Attacks on education by the insurgent group Boko Haram have caused horrific and long-term suffering for female students and teachers in northeastern Nigeria. Boko Haram has abducted over 600 girls and young women from school during the nine-year conflict, with some held in captivity for years, and many experiencing harmful repercussions long after they return home.
The 106-page report, “‘I Will Never Go Back to School’: Impact of Attacks on Education for Nigerian Women and Girls,” is based on interviews with 119 victims and eyewitnesses of attacks on schools and education, including survivors of the three largest school abductions in Nigeria: Chibok (April 2014), Damasak (November 2014), and Dapchi (February 2018). Women and girls speak out about their terrifying experiences, including forced conversion to Islam, forced “marriage,” rape, and other physical and psychological violence, in the report.
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.
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.
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.
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.
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.
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, conducted in the context of Mauritania's review by the UN Committee on the Rights of the Child, seeks to advance the discussion and analysis of the privatisation of education in Mauritania. It examines the inroads made by private stakeholders in this region, and their impact. The report analyses existing available data and field data collected in a small-scale study against the five accepted human rights standards for measuring the impact of private stakeholders in education: non-discrimination, the right to free education, the protection of education against its commercialisation, regulation, and participation.
UNESCO’s 2019 Global Education Monitoring Report, Migration, displacement and education: Building bridges not walls, highlights countries’ achievements and shortcomings in ensuring the right of migrant and displaced children to benefit from a quality, inclusive education, a right that serves the interests of both learners and the communities they live in.
Read the report, here.