Aid to education is declining, and aid to basic education fell by 20% from 2009 to 2012 (Steer, 2014). Public spending on education is falling short, with only 25% of countries spending the recommended 6% of gross national product (GNP) to deliver quality education (Ibid.). A $38 billion funding gap remains in terms of providing good-quality basic and lower-secondary education for all by 2015 (UNESCO, 2014).
Sustainable Development Begins with Education: ￼￼How education can contribute to the proposed post-2015 goals
Sustainable development post-2015 begins with education
For more than half a century the international community of nations has recognized education as a fundamental human right. In 2000, it agreed to the Millennium Development Goals, which acknowledged education as an indispensable means for people to realize their capabilities, and prioritized the completion of a primary school cycle.
ASER Pakistan 2013 collected data from 138 out of 145 districts across Pakistan, the largest data set available to Pakistani researchers regarding the learning levels of children aged 5 to 16. The findings of the report are divided into several categories including, but not limited to, differences between government and non-state schools, genders, and geographic locations. Through extensive analysis, this project aims to improve and transform education opportunities in Pakistan.
The following report is an effort to assess and analyze eighth grade learning outcomes in Nepal based on the results of the 2011 National Assessment of Student Achievement (NASA) Report. Its aim is to identify the strengths, weaknesses, opportunities, and challenges of the education system. Findings reveal important trends such as a great difference between the achievement of students and schools, poorer reading skill than the international average, and better learning outcomes in institutional schools than community schools.
Apart from giving a comprehensive description about the status of education in India, this report examines how education, in order to be inclusive, needs to be responsive to the diverse needs and circumstances of learners and to give appropriate weight to the abilities, skills and knowledge they bring to the teaching and learning framework.
This is an investigative survey which analyzes the urgent needs of Non – Government Organisations (NGOs) working to provide education to disadvantaged children. The report interviews seventeen NGOs and suggests remedial and corrective measures to build a more robust education system in the country. It provides a reference point to government authorities and policy makers with well researched and documented information to plan and implement corrective measures.
A primer on how learning outcomes in developing countries have been measured through the years. A comprehensive look at how measurement of learning outcomes can provide useful information for improving educational planning, management, and teaching.
This 2013 position paper highlights key questions, projects, and plans within DFID's commitments to global education delivery and financing. The report starts by asking "Why is education important for development?" and "Which education investments matter most?" before transitioning into a critical look at what types of education initiatives the UK government is currently implementing or financing in developing countries. The report includes commentary on the post-2015 education development framework as well as snapshots of results and DFID's analytics.