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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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Category Archives: Equity
Let’s choose post-2015 education goals that reflect countries’ own needs
For post-2015 education goals to achieve real change, they need the widest support possible, argues Ed Barnett, an education adviser at the United Kingdom’s Department for International Development. (The views expressed in this blog are the author’s and do not … Continue reading
Are we on track for a global education goal? Reflections on the global meeting on education post-2015
By Pauline Rose, director of the Education for All Global Monitoring Report This week I joined 100 education experts from around the world in Dakar, Senegal, to consider the outcomes of global consultations on post-2015 education goals, organized by UNESCO … Continue reading
Our proposed post-2015 education goals emphasize equity, measurability and finance
By Pauline Rose, director of the Education for All Global Monitoring Report As the global education community prepares to discuss education in the post-2015 development agenda at Dakar this week, the Education for All Global Monitoring Report team has drawn … Continue reading
Education for All is affordable – by 2015 and beyond
If governments and donors make concerted efforts to meet the promises they made in 2000, basic education for all could be achieved by 2015, according to analysis in a new policy paper released by the Education for All Global Monitoring … Continue reading
Posted in Africa, Aid, Arab States, Asia, Basic education, Developing countries, Donors, Economic growth, Equality, Equity, Finance, Innovative financing, Latin America, Learning, Literacy, Millennium Development Goals, North America, Out-of-school children, Post-2015 development framework, Pre-primary education, Primary school, Quality of education, Uncategorized
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On International Women’s Day, let’s make sure education reaches the poorest young women
By Pauline Rose, director of the Education for All Global Monitoring Report What kind of policy reduces or banishes inequality? International Women’s Day on March 8 is not only a chance to celebrate greater equality for women and highlight inequalities … Continue reading
Posted in Equity, Gender, Learning, Literacy, Rural areas, Sexual violence, Skills, Uncategorized
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What are we learning? PISA will cast a wider net post-2015
As part of its contribution to the post-2015 education framework, the Organisation for Economic Co-operation and Development (OECD) proposes to enhance its Programme for International Student Assessment (PISA) to make it more relevant to developing countries. These ideas, outlined in … Continue reading
What should every child learn? And how can we check on progress?
By Seamus Hegarty, chair of the Standards Working Group of the Learning Metrics Task Force and visiting professor at the University of Warwick Many children around the world attend school but do not learn. According to estimates in the 2012 EFA … Continue reading
Posted in Equity, Learning, Quality of education, Teachers, Testing, Uncategorized
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Education and Kenya’s election: let’s hear how to help the excluded
By Pauline Rose, director of the Education for All Global Monitoring Report Education has emerged as a leading theme in the campaign for Kenya’s hotly contested presidential election on March 4. The quality of education, the lack of teachers and … Continue reading
Equity in education post-2015: how do we get there?
By Pauline Rose, director of the Education for All Global Monitoring Report A good education has been voted the top priority in the UN’s online survey on what people want in a post-2015 world. But what does a “good education” … Continue reading
A post-2015 youth perspective: It’s make-or-break time for education
By Naim Keruwala I came across this picture on my Facebook timeline a couple of days ago. It captures very well the state of education in many countries, where government schools providing free education are inadequate and quality of education … Continue reading
