The Learning Crisis mentioned below is only too obvious. Although many countries have tried hard to get more children into school , the quality of education for many children is woefully inadequate and in some cases abusive of children’s basic rights.
Result for Learning Report 2013: Facing the Challenges of Data, Financing and Fragility
Global Partnership for Education
Education aid to the poorest countries in the world is in sharp decline, threatening to derail progress made over the past decade, says a new report by the Global Partnership for Education (GPE). The report, entitled Results for Learning 2013: Facing the Challenges of Data, Financing and Fragility was officially launched at an event hosted by the Center for Universal Education at the Brookings Institution.
According to the report, the average primary school completion rate in GPE developing countries rose from 58 percent in 2000 to 75 percent in 2011. The share of out-of-school children declined from 39 percent to 24 percent over the same period. However, the report highlights risks that threaten the progress on global education, including the alarming decrease in external financing for education and the challenges in reaching children in fragile and conflict-affected countries. Another major issue is the lack of data on financing for education and learning outcomes, which is a clear obstacle to setting goals and measuring progress.
”The report shows that we are not on target to reaching universal primary education by 2015,” said Alice Albright, Chief Executive Officer of the Global Partnership for Education. “We are facing a learning crisis in developing countries, and this crisis is aggravated by a sharp decline in international education financing. We need to focus on this crisis if we want to avoid that millions of children are left behind,” she added.
To read the report, please click here.
New Training Module on Key Humanitarian Standards
Sphere, INEE, LEGS, MERS and CPMS
INEE is pleased to share the new Training Module on Key Humanitarian Standards developed jointly by Sphere, INEE, LEGS, MERS and CPMS. This training module, which consists of a PowerPoint presentation and trainers’ notes, includes:
- a short introduction to each of the five leading humanitarian standards that represent benchmarks for quality and accountable humanitarian action in their respective sectors.
- examples of cross-sectoral linkages between all eight humanitarian sectors represented by the Sphere (WASH; food security and nutrition; shelter, settlement and non-food items; health action), INEE (education in emergencies through to development), MERS (economic recovery), LEGS (livestock management) and CPMS (child protection).
INEE members are encouraged to incorporate the basic training module in upcoming trainings and other capacity development activities, particularly if training participants are unaware of all humanitarian standards or if their work is cross-sectoral. Feedback on the basic training module and requests for more in-depth training materials should be sent to firstname.lastname@example.org.
To download the Training Module on Key Humanitarian Standards, please click here.
Equal right, equal opportunity: inclusive education for children with disabilities
Global Campaign for Education
The Global Campaign for Education’s new report focuses on disability and education and highlights the profound challenges faced by children with disabilities in realising their right to education.
In low- and middle-income countries, children with disabilities are often the most excluded group from education.
Even when children with disabilities actually go to school the only education available is often in segregated schools, which acts to further marginalise them from their community.
This report synthesises current evidence around the scale of the challenge, highlighting levels of exclusion from education faced by children with disabilities, as well as outlining the common barriers faced in gaining access to a quality education.
It also aims to set out the case for inclusive education systems, where children with disabilities are brought into mainstream schools, and classrooms and schools respond and adapt more effectively to their needs.
Finally, the report summarises the policy responses which can help bring down the common barriers – from the family, local communities and national government, through to the international community – setting out clear set of areas of action and policy recommendations for governments, donors and the international community.
The report has been produced with the support of GCE Member Handicap International.
To download the full report, please click here.
Podcast: International Day of Persons with Disabilities
The theme of this year’s International Day of Persons with Disabilities is: “Break barriers, open doors: for an inclusive society for all”. As efforts accelerate towards realizing MDG 2 and achieving Education for All, UNICEF is focusing on children with disabilities, a segment of the population often not in school, invisible, hidden and forgotten.
To mark the day, podcast moderator Alex Goldmark spoke with Munyaradzi Mahiya, an advocate for a more inclusive society especially in education systems.
To listen to the podcast, please click here.
Video: Education Transforms Lives
in the seven most underserved districts.
Through UNICEF Mozambique and its partners, 350,000 children in 750 schools benefitted from
a “child-friendly school” environment
including quality education, protection, water and sanitation.
To watch a YouTube video about UNICEF’s Child Friendly Schools in Mozambique, please click here.
Guidance Notes on Teaching and Learning