GEM Report fellowship

The Global Education Monitoring (GEM) Report Fellowship Programme, funded by the Open Society Foundation, supports researchers who aim to bring a novel perspective to comparative and international education development to aid the achievement of Sustainable Development Goal (SDG) 4, the global education goal.

The Fellowship offers an opportunity to be part of a select group of scholars and researchers, collaborating with the GEM Report team on one or both aspect of its core objectives:

(1) to monitor and report on progress in the SDG4 on education and education-related aspects in other SDGs;

(2) to report on the implementation of national and international strategies to help hold all relevant partners to account for their commitments as part of the SDG follow-up and review.

The main opportunities from the Fellowship are to author a Fellow Paper; learn about GEM Report work; and engage with the community of Fellows and the research team.

UNHCR / Antoine Tardy

2022 Fellows

Magali Ramos JARRIN

Institutional conditions for equitable access to higher education in Ecuador: a novel linked administrative data analysis

Rodney Buadi NKRUMAH

Learning inequality and the attainment of global education goals: insights from Ghana’s basic school system

Nani TEIG

Embracing teachers’ role in promoting equity in the classroom: global patterns and evidence from 33 countries

Kai FENG and Sukie Xiuqi YANG

Mapping the impacts of climate change on children’s education in the Global South

Eam PHYROM and Song SOPHEAK

Technology integration in the Cambodian higher education system in response to the COVID-19 pandemic

2021 Fellows

Leena BHATTACHARYA (India)

Changes in educational indicators of children in India: Evaluating the Right to Education Act of 2009

Fernanda GÁNDARA (Chile)

Language considerations for the global monitoring agenda: Insights from a large-scale bilingual assessment of literacy from the DRC

Emmanuel MANYASA (Kenya)

Assessing the impact of ICT integration policy on equity in access to quality education in African contexts: The case of Kenya

Saba SAEED and Muhammad AFZAN MUNIR (Pakistan)

Coping with COVID-19 in the Global South using technology: Evidence from Pakistan and Ethiopia on ECE students and the workforce

Danqing YIN (China)

The importance and relevance of home education: Global trends and insights from the United States

The Fellowship enabled collaboration with the other Fellows and the members of the GEM team through very well-structured monthly meetings and discussions. It gave a rare opportunity to closely observe the various on-going branches of work done by the GEM team. The work done during the Fellowship will not only result in peer-reviewed journal publications, but also help in addressing some of the critical issues related to policy implementation in India.

Leena Bhattacharya 2021 GEM Report Fellow

2020 Fellows

Elizabeth BUCKNER (United States)

The non-state tertiary sector and inequalities in tertiary access and completion

Nicolas BUCHBINDER (Argentina)

Education and ICT in Latin America: Have we been successful in expanding ICT availability and use through education policy?

Wei ZHANG (China)

Non-State Actors in Education: The Nature, Dynamics and Policy Implications of Private Supplementary Tutoring

I already had extensive knowledge of private supplementary tutoring in China, Cambodia, Denmark, Japan and Myanmar. The Fellowship provided an opportunity to expand this focus and to reach beyond the academic audience to UNESCO and then policymakers around the world (and in all language groups reached by the GEM Report). The Fellowship was an enriching experience and I received valuable feedback from the GEM Report team. My report has become the basis for a book which will be published by Routledge. A global event on private tutoring was held in 2021 in Shanghai, and the paper helped bring crucial global experiences for national policymakers.

Zhang Wei 2020 GEM Report Fellow

The GEM Report Fellowship gave me the opportunity to develop a research project in global education and receive feedback from a fantastic team of specialists that encouraged me to combine rigorous data analysis with a special focus on its policy implications.

Nicolás Buchbinder 2020 GEM Report Fellow

2019 Fellows

Madhuri AGARWAL (India)

Retain, promote or support - How to reduce inequality in educational opportunity: evidence from India

Gabriel BADESCU (Romania)

Fostering inclusive education by enhancing cooperative skills

Donny BAUM (United States)

Non-State Actors in Early Childhood Education: Implications for Education Equity and Quality

Enrique VALENCIA-LOPEZ (Mexico)

“Improving and Aligning Measurement of Ethnicity in International Surveys”

The GEM Report fellowship offered strong support and direction in the production of multiple pieces of original research aimed towards increasing global knowledge on non-state early childhood education. The fellowship offered impactful collaboration in situating and designing research that would both influence the global education discourse and mark valuable contributions to the scholarly literature. It is expected that this fellowship-funded research will result in multiple papers published in peer-reviewed journals.

Donald Baum 2019 GEM Report Fellow

Contact

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Global Education Monitoring Report

The Global Education Monitoring (GEM) Report, formerly known as the Education for All Global Monitoring Report (GMR), is an editorially independent, authoritative, and evidence-based annual report that monitors progress in education in the Sustainable Development Goals (SDGs), which have been adopted as part of the 2030 Agenda for Sustainable Development, with special focus on SDG 4 on education. Its mandate was established in the Incheon Declaration of the World Education Forum in May 2015. The Education 2030 Framework for Action defined this mandate for the GEM Report as the mechanism “for monitoring and reporting on SDG 4 and on education in the other SDGs” and for reporting “on the implementation of national and international strategies to help hold all relevant partners to account for their commitments”.

The Report is funded by a group of governments, multilateral agencies and foundations. It is hosted and published by UNESCO and is widely recognised as an indispensable advocacy and technical tool serving the international community. It draws on the latest data and on evidence from a wide array of sources leading to recommendations on how to accelerate progress towards achieving the international education targets. Each report has two parts: one focusing on monitoring the international education targets and one focusing on a theme, which is selected jointly with its Advisory Board. The themes of the last four reports were education and the other development goals (2016), accountability (2017/8), migration and displacement (2019) and inclusion (2020). The 2021/2 report is on the role of non-state actors in education and the 2023 report will be on technology. In addition to the main report, the team also produces the summary, youth, gender and regional editions, four to six policy papers per year, and three websites: World Inequality Database on Education (WIDE), Scoping Progress in Education (SCOPE) and Profiles Enabling Education Reviews (PEER). It also commissions about 40 background papers per report cycle.

Open Society Foundations

The Open Society Foundations work to build vibrant and tolerant democracies whose governments are accountable and open to the participation of all people. The Open Society Foundations are committed to empowering young people by supporting efforts to increase access to quality education. From early childhood to higher education, the Open Society Foundations work to ensure young people from different backgrounds have equal access to education and to promote critical thinking, respect for diverse opinions, and free and open intellectual inquiry.