This report explores a range of innovative education budget work initiatives from Bangladesh, Ghana, Kenya, Malawi and Uganda, where civil society has monitored and challenged their governments over education expenditure in order to hold themaccountable for commitments to EFA and the MDGs. It examines the significance and impact of civil society budget initiatives by drawing on interviews and focus group discussions with a range of education stakeholders, including education coalitions, government officials, nongovernmental organisations (NGOs), teaching staff and school pupils; and by reviewing research reports and budget manuals developed by civil society organisations (CSOs).
The report highlights allocation for education sector of different fiscal years aiming to underline priority areas for realising National Education Policy-2010, explains the trends of education financing, analyses the allocation in development and non-development programmes and finds the challenges in implementing the strategic priorities of education sector in Bangladesh.
Published in 2015, this document is the second of a series of thematic mappings on the implementation of the right to education, following a first edition on Girls’ and Women’s Right to Education. It presents concrete measures adopted by countries to ensure the full enjoyment of the right to education for persons with disabilities.
The document is based on national reports submitted for the Eighth Consultation on the monitoring of the implementation of the UNESCO Convention against Discrimination in Education (1960) and the UNESCO Recommendation against Discrimination in Education (1960).
The first part of the document provides a thematic analysis of measures and promising practices that have been reported on by countries. The second part compiles in factsheets progress and challenges in constitutional and legislative frameworks and measures, for the 48 countries that reported on measures taken, out of the 59 reporting countries.
The document is intended to serve as a practical tool for both advocacy and monitoring. By highlighting concrete measures taken by countries, it also offers a basis for regional and international co-operation and shares promising practices from which other countries can learn.
The UNESCO Institute for Educational Planning (IIEP-UNESCO) has just published six case studies from Asia and the Pacific to inspire and inform open school data policies in and beyond the region, and to empower citizens to fight corruption in education.
The case studies look at a range of school report card initiatives (both government-led and citizen-led) to create a new evidence base for more informed policy-making on how to use school-related data to create a more transparent and accountable education system.
They look at who publishes school data, what type of data is published, and the level of accessibility and use by various stakeholders. Each case study also draws from a survey of some 250 school-level actors to understand how users of school data currently interact with various school report card initiatives. The case studies conclude with a number of recommendations for more effective school report card design and implementation.
This Report provides an overview of what countries are doing to ensure the right to education for girls and women. Based on the national reports of forty countries from different regions, the Report is organized in a series of country factsheets. Each factsheet contains key statistics on the situation of girls in education in each reporting country, followed by information on each country’s status of ratification of the Convention on the Elimination of All Forms of Discrimination against Women (1979) and the Convention against Discrimination in Education (1960) as well as information on their constitutional and legislative provisions in this field. They illustrate how countries have made noteworthy advances in addressing gender inequalities and in eliminating discriminatory attitudes towards girls and women in the field of education.
The Report is based on national reports submitted for the Eighth Consultation on the monitoring of the implementation of the Convention against Discrimination in Education (1960) and the Recommendation against Discrimination in Education (1960).
Around the world, higher education communities are overwhelmed by frequent attacks on scholars, students, staff, and their institutions. State and non-state actors, including armed militant and extremist groups, police and military forces, government authorities, off-campus groups, and even members of higher education communities, among others, carry out these attacks, which often result in deaths, injuries, and deprivations of liberty. Beyond their harm to the individuals and institutions directly targeted, these attacks undermine entire higher education systems, by impairing the quality of teaching, research, and discourse on campus and constricting society’s space to think, question, and share ideas. Ultimately, they impact all of us, by damaging higher education’s unique capacity to drive the social, political, cultural, and economic development from which we all benefit.
Through its Academic Freedom Monitoring Project, Scholars at Risk (SAR) responds to these attacks by identifying and tracking key incidents, with the aim of protecting vulnerable individuals, raising awareness, encouraging accountability, and promoting dialogue and understanding that can help prevent future threats. Since 2015, SAR has been publishing Free to Think, a series of annual reports analyzing attacks on higher education communities around the world.
Free to Think 2021 documents 332 attacks on higher education communities in 65 countries and territories. This year was marked by the ongoing COVID-19 pandemic, which has claimed more than five million lives. For higher education, the pandemic continued to disrupt academic activity, keeping many institutions in remote states of operation and suspending most academic travel. For scholars and students, the pandemic also continued to raise questions, concerns, and criticisms about state responses to public health crises, government accountability, and societal inequities. Scholars and students took on these issues in the classroom and more public venues, in-person and online, asserting their academic freedom and their rights to freedoms of expression and assembly. They also responded to acute and more long-standing political conflicts, from Myanmar’s coup to the steady erosion of human rights in Turkey, demanding civilian led government and the protection of fundamental freedoms. Frequently, however, individuals and groups opposed to their questions and ideas sought to silence them.