Education data

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

Gender equality

Education in crisis situations

  • 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
  • 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
  • The primary completion rate in GPE partner countries affected by fragility and conflict increased from 56% in 2000 to 70% in 2016.
    Source: GPE Results Report 2019, p. 117
  • 60% 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 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

  • More data on education in crisis situations

  • More than 104 million children and young people (1 in 3) aged 5 to 17 years old living in countries affected by conflict or disaster are not in school.
    Source: UNICEF, A Future Stolen. September 2018
  • 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
  • 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
  • From 2013 through 2017, there were more than 12,700 attacks on education, harming more than 21,000 students and educators.
    Source: Global Coalition to Protect Education from Attack. May 2018
  • Over the last five years, 41 countries suffered at least 5 attacks on education
    Source: Global Coalition to Protect Education from Attack. May 2018
  • 32 GPE partner developing countries are fragile or affected by conflict (47% of all country partners).
    Source:GPE Secretariat based on UNESCO and World Bank classifications
  • GPE partner countries affected by fragility and conflict are home to more than 200 million children of primary and lower secondary school age.
    Source: GPE Secretariat
  • 419,000 more children living in GPE partner countries affected by fragility and conflict completed primary school in 2015 compared to the previous year.
    Source: GPE Secretariat calculations based on UIS data

Inclusive education

  • Approximately one billion people in the world are living with a disability, with at least 1 in 10 being children and 80% living in developing countries.
    Source: World Report on Disability
  • Between 93 million and 150 million children are estimated to live with disabilities.
    Source: EFA GMR 2015, p.100
  • In low and lower-middle income countries, around 40% of children with disabilities are out of school at primary level and 55% at lower secondary level
    Source: UNICEF, Towards Inclusive Education. The impact of disability on school attendance in developing countries. 2016
  • In 40% of partner countries, the GPE grant funds one or more activities relating to children with disabilities.
    Source: GPE Secretariat
  • Out of 35 countries with active grants in 2018, 34 mention disability, special needs, or inclusive education in education sector analyses and plans.
    Source: GPE Secretariat
  • Almost 40% of partner countries provide pre-service or in-service teacher training on inclusive education.
    Source: GPE Secretariat
  • One third of GPE partner countries plan to build new schools or renovate existing schools to make them accessible for children with disabilities.
    Source: GPE Secretariat
  • The literacy rate for adults with disabilities is 3%. For women with disabilities the literacy rate is even lower, at 1%
    Source: UNGEI. Still left behind: Pathways to inclusive education for girls with disabilities, p.12

Early childhood education

Learning and literacy

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
  • 100% of active GPE grants invested in teacher development in 2018.
    Source: 2018 Portfolio review, p. 41
  • More than 347,000 teachers were trained with GPE funding in FY 2018.
    Source: GPE results report 2019, p.70

Child labor

Domestic financing

  • Annual spending on education is estimated at US$4.7 trillion worldwide. Of that, US$3 trillion (65% of the total) is spent in high-income countries and US$22 billion (0.5% of the total) in low-income countries, even though the two groups have roughly equal school-age populations.
    Source: Meeting commitments: are countries on track to achieve SDG 4? 2019. P.11
  • Developing countries contribute 88% of the financing needed to achieve SDG 4, with external aid needed to cover the remaining 12%.
    Source: GEMR Policy Paper 18, July 2015, p. 6
  • 65% of GPE partner countries have maintained their education budget at or above 20% of public expenditure or increased their education budget in 2017.
    Source: GPE results report 2019, p.8
  • On average between 2002 and 2016, 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 14.9% to 16.9% or by 1.95 percentage point, compared with 0.27 percentage point in other developing countries.
    Source: Policy brief. GPE's engagement on domestic financing for education, p.10, November 2018

Economic development

Education planning

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
  • 38% of children were enrolled in pre-primary education in GPE partner countries in 2016 compared to 19% in 2002.
    Source: GPE results report 2019, p.10

Environment

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
  • 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
  • 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$638 million contributed by donors in the GPE in 2018.
    Source: GPE Secretariat. GPE results report 2019, p.12
  • Only 20% of aid for education goes into low-income countries, but 70% of GPE’s financing supports children’s education in low-income countries.
    Source: GPE calculations

GPE grants

  • 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$5.3 billion in grants have been allocated since 2003, including US$2.4 billion to partner countries affected by fragility and conflict.
    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

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

Mother tongue

Out-of-school children

  • In 2018, 258 million children, adolescents and youth were out of school. This includes 59 million children of primary school age, 62 million adolescents of lower secondary school age, and 138 million youth of upper secondary school age.
    Source: UNESCO Institute for Statistics (UIS) Factsheet 56 September 2019
  • 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

Refugees

School completion

  • 77% of children completed primary school in GPE partner countries in 2016 compared to 63% in 2002.
    Source: GPE Results Report 2019 p.10
  • 75% of girls in GPE partner developing countries finished primary school in 2016, 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.
  • In GPE partner countries, 52% of children complete lower secondary school, compared to 38% in 2002.
    Source: GPE Results Report 2019. p.8
  • The lower secondary completion rate of girls in GPE partner countries increased from 35% to 50%, for boys it increased from 41% to 52% between 2002 and 2016.
    Source: GPE calculations based on UIS data

Secondary education

Technology