Education Data | Global Partnership for Education

Education Data

Below is a list of useful statistics on education, both globally and for GPE partner countries. The data are sourced from reputable organizations such as the UNESCO Institute for Statistics or the Global Education Monitoring Report, and from the GPE Secretariat. For ease of use, the indicators are organized alphabetically by theme.
Black Global data
Orange GPE partner developing countries data

Conflict-affected and fragile countries

Disability

Domestic financing

  • 17.3% of public expenditure allocated to education in GPE partner developing countries in 2012 (16.7% in 2008)
    Source: R4L Report 2014, p.47
  • The average share of government expenditure on education grew to 16.6% in 2013 in GPE countries compared to 15.1% in 2002.
    Source: Secretariat estimations based on UNESCO Institute for Statistics. (Retrieved in June 2016).
  • Domestic expenditure on education as a share of total public expenditure increased globally in low- and middle-income countries, on average, by 0.42 percentage points (from 16.12% to 16.54%), while the average increase in GPE partner developing countries was 1.46 percentage points .
    Source: Secretariat estimations based on UNESCO Institute for Statistics. (Retrieved in June 2016).
  • Average education expenditure as a percentage of GDP increased by 0.90 percentage points in GPE partner developing countries compared to 0.43 percentage points globally in low- and middle-income countries.
    Source: Secretariat estimations based on UNESCO Institute for Statistics. (Retrieved in June 2016).
  • On average, between 2002 and 2013, GPE partner developing countries increased domestic expenditure on education as a percentage of total government expenditure from 15.2% to 16.6% and expenditure as a percentage of GDP from 2.9% to 3.9%.
    Source: Secretariat estimations based on UNESCO Institute for Statistics. (Retrieved in June 2016).
  • 43% of education budget going to primary education in GPE partner developing countries in 2012 (46% in 2008)
    Source: R4L Report 2014, p.53
  • A dollar invested in an additional year of schooling, particularly for girls, generates earnings and health benefits of $10 in low-income countries and nearly $4 in lower-middle income countries.
    Source: The Learning Generation, executive summary, p. 4

Early Childhood Care and Education

  • Worldwide, there are still more than 150 million children ages 3 to 5 who do not have access to pre-primary education, including more than 80% of children in low-income countries.
    Source: GEM Report: Education for people and planet: Creating sustainable futures for all (2016), p.428
  • Conflict is a serious and growing challenge, with less than 5% of children having access to pre-primary school in some countries affected by conflict.
    Source: GEM Report: Education for people and planet: Creating sustainable futures for all (2016), p.428
  • Approximately 90% of GPE grants that include an ECCE component provide financial and technical support to strengthen the role of pre-primary teachers, including training and learning materials, construction of teacher training centers and by increasing salaries and incentives.
    Source: GPE Secretariat data as of September 2016
  • Between 2002 and 2014, the gross enrollment ratio in pre-primary education in GPE’s partner developing countries grew from 16.8% to 28.1%.
    Source: UIS estimates as of September 2016
  • Since 2013, all partner countries requesting GPE financial support (36 countries/provinces) have included ECCE in their education sector plans.
    Source: GPE Secretariat
  • GPE has invested about US$180 million in more than 30 partner developing countries to support ECCE.
    Source: GPE Secretariat

Economic development

Enrollment

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

Environment

External financing

  • UNESCO estimates that 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
  • 7.9% is the share of official development assistance (ODA) to education in 2014 (8.4% in 2012). This includes both sector allocable education aid and adjustments for budget support.
    Source: GPE Secretariat calculations based on DAC data
  • 41% of education aid is for basic education in 2013 (44% in 2002).
    Source: GPE Secretariat calculations based on DAC data
  • 27% decline in ODA commitments to education in developing countries from 2009 to 2012.
    Source: R4L Report 2014
  • 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
  • US$4 billion contributed by donors in the GPE Fund since 2003 (as of December 2015).
    Source: GPE Secretariat
  • Education’s share of total aid (excluding debt relief) fell from 10.2% in 2010 to 9.5% in 2013 and 8.2% in 2014.
    Source: GEM Report policy paper 25, p. 2
  • 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
  • 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

Gender

  • 130 million girls worldwide are out of school (2014), 50% of out-of-school children
    Source: UIS/GEM Report Policy Paper 27/Fact Sheet 37, p.1
  • If all girls had secondary education, child marriage would drop by 64%.
    Source: Education transforms lives, p.17
  • Girls are 1.5 times more likely than boys to be excluded from primary school. That's 15 million girls of primary school age who will never have the opportunity to learn to read and write in primary school, compared to about 10 million boys.
    Source: UIS/GEM Report Policy Paper 27/Fact Sheet 37, p.5
  • 61 million girls of primary and lower secondary school age around the world are out of school (2014).
    Source: UIS/GEM Report Policy Paper 27/Fact Sheet 37, p.1
  • Women represent nearly two thirds of the world's illiterate
    Source: UIS
  • 36 GPE partner developing countries have achieved gender parity in primary school completion, or have more girls completing primary school than boys.
    Source: GPE calculations based on UIS data
  • 22% of primary school age girls were not in school in 2014 in GPE partner developing countries compared to 41% in 2000.
    Source: UNESCO Institute for Statistics data
  • One additional school year can increase a woman's earnings by 10% to 20%
    Source: World Bank, Returns to Investment in Education (2002)
  • Some countries lose more than US$1 billion a year by failing to educate girls to the same level as boys
    Source: Plan International: Paying the price: The economic cost of failing to educate girls, p.10
  • GPE support has contributed to an additional 9.3 million girls enrolled in school across GPE partner countries between 2002-2014.
    Source: GPE Secretariat calculations based on UIS data, July 2016
  • In GPE countries affected by fragility and conflict, the number of girls completing school for every 100 boys has risen from 74 to 88 for primary, and from 68 to 82 for lower secondary, since 2002.
    Source: Data from the UNESCO Institute for Statistics from 2002 and 2014. Completion rates are calculated by proxy of gross intake ratios in the last grade.
  • There are currently 37% more girls than boys out of primary school across partner countries affected by fragility and conflict, compared to only 4% more girls out in other GPE partner developing countries.
    Source: Data from the UNESCO Institute for Statistics for 2014
  • At the primary level, only 26% of low-income countries show gender parity in enrollment; 58% show disparity and 16% do not have data available.
    Source: GPE compilation based on the latest available data on gender parity indices of gross enrollment ratios between 2012 and 2014 from the UNESCO Institute for Statistics database for the 31 countries classified by the World Bank as low-income in the 2014 calendar year.
  • At the secondary level, only 10% of low-income countries show gender parity in enrollment; 68% show disparity and 22% do not have data available.
    Source: GPE compilation based on the latest available data on gender parity indices of gross enrollment ratios between 2012 and 2014 from the UNESCO Institute for Statistics database for the 31 countries classified by the World Bank as low-income in the 2014 calendar year.

GPE grants

  • US$4.6 billion allocated in grants by GPE to support the implementation of education sector plans since 2003 (as of September 2016)
    Source: GPE Secretariat
  • US$2.9 billion disbursed in GPE partner developing countries since 2003 (as of December 2015)
    Source: GPE Secretariat
  • Since 2009 GPE provided US$66.1 million for the civil society education fund. This includes US$37.1 for 2009-2015 and US$29 million for 2016-2018 to support 62 national civil society coalitions.
    Source: GPE Secretariat
  • Through 125 program implementation grants, GPE has disbursed over US$3.28 billion of funding since 2002.
    Source: GPE Secretariat
  • Between 2004 and 2016, the Global Partnership for Education 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

Health

Income

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 percent most educated students.
    Source: The Learning Generation, executive summary, p. 10
  • Analysis of poor countries with available data shows that 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

Learning

  • Approximately 1 in 3 primary school-age children globally are not learning the basics in reading and mathematics.
    Source: GEM Report 2013/2014, p. 5
  • 250 million children either don't make it to grade 4 or don't have basic skills in reading, writing and math by the time they reach grade 4; 130 million of these children are in school and not learning.
    Source: GEM Report 2012, p.7, 35
  • The cost of 250 million children not learning the basics is equivalent to a loss of US$129 billion per year.
    Source: GEM Report 2013/2014, p.19
  • 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
  • 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

Literacy

  • Approximately 1 in 4 young people in low and lower-middle income countries is illiterate
    Source: GEM Report 2013/2014, p. 208
  • 75% youth literacy rate in GPE partner countries in 2008-2014 compared to 71% in 2000-05
    Source: GPE Secretariat
  • Women represent nearly two thirds of the world's illiterate
    Source: UIS

Lower-secondary school completion

  • 43% of children completed lower-secondary school in 2013 in GPE partner developing countries (29% in 2000)
    Source: R4L Report 2014, p.99; GPE calculations based on UNESCO Institute for Statistics data
  • The lower secondary completion rate of girls in GPE partner countries increased from 35% to 47%; for boys it has increased from 41% to 52% between 2002 and 2014.
    Source: Population-weighted averages for 2002 and 2014 calculated by the UNESCO Institute for Statistics on July 5, 2016 for the 61 partner countries of the Global Partnership for Education as of February 2016.

Mother tongue

Out-of-school children

  • 264 million children and youth are out of school for the school year ending in 2015. This number includes 141 million youth (aged about 15 to 17).
    Source: UIS GEM Report Policy Paper 32/Factsheet 44, p.1,4
  • 123 million children of primary and lower-secondary school age (aged about 6 to 14) are out of school for the school year ending in 2015. That's 61 million children of primary school age (about 6 to 11) and 62 million children of lower secondary school age (about 12 to 14).
    Source: UIS GEM Report Policy Paper 32/Factsheet 44, p.1
  • 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% of all out-of-school children of primary school age have never attended school and will probably never start if current trends continue.
    Source: UIS GEM Report, Education for people and planet, p.180 (2016)
  • 25 million children of primary school age are expected to never attend school. Two thirds of them are girls.
    Source: UIS GEM Report 2016, Education for people and planet, p.180
  • 9% of children of primary school age are out of school around the world in 2014, down from 15% in 2000. That's the equivalent of 1 out of 11 primary school age children.
    Source: UIS GEM Report Policy Paper 27/Factsheet 37, p.2
  • 16% of adolescents of lower-secondary school age are out of school in 2014, down from 25% in 2000. That's the equivalent of 1 out of 6 lower-secondary school age adolescents.
    Source: UIS GEM Report Policy Paper 27/Factsheet 37, p.2
  • 78 million (64%) out-of-school children of primary and lower-secondary school age live in 65 GPE partner developing countries (2014).
    Source: GPE calculations based on UNESCO Institute for Statistics data.
  • 43 million (70%) of primary school age children out of school 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 2014 across all GPE partner developing countries, compared to 2002.
    Source: GPE calculations based on UNESCO Institute for Statistics data
  • More than 4 out of 10 out-of-school children of primary school age have never attended school and will likely never enter a classroom.
    Source: GEM Report-UIS Policy Paper 27/Factsheet 37, p. 5
  • The number of girls out of school of primary and lower secondary school age has dropped by 22% between 2000 and 2014 in GPE partner developing countries.
    Source: GPE calculations based on UNESCO Institute for Statistics data
  • 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
  • The percentage of adolescents out of lower secondary school age in GPE partner countries has decreased from 39% in 2002 to 32% in 2014. For GPE partner countries affected by fragility and conflict, that number has dropped from 48% to 37%.
    Source: UIS data, 2014

Peace and tolerance

  • Literate people are more likely to participate in the democratic process and exercise their civil rights
    Source: UNESCO, 2012
  • Across 18 sub-Saharan African countries, those of voting age with primary education are 1.5 times more likely to express support for democracy than those with no education, and the level doubles among those who have completed secondary education.
    Source: GEM Report. Education transforms lives (2013), p. 18
  • 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, p. 16

Poverty

  • 171 million people could be lifted out of poverty if all students in low-income countries left school with basic reading skills. This is equal to a 12% cut in global poverty.
    Source: GEM Report, p. 8

Primary school completion

  • 73% primary completion rate in GPE partner developing countries in 2014 compared to 63% in 2002
    Source: GPE calculations based on UIS data
  • 71% of girls in GPE partner developing countries finished primary school in 2014, compared to 56% 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.
    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.
  • The primary school completion rate between girls and boys in GPE partner countries has narrowed between 2002 and 2014. For girls up from 57% to 71% and for boys 68% to 75%.
    Source: Population-weighted averages for 2002 and 2014 calculated by the UNESCO Institute for Statistics on July 5, 2016 for the 61 partner countries of the Global Partnership for Education as of February 2016.

Refugees

Secondary education

Student-teacher ratio

  • In low-income countries, there is an average of 43 students per teacher
    Source: GEM Report 2013/14, Table 10 p. 391
  • 38 primary students per teacher on average in 2013 in GPE partner developing countries, compared to 40 in 2009
    Source: GPE calculations based on UIS data
  • Wide differences: from 9 students per teacher in Georgia to 69 students per teacher in Malawi (2009)
    Source: UIS data
  • In GPE fragile and conflict-affected countries student-teacher ratios in primary education fell from 44 to 40 students per teacher between 2008 and 2013.
    Source: GPE calculations based on UIS data.

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 Sub-Saharan Africa 70% of countries face acute shortages of teachers, rising to 90% at secondary level.
    Source: UIS factsheet #39, October 2016, p. 2
  • 78% of primary teachers received pre- or in-service training in GPE partner developing countries in 2014.
    Source: GPE calculations based on UIS data
  • 76% of lower-secondary teachers received pre- or in-service training in GPE partner developing countries in 2011
    Source: R4L Report 2014, p.41
  • In one-third of all countries, less than 75% of teachers were trained according to national standards
    Source: UIS
  • 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
  • By 2030, the demand for teachers in low- and lower-middle income countries is projected to rise by 25%, to 29 million from 23 million today; in low- income countries it will nearly double from 3.6 to 6.6 million teachers.
    Source: The Learning Generation, p. 68
  • The demand for preschool teachers across low- and lower-middle income countries is projected to quadruple from 1 million to 4 million; and for secondary teachers demand will rise from 11 million to 13 million.
    Source: The Learning Generation, p. 70

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