- Warm words, weak outcomes: Are we about to fail adults a second time?
By Alan Tuckett, President of the International Council for Adult Education and Professor of Education, University of Wolverhampton
The World Education Forum in Incheon is now behind us, and the Addis Ababa event on financing the Sustainable Development Goals ahead. This blog celebrates the vision for adult education that was championed at Incheon, but warns that it will never be achieved without dramatic change at the Financing for Development Conference coming up at Addis.
The 2015 Global Monitoring Report has some key lessons for us. It is at once an impressive and depressing read – at least for adult educators. It points to a dramatic failure to make significant progress on adult literacy since 2000.
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- United Nations The Road to Dignity by 2030: Ending Poverty, Transforming All Lives and Protecting the Planet – Synthesis Report of the Secretary-General on the Post-2015 Agenda. New York, UN.
- UNESCO Bangkok is organizing the Asia-Pacific Regional Education Conference (APREC) from 6 to 8 August 2014 in Bangkok, Thailand
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- GMR updates on the Education for All financing gapA few days before the Global Meeting on Education in the Post-2015 Development Agenda taking place in Dakar, the EFA Global Monitoring Report has issued a new paper, ‘Making Education for All affordable by 2015 and beyond’.The paper shows there is now a $38 billion annual financing gap to achieve quality basic and lower secondary education, ensuring the most marginalized are reached. It finds that the gap could almost be filled if governments and donors were to do more to prioritize allocating resources towards education, and specifically towards those most in need. The paper recommends a new time-bound, measurable goal on finance to be set after 2015 so that a similar funding gap does not continue in the future.
Read More: The GMR’s first draft of post-2015 goals
Education post-2015 information hub
New GMR blog posts
Teachers’ voices on teaching and learning
- Online Consultation on Education in Post-2015 Agenda Concludes3 March 2013: The online consultations as part of the Global Thematic Consultation on Education have concluded. This Global Thematic Consultation considers: lessons learned from reviewing the Millennium Development Goals (MDGs) and the Education for All (EFA) Initiative; persistent and emerging challenges and their future implications; and input into the nature of the post-2015 framework.Online consultations took place from 10 December 2012 to 3 March 2013, on the World We Want 2015 platform, in four key areas: equitable access to education; quality of learning; global citizens, skills and jobs; and governance and financing for education. Summary reports are available online for the first two topics.According to the summary, the consultation on equitable access to education discussed, inter alia: education access, quality and relevance; poverty as hindering education; the role of education in development and rural empowerment; equal opportunities for girls; and education governance, financing and training. Participants supported a continued focus on free, universal and compulsory education with a shift to focus on quality, retention, enrollment and inclusion of marginalized and vulnerable groups.The consultation on quality of learning discussed, inter alia: balancing foundational skills with broader outcomes on learning quality; obstacles to the quality of learning, including poverty, political will, shortages of quality teachers and cost; and policies and interventions, especially to support marginalized groups and promote gender equality; and the role of different actors. Participants supported free-standing, specific education goals that recognize education as a basis for achieving human rights and other goals and include qualitative and quantitative indicators.A High-level Meeting (HLM) on Education, convening on 18-20 March 2013, in Dakar, Senegal, will review the consultation findings, identify gaps and opportunities and examine education policies. The HLM is expected to produce a final summary report to contribute to the UN High-level Panel on the Post-2015 Development Agenda (HLP) and intergovernmental consideration of the post-2015 agenda.The UN Educational, Scientific and Cultural Organization (UNESCO) and the UN Children’s Fund (UNICEF) co-lead the thematic consultation on education, which is supported by the Governments of Senegal and Canada. The Education Consultation is one of 11 consultations on key topics related to the post-2015 agenda.Source: http://post2015.iisd.org/news/online-consultation-on-education-in-post-2015-agenda-concludes/
- UNESCO / Education Post 2015Welcome to our new online hub for resources and other updates on ‘Education post-2015’.The hub includes presentations, blogs, papers, submissions to consultations, and other materials by the EFA Global Monitoring Report team on the subject of ‘Education post 2015’.You will also find a list of resources relevant to the ongoing debates. If you have suggestions of information to include on this page, please email efareport(at)unesco.org with ‘#edpost2015’ in the subject heading.More
- What’s top of the 2012 global education news?Posted on 19 December 2012 by Pauline Rose, director of the Education for All Global Monitoring ReportThe tragic shooting in Pakistan of Malala in the name of girls’ education, the rebuilding of education in South Sudan one year after independence and in Haiti two years after its devastating earthquake all featured in the Education for All Global Monitoring Report’s top 10 blog posts of 2012. The 10 most-read posts also highlighted messages of the 2012 EFA Global Monitoring Report, notably on the importance of skills for rural young women, and lessons from Germany on bridging the gap between school and work.More
- Spain’s austerity measures will leave children out of schoolPosted on 3 December 2012 by Pauline RoseThe latest Education for All Global Monitoring Report, Youth and Skills: Putting Education to Work, asked whether aid to education had reached its peak. Recent news from Spain suggests that the reality could be even worse – that aid to education could be sliding backwards. This news could not come at a worse time: we have also recently reported that progress towards the six internationally-agreed education goals is stagnating with 61 million children out of school, just at a time when a final push is needed to achieve the goals by 2015.More: EFA
United Nations High Level post-2015 Panel must prioritise equity in educationPosted on 31 October 2012 by EFA report
By Pauline Rose, Director of the Global Monitoring Report.
Unlike hurricanes and health epidemics, education emergencies rarely hit the news headlines. The tragic shooting of Malala in Pakistan has brought the world’s attention to the plight that 5 million children face in the country who are denied their basic right to an education. What will it take to fully open the eyes of the media and politicians to the additional 56 million in the rest of the world also out of school?
- Skills for young women: Development that lastsPosted on 16 October 2012 by Pauline RoseThe 2012 Education for All Global Monitoring Report “Youth and Skills: Putting Education to Work”is now available.Travelling through rural areas in countries like Ethiopia, as I did last year, you frequently meet young women who have never been to school. If a young woman in a poor rural area has completed education, you can be sure she will have overcome huge obstacles. Early marriage, ensuing childbirth and pressures of running a household can be enough to diminish her opportunities for education and prosperity.This lack of education and resulting lack of skills affects both girls and boys. Today, the new Education for All Global Monitoring Report shows us that 200 million young people never even completed primary school. This means 20% of young people in developing countries – a large segment of the world’s youth population – are ill-equipped to find work.Young women, however, bear the worst burden of all; one in four are affected, while among young men the ratio is one in six. In countries where fewer overall have been to school, young women make up even larger majorities. This is true even in some middle income countries. In rural areas in Turkey, 65% of young women do not complete lower secondary school, compared with 36% of young men.Aamina*, a young woman I met during my visit to Ethiopia, explained how the disadvantages felt in accessing an education continue into the labour market: “Usually the work environment as a daily labourer is not comfortable mostly for females. As a result of this, females usually do not get the type of job they want. And to get hired in an office they always require paper and more skills. Otherwise no one will hire you and it will be very difficult. And youth like us who have dropped out of school after grade 8 or 9 can never get any paper. So we don’t even try to go to such places and apply for a job.”Rural areas host the over 70% of the world’s poor. Remoteness, the effects of climate change, and stunted economic opportunities leave many in desperate situations. As the young people I met in Ethiopia lamented, land is being sold off, leaving youth today with farms that are too small to make a living. This is true in other parts of the world too. The average-sized farm in China today can feed just three people in a household, for example. Even in India, farms on average can feed a family of six but no more.But there is good news for these young people. The EFA Global Monitoring Report this year offers a well-signposted way out. Young women like Aamina can and should get another chance. Although there is a skills deficit now, the report identifies skills development programmes that are succeeding in overcoming even the worst disadvantages.The non-governmental organization BRAC, for example, helps women living on less than $0.35 a day in countries with widespread rural poverty, such as Bangladesh. The organization gives rural women assets such as a cow, along with training in business and marketing skills so they can make the most out of their new asset. The combination of skills and micro-finance brought lasting change for those who benefited from the programmes; income per household member nearly tripled between 2002 and 2008.Other programmes are tackling social stereotypes faced by women directly. In Egypt in 2008, a fifth of rural women aged 17 to 22 had less than two years of schooling. Many are likely to marry young. Ishraq, another NGO, supports these young women with skills training, while educating rural families and local leaders about the needs of women in their communities. Over nine out of ten of the first graduates of these programmes passed their final exams.For those in agricultural work, farmer field schools can make a concrete difference. In Kenya, Uganda and the United Republic of Tanzania, training in new farming technologies for young women and men helped those who took part increase the value of their crop by over a third; their income increased by 61% on average.These programmes are proof that, with skills development, even the most remote of rural areas, cut off from markets and punished by climate change, can foster profitable start-ups and engage young entrepreneurs. Even farmers with small plots of land have a chance of producing more crops and the right crops for their climate. They can give young people opportunities that make living in a rural area attractive, avoiding a need for them to migrate to urban parts of the country.While delivering training in remote rural areas is sometimes hard, technology such as mobile phones, radio and television can help bridge that divide. It can be particularly beneficial for women who are often restricted from attending regularly scheduled classes. In southern India, a programme run by a non-governmental organization uses mobile phones to train women with limited schooling in how to care for and get the most from their animals.The barriers that young women like Aamina face can be difficult to overcome. Yet I hope the examples I’ve offered here will inspire those working to support development in rural areas to make sure skills training is a key part of any their programmes. I also hope that it will inspire governments and aid donors to work together to scale up successful programmes such as these to ensure they reach the 200 million young people in urgent need of such support.Our latest EFA Global Monitoring Report: “If someone can give me the skills and the possibility to start work, I know I can achieve my goals”.*names have been changedSource: http://efareport.wordpress.com/2012/10/16/skills-for-young-women-development-that-lasts/
Posted on 4 October 2012 by EFA Editor
The devastating effect conflicts have on education was the focus of the 2011 EFA Global Monitoring Report. As part of our 10th anniversary countdown to the launch of the 2012 report on October 16, we asked Prof. Alan Smith from our 2011 Advisory Board to look back at last year’s report.
- EFA Report UNESCO
Today, the UN Secretary-General launches his Education First initiative. Please share our new flyer with some of our statistics that support the evidence-base behind the initiative
- Camilla Croso: el debate post 2015 nos invita a reflexionar sobre qué educación queremos Ver artículo completo en CLADE
AUGUST 10, 2012
Results for Development Institute
Overseas Development Institute
por Sobhi Tawil.
Publicado el 31 de mayo 2012 por el Norrag
- Background Paper prepared for the Experts Group Meeting to support the advancement of the Post-2015 UN Development Agenda
Advancing the global development agenda post-2015: some thoughts, ideas and practical suggestions
Co-architect of the MDGs
Formerly with UNICEF and UNDP
Now independent researcher, writer and lecturer
New York, 27-29 February 2012
Tailandia, 22 al 24 de marzo de 2011
Oficina Regional de Educación para América Latina y el Caribe