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This blog is written by the Global Education Monitoring (GEM) Report and is editorially independent from UNESCO
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Category Archives: Rural areas
Schools closing is a risk to our village’s future
By Francis Silvester, director of a school in rural Kenya I run a private school called Tower of Light in a rural place commonly known as Yala Swamp 17km away from Siaya town in Kenya. It is a registered school … Continue reading
Posted in Africa, Disaster preparedness, Gender, Out-of-school children, Rural areas, Uncategorized
Tagged coronavirus, covid19, kenya, out of school
2 Comments
Learning how to farm – the impact of Farmer Field Schools
By Mwatima Juma, Tanzania Country Programme Officer – IFAD A group of 20 farmers gather around a facilitator who is demonstrating how to prepare nutritious fodder for dairy cows on Zanzibar island, off the coast of Tanzania. They are attending … Continue reading
Education needs to fundamentally change if we are to reach our global development goals
The new Global Education Monitoring (GEM) Report by UNESCO, released this morning, shows the vast potential for education to propel progress towards all global goals outlined in the new Sustainable Development Agenda (SDGs). But, if education is to fulfill that … Continue reading
Posted in accountability, Adult education, Arab States, Asia, Basic education, child marriage, Citizenship, Climate change, Conflict, curriculum, data, Developed countries, Equity, Ethnicity, Gender, Governance, Human rights, ICT, immigration, integrated development, Language, Latin America, Learning, Legislation, Literacy, Marginalization, pedagogy, Post-2015 development framework, Post-secondary education, Poverty, Pre-primary education, Primary school, private schools, private sector, Production, Rural areas, Sexual violence, SRGBV, Sustainable development, Uncategorized, united nations
Tagged target 4.6, target 4.7
6 Comments
Education: A powerful response to climate change
By Colin Bangay, the senior education adviser for the UK government’s Department for International Development in India; the views expressed do not necessarily reflect the UK government’s official policies. With a new World Bank report warning climate change could push more … Continue reading
Posted in Climate change, Developing countries, Disaster preparedness, Environment, Poverty, Rural areas, sdg, sdgs, Sustainable development
Tagged target 4.7
3 Comments
The Impossible, by Malala Yousafzai
The EFA GMR recently updated it’s costing analysis for the price of education targets from 2015-2030. The updated costing paper shows that there is an annual finance gap of $39 billion to provide pre-primary through to upper secondary education. This … Continue reading
Posted in Adult education, Africa, Aid, Arab States, Asia, Basic education, Child soldiers, Conflict, Developing countries, Donors, Early childhood care and education, Economic growth, Finance, Gender, Latin America, Learning, Legislation, Literacy, Marginalization, Nutrition, Out-of-school children, Post-2015 development framework, Poverty, Pre-primary education, Primary school, Quality of education, Rural areas, sdgs, Secondary school, Teachers
Tagged conflict, finance, target 4.1
5 Comments
Highlights from the launch events of the GMR 2015
On the occasion of the launch of the EFA Global Monitoring Report 2015: Education for All 2000-2015: Achievements and Challenges, many key dignitaries assembled on three different continents to discuss the Report’s findings and the implications for education in the … Continue reading
Posted in Adult education, Aid, Basic education, Developed countries, Developing countries, Economic growth, Equality, Equity, Health, Human rights, Learning, Literacy, mdgs, Millennium Development Goals, Out-of-school children, Post-2015 development framework, Post-secondary education, Poverty, Pre-primary education, Primary school, Quality of education, Report, Rural areas, sdgs, Secondary school, Skills, Sustainable development, Teachers, Youth
4 Comments
Speaking a minority language should not mean being disadvantaged
International Mother Language Day, observed since 1999 on 21 February, honours the world’s abundant cultural and linguistic diversity. The celebration draws attention to the significance of pluri-lingualism and the need for language preservation. For example, UNESCO’s Interactive Atlas of the World’s … Continue reading
Posted in Equality, Language, Latin America, Learning, Literacy, Marginalization, Post-2015 development framework, Rural areas, Teachers, Training
Tagged #Target 4.5, Mexico, New Zealand
7 Comments
Who is Minding the Gap for Post Primary Transitions for Post 2015?
By Baela Raza Jamil, who currently serves as the Director of Programs Idara-e-Taleem-o-Aagahi and the Institute for Professional Learning as well as Coordinator of the South Asian Forum for Education Development. The 5th Annual Status of Education Report (ASER) 2014 … Continue reading
Wanted urgently: adequately trained teachers so all children can go to school by 2030
By Aaron Benavot, director of the EFA Global Monitoring Report and Albert Motivans, head of Education Statistics at the UNESCO Institute for Statistics. A new paper jointly released by the UNESCO Institute for Statistics (UIS) and the Education for All Global … Continue reading
Posted in Basic education, Developed countries, Developing countries, Literacy, Post-secondary education, Pre-primary education, Primary school, Rural areas, Teachers
Tagged Africa, development, education, learning, post-2015, quality, skills, target 4.c, teach, teacher, teachers, teaching
3 Comments
Achieving equity through finance: helping Indigenous populations in Brazil
On the International Day of the World’s Indigenous People, this blog outlines successful policies in Latin America that have helped redistribute funds to help bring about equity in education, and benefit its indigenous populations. To achieve Education for All, it … Continue reading
Posted in Equality, Ethnicity, Language, Latin America, Marginalization, Rural areas, Teachers
1 Comment
