Education Data

Explore global education statistics on challenges and results organized by theme, including specific data for GPE partner countries.
Black Global data
Orange GPE partner developing countries data

Conflict-affected and fragile countries

Conflict-affected and fragile countries
  • 75 million children aged 3 to 18 live in countries facing war and violence and need educational support.
    Source: ODI Education cannot wait. Proposing a fund for education in emergencies, p. 7
  • Each year of education reduces the risk of conflict by around 20%.
    Source: World Bank. Doing well out of war (Paul Collier), 1999 , p. 5
  • In 2016, education in emergencies received 2.7% of humanitarian aid, well below the target of 4%.
    Source: GEM Report, Policy Paper 31, p.7
  • In the past five years, funding requests for education in emergencies have increased by 21%.
    Source: GEM Report, Policy Paper 31, p.7
  • 21.5 million children, 15 million adolescents, and 26 million youth that are out-of-school worldwide live in 32 countries affected by conflict (2014).
    Source: GEM Report/UIS Policy paper 27/Fact Sheet 37, p.4
  • Children in fragile, conflict-affected countries are more than twice as likely to be out of school compared with those in countries not affected by conflict; similarly, adolescents are more than two-thirds more likely to be out of school.
    Source: GEM Report, Policy Paper 21, June 2015, p.2
  • If the enrollment rate for secondary schooling is 10 percentage points higher than the average,the risk of war is reduced by about 3 percentage points (a decline in the risk from 11.5% to 8.6%).
    Source: World Bank. Understanding Civil War, 2005 , p. 16
  • Girls are almost two and a half more likely to be out of school if they live in conflict-affected countries, and young women are nearly 90% more likely to be out of secondary school than their counterparts in countries not affected by conflict.
    Source: GEM Report, Policy Paper 21, June 2015, p.3
  • 29 GPE partner developing countries are fragile or affected by conflict (45% of all country partners).
    GPE Secretariat based on UNESCO and World Bank classifications
  • The primary completion rate in GPE partner countries affected by fragility and conflict increased from 56% in 2000 to 69% in 2015.
    Source: UIS Data
  • 60% share of GPE implementation grants were allocated to partner countries affected by fragility and conflict in 2016 compared to 44% in 2012
    Source: GPE results report 2015/2016, p. 59
  • In the 65 GPE partner developing countries, 136 million children of primary and lower secondary age live in conflict-affected and fragile situations.
    Source: GPE estimate based on UIS June 2016 data
  • In GPE countries affected by fragility and conflict, the number of girls completing school for every 100 boys rose from 74 to 88 for primary, and from 67 to 83 for lower-secondary between 2002 and 2015.
    Source: GPE estimate based on UIS data
  • 500,000 more children living in GPE partner countries affected by fragility and conflict completed lower secondary school in 2014 compared to the previous year
    Source: GPE results report 2015/2016, p. 29

Disability

Disability

Domestic financing

  • 78% of GPE partner countries have maintained their education budget at or above 20% of public expenditure, or increased their education budget in 2015.
    Source: GPE results report 2015/2016, p.87
  • On average between 2002 and 2013, GPE partner countries increased domestic expenditure on education at a much faster pace than other developing countries:
    • GPE partner countries increased education expenditure as a share of total government expenditure from 15.2% to 16.6% or by 1.46 percentage points, compared with 0.42 percentage points in other developing countries.
    • GPE partner countries increased education expenditure as a share of GDP from 2.9% to 3.9%, or by 0.90 percentage points compared to 0.43 percentage points in other developing countries.
      Source: Policy brief. GPE's engagement on domestic financing for education, p.10

Early childhood care and education

Early Childhood Care and Education

Economic development

Education planning

Enrollment

  • 72 million more children were in primary school in 2015 in GPE partner countries compared to 2002.
    Source: GPE secretariat calculations. Difference in the number of children enrolled in school between 2002 and 2015. Data from UIS.
  • 24 million more children in GPE partner countries enrolled in lower-secondary school, of which 13 million girls, in 2014 compared to 2002.
    Source: GPE estimates based on UIS data

Environment

External financing

External financing
  • There is an annual external financing gap of US$39 billion to provide quality pre-primary, primary and secondary education to all children by 2030.
    Source: GEM Report Policy Paper 18, July 2015, p.1
  • Education’s share in total aid has fallen for six years in a row, from 10% in 2009 to 6.9% in 2015.
    Source: GEM Report, Policy Paper 31, p.2
  • In 2015, aid to education is 4% below its 2010 level and aid to basic education is 6% lower than its 2010 level.
    Source: GEM Report, Policy Paper 31, p.1,2
  • It costs on average US$1.25 a day per child in developing countries (low and lower-middle income) to provide a full cycle of pre-primary through secondary education (13 years). The largest share of this cost, 88%, will be borne by developing countries themselves. The international funding gap is just 15 cents a day per child, on average.
    Source: GPE Secretariat calculations based on GEM Report estimates
  • Low income countries received 19% of total aid to education and 23% of aid to basic education in 2015.
    Source: GEM Report, Policy Paper 31, p.4
  • US$4.6 billion contributed by donors in the GPE Fund since 2003 (as of March 2017).
    Source: GPE Secretariat
  • Almost half of GPE donors have maintained or increased their funding for education since 2010.
    Source: GPE results report 2015/2016, p.92

Gender

GPE grants

  • US$4.7 billion allocated in grants by GPE to support the implementation of education sector plans since 2003 (as of March 2017)
    Source: GPE Secretariat
  • Between 2004 and 2016, GPE disbursed US$3.6 billion to the education sector for 302 grants through 6 funding mechanisms, of which implementation grants, accounted for about 95% of the total.
    Source: GEM Report, Policy Paper 31, p.5
  • Since 2009 GPE provided US$66.1 million for the civil society education fund, US$37.1 million for 2009-2015 and US$29 million for 2016-2018 to support 62 national civil society coalitions.
    Source: GPE Secretariat
  • GPE has provided 15 grants worth US$31 million for the Global and Regional Activities program to fund research, capacity development and knowledge sharing on learning, education financing and out-of-school children.
    Source: GPE Secretariat
  • US$2.3 billion in GPE grants have been allocated to partner countries affected by fragility and conflict since 2003.
    Source: GPE Secretariat
  • GPE is the largest international funder of education sector analysis and sector planning for countries in the developing world, providing US$8.9 million for 27 sector plans in 2016 alone.
    Source: Policy brief. How GPE supports teaching and learning, p.2

Health

Health
  • Each extra year of a mother's schooling reduces the probability of infant mortality by 5% to 10%
    Source: GEM Report, p.17
  • A child whose mother can read is 50% more likely to live past the age of five, 50% more likely to be immunized, and twice as likely to attend school.
    Source: The Learning Generation, p. 99
  • Around one-third of the reductions in adult mortality and nearly 15% of the reductions in infant mortality from 1970 to 2010 can be attributed to gains in female schooling.
    Source: The Learning Generation, p. 34
  • One additional year of school reduces the probability of becoming a mother by 7.3% for women who have completed at least primary education.
    Source: World Bank policy research working paper, p.3
  • If all mothers completed primary education, maternal deaths would be reduced by two-thirds, saving 189,000 lives.
    Source: Education transforms lives, p.7
  • Women with post-primary education are five times more likely to be educated on the topic of HIV and AIDS.
    Source: UNICEF, The Education Vaccine Against HIV, p. 9

Inequality

  • In developing countries, the gap in primary school completion rates between the richest and poorest children is more than 30 percentage points.
    Source: The Learning Generation, executive summary, p. 10
  • In low-income countries, around 46% of public education resources is allocated to educate the top 10% most educated students.
    Source: The Learning Generation, executive summary, p. 10
  • In poor countries with available data, on average primary-school age children from the wealthiest 20% of households are four times more likely to be learning at the desired levels than children from the poorest 20% of households.
    Source: The Learning Generation, p. 41
  • Young people from the poorest 20% of households are almost six times as likely to be unable to read as those from the richest 20% of households
    Source: GEM Report, Policy Paper 20, p. 7

Learning and literacy

Learning
  • Globally, more than 617 million children and adolescents (6 out of 10) are not achieving minimum proficiency levels in reading and mathematics. This includes 387 million children of primary school age and 230 million adolescents of lower secondary school age.
    Source: UIS Fact Sheet 46, p.1
  • Globally, two-thirds of children – 68% or 262 million out of 387 million – are in school and will reach the last grade of primary but will not achieve minimum proficiency levels in reading. About 60% or 137 million adolescents are in school but not learning the minimum.
    Source: UIS Fact Sheet 46, p.10
  • 91% of primary school-age children in low-income countries will not achieve minimum proficiency levels in reading and the rate is 87% in math compared to 5% and 8% respectively in high-income countries.
    Source: UIS Fact Sheet 46, p.16
  • 93% of secondary school-age adolescents in low-income countries will not achieve minimum proficiency levels in reading compared to 27% in high-income countries.
    Source: UIS Fact Sheet 46, p.11
  • 274 million primary school children worldwide are not learning basic foundational skills necessary to lead productive and healthy lives.
    Source: Calculated based on data in The Learning Generation, Education Commission, p. 33
  • Low- and middle-income countries spend 2% of their GDP each year on education costs that do not lead to learning.
    Source: The Learning Generation, executive summary, p. 7
  • Approximately 1 in 4 young people in low and lower-middle income countries is illiterate.
    Source: GEM Report 2013/2014, p. 208
  • Women represent nearly two thirds of the world's illiterate (2014).
    Source: UIS
  • 65% of GPE partner countries with data show improved learning results between 2000 and 2015.
    Source: GPE results report 2015/2016, p.85
  • GPE supported the education of 13.2 million children in 2015 and 2016.
    Source: GPE results report 2015/2016, p.85
  • 1.6 billion textbooks have been distributed with GPE's help in partner countries.
    Source: Policy brief. How GPE supports teaching and learning, p.12

Lower-secondary school completion

  • In GPE partner countries, 50% of children complete lower secondary school, compared to 38% in 2002
    Source: GPE Results Report 2015/2016 p. 88
  • The lower secondary completion rate of girls in GPE partner countries increased from 35% to 48%, for boys it increased from 41% to 52% between 2002 and 2015.
    Source: GPE calculations based on UIS data

Mother tongue

Out-of-school children

Out-of-school children
  • 264 million children and youth are out of school for the school year ending in 2015. This includes 61 million children of primary school age (about 6 to 11 years), 62 million adolescents of lower secondary school age (about 12 to 14 years), and 141 million youth of upper secondary school age (about 15 to 17 years)
    Source: UIS GEM Report Policy Paper 32/Factsheet 44, p.1,4
  • Sub-Saharan Africa remains the region with the highest out-of-school rates for all age groups. Of the 61 million out-of-school children of primary school age, 33 million, or more than half, live in sub-Saharan Africa.
    Source: UIS GEM Report Policy Paper 32/Factsheet 44, p.4
  • 41% (4 out of 10, or 25 million) of all out-of-school children of primary school age have never attended school and will probably never start if current trends continue. Two thirds of them are girls.
    Source: UIS GEM Report, Education for people and planet, p.180 (2016)
  • Conflict-affected countries have only 20% of the world’s primary-school-age children but 50% of the world’s out-of-school children.
    Source: Fixing the broken promise of education for all. Executive summary, 2015, p. 11
  • 35 million out-of-school children of lower-secondary school age and 43 million out-of-school children of primary school age live in 65 GPE partner developing countries (2014).
    Source: GPE calculations based on UNESCO Institute for Statistics data.
  • 14 million fewer primary school age children were out of school in 2015 across all GPE partner developing countries, compared to 2002.
    Source: GPE calculations based on UNESCO Institute for Statistics data
  • 19% of children of primary school age were out of school in partner countries in 2015 compared to 33% in 2002.
    Source: GPE calculations based on UNESCO Institute for Statistics data
  • 33% of adolescents of lower secondary school age were out of school in GPE partner countries in 2015 compared to 40% in 2002
    Source: GPE calculations based on UNESCO Institute for Statistics data

Peace and tolerance

  • Literate people are more likely to participate in the democratic process and exercise their civil rights
    Source: UNESCO, 2012
  • If the enrollment rate for secondary schooling is 10 percentage points higher than the average, the risk of war is reduced by about 3 percentage points
    Source: World Bank 2005, p. 16

Poverty

Primary school completion

Primary school completion
  • In GPE partner countries, 76% of children complete primary school compared to 63% in 2002.
    Source: GPE Results Report 2015/2016 p. 88
  • 74% of girls in GPE partner developing countries finished primary school in 2015, compared to 57% in 2002.
    Source: GPE calculations based on UIS data
  • Since 2002 the number of girls completing school for every 100 boys has risen from 83 to 94 for primary, and from 86 to 91 for lower secondary in GPE partner countries.
    Source: Population-weighted averages calculated by the UNESCO Institute for Statistics on July 2016 for the 61 members of the Global Partnership for Education as of February 2016.

Refugees

Refugees

Secondary education

Student-trained teacher ratio

  • Close to 1/3 of GPE partner countries (29%) had an average of 1 trained teacher for 40 students or less in 2014, up from 1/4 in 2013.
    Source: GPE results report 2015/2016, p.41

Teachers

Teachers
  • By 2030, countries must recruit 69 million teachers to provide every child with primary and secondary education: 24.4 million primary school teachers and 44.4 million secondary school teachers.
    Source: UIS factsheet #39, October 2016, p. 1
  • Of the 24.4 million teachers needed for universal primary education, 21 million will replace teachers who leave the workforce. The remaining 3.4 million, however, are additional teachers who are needed to expand access to school and support education quality by reducing the numbers of children in each class to a maximum of 40.
    Source: UIS factsheet #39, October 2016, p. 1
  • In one-third of all countries, less than 75% of teachers were trained according to national standards in 2013.
    Source: EFA GMR 2015, p.122
  • Countries with more female primary teachers are more likely to have higher enrollment rates for girls in secondary schools. Unfortunately, in some countries, less than 25% of primary teachers are female.
    Source: UNESCO eAtlas of Teachers
  • 69% of primary teachers and 65% of lower-secondary teachers received pre- or in-service training in GPE partner developing countries in 2015.
    Source: UIS data
  • 238,000 teachers received training thanks to GPE support in 2016, compared to around 98,000 in 2014.
    Source: Policy brief. How GPE supports teaching and learning, p.12
  • 93% of active GPE grants invested in teacher development in 2016, 76% in learning materials, 67% in learning assessment systems, and 52% in teacher management.
    Source: Policy brief. How GPE supports teaching and learning, p.1

Technology