Every year, the GEM Report holds an international photo contest to seek out new and original images to complement its innovative findings and analysis. Last year’s winner, Robert Lamu, addressed the exclusion often faced by learners with Albinism. Before that, Domyson Dulay Abuan won a contest around sustainable development in education with an image of recycling in schools in the Philippines. The best photos from each year’s competition feature in the annual UNESCO GEM Report and associated communications products. The winner will be awarded $500, and the runners up $200 each. To take part in this year’s contest, make sure to submit your photos before April 30th.
Due out in December 2021, the next GEM Report will focus on non-state actors in education. 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 consternation. Generally, debates on the issue tend to be split between those who believe in the principle of full public delivery of education, and those who do not. The 2021/2 GEM Report aims to inform this debate with evidence-based examples, demonstrating that the matter is not “black and white”, but is one of degrees, and is highly dependent on context.
We are inviting submissions of original photographs that capture the many ways in which non-state actors are involved in education systems – providing education (private, NGO, faith-based or community schooling); providing ancillary services (school meals, technology, conducting assessments, supplementary private tutoring); influencing education system functioning and financing (equity implications; influence over national policies; additional resource mobilization prospects); and the state role in the process (regulatory frameworks, accountability mechanisms).
Photos could portray some of the most recent developments in the non-state actors’ landscape. As global corporations or philanthropic foundations increase their interest in what and how education is delivered, their influence and prominence in the global education community as well as in their dealings with countries creates new challenges and opportunities for public-private interactions. Similarly, as governments grapple with providing early childhood education for all in the SDG era, many public-private arrangements are being developed or expanded.