Quality Education
Выражение признательности
Настоящее Руководство является результатом работы Целевой группы по сателлитным счетам образования и профессиональной подготовки, в составе следующих членов: Анн Лисбет Братхауг (Председатель, Статистическое управление Норвегии), Людмила Попкова (Национальный статистический комитет Республики Беларусь), Улонг Гу и Джеймс Тибрейк (Статистическое управление Канады), Ирис Гёнш и Ода Шмальвассер (Федеральное статистическое управление Германии), Аркадий Шнайдер, Оснат Хазан и Наама Штайнберг (Центральное статистическое бюро Израиля), Алессандра Риги (Итальянский национальный институт статистики), Пернилле Голберг (Норвегия), Георги Василев, Василеос Антонопулос и Доминик Веббер (Управление национальной статистики Соединенного Королевства), Паоло Пассерини и Арно Дезюрмон (Статистическое управление Европейского союза – Евростат), Тихомира Димова и Рами Пелтола (Европейская экономическая комиссия Организации Объединенных Наций – ЕЭК ООН), Саид Воффал и Элиз Лего (Организация Объединенных Наций по вопросам образования, науки и культуры – ЮНЕСКО) и Илариа Ди Маттео (Статистический отдел Организации Объединенных Наций – СОООН).
Youth education
ALL youth have a right to education. While education must not be reduced to considerations of youth livelihoods and transitions to the world of work, it is widely accepted that this is a major aspect of youth education. Globally, efforts towards universal education in recent decades saw the years of primary school enrolment increase and lead to the demand for secondary schooling. However, secondary and tertiary enrolment remains low in many developing countries, especially in sub-Saharan Africa and Southern Asia. Inadequate infrastructure, lack of opportunities, and affordability and accessibility concerns characterize many educational systems in those regions. Elsewhere, many education and training systems are not adequately preparing students to meet the demands of a globalized world. Insufficient and/or poor-quality education, training and employment exacerbate the social and economic vulnerability of youth.
Health status and access to health services
Optimum health and well-being ensures that young people can grow and thrive. Inequities in health care usually stem from social determinants shaped by wealth, resources and power. Yet, in some places, even where services are fully accessible, there are gaps in the quality of services, often for social and economic reasons.
Introducción - Llegar a todos los niños y niñas
The world of the child
In this section and the next, we look at the four levels of the framework closest to outcomes, as they can help us to understand why, within the same country, some children have higher well-being than others.19 We start with ‘the world of the child’: the activities in which children are involved and their relationships with people close to them such as parents, peers and teachers.
The world at large
The world of the child and the world around the child allowed us to see how well-being varies between children within the same country. Yet, children’s experience of childhood does not exist in a social vacuum – it is rooted in the society in which they live. Therefore, we now broaden our focus to the world at large, understood as ‘national conditions that support child well-being’ – the outermost levels of our framework – to see why some countries have higher child well-being than others.