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This blog is written by the Global Education Monitoring (GEM) Report and is editorially independent from UNESCO
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Author Archives: GEM Report
Monitoring progress in education among individuals with disabilities
By Daniel Mont, an Honorary Senior Research Associate at the Leonard Cheshire Disability and Inclusive Development Centre at University College London. During his ten years at the World Bank he co-chaired the analytical working group of the UN Washington Group … Continue reading
Posted in Environment, Equality, Equity, Health, Learning, Marginalization, Testing
Tagged #Target 4.5, disability
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Post-2015 Education: Calling for your feedback on proposed indicators for a global agenda!
Join a global consultation on education indicators for a global agenda By Albert Motivans, UNESCO Institute for Statistics Today, we are launching a new online consultation to gather your views on the proposed post-2015 global education indicators. The proposed indicators … Continue reading
Learning Today for a Sustainable Future
Today marks the end of the World Conference on Education for Sustainable Development (ESD) in Aichi-Nagoya, Japan. It also marks the end of the UN Decade on Education for Sustainable Development. Although the focused activities framed around the ESD decade … Continue reading
Problem solving skills with global relevance
By Jenny Bradshaw and Francesco Avvisati, OECD The international community is intensively working on a set of goals and targets to be reached by 2030. Among them, the Education for All Steering Committee on Education Post-2015 has identified “knowledge and skills … Continue reading
Engaging with EFA: Where have all the lessons gone?
This is the eighth in a series looking back to Dakar in order to draw lessons for those working on new education targets post-2015. This blog is by Cream Wright, who engaged continuously with EFA and the MDGs as a representative … Continue reading
Relevant data for education post-2015 need not be ‘big data’
With the 2015 deadline of the Millennium Development Goals (MDGs) approaching, planning for a new development agenda, known as the Sustainable Development Goals (SDGs), is taking shape. Concurrently, as the world embraces the notion of sustainability and sustainable development, a … Continue reading
Nigeria: Why pupils learning in English and mother tongue are not mutually exclusive
This blog by Kieran Cooke from the Universal Learning Solutions, explains how a synthetic phonics approach can be taken to literacy education that can mean governments don’t have to choose between either instruction in English, or in their local language; … Continue reading
Pakistan: Children in primary schools should be taught in their mother tongue
By Bushra Rahim, PhD student. “If we start speaking other languages and forget our own, we would not be we, we would be clones of an alien people; we would be aliens to ourselves” (UNESCO, The Use of Vernacular Languages … Continue reading
Malawi: Why it’s important children learn to read in their mother-tongue
By Helen Abadzi, Radhika Iyengar, Alia Karim and Florie Chagwira – education specialists from the Center on Globalization and Sustainable Development at Columbia University. Throughout sub-Saharan Africa, reading levels of students are far below grade level, and Malawi is no exception. … Continue reading
We owe all our children the benefits of quality education
By Mariam Khalique, a teacher from the Swat Valley in Khyber Pakhtunkhwa Province, Pakistan and previous teacher of Malala Yousafzai. There is a saying in our national language: a teacher is like an architect who builds the soul and character of … Continue reading
Posted in Basic education, Conflict, Equality, Equity, Gender, Out-of-school children, Poverty, Teachers
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