According to UNESCO, 264 million children and youth are still out of school around the world, and this is only accounting for the primary (61 million) and secondary school (203 million) age population. In particular, the poorest and most marginalised, including ethnic and religious minorities, persons with disabilities, girls, and populations experiencing conflict, are often systematically unable to access and complete a full cycle of quality education.
Comprehensive sexuality education (CSE) plays a central role in the preparation of young people for a safe, productive, fulfilling life in a world where HIV and AIDS, sexually transmitted infections (STIs), unintended pregnancies, gender-based violence (GBV) and gender inequality still pose serious risks to their well-being.
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?
This comprehensive report presents the results of the Ninth Consultation of UNESCO’s Member States on the implementation of UNESCO’s Convention and Recommendation against Discrimination in Education. Launched in 2016, this consultation involved 67 UNESCO Member States. The information contained in the national reports generally provides an extremely valuable resource for research and analysis, experience-and knowledge-sharing, and ultimately advocacy.
Whilst the importance of equality and inclusion in tackling out-of-school children is now widely recognised, the extent to which discrimination, in all its forms, contributes to the denial of primary education, and the potential for the rights to equality and non-discrimination to offer solutions, are currently underexplored.
The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence tries to determine why 15-year-old boys are more likely than girls, on average, to fail to attain a baseline level of proficiency in reading, mathematics and science, and why high-performing 15-year-old girls still underachieve in areas such as mathematics, science and problem solving when compared to highperforming boys. In 2012, 14% of boys and 9% of girls surveyed by the PISA exercise did not attain the PISA baseline level of proficiency in any of the three core subjects.
The objectives of this study are to:
- understand why boys have been underperforming in education over the past few years
- analyse factors (including economic, societal, and cultural) that are causing the trend of poor performance and low survival rates at higher levels of education
- describe current policies and interventions in place to address the issue
The new Global Education Monitoring Report is ground-breaking in placing accountability at the centre of its attention. As the report notes, the concept of accountability was shockingly absent from the framing of the Sustainable Development Goals–making it relatively easy for heads of state to sign up to them, as they could be confident that there were few consequences if they failed to deliver.
In the present report, the Special Rapporteur reviews the role of equity and inclusion in strengthening the right to education, in particular in the context of achieving the Sustainable Development Goals. The Special Rapporteur concludes by calling for states to take significant, positive actions to tackle discrimination, inequity and exclusion in education to ensure that the Sustainable Development Goals are met.