Based on extensive evidence gathered from many different sources - detainees and civil society as well as governments and the international community - this report attempts to portray the reality for prisoners and charts the legal obligations that are neglected or often absent. Assessing the situation, the report proposes a set of strong recommendations.
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.
The International Monetary Fund (IMF) restrictions on recurrent government spending are working against the MDGs, and Education for All, this report argues. Through research with the governments of Malawi, Mozambique and Sierra Leone, this study shows that IMF-imposed macroeconomic policies and explicit caps on teachers’ wage bills have forced many poor countries to freeze or curtail teacher recruitment, and are a major factor behind the chronic and severe shortage of teachers.
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.
Corruption and poor governance are acknowledged as major impediments to realising the right to education and to reaching global development goals. Corruption not only distorts access to education, but affects the quality of education and the reliability of research findings. From corruption in the procurement of school resources and nepotism in the hiring of teachers, to the buying and selling of academic titles and the skewing of research results, major corruption risks can be identified at every level of the education and research systems.
L’accès à un enseignement primaire universel et gratuit constitue une des principales composantes du droit à l’éducation et des aspects juridiques liés à ce droit fondamental.
Abolishing School Fees in Africa is the product of a SFAI workshop, “School Fee Abolition: Building on What We Know and Defining Sustained Support,” held in Kenya in 2006. The book begins with a comparative overview of the processes, challenges, and lessons learned by five countries that had already abolished school fees: Ethiopia, Ghana, Kenya, Malawi, and Mozambique. The subsequent chapters delineate the actual experiences of each of the countries in planning and implementing their policies.
This report summarizes in 281 pages the shortcomings of global educational promises and then examines how the right to education fares in 170 countries. Developing and transitioning countries are divided into six geographical regions and 31 tables highlight the key findings derived from country-by-country surveys. The Report highlights the abyss between the domestic policies of wealthy creditor and donor governments which keep compulsory education free, and their external policies which have made it for-fee. All sources are indicated in 1,317 footnotes.
This publication is a compilation of practical examples of measures taken by Member States in implementing the provisions of the Convention and the Recommendation against Discrimination in Education. It has seven chapters reflecting the main issues and components including in the Convention and Recommendation. It begins by presenting the legal framework adopted by States.