This policy paper provides analysis showing that if governments and donors make concerted efforts to meet the promises they made in 2000, basic education for all could be achieved by 2015.
This paper intends to demonstrate the International Monetary Fund’s (IMF) role in constraining countries from increasing public expenditure in education to meet the Education For All (EFA) goals and the education-related Millennium Development Goals (MDGs). The ﬁndings are based on research and country case studies undertaken by ActionAid International ofﬁces in Guatemala, Bangladesh, India, Cameroon, Ethiopia, Kenya, Nigeria and Sierra Leone during 2004-05. These ﬁndings are complemented by similar research by the Global Campaign for Education GCE.
In this policy brief, the Global Campaign for Education, outlines ten clear recommendations for the Education Financing Commission, which will launch its report on 18th Spetember, 2016. The recommendations are:
- Ensure harmony with existing education efforts (the right to education and Education 2030) as wells as existing mechanisms, such as the Global Partnership for Education
- Support free education
- Support public education
- Ensure long term, predictable, and sustainable financing
- Ensure inclusive and democratic country-led processes
- Emphasise the diverse aims of education and look beyond standardised testing to a wide range of indicators
- Ensure governments allocate at least 20% of their budgets to education
- Ensure governments increase budget size
- Budgets should prioritise equity
- Budgets should be transparent and subject to scrutiny
This toolkit has been produced by the Global Campaign for Education (GCE) in collaboration with ActionAid International (AAI) and Education International (EI), and with funding from the Global Partnership for Education (GPE). It aims to support civil society organisations and education activists across low- and middle-income countries to advocate and campaign on issues related to financing for education, as a strategic focus area of the GCE movement. It is also a result of increasing interest in advocacy around domestic financing for education as identified through GCE’s Civil Society Education Fund (CSEF) programme (GCE website).
GCE, AAI and EI are launching this toolkit as the world embarks on the difficult task of putting into action the newly agreed Sustainable Development Goal 4 (SDG 4), and the accompanying Education 2030 Framework for Action (FFA). The SDG 4 and the FFA contain collective commitments to ensure inclusive and equitable quality education and lifelong learning for all by 2030. In recognition that enacting this expanded agenda will require more funds for education, the FFA sets out financing benchmarks that commit governments to spending at least 4-6% of GDP and 15-20% of total budgets on education, and it highlights domestic resourcing as the most important way of funding education. In addition, in order to address issues of quality and equity in education, the FFA recognises there is a need for greater efficiency, better targeted spending and increased accountability (UNESCO, 2015a).
Civil society can – and should – play a critical role in this, which requires the building of a powerful evidence base on which to conduct advocacy and put pressure on governments to deliver sufficient funding for education, primarily domestic, complemented by external support where necessary. It is hoped that this toolkit will help to build knowledge and capacity so that education advocates and activists across the developing world can more effectively hold their governments accountable.
More than 40 percent of Tanzania’s adolescents are left out of quality lower-secondary education despite the government’s positive decision to make lower-secondary education free.
This report examines obstacles, including some rooted in outmoded government policies, that prevent more than 1.5 million adolescents from attending secondary school and cause many students to drop out because of poor quality education. The problems include a lack of secondary schools in rural areas, an exam that limits access to secondary school, and a discriminatory government policy to expel pregnant or married girls.
For a summary, see here.
For an esay to read version, in English, see here.
The second edition of the Global Education Monitoring Report (GEM Report) presents the latest evidence on global progress towards the education targets of the UN Sustainable Development Goals.
With hundreds of millions of people still not going to school, and many not achieving minimum skills at school, it is clear education systems are off track to achieve global goals. The marginalised currently bear the most consequences but also stand to benefit the most if policy-makers pay sufficient attention to their needs. Faced with these challenges, along with tight budgets and increased emphasis on results-oriented value for money, countries are searching for solutions. Increased accountability often tops the list.
The 2017/8 GEM Report shows the entire array of approaches to accountability in education. It ranges from countries unused to the concept, where violations of the right to education go unchallenged, to countries where accountability has become an end in itself instead of a means to inclusive, equitable and high-quality education and lifelong learning for all.
The report emphasises that education is a shared responsibility. While governments have primary responsibility, all actors – schools, teachers, parents, students, international organizations, private sector providers, civil society and the media – have a role in improving education systems. The report emphasises the importance of transparency and availability of information but urges caution in how data are used. It makes the case for avoiding accountability systems with a disproportionate focus on narrowly defined results and punitive sanctions. In an era of multiple accountability tools, the report provides clear evidence on those that are working and those that are not.
This youth report, based on findings and conclusions from the 2017/8 Global Education Monitoring report, asks how young people are involved in the process of accountability in education. As students, what are we responsible for in our education and how are we held accountable? How can we make sure other actors–like schools, universities and governments–are held accountable for their responsibilities? These are critical questions, because we know that there’s a long way to go before all young people around the world have access to a quality education:
absent teachers, overcrowded classrooms, illegitimate diplomas, unregulated private schools and truancy are all issues that education systems are struggling to overcome.
It’s sometimes tempting to say that these problems aren’t ours to fix, that the responsibility lies with the government or with an older generation. But this simply isn’t true: education is a shared responsibility, and young people have an important role to play. In this Report, you’ll hear the stories of young people around the world who have stood up for the right to education in their communities and who have been integral in triggering change. You’ll also read about how you can become involved in our campaign to make sure governments can be held to account for education. This means making sure that citizens can take their governments to court if they are not meeting their education responsibilities. From creating video clips to holding awareness-raising events, there is a range of ways to make your voice heard. Your involvement is integral in making sure the world is on the right path to meeting our education goals.
The report focuses on the legal obligations of states and private entities to mobilise all resources at their disposal, including those that could be collected through taxation or prevention of illicit financial flows, to satisfy minimum essential levels of human rights and finds that states who facilitate or actively promote tax abuses, at the domestic or cross-border level, may be in violation of international human rights law.
The report is based on a detailed examination of UN treaty bodies and special procedures’ views on the current interpretation of the scope and content of this obligation to mobilise resources. Further, it is published against the backdrop of increased awareness of the relationship between economic policies and human rights and the 2030 Agenda for Sustainable Development which committed all UN member states to ‘strengthen domestic resource mobilization, including through international support to developing countries, to improve domestic capacity for tax and other revenue collection’ and ‘significantly reduce illicit financial flows’.