Education for All -Global Monitoring Report (2014) – Teaching and Learning: Achieving Quality For All

As new brain research helps us to understand the best conditions for learning and while the demands of the future lives of the present generation are very much unknown, it is worth taking stock on the present situation of teachers and learners:

Education for All : Global Monitoring Report 2013/2014

“Teaching and learning: Achieving quality for all”


Launch date  29 Jan 2014.

The 2013/4 Education for All Global Monitoring Report will show why education is pivotal for development in a rapidly changing world. It will explain how investing wisely in teachers, and other reforms aimed at strengthening equitable learning, transform the long-term prospects of people and societies.

Equity and quality education will be pivotal in the post 2015 agenda. Visit our post 2015 online hub for resources and updates on ‘Education Post 2015’.

Check out:

**Global Learning Crisis Costing $129 Billion a Year
UNESCO’s 2013/14 Education for All Global Monitoring Reportreveals that a global learning crisis is costing governments $129 billion a year. Ten percent of global spending on primary education is being lost on poor quality education that is failing to ensure that children learn. This situation leaves one in four young people in poor countries unable to read a single sentence. The report concludes that good teachers are the key to improvement and calls on governments to provide the best in the profession to those who need them most.

** This year’s report, Teaching and Learning: Achieving Quality for All, warns that without attracting and adequately training enough teachers the learning crisis will last for several generations and hit the disadvantaged hardest. In many sub-Saharan African countries, for example, the Report reveals that only one in five of the poorest children reach the end of primary school having learned the basics in reading and mathematics. Read More  Download Report

The report  “Teaching and Learning: Achieving Quality for all” discusses a range of topics relevant to our task team such as investing wisely in teachers, strengthening equitable learning, and questions for longer term transformation in the face of disadvantage and social injustice.  The report makes the following core recommendations:
  1. New education goals after 2015 must include an explicit commitment to equity so that every child has an equal chance of an education. New goals need clear, measurable targets with indicators that will track the progress of the most disadvantaged.
  2. New goals after 2015 must ensure that every child is in school and learning the basics. Children do not only have the right to be in school, but also to learn while there, and to emerge with the skills they need to find secure, well-paid work.
  3. Ensure the best teachers reach the learners who need them most. National education plans must include an explicit commitment to reaching the marginalized. Teachers should be recruited locally, or have similar backgrounds to disadvantaged learners. Every teacher needs pre- and in-service training on ways to target support to disadvantaged children. Incentives must be provided to ensure the best teachers work in remote, under-served areas. Governments must work to retain their best teachers, providing pay that meets at least their basic needs, good working conditions and a career path.
A summary report in English is attached to this message as well as the press release. The full report and translations are available from the following Link.


Update from INEE, after the launch:

Please also watch and share the new video about the Report. Help join in the conversation with INEE online about these new findings via #teachlearn / @efareport.

Please go to the EFA GMR website where to download the full report and the summary in several languages. There are also new infographics highlighting key facts and figures from the Report.



Present and past reports:



Responding to Emergencies with Education

Blog: Responding to Emergencies with Education
by Joris van Bommel, Global Partnership for Education

Unfortunately, the current situations in South Sudan and the Central African Republic do underline once more how important it is for the global community to provide greater and more effective support to education in fragile and conflict-affected states, including in emergency and early recovery situations. More than half of the world’s 57 million out-of-school children live in countries affected by emergencies or are in an early recovery phase.
It is imperative for the Global Partnership for Education to be ready and to be responsive, also in these situations.  Although fragile contexts vary enormously in their characteristics, they present specific challenges such as:

  • Issues of security can affect access to schools and communities and limit the implementation of education programs and make them more expensive. Insecurity can also expose schools, teachers and school children to violence and attacks;
  • Issues of governance may include unrecognized governments, political instability, accountability issues and corruption, situations where governments prohibit access to populations or where there is a civil war;
  • Issues of capacity like the inability to collect and analyze data to make sound policy decisions or to develop, implement and report on sector plans and programs. The capacity of development partners in the  country  may also vary;
  • Issues around coordination and donor policies: It is important to ensure coherent, coordinated support, get donors to finance programs; have development partners remain operational.

To read the full text, please click here.
To read GPE’s Operational Framework for Effective Support to Fragile and Conflict-Affected States, please click here.

The Right to Learn – Community Participation in Improving Learning

As the ‘community’ is out of the jurisdiction of ‘formal education’ it is often left as an afterthought during education planning. We know that without the real learning context in which all children grow up and are nurtured (hopefully) then relevant contextualised learning is less likely to take place. This report reminds us of the importance of community at all levels.

The Right to Learn: Community Participation in Improving Learning
Save the Children

The Millennium Development Goals (MDGs) and the Education for All (EFA) goals have been the catalyst for progress in ensuring access to education. Since governments first endorsed these goals in 2000, around 45 million children1 who previously did not have access to education have enrolled in primary school and gender parity in primary education has improved significantly. With 2015 deadlines fast approaching, the world must now assess the considerable work that remains to be done and negotiate an ambitious yet achievable successor framework.

In their report, Save the Children makes the following recommendations:

  1. UN Member States should advance an ambitious equitable learning goal in the post-2015 agenda that provides a framework for national level targets and minimum standards for learning against which governments and education providers can be held to account.
  2. As the Open Working Group begins drafting a post-2015 goal framework and intergovernmental negotiations progress, UN Member States should ensure citizen voices from the Global South – especially civil society – inform the process.
  3. Member States should ensure that any post-2015 framework is accompanied by a stand-alone goal to advance open, accountable and inclusive governance.
  4. UN Member States should ensure that a post-2015 learning goal is accompanied by strengthened national and local accountability frameworks through which education provision and learning outcomes can be monitored by parents and communities.

To read the full report, please click here.

Training Module on Gender Responsive Education

EiE Training Module on Gender Responsive Education

The INEE-Education Cluster Training Package contains a module on Gender Responsive Education which combines training materials from the INEE Minimum Standards, IIEP and the Front Line Responders trainingpackages.

In this module you can find a PowerPoint Presentation, a Facilitators Guide and exercises, as well as guidance on adapting the training materials.




The module’s learning objectives include:

(1) explain what is meant by gender-responsive education,

(2) reflect on needs and challenges and identify best practices of gender-responsive education,

(3) practice the ADAPT and ACT Collectively Framework to mainstream gender into education in emergencies and

(4) develop gender-responsive strategies that support the INEE Minimum Standards for Education.
To download the complete Gender Responsive Education training module, click here.

To view and download the INEE Pocket Guide to Gender in 5 languages, please click here

For additional resources on gender, please click here.