ABSTRACT
There are many ways to approach the discussion of tools and models for forecasting the expansion of global education. It is possible to consider them in terms of their coverage and aggregation—whether they are country-specific or multicountry; whether they focus on primary education or look also at other levels of education; whether they consider only enrollment levels or also the underlying intake and survival patterns; whether they attend to student flows and/or to adult education attainment; or whether they forecast for ten years, twenty-five years, or more.
Forecasting tools and models can be exploratory, normative, or both.
