Education for All Global Monitoring Report
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.
Background
In April 2000 more than 1,100 participants from 164 countries gathered in Dakar, Senegal, for the World Education Forum.
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 education.
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.
Funding and organization
The publication is funded jointly by UNESCO and multilateral and bilateral agencies, and benefits from the expertise of an international Advisory Board. During bi-annual meetings, 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.
Reports
Global Monitoring Report 2009
[http://www.unesco.org/en/efareport/reports/2009-governance/Overcoming 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
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".
See also
- UNESCO
- Education
- Literacy
- United Nations Literacy Decade
- International Literacy Day