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

Child labor

Countries affected by fragility and conflict

Education in emergencies received 2.7% of humanitarian aid in 2016
Education in emergencies received
2.7% of humanitarian aid in 2016

Disability

Domestic financing

  • 79% of GPE partner countries have maintained their education budget at or above 20% of public expenditure, or increased their education budget in 2016.
    Source: GPE results report 2018, p.113
  • 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

GPE has invested US$180 million in more than 30 partner developing countries to support ECCE
GPE has invested
US$180 million in more than 30 partner developing
countries to support ECCE

Economic development

Education planning

  • 96% of sector plans assessed in 2016/2017 meet quality standards, compared to 58% in 2014/15.
    Source: GPE results report 2018, p.44
  • GPE funded or supported the production and dissemination of 17 education knowledge products in 2017, compared to 6 in 2015.
    Source: GPE results report 2018, p.82

Enrollment

  • 77 million more children were in primary school in 2016 in GPE partner countries compared to 2002.
    Source: GPE secretariat calculations. Difference in the number of children enrolled in school between 2002 and 2016. 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

US$5.1 billion contributed by donors in the GPE Fund since 2003
US$5.1 billion contributed by donors
in the GPE Fund since 2003
  • 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
  • Aid to education has increased by 13% between 2015 and 2016, the first time after a six-year decline. Most of the increase supported basic education.
    Source: GEM Report Policy Paper 36, May 2018, p.2
  • However, less than a quarter of aid to basic education (22%) went to low income countries in 2016, in comparison to 36% in 2002.
    Source: GEM Report Policy Paper 36, May 2018, p.5
  • 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$5.1 billion contributed by donors in the GPE Fund since 2003 (as of March 2018).
    Source: GPE Secretariat. View all contributions
  • Donor contributions to GPE almost doubled from FY16 to FY17, from close to US$250 million to US$462 million.
    Source: GPE results report 2018, p.72

Gender

GPE grants

  • US$4.8 billion allocated in grants by GPE to support the implementation of education sector plans since 2003 (as of June 2018)
    Source: GPE Secretariat
  • Between 2004 and 2018, GPE disbursed about US$4 billion to the education sector for more than 300 grants
    Source: GPE Secretariat
  • 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$2.4 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

A child whose mother can read is 50% more likely to live past the age of five
A child whose mother can read is 50% more likely to live past the age of five

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
  • In countries with twice the levels of educational inequality, the probability of conflict more than doubles.
    Source: The Learning Generation, p. 14

Learning and literacy

  • In 2017, the UIS estimates that more than 617 million – or six out of ten – children and adolescents of primary and lower secondary school age do not achieve minimum proficiency levels in reading and mathematics.
    Source: UIS Fact Sheet N°48, February 2018 p.12
  • More than 80% of the 617 million children and adolescents who are not learning enough to meet minimum proficiency levels come from low- and lower-middle-income countries, although these countries are home to only 60% of the global school-age population.
    Source: UIS Fact Sheet N°48, February 2018 p.12
  • 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.
    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
  • GPE supported the education of 18.5 million children since 2015.
    Source: GPE results report 2018. p.3
  • 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
  • More than 29 million textbooks were distributed and more than 4,000 classrooms built or rehabilitated with GPE funding in 2017.
    Source: GPE results report 2018. p.59

Lower-secondary school completion

  • In GPE partner countries, 50% of children complete lower secondary school, compared to 38% in 2002.
    Source: GPE Results Report 2018. p.3
  • 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

263 million children and youth were out of school in 2016
263 million children and youth were out of school in 2016
  • In 2016, 263 million children, adolescents and youth were out of school, representing nearly one in five of the global population of these age groups. This includes 63 million children of primary school age (about 6 to 11 years old) or 24%, 61 million adolescents of lower secondary school age (about 12 to 14 years old) or 23%, and 139 million youth of upper secondary school age (about 15 to 17 years old) or 53%.
    Source: UIS Fact Sheet N°48, February 2018
  • After an initial decline in the years after 2000, the primary out-of-school rate has barely moved from around 9% since 2008 and the lower secondary out-of-school rate has been at 16% since 2012.
    Source: UIS Fact Sheet N°48, February 2018 p.2
  • Of the 63 million out-of-school children of primary school age, 34 million, or more than one-half, live in sub-Saharan Africa. Southern Asia has the second-highest number of out-of-school children with 10 million.
    Source: UIS Fact Sheet N°48, February 2018 p.7
  • With 21% of primary school-age children denied the right to education, sub-Saharan Africa has the highest rate of exclusion, followed by Northern Africa and Western Asia (11%) and Oceania (7%).
    Source: UIS Fact Sheet N°48, February 2018 p.7-8
  • Sub-Saharan Africa is the region with the highest rate of out-of-school adolescents (37%), followed by Southern Asia (17%), and Northern Africa and Western Asia (14%).
    Source: UIS Fact Sheet N°48, February 2018 p.8
  • In sub-Saharan Africa, for every 100 boys of primary school age out of school, there are 123 girls denied the right to education.
    Source: UIS Fact Sheet N°48, February 2018 p.9
  • The primary out-of-school rate is 20% in low-income countries and 3% in high-income countries. The lower secondary out-of-school rate is 38% in low-income countries and 2% in high-income countries, and the upper secondary out-of-school rate is 59% and 6% respectively.
    Source: UIS Fact Sheet N°48, February 2018 p.10
  • 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

Poverty

Primary school completion

76% of children complete primary school in GPE partner countries compared to 63% in 2002
76% of children completed primary school in 2015
in GPE partner countries
  • In GPE partner countries, 76% of children complete primary school compared to 63% in 2002.
    Source: GPE Results Report 2018 p. 3
  • 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 are five times less likely to attend school than other children
Refugees are five times less likely to attend school
than other children

Secondary education

Teachers

69 million school teachers are required to provide every child with primary and secondary education by 2030
69 million school teachers are required to provide every child with
primary and secondary education by 2030
  • 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
  • More than 400,000 teachers were trained with GPE funding in 2017.
    Source: GPE results report 2018, p.59

Technology