Asia Pacific Regional SDG4 - Education 2030 Baseline Report

4th Asia-Pacific Meeting on Education 2030 (APMED2030), 12 - 14 July 2018,Bangkok, Thailand

Asia Pacific Regional SDG4- Education 2030 Baseline Report

Key findings14 July 2018EPM Team, IQE Section, UNESCO Bangkok

3rd Asia-Pacific Meeting on Education 2030 (APMED2030), 4-7 July 2017,Bangkok, Thailand

Aims and Objectives Aims To capture baseline data at the starting point of the SDG4 so that systematic monitoring can be done effectively Objectives:• To review and take a snapshot of the education situation in the

region based on the SDG4 targets• To identify and highlight regional issues to help stakeholders and

partners as well as national governments to develop appropriate policies and strategies to meet the targets

Data Sources • Global and national UIS international comparable data• Other relevant data sources where appropriate (such as by the

OECD, UNICEF)Funded ByKorean Fund in Trust


Target 4.1 – Basic Education for All

• students in East Asia, Southeast Asia and Oceania perform relatively well compared to other regions of the world• In Central and Southern Asia, education systems struggle to equip learners with the basic competencies• Upper middle and high income countries far better in equipping students with minimum proficiency levels

0102030405060708090

100

Low

inco

me

Low

er m

iddl

e…

Upp

er m

iddl

e…

High

inco

me

Sub-

Saha

ran…

Cent

ral A

sia…

Wes

tern

Asia

…

Latin

Am

eric

a…

East

Asia

&…

Oce

ania

Nor

th A

mer

ica…

Perc

enta

ge o

f stu

dent

s ab

ove

min

imum

m

athe

mat

ics/

read

ing

prof

icie

ncy

Mathematics Reading

50 6584

91

93%96

99

99

100

100

100

Indonesia Iran,

Islamic Rep.

New Zealand

Australia

International MedianKazakhs…

Singapore

Japan

China, Hong

Kong …

Korea, Rep. of

Chinese Taipei

Mathematics (TIMSS)

6676

92

9395%

97

98

99Indonesia

Iran, Islamic

Rep.

New Zealand

AustraliaInternational Median

Singapore

Chinese Taipei

China, Hong …

Reading (PIRLS)

Percentage of primary and secondary school students who pass a‘minimum proficiency’ in reading and mathematics

Note: Subregional grouping is based on SDG regions. The results were processed by the UIS, based on data fromPIRLS 2011, TIMSS 2015, PISA 2015 and SAQMEC III. Source: UIS, 2017. More Than One-Half of Children andAdolescents Are Not Learning Worldwide. UIS fact sheet.

Proportion of children in fourth grade achieving at least a minimum proficiency level inmathematics (2015) and reading (2011) in selected countries

Source: IEA, TIMSS 2015, PIRLS 2011.

But, are children and youth in the Asia-Pacific region learning?

- Most of the countries in the region are closer to achieve universal primary education except for few countries.

- region had nearly universal gross intake to the last grade of primary education ( 94%) and for lower secondary it reached 86%.


Target 4.2 – School Readiness

Tajikistan

Uzbekistan

KyrgyzstanKazakhstan

Cambodia

Lao PDRTimor-Leste

Mongolia

MalaysiaThailand

Korea, Rep.

Brunei …

Indonesia

Marshall …

Nauru

Micronesia

Cook Islands

Palau

Iran,

Isl…

NepalViet Nam

Niue

TokelauTuvalu

Sol…

Samoa

Maldives

World

0

10

20

30

40

50

60

70

80

90

100

0 20 40 60 80 100

Part

icip

atio

n ra

te o

f girl

s (%

)

Participation rate of boys (%)

More girls

More boys

Source: UNESCO, forthcoming.

Participation rate in organized learning one year before the official primaryentry age, by sex (2016 or latest year available)

• Participation in Early Childhood Education and Pre-primary Education is increasing in theregion, but countries need extra efforts

• Many countries in the region has higher participation rate in organized learning one yearbefore the official primary entry age

0%

20%

40%

60%

80%

100%

120%

140%

160%

180%

Gro

ss e

nrol

men

t rat

ios

(%)

Gross early childhood enrolment ratio in early childhood educational development …

Gross early childhood enrolment ratio in pre-primary education …

Gross enrolment ratios in pre-primary education (ISCED 01) and early childhood educational development (ISCED 02) as a share of the population of the official age for early childhood education, 2016 or latest year available


Target 4.3 –TVET and Higher Education

• TVET participation limited across the region compared to overall participation in secondary education• Below 10% (and below 5%) of youth participate in TVET secondary programmes, with marginal increases since 2000• Secondary education TVET programmes tend to attract more male students than female students

0

5

10

15

20

25Va

nuat

u

Paki

stan

Chin

a, H

ong

Kong

SAR

Mar

shal

l Isla

nds

Chin

a, M

acao

SAR

Bang

lade

sh

Tong

a

Tim

or-L

este

Kore

a, R

ep.

Mal

aysia

New

Zea

land

Kyrg

yzst

an

Thai

land

Mon

golia

Iran,

Isla

mic

Rep

.

Brun

ei D

arus

sala

m

Kaza

khst

an

Indo

nesia

Aust

ralia

Uzb

ekist

an

Perc

enta

ges

of y

outh

par

ticip

atin

g in

tech

nica

l/voc

atio

nal s

econ

dary

ed

ucat

ion

prog

ram

mes

(%)

2000 2016

Percentages of youth aged 15 to 24 participating in technical/vocational secondary education programmes(2000 and 2016 or latest year available)


Target 4.4 – Skills for Decent Jobs

• ICT skills distinguished by the type of action primarily expressed by operating computerized devices• The essence of ‘digital literacy’: a meaningful use, transformation, creation and sharing of digital information• Limited available data suggest that in both developing and developed countries a significant share of the populations have

low ICT proficiencies• In Malaysia and Singapore about half the youth and adult populations (51% and 46% respectively) can copy or more a

file/folder; falling by another half who can connect or install a device

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Pakistan

Kazakhstan

Iran, Islamic Rep.

Singapore

Malaysia

Brunei Darussalam

Korea, Rep.

Percentage of youth/adults with ICT skills, by type of skill

Copying or moving a file/folder Connecting/installing devices Creating electronic presentations using software

Proportion of youth and adults with ICT skills, by type of skill for countries with available data (2015/2016)

Source: UNESCO eAtlas for Education 2030 with data from ITU and Eurostat, accessed in May 2018.


Target 4.5 – Equity

• Primary age children of the region are attending primary schools regardless of their sex, location andeconomic status

• Greater challenges in lower secondary and particularly upper secondary education• Rural and poor populations predominantly show lower attendance rates in many countries in the region

Adjusted parity indices (PIA) of net attendance rate in primary and upper secondary by gender (GPIA), location (LPIA) and wealth (WPIA) (household survey data, 2016 or latest year available)


Target 4.6 – Youth and Adult Literacy

• PIAAC shows that by international literacy and numeracy standards, some country populations are vastly under-skilled

• Japan had the highest proportion of adults scoring in Level 4 or 5 for numeracy (19%) and literacy (23%)• PIAAC findings further stated for countries where adults left school early or did not complete secondary education

(here Singapore and Indonesia) were associated with low proficiency scores

-100 -90 -80 -70 -60 -50 -40 -30 -20 -10 0 10 20 30 40 50 60 70 80

Literacy

Numeracy

Literacy

Numeracy

Literacy

Numeracy

Literacy

Numeracy

Literacy

Numeracy

Literacy

Numeracy

Literacy

Numeracy

Indo

nesia

Sing

apor

e

OEC

Dav

erag

eKo

rea,

Rep.

New

Zeal

an dAu

stra

lia

Japa

n

Proportion of adults with literacy and numberacy skills, by level (%)

Level 2 Level 1 Below level 1 Missing Level 3 Level 4 or 5

Skills gap

Proficiency levels among adults aged 16-65 in literacy and numeracy in six countries (2011-2014)

Note: Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mentaldisabilities (referred to as literacy-related non-response). Source: OECD, 2016. Skills Matter: Further Results from the Survey of Adult Skills, OECD Skills Studies. Paris, OECD Publishing.

• For every 5 illiterate adults in the World, 3 live in the region• Every 5 illiterate adults in the region, 4 live in South and West Asia

• Lack of assessment data for monitoring literacy skills levels in the region

• It is important for countries to develop National Assessment system for monitoring literacy skills of youth and adults

Presenter

Presentation Notes

PIAAC offers a good starting point to measure proficiency levels, covering a range of factors that influence the development and maintenance of skills, such as education, social background, engagement with literacy and numeracy, as well as information and communication technologies. The effort to monitor young people and adults’ skills development under Sustainable Development Goal (SDG) 4 specifically intends to measure the functional ability to use information to communicate and express oneself. Source: http://uis.unesco.org/en/blog/measuring-functional-literacy-and-numeracy-lifelong-learning


Target 4.7 – Global Citizenship and Sustainable Development Education

• Two independent studies by UNESCO IBE and UNESCO MGIEP found that in education policies and curricula ‘human rights’ and‘sustainable development’ receive the most attention

• Economic development but also health and well-being related concepts appear frequently in policies and curricula across theregion

• ‘Gender equality’ and related concepts, however, is frequently at the bottom if not absent in policy and curricula documents

Percentage of countries that have covered different concepts in national curricula (2005-2015)

54

79

88

88

46

21

13

13

Gender equality

Global citizenship

Sustainable development

Human rights

Percentage of countries referencing relevant terms

Percentage of countries not referencing relevant terms

Source: UNESCO, 2016. Global Education Monitoring Report 2016. Paris, UNESCO.

Country

Category Ba

ng

lad

esh

Th

ail

an

d

Afg

ha

nis

tan

Ch

ina

Vie

t N

am

Ne

pa

l

Ind

ia

Bh

uta

n

Sri

La

nk

a

Ky

rgy

zsta

n

Uzb

ek

ista

n

La

o P

DR

Ka

zak

hst

an

Pa

kis

tan

Mo

ng

oli

a

Ca

mb

od

ia

Ma

lay

sia

Ph

ilip

pin

es

Jap

an

Ko

rea

, R

ep

.

Ira

n,

Isla

mic

Re

p.

Ind

on

esi

a

Human rights

Interconnectedness

Environmental sustainability

Economic sustainability

Good health and well-being

Culture of peace and non-violence

Gender equality

Global issues

Global systems, structures and processes

Orientation on global citizenship

Prevalence of concepts related to Education for Sustainable Development and Global Citizenship in national education policies and curricula among

22 countries, 2017

Source: UNESCO, forthcoming with data from UNESCO MGIEP.


Target 4.a – School ResourcesAccess to hygiene facilities, sanitation facilities and drinking water in East

Asia and Pacific by education level (2013)

22 192

57 55

13

46 44

13

3330

42

18 17

14

43 46

71

12 10 1725 28

72

45 51 56

0

10

20

30

40

50

60

70

80

90

100

Pre-

Prim

ary

Prim

ary

Seco

ndar

y

Pre-

Prim

ary

Prim

ary

Seco

ndar

y

Pre-

Prim

ary

Prim

ary

Seco

ndar

y

Drinking Water Sanitation facilities Hygiene facilities

Scho

ols w

ith a

cces

s to

WAS

H fa

cilit

ies,

by

acce

ss le

vel

(%)

No Limited Yes

Note: Countries in this study were Cambodia, China, Cook Islands, Fiji, Indonesia, Korea DPR, Kiribati, Lao PDR, Malaysia, Marshall Islands, Micronesia, Mongolia, Myanmar, Niue, Nauru, Palau, Papua New Guinea, Philippines, Samoa, Solomon Islands, Thailand, Timor-Leste, Tokelau, Tonga, Tuvalu, Vanuatu and Viet Nam. Source: UNICEF and WHO, 2017. Scoping Study: Preparing for SDG reporting of WASH in schools in East Asia and the Pacific. Geneva, World Health Organization and New York, NY, UNICEF.

Proportion of primary and secondary schools in Asia-Pacific with access to electricity, computer laboratories, and access to the Internet (2010-2012)

Access, 79.38595565,

79%

No access, 21,

21%

Electricity

Access55%

No access45%

Computer laboratories

Access69%

No access31%

Internet

Source: UIS, 2014. Information and Communication Technology in Education in Asia. Montreal, UIS.

• Many countries are still not able to provide basic sanitation facilities to its schools• Many countries in the region still struggling to provide Electricity, Internet and computer

laboratories in the school


Target 4.b – Scholarship

• More than 50% of the countries in the region for which data are available received more than 5million USD as ODA for scholarship

• Indonesia received the most ODA funding for scholarships in the region--US$66 million--almost18% of the total funding for scholarships to the region

• The other major recipient countries were Viet Nam (US$44 million), Papua New Guinea (US$27million), China (US$18 million) and India (US$16 million)

Volume of official development assistance flows for scholarships in selected countries (2006 and 2015 or latest year available)

0

10

20

30

40

50

60

70

Indo

nesia

Viet

Nam

Papu

a N

ew G

uine

a

Chin

a

Indi

a

Paki

stan

Phili

ppin

es

Bang

lade

sh

Cam

bodi

a

Mya

nmar

Lao

PDR

Mon

golia

Sri L

anka

Tim

or-L

este

Afgh

anist

an

Nep

al Fiji

Bhut

an

Solo

mon

Isla

nds

Sam

oa

Iran,

Isla

mic

Rep

.

Thai

land

Uzb

ekist

an

Mal

aysia

Mal

dive

s

Tong

a

Kyrg

yzst

an

Vanu

atu

Kaza

khst

an

Kirib

ati

Tajik

istan

Tuva

lu

Kore

a, D

PR

Turk

men

istan

Nau

ru

Cook

Isla

nds

Mic

rone

sia

Niu

e

Pala

u

Mar

shal

l Isla

nds

Toke

lau

USD

(con

stan

t pric

e 20

15, i

n m

illio

ns)

2006 2015

Note: Data for Nauru and Turkmenistan, 2007; data for Cook Islands, 2008; data for Tokelau, 2014. Source: OECD Creditor Reporting System, accessed July 2017. ca


Target 4.c – Teachers

• There is lack of trained teachers in he countries in the region especially at pe-primary and primary level• For example, 63% of countries in the region with available data have a larger PTTR than PTR in primary

education, which means there are fewer trained teachers available

Pupil-teacher ratio (PTR) versus pupil-trained teacher ratio (PTTR), by education level (2016 or latest data available)

0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100PT

TRPTR

Primary

0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100

PTTR

PTR

Lower secondary

0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100

PTTR

PTR

Pre-primary

Note: Latest data range from 2012 to 2016. If the PTR and PTTR or PQTR are plotted along the line, the teaching force meets national training or qualification standards. Source: UNESCO, forthcoming.


In which directions does the current picture of education point?

• Focus on addressing inequality especially for the most marginalized

• Getting the basics right- Make children ready for school (ECE)- Suit the curriculum and pedagogy that guarantee learning- Quality of Teachers- Learning environment

• Measuring learning outcomes and functional literacy• Lifelong learning is often outside the margins of formal education• Sector wide data management and monitoring system

To respond the needs, TWG-Education 2030 have developed the Roadmap to support Member States in achieving SDG4 at the national level

144th Asia-Pacific Meeting on Education 2030 (APMED2030), 12 - 14 July 2018,Bangkok, Thailand

Thank youLearn more: http://bangkok.unesco.org/

@UNESCO_AsiaPac

http://bangkok.unesco.org/

Documents

Asia Pacific Regional SDG4 - Education 2030 Baseline Report