Education for All Global Monitoring Report
Encyclopedia
Developed by an independent team and published by UNESCO, the EFA Global Monitoring Report is an authoritative reference that aims to inform, influence and sustain genuine commitment towards Education for All
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The participants, ranging from teachers to prime ministers, academics to policymakers, non-governmental bodies to the heads of major international organizations, adopted the 2000-word Dakar Framework for Action, Education for All: Meeting Our Collective Commitments
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The publication is targeted at decision-makers at the national and international level, and more broadly, at all those engaged in promoting the right to quality education – teachers, civil society groups, NGOs, researchers and the international community.
Whilst the report has an annual agenda for reporting progress on each of the six EFA goals, each edition also adopts a particular theme, chosen because of its central importance to the EFA process.
(UIS), based in Montreal, plays the leading role in providing extensive data for the report on students, teachers, school performance, adult literacy and education expenditure.
The Institute collects data from over 200 countries and territories, but serious limitations in data coverage make it difficult to monitor certain aspects of Education for All, from public financing to education. To improve and accelerate data collection, UIS is helping governments to strengthen their own systems and analysis capacities. The report also draws on data from national household surveys, specially commissioned studies and other sources.
The report publishes quality-assured data, compiled so that statistics are comparable for the majority of countries, using the International Standard Classification of Education (ISCED). Not all countries use the same classification systems, however, which can lead to discrepancies between national data and those published internationally.
Differences can also stem from national population estimates. To calculate several indicators, UIS uses estimates from the United Nations Population Division, which can differ from those published by individual countries. More generally, the quality assurance process entails a time lag between the collection (and often the publication) of data by national governments and their release by UIS for use in this and other reports. Where possible, the report identifies discrepancies and data gaps.
and multilateral and bilateral agencies, and benefits from the expertise of an international Advisory Board. During its annual meeting, the Board discusses the scope and contents of the Report underway and provides advice on its future development.
Each Report is developed over a 12 to 18-month period. It draws on scholarship and expertise from governments, NGOs, bilateral and multilateral agencies, UNESCO institutes and research institutions. Research Papers commissioned for each Report are available on the website.
The Report is submitted to the Director-General of UNESCO on an annual basis and considered by the High-Level Group on Education for All, comprising 24 members, including government ministers, representatives of donor organizations, UN agencies and non-governmental organizations. Its role, as stated in the Dakar Framework for Action (paragraph 19), is to sustain and accelerate the political momentum created at the World Education Forum
and serve as a lever for resource mobilization.
The Report is translated into the UN and other languages so that its messages and findings may be widely shared.H
hidden crisis: Armed conflict and education
The 2011 report examines the damaging consequences of conflict for the Education for All goals, and warns that conflict is robbing 28 million children of an education by exposing them to widespread sexual violence, targeted attacks on schools and other abuses.
The report sets out an agenda for protecting the right to education during conflict, strengthening provision for children, youth and adults affected by conflict, and rebuilding education systems in countries emerging from conflict. The report also explores the role of inappropriate education policies in creating conditions for violent conflict.
Global Monitoring Report 2010
the marginalized
The 2010 report argues that the global economic downturn could create a lost generation of children in many of the world's poorest countries whose life chances will have been irreparably damaged by a failure to protect their right to education.
The report examines who these children are and why they are being left behind, and looks at concrete solutions for making sure that no children are excluded from schooling.
Global Monitoring Report 2009
inequality: why governance matters
Despite much progress since 2000, millions of children, youth and adults still lack access to good quality education and the benefits it brings. This inequality of opportunity is undermining progress towards achieving Education for All by 2015.
Who are these individuals and groups? What are the obstacles they face? How can governance policies help break the cycle of disadvantage and poverty? What policies work? Is education reform integrated into the bigger picture? Is the international community making good on its commitments?
Global Monitoring Report 2008
Education for All by 2015: Will we make it?
A mid-term assessment of where the world stands on its commitment to provide basic education for all children, youth and adults by 2015.
What education policies and programmes have been successful? What are the main challenges? How much aid is needed? Is aid being properly targeted?
Global Monitoring Report 2007
Strong foundations: Early childhood care and education
Early childhood is a time of remarkable transformation and extreme vulnerability. Programmes that support young children during the years before they go to primary school prove strong foundations for subsequent learning and development. Such programmes also compensate for disadvantage and exclusion, offering a way out of poverty.
The 2007 Report focuses on the first Education for All goal, which calls upon countries to expand and improve early childhood care and education – in the form of a holistic package encompassing care, health and nutrition in addition to education.
Disadvantaged children stand to benefit the most, yet too few developing countries, and too few donor agencies, have made early childhood a priority.
Global Monitoring Report 2006
Literacy for life
The EFA Global Monitoring Report 2006 aims to shine a stronger policy spotlight on the more neglected goal of literacy - a foundation not only for achieving EFA but, more broadly, for reaching the overarching goal of reducing human poverty.
Global Monitoring Report 2005
Education for all: the quality imperative
Quality is at the heart of education. It influences what students learn, how well they learn and what benefits they draw from their education.
The quest to ensure that students achieve decent learning outcomes and acquire values and skills that help them play a positive role in their societies is an issue on the policy agenda of nearly every country.
As many governments strive to expand basic education, they also face the challenge of ensuring that students stay in school long enough to acquire the knowledge they need to cope in a rapidly changing world.
Assessments show that this is not happening in many countries. This Report reviews research evidence on the multiple factors that determine quality, and maps out key policies for improving the teaching and learning process, especially in low-income countries. It monitors international assistance to education and progress towards the six goals of Education for All, to which over 160 countries committed themselves in 2000, at the World Education Forum.
Global Monitoring Report 2003/2004
Gender and education for all: the leap to equality
All countries have pledged to eliminate gender disparities in primary and secondary education by 2005. According to the new edition of the EFA Global Monitoring Report, 54 countries are at risk of not achieving this goal on present trends.More than 56 percent of the 104 million out of school children are girls and over two-thirds of the world’s 860 million illiterates are women.
But reaching equality is not just a question of numbers. It implies the same chances of learning, of benefiting from equitable treatment within the school and the same opportunities in terms of employment, wages and civic participation. This new edition of the Report highlights innovative and best practice, suggests priorities for national strategies and examines how the international community is meeting its commitments towards EFA.
Global Monitoring Report 2002
Education for all: Is the world on track?
At the start of the new century, governments and the international community set targets to dramatically improve educational opportunities for children, youth and adults over the next 15 years. They underscored that education is vital to reducing world poverty and fostering a more equitable, peaceful and sustainable future.
Are they living up to their promises? The Education for All Global Monitoring Report, an annual independent publication, aims to hold the global community to account by rigorously assessing progress, analysing effective policies, spreading knowledge about good practice, and alerting the world to emerging challenges. The 2002 Report, "Is the World on Track," warns that "almost one-third of the world's population live in countries where achieving the Education for All goals will remain a dream unless a strong concerted effort is made".
, current director
Nick Burnett, 2006, 2007, 2008 reports
Christopher Colclough, 2002, 2003/4, 2005 reports
Education For All
Education For All is a global movement led by UNESCO, aiming to meet the learning needs of all children, youth and adults by 2015. UNESCO has been mandated to lead the movement and coordinate the international efforts to reach Education for All...
.
Background
In April 2000 more than 1,100 participants from 164 countries gathered in Dakar, Senegal, for the World Education ForumWorld Education Forum
The World Education Forum is a premium body comprising representatives of major organisations involved in education and related activities across the world. Major organisations involved in the forum include: UNESCO, and the World Bank, and the Asian Development Bank. The World Education Forum also...
.
The participants, ranging from teachers to prime ministers, academics to policymakers, non-governmental bodies to the heads of major international organizations, adopted the 2000-word Dakar Framework for Action, Education for All: Meeting Our Collective Commitments
About the EFA Global Monitoring Report
The Education for All Global Monitoring Report is the prime instrument to assess global progress towards achieving the six 'Dakar' EFA goals to which over 160 countries committed themselves in 2000. It tracks progress, identifies effective policy reforms and best practice in all areas relating to EFA, draws attention to emerging challenges and seeks to promote international cooperation in favour of educationEducation
Education in its broadest, general sense is the means through which the aims and habits of a group of people lives on from one generation to the next. Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts...
.
The publication is targeted at decision-makers at the national and international level, and more broadly, at all those engaged in promoting the right to quality education – teachers, civil society groups, NGOs, researchers and the international community.
Whilst the report has an annual agenda for reporting progress on each of the six EFA goals, each edition also adopts a particular theme, chosen because of its central importance to the EFA process.
Aims and audience
The Education for All Global Monitoring Report aims to inform education and aid policy through an authoritative, evidence-based review of progress and a balanced analysis of the most critical challenges facing countries. While the prime audience consists of decision-makers such as ministers, policymakers, parliamentarians and education planners, the broader constituency is just as crucial: civil society groups, teachers, non-governmental organizations, university researchers and the media. By enriching understanding of education issues, the report acts as a springboard for debate, knowledge-sharing and advocacy.Data
The 'UNESCO Institute for StatisticsUNESCO Institute for Statistics
The UNESCO Institute for Statistics is the statistical office of UNESCO and is the primary UN depository for cross-nationally comparable statistics on education, science and technology, culture, and communication covering more than 200 countries and territories.The UIS was established in 1999...
(UIS), based in Montreal, plays the leading role in providing extensive data for the report on students, teachers, school performance, adult literacy and education expenditure.
The Institute collects data from over 200 countries and territories, but serious limitations in data coverage make it difficult to monitor certain aspects of Education for All, from public financing to education. To improve and accelerate data collection, UIS is helping governments to strengthen their own systems and analysis capacities. The report also draws on data from national household surveys, specially commissioned studies and other sources.
The report publishes quality-assured data, compiled so that statistics are comparable for the majority of countries, using the International Standard Classification of Education (ISCED). Not all countries use the same classification systems, however, which can lead to discrepancies between national data and those published internationally.
Differences can also stem from national population estimates. To calculate several indicators, UIS uses estimates from the United Nations Population Division, which can differ from those published by individual countries. More generally, the quality assurance process entails a time lag between the collection (and often the publication) of data by national governments and their release by UIS for use in this and other reports. Where possible, the report identifies discrepancies and data gaps.
Funding and organization
The publication is funded jointly by UNESCOUNESCO
The United Nations Educational, Scientific and Cultural Organization is a specialized agency of the United Nations...
and multilateral and bilateral agencies, and benefits from the expertise of an international Advisory Board. During its annual meeting, the Board discusses the scope and contents of the Report underway and provides advice on its future development.
Each Report is developed over a 12 to 18-month period. It draws on scholarship and expertise from governments, NGOs, bilateral and multilateral agencies, UNESCO institutes and research institutions. Research Papers commissioned for each Report are available on the website.
The Report is submitted to the Director-General of UNESCO on an annual basis and considered by the High-Level Group on Education for All, comprising 24 members, including government ministers, representatives of donor organizations, UN agencies and non-governmental organizations. Its role, as stated in the Dakar Framework for Action (paragraph 19), is to sustain and accelerate the political momentum created at the World Education Forum
World Education Forum
The World Education Forum is a premium body comprising representatives of major organisations involved in education and related activities across the world. Major organisations involved in the forum include: UNESCO, and the World Bank, and the Asian Development Bank. The World Education Forum also...
and serve as a lever for resource mobilization.
The Report is translated into the UN and other languages so that its messages and findings may be widely shared.H
Reports by year
Global Monitoring Report 2011hidden crisis: Armed conflict and education
The 2011 report examines the damaging consequences of conflict for the Education for All goals, and warns that conflict is robbing 28 million children of an education by exposing them to widespread sexual violence, targeted attacks on schools and other abuses.
The report sets out an agenda for protecting the right to education during conflict, strengthening provision for children, youth and adults affected by conflict, and rebuilding education systems in countries emerging from conflict. The report also explores the role of inappropriate education policies in creating conditions for violent conflict.
Global Monitoring Report 2010
the marginalized
The 2010 report argues that the global economic downturn could create a lost generation of children in many of the world's poorest countries whose life chances will have been irreparably damaged by a failure to protect their right to education.
The report examines who these children are and why they are being left behind, and looks at concrete solutions for making sure that no children are excluded from schooling.
Global Monitoring Report 2009
inequality: why governance matters
Despite much progress since 2000, millions of children, youth and adults still lack access to good quality education and the benefits it brings. This inequality of opportunity is undermining progress towards achieving Education for All by 2015.
Who are these individuals and groups? What are the obstacles they face? How can governance policies help break the cycle of disadvantage and poverty? What policies work? Is education reform integrated into the bigger picture? Is the international community making good on its commitments?
Global Monitoring Report 2008
Education for All by 2015: Will we make it?
A mid-term assessment of where the world stands on its commitment to provide basic education for all children, youth and adults by 2015.
What education policies and programmes have been successful? What are the main challenges? How much aid is needed? Is aid being properly targeted?
Global Monitoring Report 2007
Strong foundations: Early childhood care and education
Early childhood is a time of remarkable transformation and extreme vulnerability. Programmes that support young children during the years before they go to primary school prove strong foundations for subsequent learning and development. Such programmes also compensate for disadvantage and exclusion, offering a way out of poverty.
The 2007 Report focuses on the first Education for All goal, which calls upon countries to expand and improve early childhood care and education – in the form of a holistic package encompassing care, health and nutrition in addition to education.
Disadvantaged children stand to benefit the most, yet too few developing countries, and too few donor agencies, have made early childhood a priority.
Global Monitoring Report 2006
Literacy for life
The EFA Global Monitoring Report 2006 aims to shine a stronger policy spotlight on the more neglected goal of literacy - a foundation not only for achieving EFA but, more broadly, for reaching the overarching goal of reducing human poverty.
Global Monitoring Report 2005
Education for all: the quality imperative
Quality is at the heart of education. It influences what students learn, how well they learn and what benefits they draw from their education.
The quest to ensure that students achieve decent learning outcomes and acquire values and skills that help them play a positive role in their societies is an issue on the policy agenda of nearly every country.
As many governments strive to expand basic education, they also face the challenge of ensuring that students stay in school long enough to acquire the knowledge they need to cope in a rapidly changing world.
Assessments show that this is not happening in many countries. This Report reviews research evidence on the multiple factors that determine quality, and maps out key policies for improving the teaching and learning process, especially in low-income countries. It monitors international assistance to education and progress towards the six goals of Education for All, to which over 160 countries committed themselves in 2000, at the World Education Forum.
Global Monitoring Report 2003/2004
Gender and education for all: the leap to equality
All countries have pledged to eliminate gender disparities in primary and secondary education by 2005. According to the new edition of the EFA Global Monitoring Report, 54 countries are at risk of not achieving this goal on present trends.More than 56 percent of the 104 million out of school children are girls and over two-thirds of the world’s 860 million illiterates are women.
But reaching equality is not just a question of numbers. It implies the same chances of learning, of benefiting from equitable treatment within the school and the same opportunities in terms of employment, wages and civic participation. This new edition of the Report highlights innovative and best practice, suggests priorities for national strategies and examines how the international community is meeting its commitments towards EFA.
Global Monitoring Report 2002
Education for all: Is the world on track?
At the start of the new century, governments and the international community set targets to dramatically improve educational opportunities for children, youth and adults over the next 15 years. They underscored that education is vital to reducing world poverty and fostering a more equitable, peaceful and sustainable future.
Are they living up to their promises? The Education for All Global Monitoring Report, an annual independent publication, aims to hold the global community to account by rigorously assessing progress, analysing effective policies, spreading knowledge about good practice, and alerting the world to emerging challenges. The 2002 Report, "Is the World on Track," warns that "almost one-third of the world's population live in countries where achieving the Education for All goals will remain a dream unless a strong concerted effort is made".
Directors
Kevin WatkinsKevin Watkins
' is a senior fellow at the at the Brookings Institution. He was previously the director and lead author of the UNESCO's Education for All Global Monitoring Report.-Academic Background:...
, current director
Nick Burnett, 2006, 2007, 2008 reports
Christopher Colclough, 2002, 2003/4, 2005 reports
See also
- UNESCOUNESCOThe United Nations Educational, Scientific and Cultural Organization is a specialized agency of the United Nations...
- EducationEducationEducation in its broadest, general sense is the means through which the aims and habits of a group of people lives on from one generation to the next. Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts...
- Education For AllEducation For AllEducation For All is a global movement led by UNESCO, aiming to meet the learning needs of all children, youth and adults by 2015. UNESCO has been mandated to lead the movement and coordinate the international efforts to reach Education for All...
- LiteracyLiteracyLiteracy has traditionally been described as the ability to read for knowledge, write coherently and think critically about printed material.Literacy represents the lifelong, intellectual process of gaining meaning from print...
- Early childhood educationEarly childhood educationEarly childhood education is the formal teaching and care of young children by people other than their family or in settings outside of the home. 'Early childhood' is usually defined as before the age of normal schooling - five years in most nations, though the U.S...
- MarginalizationMarginalizationIn sociology, marginalisation , or marginalization , is the social process of becoming or being made marginal or relegated to the fringe of society e.g.; "the marginalization of the underclass", "marginalisation of intellect", etc.-Individual:Marginalization at the individual level results in an...