This book is about the threats to education quality that cannot be explained by lack of resources. It reviews service delivery failures in education: cases where programs and policies increase inputs to education but do not produce effective services where it counts – in the classroom. It documents what we know about the extent and costs of such failures. It argues that a root cause of low-quality and inequitable public services is the weak accountability of providers to both their supervisors and clients.To read the publication, please visit here .
The aim of this volume is to draw international attention to the key role that education can play in both preventing conflict and in reconstructing post-conflict societies. The author also hopes to alert developing countries and donors alike to the devastating consequences of conflict on a country’s education systems and outcomes, as well to emphasize the importance of maximizing the opportunities to reform education systems presented by a reconstruction setting, adopting a long-term development perspective, and emphasizing equity and quality in the delivery of education services. Every education system has the potential to exacerbate the conditions that contribute to violent conflict. Based on this notion, the author argues that education warrants high priority in both humanitarian response and post-conflict reconstruction. The central message of this book is that education plays key role in both conflict prevention and in the reconstruction of post-conflict societies. It highlights significant findings on education and post-conflict reconstruction drawn from thorough research and literature review, a survey and database of key indicators for 52 conflict-affected countries, and a review of 12 country studies. To read the publication, please visit here .
The year 2005 marks ten years since the General Assembly adopted the World Programme of Action for Youth in 1995. This report, an official report to the General Assembly, called for a renewed commitment to the goals of the World Programme of Action, since over 200 million youth were living in poverty, 130 million youth were illiterate, 88 million were unemployed and 10 million young people were living with HIV/AIDS. In the World Youth Report 2005, it is argued that too often, youth policy is driven by negative stereotypes of young people, including delinquency, drug abuse and violence. What seems to be forgotten is that young people are a positive force for development, peace, and democracy.For more information, please visit here.
Education for All Global Monitoring Report 2012: Youth and skills: Putting education to work (UNESCO) 2013
Many young people around the world — especially the disadvantaged — are leaving school without the skills they need to thrive in society and find decent jobs. As well as thwarting young people’s hopes, these education failures are jeopardizing equitable economic growth and social cohesion, and preventing many countries from reaping the potential benefits of their growing youth populations. The 2012 Education for All Global Monitoring Report examines how skills development programmes can be improved to boost young people’s opportunities for decent jobs and better lives. http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2012-skills/
Toward Universal Learning: What Every Child Should Learn (UNESCO and the Center for Universal Education at the Brookings Institution) 2012
Toward Universal Learning: What Every Child Should Learn is the first in a series of three reports from the Learning Metrics Task Force. Subsequent reports will address how learning should be measured within the global framework of learning domains proposed herein, and how measurement of learning can be implemented to improve education quality. According to the 2012 EFA Global Monitoring Report, at least 250 million primary-school-age children around the world are not able to read, write or count well enough to meet minimum learning standards, including those children who have spent at least four years in school. In this report, the Task Force has focused on identifying the areas of learning that are important for all children and youth to master in order to succeed in school and life.
Opportunities lost: The impact of grade repetition and early school leaving (UNESCO) 2012
Globally about 32.2 million pupils repeated a grade in primary education in 2010 compared to 34.7 million in 2000, according to the Digest. So the good news is that over the past decade the number of repeaters has decreased even though enrolment in primary education has increased. However, the situation is problematic in many countries, where students can spend years repeating grades before dropping out of school. About 31.2 million children left school in 2010 before reaching the last grade of primary education. Early school leaving remains a major policy concern, especially in sub-Saharan Africa, South and West Asia, and Latin America and the Caribbean. The Digest presents data to identify which children are most likely to repeat a grade or leave school early and when. The report also explores policy options, notably concerning automatic promotion and repetition practices. To better inform this debate, the report presents the most recent results of learning assessments among primary pupils before examining the economic costs associated with high rates of grade repetition and dropout.
Adult and Youth Literacy, 1990-2015 Analysis of Data for 41 Selected Countries (UNESCO) 2012
This document presents data by the UNESCO Institute for Statistics (UIS) on adult and youth literacy in 41 selected countries from four regions: the Arab States, Asia and the Pacific, Latin America and the Caribbean, and sub-Saharan Africa. The document summarizes the most recent literacy rates and estimates of the illiterate population, as well as historical trends for the period since 1990 and prospects for 2015. The analysis is accompanied by a description of UIS methodology in the field of literacy statistics: definition of literacy, data sources, and calculation methods. A statistical annex contains 12 tables and 50 figures with literacy data for the 41 countries. http://www.uis.unesco.org/literacy/Documents/UIS-literacy-statistics-1990-2015-en.pdf
Investing In Education: Analysis of the 1999 World Education Indicators (UNESCO/OECD) 2010
The 1990s have witnessed growing demand for learning throughout the world. Compelling incentives for individuals, economies and societies to raise education levels have driven increased participation in a widening range of learning activities by people of all ages, from the earliest years through later adulthood. Educational progress has, however, been uneven both across and within countries. This volume sheds light on the comparative performance of education systems, with an analysis that extends to the financial and human resources invested in education, how education and learning systems operate and evolve, and the returns to educational investment. The data presented allow countries to see themselves in the light of other countries’ performance and to assess whether variations in educational experiences are unique or if they mirror differences observed elsewhere. Countries covered include Argentina, Brazil, Chile, China, Egypt, India, Indonesia, Jordan, Malaysia, Paraguay, the Philippines, Uruguay, the Russian Federation, Sri Lanka, Thailand, Zimbabwe, and OECD countries.
International Standard Classification of Education (ISCED) (UNESCO) 2011
ISCED 2011 rests on three components: (i) internationally agreed concepts and definitions; (ii) the classification systems; and (iii) ISCED mappings of educational programmes and related qualifications in countries worldwide.
The International Standard Classification of Education (ISCED) belongs to the United Nations International Family of Economic and Social Classifications, which are applied in statistics world-wide with the purpose of assembling, compiling and analysing cross nationally comparable data. ISCED is the reference classification for organizing educational programmes and related qualifications by education levels and fields. ISCED is a product of international agreement and adopted formally by the General Conference of UNESCO Member States.
Financing Education in sub-Saharan Africa – Meeting the Challenges of Expansion, Equity and Quality (UNESCO) 2011
The document, published by UNESCO’s Montreal-based Institute for Statistics (UIS), presents comprehensive data on the financing of education in 45 African countries and includes historical statistics to track financing trends since the World Education Forum was held in 2000. Countries in sub-Saharan Africa have been increasing expenditure on education by six per cent every year over the past decade, but many are still lagging in efforts to provide children with quality primary education.
Child Labor & Educational Disadvantage – Breaking the Link, Building Opportunity (The Office of the UN Special Envoy for Global Education) 2012
Compulsory education has a vital role to play in eradicating child labor. Getting children out of work and into school could provide an impetus for poverty reduction and the development of skills needed to boost growth, generate jobs and create more inclusive societies. However, the linkages between child labor and educational disadvantage are two-way. Poverty forces many households to withdraw children from school and send them to work. But many children are working at least in part because education is unaffordable, inaccessible, or seen as irrelevant. This report, the fourth in a series identifying strategies for accelerated progress towards the 2015 international development goals, maps the scale of the child labor problem, explores its impact on education, and sets an agenda for reform. Find the report here.