Global Monitoring Reports
The Education for All Global Monitoring Report is the prime instrument to assess global progress towards achieving the six 'Dakar' EFA goals. 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.
Each Report is developed over a 12 to 18-month period and draws on scholarship and expertise from governments, NGOs, bilateral and multilateral agencies, UNESCO institutes and research institutions.
The EFA Global Monitoring Report is an indispensable advocacy and technical tool for all involved in promoting Education for All. In order to inform policy debates, and keep key challenges and barriers to Education for All objectives high on the international agenda, the Report produces a series of policy papers each year.
These range from issues on conflict and education, finance, teachers, the private sector, natural resources and more. They are often accompanied by infographics and are frequently produced in partnership with other advocacy focused organisations.
So as to feed into regional debates on topics related to Education for All, the EFA Global Monitoring Report breaks down its annual report into regional summaries and fact sheets. The regional groupings are set by the United Nations Statistical Division world classification.
They are named as follows: The Arab States (20 countries/territories), Central and Eastern Europe (21 countries), East Asia and the Pacific (33 countries/ territories), Central Asia (9 countries), Latin America and the Caribbean (43 countries/territories), Sub-Saharan Africa (46 countries) and South and West Asia (9 countries).
The EFA Global Monitoring Report produces many global figures that are widely used for advocacy and campaigning the world over. The Report produces background technical papers in order to explain the methodology behind many of these findings.
These include papers explaining the calculation that there are 250 million children who are not learning the basics, over half of whom are in school, and on the Report’s projections for reaching new education targets post-2015.