grade rate. The percentage of students in
of education leaving the profession in a given school year,
each level of education (primary, lower secondary and
expressed as a percentage of teachers at that level and in
upper secondary) who are two years or more above the
that school year.
intended age for their grade.
Technical and vocational education and training.

Parity index. A measure of inequality defined as the
Programmes designed mainly to prepare students for
ratio of the values of an education indicator of two
direct entry into a particular occupation or trade (or class
population groups. Typically, the numerator is the
of occupations or trades).
value of the disadvantaged group and the denominator
is the value of the advantaged group. An index value
Trained teacher. Teacher who has fulfilled at least the
between 0.97 and 1.03 indicates parity. A value below
minimum organized teacher-training requirements
0.97 indicates disparity in favour of the advantaged
(preservice or in-service) to teach a specific level of
group. A value above 1.03 indicates disparity in favour
education according to national policy or law.
of the disadvantaged group. An adjusted parity index is
symmetrical around 1 and limited to a range between
Transition rate. Number of new entrants to the first
0 and 2. Groups can be defined by:
grade of an education level in a given year, expressed as a
■ Gender. Ratio of female to male values of a percentage of the number of students who were enrolled
given indicator. in the final grade of the previous education level in the
previous year and who do not repeat that grade the
■ Location. Ratio of rural to urban values of a
following year.
given indicator.
■ Wealth/income. Ratio of the poorest 20% to
the richest 20% of a given indicator.
INCLUSION TERMS
Ability. Individual talent, skill or proficiency in a behaviours and attitudes, which may complement
particular area. or undermine the curriculum as intended
and implemented.
Accessibility. Of facilities and services: the quality of
being easily reached, entered or used by people with Developmental delay. Delay in reaching a normal stage of
disabilities on an equal basis with others. development, such as sitting or talking.
Accommodation. Alteration of curriculum, teaching, Disability. A limitation in one or multiple functional

assessment, environment or equipment that, without domains (e.g. walking, seeing), on a spectrum from
altering what is being taught, allows an individual with minimal to severe, arising from the interaction between
a disability to gain access to content and/or complete a person’s intrinsic capacity and environmental
assigned tasks. It allows students with disabilities to and personal factors that hinder their full, effective
pursue a regular course of study. participation in society on an equal basis with others.
Affirmative action. Measures aimed at promoting access Discrimination. Failure to treat people equally.
by members of certain groups to services to the same
extent as members of other groups. Diversity. Presence of people of different backgrounds,
abilities and identities in a group.
Assessment. Process of defining, selecting, designing,
collecting, analysing, interpreting and using information Equality. A state of affairs or result whereby all members
about a student’s achievement and development level in of a group enjoy the same inputs, outputs or outcomes in
academic, behavioural or social areas. terms of status, rights and responsibilities.
Assistive technology. Equipment, devices, apparatuses, Equity. A process or actions aimed at ensuring equality.
services, systems, processes and environmental
modifications used by people with disabilities to Exclusion. Any form of direct or indirect prevention
overcome social, infrastructural and other barriers to of access.
learning independence, safe and easy participation in
learning activities, and full participation in society. Gender expression. Individual expression of gender
through names, clothes, walking style, speaking,
Background. Individual education, experience and communication, societal roles and general behaviour.
social circumstances.
Gender identity. Deeply felt internal and individual
Curriculum. Description of what, why, how and how well experience of gender, which may or may not correspond
students should learn in a systematic and intentional with the sex assigned at birth.
way. This definition refers to what is written during
curriculum design and development, but through Identification. Recognition or detection of special
misunderstanding, disagreement or lack of resources, education needs in a child or student.
school-level implementation and enactment may diverge
from original intentions. For instance: Identity. Qualities of a person or group that make them
different from others.
■ Experienced curriculum refers to learning as students
experience it, including the knowledge and
Impairment. Problem in body function or structure.
perspectives learners bring, their ability to learn and
their interaction with the curriculum.
Inclusion. A process consisting of actions and practices
■ Hidden curriculum refers to student experiences of that embrace diversity and build a sense of belonging,
school beyond the formal curriculum structure, rooted in the belief that every person has value and
such as messages communicated by the school potential and should be respected.
or education system concerning values, beliefs,
Inclusive education. An education that promotes mutual Universal design. Design of products, environments,
respect and value for all persons and builds educational programmes and services to be usable by all to the
environments in which the approach to learning, greatest extent possible, with no need for adaptation or
the institutional culture and the curriculum reflect the specialised design.
value of diversity.
Universal design for learning. Design of curriculum that
Individualized education plan. Written plan setting out a gives all individuals equal opportunities to learn.
student’s present performance level along with goals and
objectives, as well as services and timelines to meet those Zero reject. Principle that everyone, regardless of
goals and objectives. circumstance, has a right to education.
Integration. Process of placing people with disabilities

in mainstream educational institutions to whose
standardized requirements the individuals can adjust.
Mainstream. Regular education settings where students

of different backgrounds, identities and abilities
learn together.
Marginalized. Of a group within a given culture, context

or history: at risk of being excluded and discriminated
against because of the interplay of differing personal
characteristics or grounds. In this report it is used
interchangeably with disadvantaged.
Modification. Alteration of curriculum, teaching or

assessment in which content and learning expectations
are changed for students with intellectual disabilities.
Segregation. For students with a particular characteristic

in terms of background, identity or ability, provision of
education in separate classes or schools isolated from
students without this characteristic.
Sexual orientation. Capacity for profound emotional and

sexual attraction to, and intimate and sexual relations
with, individuals of a different gender, the same gender or
more than one gender.
Special. Of education settings: where students with

disabilities and/or special needs learn separately from
those without special needs or disabilities.
Special education need. Learning difficulty and/or

disability that may require special education support.
Countries define these needs differently.
Abbreviations
ADB Asian Development Bank
AECD Australia Early Childhood Development Census
AES Adult Education Survey (EU)
AIDS Acquired immunodeficiency syndrome
ASER Annual Status of Education Report (India)
CBE Community-based education
CCTV Closed-circuit television
Covid-19 COrona VIrus Disease of 2019
CRPD Convention on the Rights of Persons with Disabilities (UN)
CRS Creditor Reporting System (OECD)
CSO Civil society organization
DAAD Deutscher Akademischer Austauschdienst (German Academic Exchange Service)
DAC Development Assistance Committee (OECD)
DFID Department for International Development (UK)
DHS Demographic and Health Survey
DPO Disabled people’s organization
ECCE Early childhood care and education
ECDI Early Childhood Development Index
EFA Education for All
EMIS Education management information system
EU European Union
Eurostat Statistical office of the European Union
FAO Food and Agriculture Organization of the United Nations
FTS Financial Tracking Service (OCHA)
GDP Gross domestic product
GEM Report Global Education Monitoring Report
GER Gross enrolment ratio
GLAD Network Global Action on Disability Network
GNI Gross national income
GPE Global Partnership for Education
GPI Gender parity index
GRALE Global Report on Adult Learning and Education
HIV Human immunodeficiency virus
IAEG Inter-agency and Expert Group (on SDG Indicators)
IBE International Bureau of Education (UNESCO)
ICETEX Instituto Colombiano de Crédito Educativo y Estudios Técnicos en el Exterior
ICF International Classification of Functioning, Disability and Health (WHO)
422 A N N E X • A B B R E V I AT I O N S
ICT Information and communication technology
IDA International Development Association (World Bank)
IEA International Association for the Evaluation of Educational Achievement
IFAD International Fund for Agricultural Development
IIEP International Institute for Educational Planning (UNESCO)
ILO International Labour Office/Organization
IMF International Monetary Fund
IRT Item response theory
ISCED International Standard Classification of Education
ITU International Telecommunication Union
JMP Joint Monitoring Programme (WHO/UNICEF)
LAMP Literacy Assessment and Monitoring Programme (UIS)
LGBTI Lesbian, gay, bisexual, transgender and intersex
LLECE Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación
LWC Living Water Community (Venezuela)
MDG Millennium Development Goal
MICS Multiple Indicator Cluster Survey
NADA National Data Archive
NER Net enrolment rate
NGO Non-government organization
OCHA Office for the Coordination of Humanitarian Affairs (UN)
ODA Official development assistance
OECD Organisation for Economic Co-operation and Development
OHCHR Office of the United Nations High Commissioner for Human Rights
PASEC Programme d’analyse des systèmes éducatifs de la CONFEMEN
PEER Profiles Enhancing Reviews in Education
PIAAC Programme for the International Assessment of Adult Competencies (OECD)
PILNA Pacific Islands Literacy and Numeracy Assessment
PIRLS Progress in International Reading Literacy Study
PISA Programme for International Student Assessment (OECD)
PISA-D PISA for Development (OECD)
PPP Purchasing power parity
RTE Act Right of Children to Free and Compulsory Education Act (India)
SCOPE Scoping Progress in Education
SDG Sustainable Development Goal
SIAS Screening, Identification, Assessment and Support (South Africa)
STEP Skills Toward Employment and Productivity (World Bank)
TALIS Teaching and Learning International Survey (OECD)
TaRL Teaching at the Right Level
TCG Technical Cooperation Group
TIMSS Trends in International Mathematics and Science Study
TOSSD Total Official Support for Sustainable Development (OECD)
TVET Technical and vocational education and training
UIL UNESCO Institute for Lifelong Learning
UIS UNESCO Institute for Statistics
UK United Kingdom
UN United Nations
UNAIDS Joint United Nations Programme on HIV/AIDS
UNDP United Nations Development Programme
UNESCO United Nations Educational, Scientific and Cultural Organization
UNFCCC United Nations Framework Convention on Climate Change
UNFPA United Nations Population Fund
UNHCR United Nations High Commissioner for Refugees
UNICEF United Nations Children’s Fund
UNODC United Nations Office on Drugs and Crime
UNPD United Nations Population Division
UNSD United Nations Statistical Division
UOE UIS/OECD/Eurostat
US United States
WASH Water, sanitation and hygiene
WFP World Food Programme (United Nations)
WHO World Health Organization (United Nations)
424 A N N E X • A B B R E V I AT I O N S
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If we don’t push for accessibility
Inclusion and education: and inclusion in schools, we

are choosing to raise entire
generations believing that
ALL MEANS ALL segregation is a viable solution to
the ‘problem’ of the existence of
diverse individuals.
The 2020 Global Education Monitoring Report looks at social, economic and
Ariana Aboulafia
cultural mechanisms that discriminate against disadvantaged children,
Student, University of Miami
youth and adults, keeping them out of education or marginalized in it.
School of Law, United States
Spurred by their commitment to fulfil the right to inclusive education,
countries are expanding their vision of inclusion in education to put diversity
at the core of their systems. Yet implementation of well-meaning laws and
policies often falters. Released at the start of the decade of action to 2030, The most important step that
and in the middle of the Covid-19 crisis, which has exacerbated underlying helped me feel included in
inequalities, the Report argues that resistance to addressing every learner’s school was to place me in the
needs is a real threat to achieving global education targets. same learning environment as
my more able colleagues. I was
Inclusion and education: All means all identifies the practices in governance welcomed along with everyone
and finance; curricula, textbooks and assessments; teacher education;
else and punished like they were.
school infrastructure; and relations with students, parents and
It removed my inferiority complex.
communities that can unlock the process to inclusion. It provides policy
recommendations to make learner diversity a strength to be celebrated, Kikudi Marc
a force for social cohesion. CONEPT,
Democratic Republic of Congo
Two new websites complement the fourth edition of the Global Education
Monitoring Report. PEER describes how countries approach inclusion, serving
as a resource for policy dialogue. SCOPE offers an opportunity to interact Inclusive education is but a natural
with the data and explore selected SDG 4 indicators. progression of human rights into
the education system. It is the
need of the hour.
Percy Cardozo
Inclusion imposed from above will never work. So, the question you,
Programme Head and Counsellor,
as readers, are asked in the 2020 GEM Report is whether you are ready
India
to challenge the current mindset; ready to decide that an education is
for everyone – all means all.
The Right Honourable Helen Clark
We need to teach children to deal
Chair, GEM Report Advisory Board
with differences, not as a negative
thing, but as something we can
A move towards inclusion is non‑negotiable. Ignoring inclusion is contrary all learn from to be better people,
to reason for anyone striving to build a better world. We may not achieve it better students and better citizens.
in full, but failure to act is not an option.
Herminio Corrêa
Audrey Azoulay
Board Member,
Director-General, UNESCO
Parents International Portugal
United Nations Sustainable

Educational, Scientific and Development
Cultural Organization Goals
9 789231 003882
Sustainable
Development
Goals
www.unesco.org/publishing • www.unesco.org/gemreport

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G LO BA L E D U C AT I O N M O N I TO R I N G R E P O RT 2020

Inclusion and education:

United Nations Sustainable

© UNESCO, 2020 This publication is available in Open Access under the

The present licence applies exclusively to the text content

Infographics by FHI 360 and Anne Derenne

The Right Honourable Helen Clark

The Global Education Monitoring Report team

Chapter 9. Monitoring education in the Sustainable Development Goals����������������������������������������������������������������� 197

Millions are missing out on the opportunity to learn.

Financing needs to target those most in need.

CREDIT: Plan International

 In sub-Saharan Africa, teachers may fear teaching children with albinism.

 In Latin America, learning materials omit or misrepresent the history of Afro-descendants.

Education for all is the foundation of inclusion in education�����������������������������������������6

T he international community’s commitment in

Main text: Equity and inclusion Sustainable Development Goals

Source: United Nations (2015).

GEM StatLink: http://bit.ly/GEM2020_fig1.1 Source: World Inequality Database.

Stunting rate (%)

Factors associated with potential disadvantage 20

also affect academic achievement. Results from

GEM StatLink: http://bit.ly/GEM2020_fig1_3

100 100 100

Out-of-school rate (%)

GEM StatLink: http://bit.ly/GEM2020_fig1_4

GEM StatLink: http://bit.ly/GEM2020_fig1_5

In Oman, 127 girls achieve minimum

In Hungary, 52 of the poorest students

Gender parity index

Wealth parity index

GEM StatLink: http://bit.ly/GEM2020_fig1_6

FI GURE 1 .7 : FIG U R E 1 .8:

1.00 Parity With functional difficulty

Primary Lower secondary Upper secondary

The evolving interpretation of disability has shaped education provision

WHY DOES INCLUSIVE GUIDE TO THE REPORT

Chapter 5 discusses the politically equally complicated

RECOMMENDATIONS making all reasonable accommodations to cater for

A diverse education workforce also supports inclusion

Collect data on and for inclusion with attention and

If we want to realize a future without violence or discrimination,

The evidence in this report points to an unmistakable learning

Ana Lucia Arellano, President, International Disability Alliance

A new online tool to support the monitoring of

CONTEXT AND OBJECTIVES METHODOLOGY:

PEER covers all countries except those of the

Information was compiled in seven areas: NEXT STEPS

1 Definitions Future profiles will cover additional themes.

2 0 2 0 • GLO B AL E DUCATION M ONITO R ING R E P O R T x

CREDIT: Robert Lumu/UNESCO

Automatic promotion supports disadvantaged children if enhanced with remedial support

International instruments and declarations have shaped inclusive education�� 29

The main obstacle to inclusion in education is the absence of explicit

L aws and policies set the framework for achieving

Portugal has comprehensive inclusive education legislation

for reasonable accommodation, and that the education B OX 2 .4 :

Segregation Combination Integration Inclusion

GEM StatLink: http://bit.ly/GEM2020_fig2_1

Chapter 9. Monitoring education in the Sustainable Development Goals�� 197

In sub-Saharan Africa, teachers may fear teaching children with albinism.

In Latin America, learning materials omit or misrepresent the history of Afro-descendants.

Education for all is the foundation of inclusion in education��6

International instruments and declarations have shaped inclusive education�� 29

The move towards inclusion follows different paths at

Data on inclusion: The groups countries monitor vary�� 66

leave the binary response blank and enter a comment.

DIAGNOSTIC CRITERIA TO IDENTIFY