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Working towards the 2015 millennium development goals, this global report marks the midterm point and provides a rich evidence-based assessment of the provision of education on a global scale. Based on specialized commissions, extensive consultations and multiple research sources, the report provides an authoritative, comparative reference.
Children at risk of marginalization in education are found in all societies. At first glance, The lives of these children may appear poles apart. The daily experiences of slum dwellers in Kenya, ethnic minority children in Viet Nam and a Roma child in Hungary are very different. What they have in common are missed opportunities to develop their potential, realize their hopes and build a better future through education.A decade has passed since world leaders adopted the Education for All goals. While progress has been made, millions of children are still missing out on their right to education. Reaching the marginalized identifies some of the root causes of disadvantage, both within education and beyond, and provides examples of targeted policies and practices that successfully combat exclusion. Set against the backdrop of the global economic crisis, The Report calls for a renewed financing commitment by aid donors and recipient governments alike to meet the Education for All goals by 2015.This is the eighth edition of the annual EFA Global Monitoring Report. The Report includes statistical indicators on all levels of education in more than 200 countries and territories.
When wars break out, international attention and media reporting invariably focus on the most immediate images of human suffering. Yet behind these images is a hidden crisis. Across many of the world's poorest countries, armed conflict is destroying not just school infrastructure, but the hopes and ambitions of generations of children. The hidden crisis: Armed conflict and education documents the devastating effects of armed conflict on education. It examines the widespread human rights abuses keeping children out of school. The Report challenges an international aid system that is failing conflict-affected states, with damaging consequences for education. It warns that schools are often used to transmit intolerance, prejudice and social injustice. This ninth edition of the Education for All Global Monitoring Report calls on governments to demonstrate greater resolve in combating the culture of impunity surrounding attacks on schoolchildren and schools. It sets out an agenda for fixing the International aid architecture. And it identifies strategies for strengthening the role of education in peacebuilding. The Report includes statistical indicators on all levels of education in more than 200 countries and territories. It serves as an authoritative reference for education policy-makers, development specialists, researchers and the media
'Global Monitoring Report 2008', the fifth in an annual series, is essential reading for those who wish to follow the global development agenda and debate in 2008. The year marks the midpoint toward the 2015 deadline for achieving the Millennium Development Goals (MDGs). It is also an important year to work toward a consensus on how the world is going to respond to the challenge of climate change, building on the foundation laid at the Bali climate change conference in December 2007. The report spans this agenda. It provides a comprehensive assessment of progress toward the MDGs and related policies and actions. It addresses the challenge of climate change and environmental sustainability and assesses its implications for development. The report's assessment of MDGs at midpoint presents a mixed picture, one of both significant progress and formidable challenges. The first MDG, reducing extreme poverty by half, is likely to be met at the global level, thanks to a remarkable surge in global economic growth over the past decade. But, on current trends, the human development MDGs are unlikely to be met. Prospects are gravest for the goals of reducing child and maternal mortality, but shortfalls are also likely in the primary school completion. nutrition, and sanitation MDGs. The potential effects of climate change compound the challenge of achieving the development goals and sustaining progress. The report's messages are clear: urgent action is needed to help the world get back on track to achieve the MDGs; and urgent action is also needed to combat climate change that threatens the well-being of all countries, but particularly of poor countries and poor people. The goals of development and environmental sustainability are closely related, and the paths to those goals have important synergies.
Fixing the Broken Promise of Education for All, published by the UNESCO Institute for Statistics and UNICEF, presents the latest statistical evidence from administrative records and household surveys to better identify children who are out of school and the reasons for their exclusion from education. It aims to inform the policies needed to reach these children and finally deliver the promise of Education for All. Based on a series of national and regional studies and policy analysis by leading experts, the report explains why better data and cross-sector collaboration are fundamental to the design of effective interventions to overcome the barriers facing out-of-school children and adolescents. While highlighting the way forward for system-wide policies to improve educational quality and affordability, the report also presents the information needed for targeted approaches to address the compounding effects of disadvantage faced by children caught up in armed conflict, girls, working children, children with disabilities, or members of ethnic or linguistic minorities. This report presents a roadmap to improve the data, research and policies needed to catalyse action for out-of-school children as the world embarks on a new development agenda for education.
'The Gender Review discusses global and regional trends in achieving parity in education access, participation and completion and in selected learning outcomes, stressing that there is much room for progress. It then shifts to an evidence-based discussion of relationships between education, gender and sustainable development by discussing work, civic and political engagement and leadership, as well as health and well-being. It concludes with ways forward: what action is implied by evidence and data for achieving more gender-equal societies and how progress towards such societies is to be measured.'
'A Development Emergency', the title of this year’s 'Global Monitoring Report', the sixth in an annual series, could not be more apt. The global economic crisis, the most severe since the Great Depression, is rapidly turning into a human and development crisis. No region is immune. The poor countries are especially vulnerable, as they have the least cushion to withstand events. The crisis, coming on the heels of the food and fuel crises, poses serious threats to their hard-won gains in boosting economic growth and reducing poverty. It is pushing millions back into poverty and putting at risk the very survival of many. The prospect of reaching the Millennium Development Goals (MDGs) by 2015, already a cause for serious concern, now looks even more distant. A global crisis requires a global response. The crisis began in the financial markets of developed countries, so the first order of business must be to stabilize these markets and counter the recession that the financial turmoil has triggered. At the same time, strong and urgent actions are needed to counter the impact of the crisis on developing countries and help them restore strong growth while protecting the poor. 'Global Monitoring Report 2009', prepared jointly by the staff of the World Bank and the International Monetary Fund, provides a development perspective on the global economic crisis. It assesses the impact on developing countries—their growth, poverty reduction, and other MDGs. And it sets out priorities for policy response, both by developing countries themselves and by the international community. The report also focuses on the ways in which the private sector can be better mobilized in support of development goals, especially in the aftermath of the crisis.
Economic growth and the creation of wealth have cut global poverty rates, yet vulnerability, inequality, exclusion and violence have escalated within and across societies throughout the world. Unsustainable patterns of economic production and consumption promote global warming, environmental degradation and an upsurge in natural disasters. Moreover, while we have strengthened international human rights frameworks over the past several decades, implementing and protecting these norms remains a challenge.These changes signal the emergence of a new global context for learning that has vital implications for education. Rethinking the purpose of education and the organization of learning has never been more urgent. This book is inspired by a humanistic vision of education and development, based on respect for life and human dignity, equal rights, social justice, cultural diversity, international solidarity and shared responsibility for a sustainable future. It proposes that we consider education and knowledge as global common goods, in order to reconcile the purpose and organization of education as a collective societal endeavour in a complex world.
This book highlights some of Kenneth King’s diverse contributions to international and comparative education, African studies and development studies over more than four decades. From his pioneering work on the first educational commissions to Africa, through his research on skills training in the informal sector, and on to his critical analysis of education analysis in development agencies, this book makes influential materials available in one place. Appropriately, it illustrates his career-long connections with Kenya, but also his more recent engagement with Japan, China and India. It is the first CERC volume to pay significant attention to the policies and politics of skills development. Kenneth King is an Emeritus Professor of the University of Edinburgh. He was based in and directed its Centre of African Studies for many years, and lectured on international perspectives in education and training in its School of Education. His research interests have addressed the politics and planning of skills development, including in the informal sector of the economy, aid policies towards education of both Western and Asian donors, and higher education cooperation. He founded NORRAG, the network for international policies and cooperation in education and training, in 1986, and edited NORRAG News until 2016. He was President of the British Association for International and Comparative Education (BAICE) from 2014-2016, and was one of the founding members of the UK Forum on International Education and Training (UKFIET).