EFA Global Monitoring Report 2013/14, Teaching and Learning: Achieving Quality for All - Gender Summary
New analysis for the 2013/4 EFA Global Monitoring Report vividly underlines the fact
that girls and young women, especially those from the poorest families, have continued to
be denied opportunities for education over the past decade. Unless special efforts are urgently
taken to extend educational opportunities to the marginalized, the poorest countries may
take several generations to achieve universal completion of primary and lower secondary
education, according to new analysis for this Report – and within these countries the poorest
One core principle for good international engagement in fragile and conflict-affected states is to ensure all assistance is “conflict sensitive.” This principle has been endorsed by USAID and the international community. It is based upon the recognition that all foreign assistance—education programs included—interacts with conflict dynamics in some way, whether positively or negatively, intentionally or unintentionally.
Today more children are in school around the world than ever before. But despite efforts to ensure all children are learning the basics, 250 million children are still not able to read or write by the time they reach grade 4. The poorest countries around the world are experiencing a crisis in education, with 57 million children still without access to school.
This report revisits the theoretical concepts of inequalities including their measurements, analyzes their global trends, presents the policy makers’ perception of inequalities in 15 countries and identifies various policy options in combating this major development challenge of our time. The report makes the basic point that in spite of the impressive progress humanity has made on many fronts over the decades, it still remains deeply divided.
The aim of this article is to propose a new database allowing a comparative evaluation of the relative performance of schooling systems around the world. We measure this performance through pupils’ achievement in standardized tests. We merge all existing regional and international student achievement tests by using a specific methodology. When compared with other existing databases, our approach innovates in several ways, especially by including regional student achievement tests and intertemporal comparable indicators.