How can we ensure that students can continue learning even in the face of global health crises? Changing the structure and format of education might offer a solution.
March 20, 2020 by Peter Anti Partey , Institute for Education Studies
OECD Education and Skills Today, March 18, 2020, By Tracey Burns
Schools and education systems worldwide are reacting to the COVID-19 pandemic. This is an opportunity to learn from innovative initiatives being taken.
This blog was written by Justin w. van Fleet, Ph.D., president at Theirworld and executive director at the Global Business Coalition for Education. It was originally published on the Devex website on 16 March 2020.
While countries around the world are racing to understand and limit the spread of the new coronavirus, and as headlines focus on those efforts, a major side effect has been overlooked: education.
Managing the impact of COVID19 on education systems around the world: How countries are preparing, coping, and planning for recovery
KALIOPE AZZI-HUCKTIGRAN SHMIS|MARCH 18, 2020
At the end of February as alarm bells began to sound on the growing spread of the COVID19 virus, the World Bank established a multi-sectoral global task force to support country response and coping measures. At the time, only China and a handful of schools in other affected countries were enforcing social distancing through school closures. A little over two weeks later, 120 countries have closed schools impacting almost a billion students across the globe that have seen their schools close for varied lengths of time.
18/03/2020 - Half of world’s student population not attending school: UNESCO launches global coalition to accelerate deployment of remote learning solutions
As of late Tuesday, over 850 million children and youth – roughly half of the world’s student population – had to stay away from schools and universities due to the COVID-19 pandemic. Nationwide closures are in force in 102 countries and local shut-downs in 11 others. This represents more than a doubling in the number of learners prevented from attending educational institutions, with further increases expected.
18/03/2020 - La moitié des élèves et étudiants privés de leur établissement d’enseignement : l’UNESCO lance une coalition mondiale pour accélérer la mise en œuvre de l’enseignement à distance
Mardi en fin de journée, plus de 850 millions d'enfants et de jeunes gens - soit environ la moitié de la population mondiale d’âge scolaire – n’avaient plus accès à leurs établissements d'enseignement, la fermeture des écoles et universités ayant été instaurée au plan national dans 102 pays, au plan local dans 11 autres. Le nombre d’individus concernés a ainsi plus que doublé en seulement quatre jours, alors que d'autres décisions de même nature sont attendues.
Posted on 18 March 2020 by GEM Report
The world was caught by surprise with the global pandemic emergency. But was it entirely unexpected? Pandemics have always been a likelihood. A pandemic has occurred every 10-50 years for the past centuries. In any given year, a 1% probability exists of an influenza pandemic that causes nearly 6 million pneumonia and influenza deaths or more globally. This translates into a 25% likelihood of such a pandemic over 30 years, and that’s just influenza.
16 mars 2020
Quatre centres régionaux vont être mis en place dans le cadre du Partage de connaissances et d’innovation du PME (KIX, du sigle en anglais). Ces centres serviront de mécanisme central permettant de rapprocher les pays partenaires du PME, de mettre en évidence les défis auxquels ils sont confrontés et les réponses politiques qu’ils y apportent, ainsi que de soutenir la mobilisation et le partage de connaissances. Les autorités nationales dirigeront le processus de sélection des délégations nationales qui participeront dans ces plateformes régionales.
March 16, 2020
Four regional hubs are being established as part of the GPE Knowledge and Innovation Exchange (KIX). The hubs will act as the central mechanism to connect GPE member countries, surface policy challenges and responses, and support knowledge mobilization and exchange. National governments will lead the process of selecting country delegations to participate in the regional hubs.
By Dr. Prachi Srivastava, Associate Professor, University of Western Ontario, author of the Think Piece prepared for the 2021 GEM Report on non-state actors in education. As previous recent blogs on this site have illustrated, non-state actors have long operated in education. They have gained attention with intensity in global and domestic policy circles and with researchers, civil society, and individual citizens implicated in local education systems. The increasing prominence of related issues is also visible in the GEM Report series and its predecessor, the Education For All Global Monitoring Report. The 2009 Global Monitoring Report was the first in the series to include explicit analysis of non-state engagement with a dedicated section on low-fee private schooling. Various issues relating to non-state actors and non-state engagement have since been addressed in subsequent reports...
Posted on 11 March 2020 by GEM Report
Hugo Infante with creditThe 2021 GEM Report will focus on the many ways in which non-state actors are involved in education systems. It will discuss the state role in the process (regulatory frameworks, accountability mechanisms) and reflect on the most recent developments in the non-state actors’ landscape (the role of global corporations or philanthropic foundations and new public-private arrangements).The 2021 GEM Report will focus on the many ways in which non-state actors are involved in education systems. It will discuss the state role in the process (regulatory frameworks, accountability...
10.03.2020 - UNESCO mobilizes education ministers to face the COVID-19 crisis
In response to a surge in school and university closures to contain the spread of COVID-19, UNESCO on Tuesday convened a global videoconference of high education officials to step up the emergency response and share strategies to minimize learning...
290 million students out of school due to COVID-19: UNESCO releases first global numbers and mobilizes response
School closures in thirteen countries to contain the spread of COVID-19 are disrupting the education of 290.5 million students globally, a figure without precedent. UNESCO is providing immediate support to countries, including solutions for inclusive distance learning.
A study of Malawi, Mozambique, Tanzania and Nigeria
The Abidjan Principles on the human rights obligations of States to provide public education and to regulate private involvement in education were adopted on February the 13th, 2019 in Abidjan, Côte d’Ivoire by a group of leading human rights experts. The Abidjan Principles unpack and compile existing provisions in international human rights law and provide guidance on how to implement them in the context of the rapid expansion of private sector involvement in education. They underline States’ responsibility for guaranteeing adequate mechanisms to ensure that they are accountable for their obligations to respect, protect and fulfil the right to education, including their obligations in the context of the involvement of private actors in education...
Christina Kwauk, Tuesday, February 25, 2020
The urgency of the climate crisis demands not only greater coherence and coordination of education efforts, but also a deep reexamination of the education sector’s role in the perpetuation of the status quo...
Ryan Hahn and Raka Banerjee, January 30, 2020
How has development transformed over the past decade? What ideas have changed the way we think about issues like education, migration, microfinance, and inequality? ? Since 2013, the World Bank’s Policy Research Talks have taken research beyond...
Brooking-January 30, 2020. Reinier Terwindt, Emily Gustafsson-Wright, and Jenny Perlman Robinson. The Center for Universal Education and STiR Education share their unique approaches to promoting quality education through data collection and use.
27th January 2020 - Protecting Education in Insecurity and Armed Conflict: An International Law Handbook (Second Edition).
This Handbook is a practical and comprehensive guide to the relevant provisions of international law that protect education in situations of insecurity and armed conflict. Published in January 2020 this is the Second Edition of the Handbook, with the first one having been published in 2012.
The Handbook was authored by BIICL, in cooperation with Protect Education in Insecurity and Conflict (PEIC), a programme of the Education Above All foundation (EAA). PEIC is a Qatar-based policy, research, and advocacy organisation concerned with protecting the right to education in insecurity and conflict. For further information please see PEIC's website.
The final report 'The Use of Force in relation to Sovereignty Disputes over Land Territory'.
2020 marks the start of the “Decade of Action” – 10 years left to mobilize the international community to accelerate progress to the world’s greatest problems. In 2015, the international community adopted the Sustainable Development Goals (SDGs) to create a safer, healthier and more prosperous world for all by 2030....
World Bank Blog - Harry Patrinos and Jaime Saavedra - December 17 2019
PISA 2018 - rich countries fail to impress; progress in some middle-income countries is apparent.
In the early morning hours of December 3, the OECD’s PISA 2018 results came pouring in. A record number of 79 countries participated, with the East Asian powerhouses topping the lists. But the headlines lamented the lack of progress, especially in high-income countries. In most of the middle-income countries, predominantly from Latin America, Eastern Europe and the Middle East, the word “stagnation” was the more common.
Blog - 19 December - Time for a new year resolution By Silvia Montoya, Director, UNESCO Institute for Statistics (UIS), and Manos Antoninis, Director, Global Education Monitoring (GEM) Report
By Silvia Montoya, Director, UNESCO Institute for Statistics (UIS), and Manos Antoninis, Director, Global Education Monitoring (GEM) Report
The Education 2030 Framework for Action called on countries to establish “appropriate intermediate benchmarks (e.g. for 2020 and 2025)” on the way to achieving SDG 4, seeing them as “indispensable for addressing the accountability deficit associated with longer-term targets” (§28).
Setting benchmarks as intermediate points cannot be done at the global level because countries have set off from very different starting points. However, as a quick search through the Planipolis repository of education plans of UNESCO’s International Institute for Educational Planning can show, most countries are yet to formally set such national benchmarks...
19 December 2019 - Despite the progress made by African countries in producing and using education data to support planning and inform policy and decision-making, many gaps persist. How can education management information systems be used to facilitate better planning and policy dialogue in Africa then? Read ADEA’s Task Force on Education Management and Policy Support (TFEMPS)'s possible solution. This post is the 13th in a blog series published in 2019 in the context of a collaboration between the Association for the Development of Education in Africa (ADEA) and the Global Partnership for Education. (Disponible en français)
This compilation gives brief outlines on a few key reports published in 2018 and 2019 about the state and progress of global education.
The need for accurate, current and comparable data on education has never been more urgent, with the prospects of reaching Sustainable Development Goal 4 – a quality education for all by 2030 – far from certain. The 2019 edition of the SDG 4 Data Digest reinforces the need for the robust data that are crucial to reach the global education goal. It provides a panoramic view of the current development of the SDG 4 monitoring framework, including proven methodologies for data collection and reporting at the international, regional and national levels...
Beyond income, beyond averages, beyond today: Inequalities in human development in the 21st century
The demonstrations sweeping across the world today signal that, despite unprecedented progress against poverty, hunger and disease, many societies are not working as they should. The connecting thread, is inequality. Just as the gap in basic living standards is narrowing for millions of people, the necessities to thrive have evolved. A new generation of inequalities is opening up, around education, and around technology and climate change -- two seismic shifts that, unchecked, could trigger a ‘new great divergence’ in society of the kind not seen since the Industrial Revolution. In countries with very high human development, for example, subscriptions to fixed broadband are growing 15 times faster and the proportion of adults with tertiary education is growing more than six times faster than in countries with low human development...
From access to empowerment: UNESCO strategy for gender equality in and through education 2019-2025
Gender bias still permeate the entire education system in some settings and is often perpetuated rather than questionned. This includes the absence of women as leaders in textbooks, to differential expectations of boys and girls by teachers, to school policies that put pregnant girls at the door rather than respecting, protecting and fulfilling their right to education. This Strategy focuses on system-wide transformation to benefit all learners and targeted interventions to support girls’ and women’s empowerment. It offers three clear lines of action: better data to inform action for gender equality in and through education, better legal, policy and planning frameworks to advance rights, and better teaching and learning practices to empower.
By Stefania Giannini, Assistant Director-General for Education, UNESCOAs 2019 draws to a close and prompted by my colleague Julia Gillard’s recent blog, I would like to share my reflections on how to strengthen our collective action for accelerating progress towards SDG4. Exactly a year ago, at the Global Education Meeting that UNESCO organized in Brussels following a series of regional consultations, we took stock of SDG4 progress. While countries have been making progress in adjusting their policies, our projections have shown that we are off track in terms of our quantitative targets.
Few topics in education generate as much passion as the role of non-state actors. While everyone wants to achieve the goal of providing quality education for all, who delivers it, who is engaged, and how they are engaged is a subject of much debate. Non-state activity in education has a variety of motivations, from charity to profit. Activities may or may not involve collaboration with the government. Controversy abounds as to whether the role of non-state actors should be encouraged or contained. Public opinion on non-state actors displays generational shifts that vary between countries...
This book addresses current issues related to the development, administration, scoring and usage of public examinations. High-stakes public examinations exert a dominant influence on education systems in Asia, Africa, Europe, Central Asia, the Middle East, and North Africa. They tend to have a major influence on teacher and student behavior, especially at the middle and upper levels of secondary education. The content of past examination papers tends to dictate what is taught and how it is taught and, more important, what is learned and how it is learned. This volume identifies key issues and problems related to examinations in a large number of emerging economies as well as in a number of OECD countries. Examination agencies, many of which have followed the same procedures over decades, can learn from the successes and failures of other systems...
The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries. This is one of six volumes that present the results of the PISA 2018 survey, the seventh round of the triennial assessment. Volume I, What Students Know and Can Do, provides a detailed examination of student performance in reading, mathematics and science, and describes how performance has changed since previous PISA assessments.
Overview of the measures supporting the right to education for persons with disabilities reported by Member States in the context of the Ninth Consultation on the 1960 Convention and Recommendation against Discrimination in Education
By Sophie Edwards / 21 November 2019 - Educate A Child, the world’s only fund dedicated to enrolling out-of-school children, has unveiled a new strategy to help countries get the hardest-to-reach kids into the classroom.
The news comes as the United Nations and others warn that progress on enrolling out-of-school children has stagnated and global education targets are way off track. More than 260 million children are still out-of-school — some 60 million of whom are of primary school age — according to recent UNESCO projections.
Global Partnership Blog, November 18, 2019
Reflections on a 2-year debate on education systems diagnostics
Debate on ‘diagnostic tools’ has flourished among a small group of global education actors, prompted by systems research programs like RISE, the World Development Report 2018 and discussions at various events since 2017. This blog summarizes our reflections about education system diagnostics at an opportune moment, as GPE reflects on its new strategic plan.
For most children, early childhood education and care (ECEC) provides the first experience of life in a group away from their families. This experience plays a crucial role in children’s learning, development and well-being. The benefits of high-quality ECEC are not restricted to children’s first years of life. However, little is known about this first experience. What do children learn and do in ECEC settings? With which staff do children interact at their centres? Do all children face the same opportunities to enrol in high-quality settings? What are the main spending priorities to raise the quality of ECEC?
This policy note analyses foundations’ support for education in developing countries. It builds on the results of the OECD Survey on Private Philanthropy for Development, and OECD DAC statistics unpacking data on giving from 2013-15 and 2017. It also gathers a selection of case studies to further explore how foundations are investing to expand access to schooling, better measure learning outcomes, empower teachers and school leaders to deliver quality education, and learn from their own work on the ground.
This report contains more than 35 updated structural indicators on education policies for the 2018/19 school/academic year in six policy areas: early childhood education and care (ECEC), achievement in basic skills, early leaving from education and training (ELET), higher education, graduate employability and learning mobility. It additionally provides a short overview of the major reforms since the start of the 2014/15 school/academic year in the said policy areas. Part of the information in this report that concerns the EU Member States was published in the Education and Training Monitor 2019.
In recent years, it has become clear that many children around the world are not learning to read proficiently. As a major contributor to human capital deficits, the learning crisis undermines sustainable growth and poverty reduction. To spotlight this crisis, we are introducing the concept of Learning Poverty, drawing on new data developed in coordination with the UNESCO Institute for Statistics.
The Nobel Prize for Economics was just awarded to Abhijit Banerjee, Esther Duflo and Michael Kremer for their pioneering work on global poverty. A most timely prize as we celebrate the International Day for the Eradication of Poverty.
Transforming the Education Workforce: Learning Teams for a Learning Generation offers new visions for strengthening, diversifying, and reimagining an education workforce that can deliver inclusive, quality education for all. The workforce is an education system’s biggest investment and one of its greatest levers for change. This new report draws on existing evidence and innovations from education and other sectors to rethink the education workforce needed for the future. It puts forward approaches for addressing immediate needs while also creating collaborative teams and systems that respond to our rapidly changing world to equip our young people with the skills they need for the future.
Expectations and Aspirations : A New Framework for Education in the Middle East and North Africa. 2019.
Education has a large untapped potential to contribute to human capital, well-being, and wealth in the Middle East and North Africa (MENA). It had been at the heart of the region’s history and civilizations for centuries. The region invested heavily in education for decades but has not been able to reap the benefits of its investments. Despite series of reforms, the region remained stuck in a low learning – low skills level. There are four key sets of tensions that are holding back education in the MENA region. These tensions: Credentials and skills, discipline and inquiry, control and autonomy, and tradition and modernity are shaped by society and are reflected in schools and classrooms. If not addressed, MENA will continue to operate below its potential...
La revue par les pairs du Système d’information sur la gestion de l’éducation (SIGE) du Burkina Faso a été réalisée par des pairs nationaux et internationaux venus de la Gambie, du Mali, du Maroc, de la CEDEAO, de l’ADEA, du GPE, de la Banque mondiale et d’Haïti, grâce à un partenariat soutenu entre les autorités Burkinabé, en particulier le MENAPLN et l’ADEA. Cette revue a été rendue possible grâce à l’appui de l’ADEA, du GPE et de la Banque mondiale.
OECD 2019 - Did you ever wonder whether education has a role to play in preparing our societies for an age of artificial intelligence? Or what the impact of climate change might be on our schools, families and communities? Trends Shaping Education examines major economic, political, social and technological trends affecting education. While the trends are robust, the questions raised in this book are suggestive, and aim to inform strategic thinking and stimulate reflection on the challenges facing education – and on how and whether education can influence these trends. ...
Stimulating debate around significant educational challenges facing the region - UNICEF has commissioned 10 Think Pieces by leading researchers and practitioners to stimulate debate around significant educational challenges facing the Eastern and Southern Africa region; a region where most children attend school, but many are not learning the basics. While the pieces are rooted in evidence, they are not research papers or evidence briefs, nor do they represent UNICEF policy. Rather, they are engaging pieces that aim to inspire fresh thinking to improve learning for all.
he authors explore the effects of decentralization on education and health in Ethiopia using an original database covering all of the country’s regions and woredas (local governments). Ethiopia is a remarkable case in which war, famine and chaos in the 1970s-1980s were followed by federalization, decentralization, rapid growth and dramatic improvements in human development. Did decentralization contribute to these successes? The authors use time series and panel data analyses to show that decentralization improved net enrollments in primary schools and access to antenatal care for pregnant women. The main channel appears to be institutional, not fiscal. The authors offer the database as an additional contribution.
Education transforms lives. It is the surest investment to break down social and economic differences between people, unravel inequalities based on gender and accelerate progress towards the entire vision of the 2030 Agenda for Sustainable Development. Yet, despite the world’s commitment to ensure every child completes 12 years of quality education, in low-income countries only 4% of the poorest finish upper secondary school, falling to 2% among marginalized girls. Sustainable Development Goal 4, inclusive and equitable quality education for all, is about much more than education access. It calls for education policies to look beyond gender parity in school enrollment in order to put gender equality at the heart of education through gender-sensitive plans and policies. Gender-responsive education sector planning is an essential tool for advancing gender equality in and through education.
Taking the perspective of institutions and the system, this report analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2019) with various education policies adopted between 2008 and 2014. This report includes around 460 education policy developments (with evidence of progress or impact for over 200 of them) spanning from early childhood education and care to higher education and lifelong learning on topics related to school improvement, evaluation and assessment, governance and funding. It looks into “what is being done”, as well as “why and how it works” to help education systems gain better understanding of how policies can have greater opportunities of success in their specific contexts.
A compilation of results stories which show the progress that GPE's developing country partners are making in getting more children, especially girls, in school and learning.
By Silvia Montoya, Director, UNESCO Institute for Statistics, and Robert Jenkins, Chief, Education and Associate Director, Programme Division, UNICEF.
New data from the UNESCO Institute for Statistics confirm the need for accelerated efforts to get every child in school and learning. Education matters. It stands for the hopes and dreams of many children around the world. Education paves the way towards more productive, healthier, sustainable and resilient societies in which children can reach their full potential. However, new data from the UNESCO Institute for Statistics (UIS) confirm that the situation of out-of-school children has stalled without significant improvement over the last ten years. In 2018, one in six or more than 258 million children, adolescents and youth were denied the right to education.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. The 2019 edition includes a focus on tertiary education with new indicators on tertiary completion rates, doctoral graduates and their labour market outcomes, and on tertiary admission systems, as well as a dedicated chapter on the Sustainable Development Goal 4.
As events for International Literacy Day continue, new cost estimates have been produced by UNESCO showing that US$14 billion will be needed if the 20 countries with the lowest literacy rates, whic…
On International Literacy Day, we are reminded that there is still much to do to ensure that more children are enrolled in school and learning.
This report directly to the following goals of the Global Compact on Refugees1: » Ease the pressures on host countries » Enhance refugee self-reliance » Support conditions in countries of origin for return in safety and dignity The strategy arises from lessons learned about parallel education provision for refugees reflected in the 2011 Review of refugee education, and from the experience of shifting to national education service provision across a wide range of distinct contexts as a result of the guidance provided in the 2012-2016 UNHCR Refugee Education Strategy...
As a member of GPE’s Education Data Solutions Roundtable, Tableau can collaborate with and offer valuable support to make education data more useful and actionable in GPE partner developing countries.
UNICEF’s first global report on pre-primary education presents a comprehensive analysis of the status of early childhood education worldwide. It also outlines a set of practical recommendations for governments and partners to make quality pre-primary education universal and routine. Noting that at least 175 million children – 50 per cent of the world’s pre-primary-age population – are not enrolled in pre-primary programmes, the report urges governments to commit at least 10 per cent of their national education budgets to scale them up. Such funding should be invested in pre-primary teachers, quality standards and equitable expansion, the report states.
In the past two years, an immense effort by humanitarian partners including UNICEF has helped stabilize the situation for Rohingya refugees from Myanmar who are living in Cox’s Bazar, Bangladesh. But meeting their day-to-day needs is an ongoing challenge, and so is the task of providing for their longer-term needs – especially those related to education. Refugee children and young people are clamouring for more than survival; they yearn for quality education and the opportunity to develop skills that can provide a path to a better future. This UNICEF advocacy alert details the challenges mentioned above and efforts to address them, noting that the ultimate solution to the crisis is the voluntary and safe return of Rohingya refugees to their former communities in Myanmar....
The GPE Results Report 2019 shows that the partnership continues to make important progress toward improving learning for all children: more children are entering and completing school across partner countries, and there is encouraging progress on lear...
This report tells the stories of some of the world’s 7.1 million refugee children of school age under UNHCR’s mandate. In addition, it looks at the educational aspirations of refugee youth eager to continue learning after secondary education, and highlights the need for strong partnerships in order to break down the barriers to education for millions of refugee children.
by Keith Lewin on August 23, 2019 in 2019 UKFIET Conference.
Much has been made of the fact that aid to education reached a plateau in 2010, and has ceased to grow since. Aid to education increased from 2000 to reach about US$13 billion per year by 2010. This was about 10% of all aid. In 2017, the total was still around US$13 billion, representing a real decline and it had fallen to less than 8% of all aid. The largest fall was in the contribution from DFID (Global Education Monitoring Report 2017/2018). The key point is that global aid to education now seems to be falling consistently below its long term average and there and there are no signs that there is an appetite for a sustained increase...
As of June 2019, 1.91 million children were being robbed of an education due to violence and insecurity in and around their schools in Burkina Faso, Cameroon, the Central African Republic, Chad, the Democratic Republic of the Congo, Mali, Niger and Nigeria. UNICEF and partners call on governments, armed forces and groups, and other parties to conflict – and the international community – to take concerted action to stop attacks and threats against schools, and to support quality learning for every child in the region.
UNESCO, launched the Futures of Education initiative to reimagine how knowledge and learning can shape the futures of humanity in a context of increasing complexity, uncertainty and precarity during a high level event at the United Nations General Assembly in New York on 25 September. The initiative aims to reconsider how knowledge and learning can contribute to the common good of humanity, said UNESCO Director-General Audrey Azoulay. Speaking of UNESCO’s leadership role in education, Ms Azoulay said “Our deeply humanist DNA cannot let us reduce education to a technical or technological issue, nor even to an economic one.”
This assessment describes issues facing the school education system in Pakistan, highlights the challenges, and suggests some possible directions for reform—with a focus on two provinces: Sindh and Punjab.
Produced under the auspices of the SDG - Education 2030 Steering Committee with the Global Education Monitoring Report, this publication explores the different ways countries have taken on the challenge of implementing SDG 4 and showcases good practice...
Quality education data is essential to inform planning and policy decisions by governments and support effective school management; it is also a cornerstone of mutual accountability. This blog explores how good investments in knowledge and innovation c...
The United Nations will adopt two solutions to help close the gap in global monitoring of 21st century skills.
To be published annually, the 2019 report is the first of its kind published by UNESCO New Delhi and highlights accomplishments and challenges with regards to the right to education of children with disabilities (CWDs). Based on extensive research of national and international documents of reference, it provides comprehensive and detailed information on the current state of education of CWDs and submits ten key recommendations.
The second edition of NORRAG Special Issue (NSI), published in April 2019, is entitled “Data collection and evidence building to support Education in Emergencies” (EiE). NSI 02 focuses on why data and evidence are crucial for understanding and addressi...
The World Development Report 2018 (WDR 2018)—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the timing is excellent: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to place their learning at the center. The 2018 WDR explores four main themes: 1) education’s promise; 2) the need to shine a light on learning; 3) how to make schools work for learners; and 4) how to make systems work for learning
This book lays out a range of policy and implementation actions that are needed for countries in sub-Saharan Africa to meet the challenge of improving learning while expanding access and completion of basic education for all. It underscores the importance of aligning the education system to be relentlessly focused on learning outcomes and to ensuring that all children have access to good schools, good learning materials, and good teachers. It is unique in characterizing countries according to the challenges they faced in the 1990s and the educational progress they have made over the past 25 years. The authors review the global literature and contribute their extensive new analyses of multiple datasets from over three dozen countries in the region. They integrate findings about what affects children's learning, access to schooling, and progress through basic education...
Education is a fundamental human right of every woman, man and child. However, millions are still deprived of educational opportunities every day, many as a result of social, cultural and economic factors.
UNESCO and the Right to Education Initiative(link is external) (RTE) recently released the Right to education handbook, a key tool for those seeking to understand and advance that right. It is also an important reference for people working towards achieving Sustainable Development Goal 4 by offering guidance on how to leverage legal commitment to the right to education.
Policymakers in low- and middle-income countries who are working to improve student learning often find themselves flying blind. They see the budget that goes into education and (sometimes) the learning that students come out with, but they lack information on the crucial factors in between—the practices, policies, and politics—that drive those learning outcomes. The new Global Education Policy Dashboard initiative will fill that gap.
Le rapport présente des pistes pour repenser le système d’orientation français à partir des besoins des élèves et de leurs familles, mais aussi des professeurs, en garantissant pour tous une information fiable, juste et gratuite. Le rapport prend en compte les réalités de l’insertion professionnelle, en cohérence avec la mise en œuvre, sur le terrain, du Cadre national de référence signé le 28 mai 2019 par l’État et les Régions.
This evaluation is part of a larger study of the Global Partnership for Education (GPE) that comprises 30 country level evaluations (CLE). The overall study runs from 2017 until 2020. It aims to assess (i) GPE contributions to strengthening national education systems and, ultimately, education results related to learning, equity, equality and inclusion; and hence (ii) the relevance, efficiency and effectiveness of GPE’s theory of change (ToC) and country-level operational model. The assessment is based on a theory-based, mixed social science research methodology known as contribution analysis.