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.
Amin, 18, became a refugee when his family fled Syria for Lebanon five years ago. He has not set foot in school since. With his father unable to get legal status or work, responsibility for supporting the family of seven fell to Amin.
Who Will Be Accountable? Human Rights and the Post-2015 Development Agenda explains that embedding accountability into the very DNA of the post-2015 sustainable development architecture will be critical to ensure the new plan ensures political commitments made at the international level actually result in policy changes on the ground. The publication examines accountability gaps that have impeded realisation of global and national development goals thus far.
The aim of this briefing is to propose a human rights-centered policy agenda to tackle economic inequality and the social inequalities it reinforces. It sets out to illustrate how human rights can provide both a normative framework and a set of accountability mechanisms to accelerate success in meeting this most cross-cutting of sustainable development goals.
The publication is a compilation of practical examples of measures taken by Member States in implementing the provisions of the UNESCO Convention and Recommendation against Discrimination in Education - considered a cornerstone of Education 2030.
The examples are taken from national reports submitted to UNESCO for the Eighth Consultation of Member States on the implementation of these two international instruments.
The new Global Education Monitoring (GEM) Report by UNESCO, shows the potential for education to propel progress towards all global goals outlined in the new 2030 Agenda for Sustainable Development (SDGs). It also shows that education needs a major transformation to fulfill that potential and meet the current challenges facing humanity and the planet. There is an urgent need for greater headway in education. On current trends, the world will achieve universal primary education in 2042, universal lower secondary education in 2059 and universal upper secondary education in 2084.
With the adoption of the Sustainable Development Goals (SDGs), countries have promised to achieve universal completion of primary and secondary education by 2030. This paper, jointly released by the UNESCO Institute for Statistics (UIS) and the Global Education Monitoring (GEM) Report, illustrates the magnitude of this challenge. Globally, 263 million children, adolescents and youth between the ages of 6 and 17 are currently out of school, according to a new set of UIS indicators.
In this report, the Special Rapporteur argues that treating economic and social rights as human rights is essential both for efforts to eliminate extreme poverty and to ensure a balanced and credible approach in the field of human rights as a whole. He argues that economic and social rights currently remain marginal in most contexts, thus undermining the principle of the indivisibility of the two sets of rights.
Across the world, more than 120 million children and adolescents are absent from class.
In recent years, many countries have been part of international and regional political drives to ensure that all children have access and complete education in the countries that lag behind the most. Such efforts have had some success, with tens of millions entering primary education, and more girls staying in school and pursuing secondary education, improving gender parity in more countries.