181. Montenegro, Claudio E., and Harry Anthony and health, the World Bank, Washington, Brookings Institution, Washington, D.C., Patrinos, ‘Comparable Estimates of Returns D.C., July 2013, pp.10−11. June 2015, p. 70; to Schooling around the World’, Policy 199. Rose, Pauline, and Benjamin Alcott, ‘How 217. United Nations Educational, Scientific and Research Working Paper 7020, The World Can Education Systems Become Equitable by Cultural Organization and UNESCO Institute Bank, Washington, D.C., 2014, p. 16. 2030?’, pp. 13, 23. for Statistics, ‘A Growing Number of Children 182. United Nations Educational, Scientific and 200. United Nations Children’s Fund, The and Adolescents Are Out of School as Aid Cultural Organization, EFA Global Monitoring Investment Case for Education and Equity, Fails to Meet the Mark', Policy Paper 22, Report 2013/14: Teaching and Learning − UNICEF, New York, January 2015, p. 66. Fact Sheet 31, UNESCO and UIS, Paris and Achieving quality for all, UNESCO, Paris, 2014, 201. United Nations Children’s Fund, ‘Advancing Montreal, July 2015. pp. 140–185. WASH in Schools Monitoring’, Working Paper, 218. Crawford, Nicholas, et al., Protracted 183. Ibid., p. 175. UNICEF, New York, 2015, pp. 17, 20. Displacement: Uncertain paths to self- 184. Cunningham, Hugh, and Pier Paolo Viazzo, 202. UNESCO Institute for Statistics, January reliance in exile, Overseas Development eds., Child Labour in Historical Perspective: 2015. Institute, London, September 2015, pp. 2–3. 1800−1985 − Case studies from Europe, 203. Muralidharan, Karthik, ‘Priorities for Primary 219. Nicolai, Susan, et al., Education Cannot Japan and Colombia, UNICEF International Education Policy in India’s 12th Five-year Wait: Proposing a fund for education in Child Development Centre and Istituto degli Plan’, India Policy Forum 2013, vol. 9, National emergencies, Overseas Development Innocenti, Florence, 1996. Council of Applied Economic Research Institute, London, May 2016, pp. 9-10. 185. Hanushek, Eric A., and Ludger Wößmann, and the Brookings Institution, New Delhi, 220. Organisation for Economic Co-operation and Education Quality and Economic Growth, 2013. pp.15−16; and Banerjee, Abhijit, V., et Development, Equity and Quality in Education The World Bank, Washington, D.C., 2007, al., ‘Remedying Education: Evidence from Supporting Disadvantaged Students and p. 1.; and Hanushek, Eric A., and Ludger two randomized experiments in India’, The Schools, OECD, Paris, 2012, p. 15. Wößmann, ‘The Role of Cognitive Skills in Quarterly Journal of Economics, vol. 122, 221. Hanushek, Eric A., and Ludger Wößmann, Economic Development’, Journal of Economic no. 3, pp. 1235−1264. Universal Basic Skills: What countries stand Literature, vol. 46, no. 3, 2008, pp. 607–668. 204. Rose, Pauline, and Benjamin Alcott, ‘How to gain, OECD Publishing, Paris, 2015, p. 12. 186. Hanushek, Eric A., and Ludger Wößmann Can Education Systems Become Equitable by 222. Wales, Joseph, et al., Improvements in Universal Basic Skills: What countries stand 2030?’, p. 23. the Quality of Basic Education: Chile's to gain, OECD Publishing, Paris, 2015, p. 10. 205. United Nations Educational, Scientific and experience, Overseas Development Institute, 187. Hanushek, Eric A., and Ludger Wößmann, Cultural Organization, EFA Global Monitoring London, July 2014, p.8. Education Quality and Economic Growth, Report 2013/14: Teaching and Learning − 223. Ferreira, Francisco H. G., et al., A Global The World Bank, Washington, D.C., 2007, Achieving quality for all, UNESCO, Paris, 2014, Count of the Extreme Poor in 2012: Data p. 1.; and Hanushek, Eric A., and Ludger pp. 186, 223. issues, methodology and initial results, Policy Wößmann, ‘The Role of Cognitive Skills in 206. United Nations Educational, Scientific and Research Working Paper 7432, World Bank, Economic Development’, Journal of Economic Cultural Organization, EFA Global Monitoring Washington, D.C., October 2015. Literature, vol. 46, no. 3, 2008, pp. 607–668. Report 2015: 2000–2015 − Achievements 224. Regional aggregates from the World Bank 188. United Nations Children’s Fund, ‘Bilan and challenges, UNESCO, Paris, March 2015, PovcalNet. de Compétences – Enfants à L’entrée au p. 242. 225. Economic and Social Commission for Primaire au Cap Vert’, UNICEF, Cabo Verde, 207. The World Bank, ‘Government expenditure on Western Asia, The Arab Millennium 2013, p. 46. education as % of GDP (%)’, The World Bank, Development Goals Report: Facing challenges 189. Berlinski, Samuel, Sebastian Galiani and Paul Washington, D.C., February 2016. and looking beyond 2015, ESCWA, August Gertler, ‘The Effect of Pre-primary Education 208. Government of Pakistan Ministry of Finance, 2013, p. 3. on Primary School Performance’, Journal of Pakistan Economic Survey 2014−2015, 226. Economic and Social Commission for Public Economics, vol. 93, no.1–2, February Government of Pakistan, Islamabad, March Western Asia, Conflict in the Syrian Arab 2009, pp. 219–234, section 4.5 and section 6. 2016, p. 171. Note: The World Bank puts Republic: Macroeconomic implications 190. Rose, Pauline, and Benjamin Alcott, ‘How the figure at 2.5 per cent. The World Bank, and obstacles to achieving the Millennium Can Education Systems Become Equitable by ‘Government expenditure on education as % Development Goals, ESCWA, June 2014, 2030?’, August 2015. of GDP (%)’, The World Bank, Washington, p. 27. 191. United Nations Children’s Fund, The D.C., February 2016. 227. Verme, Paolo, et al., The Welfare of Syrian Investment Case for Education and Equity, 209. Steer, Lisbeth, and Katie Smith, Financing Refugees: Evidence from Jordan and UNICEF, New York, January 2015, p. 27. Education: Opportunities for global action, Lebanon, World Bank and United Nations 192. Bangladesh Institute of Development Studies, Center for Universal Education at the Refugee Agency, December 2015, p. xvi. Impact Evaluation Study of Reaching Out- Brookings Institution, Washington, D.C., 228. United Nations, Department of Economic of-School Children (ROSC) Project of the June 2015, p. 23. and Social Affairs, Population Division, World Ministry of Primary and Mass Education, 210. United Nations Children’s Fund, The Population Prospects: The 2015 revision, Bangladesh Institute of Development Studies, Investment Case for Education and Equity, UN DESA, New York, 2015. Dhaka, June 2014, p. 9. UNICEF, New York, January 2015, p. 59. 229. ODI calculations for UNICEF based on data 193. United Nations Children’s Fund, EduTrac: 211. Organisation for Economic Co-operation and from the World Bank and UN DESA. Tracking and monitoring education, UNICEF, Development, Education Policy Outlook Chile, 230. ODI calculations for UNICEF based on data New York, March 2013. OECD, Paris, November 2013, p. 8. from the World Bank. 194. United Nations Children’s Fund, The State 212. United Nations Children’s Fund, The 231. The World BankPovcalNet. of the World’s Children 2015: Reimagine the Investment Case for Education and Equity, 232. ODI calculations for UNICEF based on data future, UNICEF, New York, 2014. UNICEF, New York, January 2015. from The World Bank. 195. United Nations Children’s Fund,’ “It’s about 213. United Nations Children’s Fund, ‘Rapport final 233. The World Bank, Shifting Gears to Accelerate ability” Campaign Results in 80 Per Cent d’évaluation du Programme Appui d'Urgence Shared Prosperity in Latin America and the of Citizens Supporting Inclusive Education’, à l'Éducation Nationale Malgache (AUENM)’, Caribbean, World Bank, Washington, D.C., UNICEF, New York, February 2016; and Internal Evaluation Report, UNICEF, June June 2013, p. 9. Note: Extreme poverty is United Nations Children’s Fund, The State 2015. defined in this case as living on less than of the World’s Children 2013: Children with 214. United Nations Educational, Scientific and US$2.50 a day. Vulnerability to poverty is disabilities, UNICEF, New York, May 2013, p. 13. Cultural Organization, EFA Global Monitoring defined as living on US$4.10 a day or less. 196. United Nations Children’s Fund, UNICEF Report, ‘Pricing the Right to Education: The 234. Stampini, M., et al., ‘Poverty, Vulnerability Annual Report 2014: Montenegro, UNICEF, cost of reaching new targets by 2030’, Policy and the Middle Class in Latin America’, New York, 2014, p. 5. Paper 18, UNESCO, Paris, July 2015, p. 4. Working Paper Series No. 591, Inter-American 197. Rose, Pauline, and Benjamin Alcott, ‘How Figures were in US dollars, in 2012. Development Bank, Washington, D.C., Can Education Systems Become Equitable by 215. Ibid. May 2015. 2030?’, p. 15. 216. Steer, Lisbeth, and Katie Smith, Financing 235. UNICEF Office of Research, ‘Children of the 198. Martin, Gayle, H., and Obert Pimhidzai, Education: Opportunities for global action, Recession: The impact of the economic crisis Service Delivery Indicators Kenya: Education Center for Universal Education at the on child well-being in rich countries’, Innocenti THE STATE OF THE WORLD’S CHILDREN 2016 105