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