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	Resources Search for Resources View All Resources List of Resources Mar 2008 Civil Society Engagement in Education Budgets: A Report Documenting Commonwealth Education Fund Experience Establishing civil society input into education budgets is key to the Education for All process, requiring capacity-building and enabling civil society organisations to more strategically and substantively influence budgetary decisions and decisions around education budget policy. This report documents Commonwealth Education Fund experience, illustrating how civil society can engage in the budget process through budget analysis; tracking disbursement flows through the education system; monitoring expenditure; and lobbying to influence budget allocations to the education sector. Download the paper here: www.commonwealtheducationfund.org Author: Commonwealth Education Fund EN   Feb 2008 The Final Countdown: What the UK government should do to achieve EFA by 2015 This paper evaluates the UK Department for International Development’s promises and approach to meeting the education Millennium Development Goals and gives five clear recommendations for action. Author: Global Campaign for Education - UK EN   Feb 2008 Refugees and displaced communities right to education This publication is aims to raise awareness of everyone’s right to uninterrupted access to quality and safe education. This tool identifies the right to education and actions that individuals and organisations can take to fulfill these rights, with a focus on refugees, returnees and internally displaced people. Download the toolkit here: http://www.crin.org/docs/right_to_ed_handbook.pdf Author: Women's Commission for Refugee Women and Children EN   Jan 2008 Mainstreaming HIV/AIDS in Education This toolkit aims to help education staff to support the process of mainstreaming HIV and AIDS into education sector planning and implementation. It provides resources and support to assess the progress countries have made with respect to HIV and AIDS mainstreaming; to identify entry points and opportunities; and to establish priorities for advocacy and action. It is designed to be used as a reference tool or a resource for training and discussion, depending on the local needs and context. Download the full report here http://www.ungei.org/resources/1612_1698.html Author: UN Inter-Agency Task Team on Education EN   Jan 2008 New Partnerships for EFA: Building on Experience UNESCO Director, Koïchiro Matsuura launched new ‘Partnerships for Education’ at the World Economic Forum to encourage multi-sector partnerships with the private sector for achieving EFA. Download the report here: http://www.unesco.org/iiep/PDF/pubs/Partnerships_EFA.pdf Author: UNESCO and IIEP EN   Dec 2007 Teacher Supply, Recruitment and Retention in 6 Anglophone Sub-Saharan African Countries This study pinpoints teacher shortage as a major threat to Education for All. The study reveals that Gambia, Lesotho, Tanzania and, to some extent, Uganda have a serious shortage of qualified teachers at both primary and secondary levels. For example, in 2006, 44% of the primary school teachers and 42% of the secondary school teachers in Lesotho were unqualified. Download the report here: http://www.campaignforeducation.org/documents/news/2008/feb/EI%20Africa%20Study.pdf Author: Education International EN   Dec 2007 FTI 2007 Annual Report: Quality Education for All Children The annual report documents progress in 32 countries with education sector plans endorsed by the FTI. Eighteen of these countries receive financial support from the Catalytic Fund, a multi-donor trust fund that provides additional financing to help countries implement their education sector plans. Download the report here: http://www.education-fast-track.org/library/AR2007_Eng_Full.pdf Author: Fast Track Initiative EN   Dec 2007 New Education Laws in Latin America: An analysis considering the social and educational panorama of the region The book seeks to be a tool for political pressure and demands as it analysis recently enacted education laws throughout Latin America. Knowing the legal frameworks that govern countries is essential in order for one to legally claim the right to education. And it's in this mind that this books attempts to identify common trends in the new education laws that have been enacted in the region in the past few years. Download the report here: http://www.campanaderechoeducacion.org/publications.list.php?s=campaign Author: CLADE EN   SP   Nov 2007 UNESCO 2008: Global Monitoring Report - Will We Make It? - Summary The sixth edition of the Education for All Global Monitoring Report is an assessment of where the world stands on the commitment to provide basic education for all children, youth and adults by 2015. Half way to the internationally agreed target of Education for All by 2015, the 2008 GMR testifies to considerable progress but also major challenges. While the number of out-of-school children has dropped sharply and primary education has leaped ahead, 774 million adults around the world still lack literacy skills and 72 million children are deprived of school. Futher more there was a worrying drop in aid to education in the latest data. The Report outlines the main challenges that remain, how much aid is needed and whether or not aid is being targeted properly. Download the full report here: http://www.efareport.unesco.org/ Author: UNESCO EN   Nov 2007 Slovak Republic: Still separate, still unequal : Violations of the right to education of Romani children in Slovakia This report reveals that Romani children placed unnecessarily in special schools receive a reduced curriculum and have practically no possibilities of reintegrating into mainstream schools or advancing to secondary education. The report calls on the authorities of Slovakia to state loud and clear their determination to eradicate segregation in the education of Romani children and to take swift measures to reverse it. Author: Amnesty International EN   Nov 2007 Window on the Future 2025: Projections of Education Attainment and its impact Window on the Future 2025: Projections of Education Attainment and its impact. Download the report here: http://www.epdc.org/static/WindowOnTheFuture2025.pdf Author: Education Policy & Data Centre EN   Nov 2007 Can We Close the Education Gap? Can we close the education gap? This edition of Global Future examines the effectiveness of the international community’s efforts to achieve education for all, and what needs to change for the next seven years if the MDGs for education are to succeed. Download the report here: http://www.globalfutureonline.org/ Author: World Vision EN   Sep 2007 Europe: Education for Some More than Others? 14 million children are being excluded from education every year in Central and Eastern Europe and the now Independent States of the former Soviet Republic. This report found that public expenditure on education reinforced rather than counteracted social, ethnic and economic inequalities in access to and completion of basic education and calls for governments to substantially increase spending on education to at least 6 per cent of their gross domestic product - the current regional average is 3 to 4 per cent. Author: UNICEF EN   Sep 2007 Education's Missing Millions: including disabled children in education through EFA FTI process and national sector plans It has been estimated that one third of the children still out of school are disabled children, and that fewer than 10 per cent of disabled children in Africa attend school. This research report focuses on how the Education for All Fast Track Initiative (FTI) Partnership is tackling the challenges of disability and inclusion in education. Author: World Vision UK EN   Sep 2007 Global AIDS Alliance report and call to action on School-Related Violence The Global AIDS Alliance has released a report based on a review of the Educational Sector Plans (ESPs) of ten African countries that are being supported by the World Bank's Education for All–Fast Track Initiative (FTI). Titled Violence Free Zone: End School-Related Violence, Prevent HIV/AIDS, the report recommends concrete action steps for the Fast Track Initiative, national governments and their education ministries, and donor governments and agencies in order to scale up effective, comprehensive programs to prevent, counter, and respond to school-related violence. Author: Global AIDS Alliance EN   Sep 2007 Research Matters Research plays a vital role in supporting ideas and opinions to inform public policy. It is no longer the domain of academics alone. Released at the EI Congress in July, 'Research Matters: Research as a Union Tool to Improve Educational Policy' advises on how to initiate and use research to promote unions' political goals. It also gives concrete examples of unions – in South Africa, India , Sweden, Argentina and Tanzania – who have seen their research leave a significant imprint on policy in these countries. Author: Education International EN   Sep 2007 LINKS Malawi & Zambia Education Advocacy Coalitions Study Tour VSO Education Programme Managers, Education coalitions and Teacher Union Representatives from Ethiopia, Nepal, Mozambique and Rwanda visited colleagues in Malawi and Zambia to learn from their experiences. Together they learnt how best to organise, coordinate and fund advocacy activities and overcome common challenges. Author: VSO EN   Sep 2007 TEACHERS SPEAK OUT: A policy research report on teachers' motivation and perceptions of their profession in the Gambia VSO The Gambia, the Gambia Education for All Campaign Network and The Gambia Teachers’ Union, undertook research into the issues affecting teachers, specifically to find out from teachers in the Gambia what issues affect their motivation and morale. The focus on teachers is in recognition of the key role they play in achieving quality education for all. Author: VSO EN   Sep 2007 More and better teachers needed (Insights on education 6) Eighteen million primary school teachers are needed over the next decade to meet Universal Primary Education (UPE) goals. The research document summarises recent research that addresses some of the issues of teachers and achieving EFA. Including: Effective professional development, Teacher Absenteeism, Gender equality and HIV and AIDS, Political Violence and Policy Initiatives. Author: id21 - Institute of Development Studies, University of Sussex EN   Sep 2007 Educating Children in Emergency Settings: An Unexpected Lifeline This report written by Gerald Martone of the International Rescue committee, argues that providing educational services for children is a vital intervention during emergencies, chronic crises, and early phases of reconstruction. With relief organizations focusing on ‘lifesaving’ assistance such as providing food, shelter, and water, the emotional well-being, development and ‘quality of life’ of refugees and is de-prioritised. With the average length of refugee displacement being 17 years, the stark reality is generations of children are raised without access to education. Author: Gerald Martone, IRC EN   Jul 2007 Funding Change: Sustaining civil society advocacy in education The report argues identifies ways to sustain and strengthen civil society advocacy after the Commonwealth Education Fund comes to an end in 2008. It argues for significant national investment through Civil Society Education Funds (CSEFs), registered in each country, with help from international donors. Author: Commonwealth Education Fund EN   Jul 2007 Education For All: Civic, Social and Political Education Resource Pack This resource enables teachers and students to explore the issue of education and its importance in the fight against poverty. It also provides opportunities for students to play an active role in the annual Global Action Week for Education, which takes place in April of every year all around the world. Author: Irish GCE Coalition EN   Jul 2007 United Nations: Millennium Development Goals Report 2007 This report presents a global assessment of progress to date on meeting the Millennium Development Goals. The report shows that progress has been made in getting more children into school in the developing world. Enrolment in primary education grew from 80 per cent in 1991 to 88 per cent in 2005. It also points out that much still needs to be done. Author: UN EN   May 2007 Education Rights: A Guide for Practitioners and Activists This resource guides people working at local and national levels around the world in taking on a rights-based approach to education (rather than a service delivery/needs-based approach). It draws on practical experiences from over 20 countries and benefited from the advice of the late Katarina Tomasevski (former UN Speical Rapporteur on the Right to Education), to whom the pack is dedicated. Author: GCE and ActionAid EN   EN   EN   EN   EN   EN   EN   EN   Apr 2007 Involving Global School Partnerships in the Global Campaign for Education This resource is aimed at schools and offers guidance and ideas of to encourage global school partnerships, and how to introduce them to campaigning for education. The resource is particularly useful for schools in the UK that are using the lesson plans available on www.sendmyfriend.org/teachers. Author: VSO and GCE EN   Apr 2007 Confronting the Contradictions How the economic policies of the International Monetary Fund are forcing poor countries to either freeze, or seriously curtail, spending on teachers. Author: ActionAid EN   Dec 2006 Big Book 2006 Poster The poster accompanies the 2006 Big Book - celebratinga the campaign through out the year that demaned 'Every Child Needs a Teacher' Author: GCE EN   Dec 2006 Big Book 2006 This Big Book describes the activities that education campaigners undertook thoughout 2006 under the slogan 'Every Child Needs a Teacher'. The book is split in two sections page 1-30 and page 31-60. Author: GCE EN   Dec 2006 The State of the World's Children 2007 The State of the World’s Children shows how promoting gender equality and empowering women – Millennium Development Goal number 3 – will propel all of the other goals, from reducing poverty and hunger to saving children’s lives, improving maternal health, ensuring universal education, combating HIV and AIDS, malaria and other diseases, and ensuring environmental sustainability. Author: UNICEF EN   Nov 2006 Cancelling the Caps: Why the EFA movement must confront wage bill caps now Author: ActionAid EN   Nov 2006 Free, Quality Education for Every Afghan Child Half of the children in Afghanistan still do not go to school despite a 500 per cent increase in enrolments in the last six years. With the establishment of democracy, the main symbol of national regeneration lay in the dream of educating every child – boy and girl. However, there remain many obstacles to achieving this dream. This briefing paper outlines some of the key concerns, and proposes a plan for not only increased funding, but also reforming budget allocation and planning within the Ministry of Education and amongst other actors in the education sector. Author: Oxfam EN   Nov 2006 The DATA Report 2006 - Education This report focuses specifically on the G8 donors, their commitment to education in Africa and what actions are necessaryto achieve those goals. Author: DATA EN   Nov 2006 Global Monitoring Report 2007: Strong Foundations Early Childhood Care and Education Every year, the EFA Global Monitoring Report assesses where the world stands on its commitment to provide a basic education to all children, youth and adults by 2015. More GMR information can be downloaded from the UNESCO website: http://www.efareport.unesco.org/ Author: UNESCO EN   Sep 2006 Keeping the Promise: Five Benefits of Girls' Secondary Education Keeping the Promise: Five Benefits of Girls' Secondary Education, provides data and analysis on how girls' education reduces poverty, is a strategy to mitigate HIV and AIDS, improves health, and strengthens civic participation, as well as creating a better environment for increasing access and quality of education. Author: The Academy for Educational Development and May A Rihani with Lisa Kays & Stephanie Psaki EN   Sep 2006 Underachievers: A school report on rich countries' contribution to Universal Primary Education ENGLISH GCE's annual school report rates rich countries' progress to meeting their aid to education targets. OECD countries are ranked on the quality and quantity of aid given to education and committments made to the Fast Track Intiative. Whilst nordic countries receive the gold stars at the top of the class, the real underachievers include the USA (grade E), Japan, Germany and Italy. Author: GCE EN   EN   EN   Sep 2006 Underachievers: A school report on rich countries' contribution to Universal Primary Education FRENCH Author: GCE FR   FR   FR   Sep 2006 Underachievers: A school report on rich countries' contribution to Universal Primary Education SPANISH Author: GCE SP   SP   SP   Sep 2006 Rewrite the Future: Education for Children in Conflict-Affected Countries More than 43 million children around the world can’t go to school because they are affected by conflict. Millions more are receiving a substandard education. Author: Save the Children EN   Sep 2006 In the Public Interest: Health, Education, and Water and Sanitation for All The public services that do exist are kept afloat by a skeleton staff of poorly paid, overworked, and undervalued teachers and health workers. Teachers’ salaries in least developed countries have halved since 1970. And there are not nearly enough of these public sector heroes to go around. In order to provide basic health care and education for all, the world needs 4.25 million more health workers and 1.9 million more trained teachers. Author: Oxfam and WaterAid EN   Aug 2006 Girl Power: The Impact of Girls' Education on HIV and Sexual Behaviour The report shows that more highly educated girls and women are better able to negotiate safer sex and reduce HIV rates. The more education the better. Despite the power of girls’ education and numerous international commitments to education, the reality is that the vast majority of girls in Africa will not complete primary education, let alone manage to get to secondary school. Author: ActionAid and GCE EN   Aug 2006 Working with the Media on Gender and Education A Guide for Training and Planning is designed to help education and gender campaigners and coalitions work more effectively with the media to promote gender-equitable education. It explores issues relating to gender equality in education and contains practical advice on working with the media. The worksheets accompany this toolkit. Author: Beyond Access and Institute of Education and Oxfam EN   EN   Aug 2006 Right to Education during Displacement: A Resource for Organizations Working with Refugees and Internally Displaced Persons This tool identifies the right to education and actions that individuals and organizations can take to fulfill these rights, with a focus on refugees, returnees and internally displaced people. Author: Women's Commission for Refugee Women and Children EN   Aug 2006 Lessons in Terror: Attacks on Education in Afghanistan This report documents 204 incidents of attacks on teachers, students and schools since January 2005. This number, which underestimates the severity of the crisis due to the difficulty of gathering data in Afghanistan, reflects a sharp increase in attacks as the security situation in many parts of the country has deteriorated. Author: Human Rights Watch EN   Jun 2006 From Schooling Access to Learning Outcomes: An Unfinished Agenda. An Evaluation of World Bank Support to Primary Education The report concludes that in developing countries higher priority has been giving to increasing primary school enrolment than the issue of whether children are learning adequately. It recommends that the same emphasis to learning outcomes as to access, so that the world's increasing investments in primary education have a far greater impact on poverty reduction and national development. Author: World Bank's Independent Evaluation Group EN   Jun 2006 External Feedback on The Evaluation of World Bank Support to Primary Education As an external panel member of the Evaluation Group, David Archer concludes that this report is incomplete. It fails to consider in depth some of the real issues that have undermined progress of quality education for all. These issues include teachers, macro-economic policies and the failure of the Bank to target resources where most needed. Author: David Archer (Head of Education, ActionAid) EN   Mar 2006 Campaign Briefing Paper:  Every Child Needs a Teacher This campaign briefing paper gives policy information, facts, statistics and case studies that explain the need for more, better paid, qualified teachers in order to give every child a quality education. The paper states GCE positions and specific demands to governments. Author: GCE EN   FR   SP   Mar 2006 Teachers For All Policy Briefing Paper This policy briefing paper explores in greater detail teacher shortages, training, motivation and financing. The briefing collects together a range of recommendations to the problems highlighted, taking from examples of best practice and from teachers and educationalists, as collected by GCE members and from a review of recent literature. Author: GCE EN   Mar 2006 Global Action Week 2006 Resource Pack The resource pack for "Every Child Needs a Teacher" includes information and resources for educators and campaigners: lesson plans, media ideas, campaigning actions and stunts to make the Global Action Week 2006 a success. Author: GCE EN   FR   SP   Feb 2006 Every Child Needs A Teacher Press Release Author: Education International EN   Feb 2006 Ensuring a Gender Perspective in Education in Emergencies The document is a chapter from a forthcoming handbook on gender mainstreaming in humanitarian action. It is a resource for policy-makers and practitioners demonstrating how to ensure gender concerns are integrated into all protection and assistance programs in humanitarian emergencies. Author: Inter-Agency Network on Education in Emergencies and International Rescue Committee and Women’s Commission for Refugee Women and Children EN   Jan 2006 Recommendation concerning the status of teachers This is a 14 page document that states the recommendations on the status of teachers. These standards were set in Paris on 5th October 1966 and are the internationally recognised benchmark for achieving a highly trained, motivated teaching workforce in every country. 2006 marks 40 years since these recommendations were made. Author: UNESCO and ILO EN   Dec 2005 START (Simple Toolkit for Advocacy Research Techniques) VSO's advocacy research toolkit, is based on VSO's own experience of low-cost, non-academic professional research. START enables the user to set up and manage their own research for the purposes of advocacy, and is based on VSO's own 'Valuing Teachers' project on teacher motivation in developing countries. However you can use START to research and advocate on any issue. Author: Lucy Tweedie, VSO EN   Nov 2005 Writing the Wrongs: International Benchmarks on Adult Literacy This report highlights the lack of excuses for denying adults the right to learn, and provides evidence of what works in practice. Author: GCE and ActionAid EN   FR   SP   Nov 2005 Writing the Wrongs: International Benchmarks on Adult Literacy POSTER We know what works in adult literacy. These benchmarks emerge from the largest ever global consultation of its kind and show that adult literacy programmes can be affordable and effective. Author: Global Campaign for Education and ActionAid EN   Nov 2005 Deadly Inertia: A Cross Country Study of Educational Responses to HIV/AIDS Bringing together research in over 18 countries, this report finds that Ministries of Education are shockingly unprepared to respond effectively and minimise the devastating impact of AIDS. Moreover, far from assisting, the international donor community has also failed to deliver leadership and political commitment. The report also sets out a clear and achievable action plan to strengthen the educational response to HIV/AIDS. Author: GCE EN   FR   SP   Nov 2005 Press Release: UN recognise almost one billion adults cannot read and write UNESCO Education for All Global Monitoring Report, report was launched in London on November 9th. The Global Campaign for Education welcomed the long overdue attention on adult literacy. Author: GCE EN   Sep 2005 Global Action Week 2006 Planning Pack EVERY CHILD NEEDS A TEACHER is the name of the 2006 campaign. Download the planning pack to prepare for the GAW 26-30th April. At the back of this pack if the registration form to be filled in by national coalitions. Author: GCE EN   FR   SP   Sep 2005 etting Them Fail: Government Neglect and the Right to Education for Children Affected by AIDS This report is based on firsthand testimony from dozens of children in three countries hard-hit by HIV/AIDS: South Africa, Kenya, and Uganda. It documents how governments fail children affected by AIDS when they leave school or attempt to return. Churches and community-based organizations provide critical support to these children, but these groups frequently operate with little government support or recognition Author: Human Rights Watch EN   Sep 2005 Failing our children: Barriers to the Right to Education This report is based on interviews with hundreds of children in all regions of the world. Human Rights Watch investigations in more than 20 countries found that school fees and related education costs, the global HIV/AIDS epidemic, discrimination, violence and other obstacles keep an estimated 100 million children out of school, the majority of whom are girls. Author: Human Rights Watch EN   Sep 2005 UN Millennium Summit Delivers Rhetoric Without Commitment GCE lobbying helped secure statements on education in the final UN Summit outcome document. These include the reaffirmation of the importance of Education for All, and the need to increase finance for education through the Fast Track Initiative. Shockingly, however despite GCE campaigning, there was no mention of the fact that over 90 countries failed to meet the first Millennium Development Goal: gender parity in primary and secondary education. This is not only a tragedy for girls left behind, but a signal of poor health of the MDG project in general. Read GCE's Statement on the UN World Summit outcome document. Author: GCE EN   FR   SP   Sep 2005 Contradicting Commitments: How the Achievement of Education For All is Being Undermined by the International Monetary Fund This report argues that the global education targets: the Millennium Development Goals (MDGs) and the Education For All (EFA) goals, are being undermined by the IMFs imposition of budget targets. Recent research undertaken in Guatemala, Bangladesh, India, Cameroon, Ethiopia, Kenya, Nigeria and Sierra Leone illustrates the need to sharply increase investment in education. An increase in spending is needed for building schools, training and employing teachers, and making education more accessible to poor and other disadvantaged children. But in most cases, they cannot do so without exceeding spending limits imposed by the IMF, thus making it effectively impossible for them to meet their MDG commitments and the demands of their electorates. Author: GCE and ActionAid International EN   Sep 2005 Letters to Heads of State As 'buddies' and 'friends' were handed over to the world leaders they were accompanied with a letter from GCE asking that they take urgent action to ensure that all children are able to complete a quality basic education. Here are letters to President Bush, President Chirac and Prime Minister Blair. Author: GCE EN   EN   FR   Sep 2005 Educate to End Poverty - Briefing Paper Why the UN must make girls' education number one priority at the Millennium + 5 Summit. Author: GCE EN   Sep 2005 GCE tours New York and handsover 'friends' to the UN on the eve of the World Summit On the eve of the UN World Summit, September 13, the Global Campaign for Education, with support from ActionAid International, put on a large campaign stunt that brought unprecedented media attention to the global need to provide education for all. Attached here is the: Press Release, Map of the New York buddy tour and Flyer - an invite to accompany thousands of buddies on their day out in New York City. To find out more please visit: http://www.sendmyfriend.org/buddiesinnewyork.shtml Author: GCE EN   EN   EN   Aug 2005 G8 puts another generation of children on hold for universal education The GCE's worldwide 'Send my Friend to School' campaign ahead of the G8 helped to secure a $50bn boost in aid to poor countries. However, GCE expressed disappointment that the full increase will only arrive in 2010, too late to help most of the 100 million children who are out of school now. Author: GCE EN   FR   SP   Jul 2005 AGENDA European Parliament Hearing Author: ActionAid Intl, EI, Plan, Save the Children, OI EN   FR   Jul 2005 MINUTES Hearing in European Parliament Author: ActionAid Intl, EI, PLan, Save the Children, OI EN   FR   SP   Jul 2005 Hearing in European Parliement Author: Louis MICHEL EN   FR   SP   Jul 2005 Hearing in European Parliament Author: Mrs Assibi NAPOE EN   FR   SP   Jul 2005 Hearing in European Parliament Author: Mr Mathieu OUEDRAOGO FR   SP   Jul 2005 Public Expenditure Tracking (PET) in Tanzania at District Level: Eeffects on Local Accountability Comparing different methodologies used by NGOs in Tanzania, the paper examines whether accountability is enhanced and responsiveness is increased of local governments through public expenditure tracking surveys (PETS). The paper concludes that PETS do contribute to increase accountability in some actors at the local level, although budget tracking in Tanzania is at an infant stage and much work remains to increase their efficiency and impact. Author: Kees de Graaf EN   Jun 2005 Must Do Better: Asia Pacific School Report Card A 'School Report' of 14 Developing countries in Asia Pacific to investigate their commitment to Basic Education Author: Asian South Pacific Bureau of Adult Education and Global Campaign for Education EN   Jun 2005 Back to Square One IMF wage freeze leaves Zambian teachers out in the cold, again. Author: GCE EN   Apr 2005 Missing the Mark: A School Report on rich countries' contribution to Universal Primary Education by 2015 A new "school report card" reveals that 100 million children are still out of school because G7 and other rich countries are simply failing to provide the funding needed for a quality education. The report grades countries on the quantity and quality of education aid they provide to poor countries. Norway scores at the top of the class with an A, followed by Netherlands, and "B" ranked Sweden, Ireland and the UK. Most donor countries are failing to deliver: five of the G7 rank in the bottom half of the class, with a combined grade of 'D', and the US comes bottom with an 'F'. Download report summary in English here Go to School Report page for full range of report downloads in all languages Author: Global Campaign for Education EN   Mar 2005 Girls can’t wait: Why girls’ education matters, and how to make it happen now This is the year that the world will miss the first, and most critical of all the Millennium Development Goals – gender parity in education by 2005. Over the next decade, unless world leaders take drastic action now, unacceptably slow progress on girls’ education will account for over 10 million unnecessary child and maternal deaths, will cost poor countries as much as 3 percentage points in lost economic growth, and lead to at least 3.5 million avoidable cases of HIV/AIDS. In response to this unacknowledged emergency, this paper proposes a new action plan to get every girl in school and learning. Author: GCE EN   Feb 2005 Investing in Development: A Practical Plan to Achieve the Millennium Development Goals Investing in Development: A Practical Plan to Achieve the Millennium Development Goals This report draws on work by 265 leading development experts to make the case for a massive increase in aid and debt relief. It recommends the immediate launch of "a group of Quick Win actions to save and improve millions of lives," including free basic education and health care, the expansion of school feeding programmes, and free anti-retrovirals and malaria drugs. It calls on rich countries to increase aid to 0.7% of GNP by 2015 at the latest and to increase debt relief. http://unmp.forumone.com/ Author: Jeffrey Sachs and UN Millennium Project EN   Feb 2005 Partnerships for Girls' Education Partnerships for Girls' Education Contributors to the book, many of whom are active in the GCE, document and analyse the achievements and challenges of actual partnerships for girls' education, sharing detailed case studies from Bangladesh, Egypt, the Philippines, Peru, and sub-Saharan Africa, and suggesting strategies for progress towards the Millennium Development Goals. Edited by Nitya Rao and Ines Smyth. Free to download at http://publications.oxfam.org.uk/oxfam/display.asp?isbn=0855985135 Author: Rao, Nitya and Smyth, Ines (editors) EN   Feb 2005 Life skills-based education for HIV prevention: A critical analysis Brings together critical thinking from the fields of public health and education to understand some of the challenges in using life skills education for HIV prevention. Difficulties such as adapting participatory approaches to the classroom, cultural clashes, and a lack of pedagogy are explored. Author: UK Working Group on Education and HIV/AIDS and Tania Boler and Peter Aggleton EN   Feb 2005 Beyond Access: Partnership for Quality with Equity A critical analysis of the much-heralded Bangladesh "success story" on girls' education. Although gender parity has been achieved, major inequalities based on poverty still remain, affecting quality and learning achievement as well as access and completion Author: CAMPE and Mansoor Ahmed and Rasheda Chowdhury EN   Dec 2004 THE FUTURE OF AID, 2005-2010: CHALLENGES AND CHOICES "The Future of Aid, 2005-2010: challenges and choices" is a series of seminars, organised by the Overseas Development Institute to explore where the aid system as a whole is headed. Comprehensive notes on the seminars as well as full audio recordings are available online. A few of the topics include: * Accelerating Aid: the systemic impact of the International Financing Facility proposals * Aid effectiveness and volume after Monterrey: does the emperor have clothes? * Debt relief evaluation: what is the impact of debt relief? * Aid policy and evidence: is conditionality well-based?, Available online at: http://www.eldis.org/cf/rdr/rdr.cfm?doc=DOC16809 Author: Overseas Development Institute (ODI) EN   Dec 2004 TOOLS FOR POLICY IMPACT: A HANDBOOK FOR RESEARCHERS HANDBOOK ON POLICY INFLUENCING This online handbook from the Overseas Development Institute (ODI) presents tools for using evidence and research to influence policy. It targets civil society organisations, advocacy groups, and research institutes and university departments. The tools include research methods, communication approaches and models for understanding how policy is developed and influenced. The key points of each tool or technique is described, and links are provided to relevant training materials. Author: Research and Policy in Development (RAPID), ODI and Start, D.; Hovland, I. EN   Nov 2004 Declaration of the Children’s Parliament on the Right to Education Demands formulated by child delegates who met in Delhi in November 2003 parallel to the High Level Group meeting on Education for All. Author: Children’s Parliament EN   Sep 2004 Undervaluing teachers - IMF policies squeeze Zambia’s education system Zambia is a country on the brink. One in 5 people are infected with HIV, life expectancy has dropped to 33 years and young people aged 20-25 actually have less education than their parents’ generation. Therefore, the achievement of Zambia’s new government in getting more children into school holds out a critical glimmer of hope. Yet in order to qualify for long-delayed debt relief, Zambia been forced to stop hiring the teachers and health workers it desperately needs – placing its education success story in jeopardy, and threatening to plunge the country into political crisis. At their meetings in Washington this week, the governors of the International Monetary Fund (IMF) and World Bank can end this charade by announcing full cancellation of outstanding debt, ensuring macroeconomic targets don’t contradict poverty reduction needs, and urging rich countries to replace stop/start engagement with the predictable, long-term commitments needed to hire the teachers and health workers that countries like Zambia so desperately need to achieve the Millennium Development Goals (MDGs). Author: GCE EN   Sep 2004 HUMAN CAPITAL, HOUSEHOLD WELFARE, AND CHILDREN'S SCHOOLING IN MOZAMBIQUE Investing in girls’ and women’s education in rural areas should be a priority, according to this study commissioned by the government of Mozambique. "Raising the literacy of adult household members can dramatically raise girls’ enrollment," say the authors. According to their research, the probability of a rural child enrolling in school can be increased by up to 50% if adults in the household, especially women, are literate. "This finding implies a potentially important role for adult education or literacy campaigns in rural areas." The study also recommends that to enrol more girls, schools need to have more trained teachers, especially female teachers; and reducing or eliminating costs could have an impact too. Author: IFPRI and Sudhanshu Handa, Kenneth R. Simler, with Sarah Harrower EN   Aug 2004 Monitoring of the Free Primary Education and Establishing the New Cost Primary Education in Kenya Findings of this assessment of the Free Primary Education programme (2003) show that despite an increase in the enrolment rates of both boys and girls, implementation of the programme has not been backed by a clear policy, concrete modalities for its implementation or a strong monitoring system. Work remains to be done to address the quality of education, the shortage of teachers, and the dearth of infrastructure and classroom materials. The authors allege that the government’s estimate of unit cost falls short of the actual cost, forcing parents to contribute the difference. Author: Centre for Research and Development and Elimu Yetu Coalition EN   Aug 2004 BIG BOOK OF THE WORLD’S BIGGEST LOBBY 2004 Big Book of the World’s Biggest Lobby During the GCE Global Action Week in April 2004, the “World’s Biggest Lobby” mobilized over 2 million people to press politicians to provide an education to every child. Thousands of MPs and 14 heads of state met with children to hear their demands, and many pledged to take concrete actions such as increasing education budgets, introducing new laws or removing fees. The excitement and impact of the World’s Biggest Lobby is captured in photos and stories from over 100 countries in the GCE’s “Big Book.” The file has been divided into two parts for easier downloading. Author: GCE EN   EN   FR   FR   FR   SP   SP   SP   Jul 2004 Elimu Yetu Coalition (Kenya ) Engagement in EFA after Dakar CIVIL SOCIETY MAKES A DIFFERENCE IN KENYA In Kenya, civil society groups united under the banner of a national coalition have scored some significant impacts on policy, reports Wambua Nzioka. Over the past five years, the Elimu Yetu Coalition (EYC) has achieved three major breakthroughs, says EYC coordinator Nzioka: the drafting of a national action plan to achieve EFA, the introduction of free primary education (FPE) and now, improving accountability for how FPE is implemented at local level. Author: Wambua Nzioka EN   Jul 2004 User Fees in Primary Education WORLD BANK RELEASES STUDY CALLING FOR RETHINK OF FEES POLICY This review was commissioned by the World Bank for internal use two years ago and includes the results of a survey showing that 77 of 79 countries imposed charges of some kind for public primary education. It summarises overwhelming evidence that these costs are keeping poor children and girls out of school, and recommends that the World Bank should develop a clearer policy that explicitly states its active opposition to charges and, beyond just abolishing tuition fees, should step up efforts to remove all costs keeping poor children out of school. Author: World Bank and Raja Kattan and Nicholas Burnett EN   Jun 2004 Forgotten Schools: Right to Basic Education for Children on Farms in South Africa This report found that the government’s failure to negotiate contracts with farm owners impedes children’s right to basic education. In the worst cases, farm owners have deliberately obstructed children's access to the schools. The report documents cases where farm owners or managers prevent learners and teachers from getting to school by locking school facilities or obstructing access otherwise, generally due a lack of contractual arrangements. While the police and authorities from the provisional departments of education intervene on occasion to ensure access, such intervention has not prevented further interference at the same schools. Author: Human Rights Watch EN   Apr 2004 Learning to survive: How education for all would save millions of young people from HIV/AIDS Seven million cases of HIV could be prevented in a decade if all children in the world received a complete primary education, reveals a ground-breaking new report released by the Global Campaign for Education. Author: GCE EN   Apr 2004 At What Age? WHEN IS A CHILD NOT A CHILD? Covering 125 countries, this report is a handy starting point to research the basic legal framework affecting children’s right to education. Summary tables in French, Spanish and English list the legal minimum ages in each country for leaving school, starting work, getting married and criminal responsibility. In at least 25 countries of the world education is not compulsory. In some countries, compulsory education laws are contradicted by other laws that allow children to be married or go out to work at a much younger age. Author: Right to Education Project and Angela Melchiorre EN   Apr 2004 Honduras: Pushed to the Edge Honduras has signed up to the Education for All Fast Track Initiative and other steps to achieve the Millennium Development Goals -- but the IMF is denying debt relief, and donors have provided only half the aid needed for the FTI plan. What’s more, the IMF is insisting on cuts in teachers’ real wages, and the FTI package does not include any funding for teachers’ salaries. This report by the Honduras debt and development network, FOSDEH, argues that the international community is pushing Honduras towards crisis. April, 2004 Author: FOSDEH EN   Jan 2004 EDUCATION AND PRSPS: A REVIEW OF EXPERIENCES This report reviews 18 Poverty Reduction Strategy Papers (PRSPs) from different countries to assess the importance given to education. It analyses the themes and actions of the education chapter of the PRSP, including financing schemes, the complementarities between education and other sectors, and the monitoring mechanisms. Main findings from the report include: * priority is mainly given to primary education, and to some extent neglect early childhood development and literacy, especially female literacy * integration of education into other sectors has not been achieved successfully, and remains relatively isolated and independent * there is a risk that strategies such as decentralisation are being implemented too quickly and without appropriate local knowledge and capacity. Available online at: http://www.eldis.org/cf/rdr/rdr.cfm?doc=DOC16106 Author: Caillods, F.; Hallak, J and International Institute for Educational Planning (IIEP) (2004) EN   Jan 2004 From Aspiration to Action: Annual Report of the Global Governance Initiative (Executive Summary) Independent experts score governments, civil society and the private sector on their efforts to reach the Millennium Development Goals, including universal primary completion by 2015 and gender parity in education by 2005. Author: World Economic Forum and Global Governance Initiative EN   Jan 2004 The 2003/4 EFA Global Monitoring Report: A Frank Assessment Current UNESCO methodologies fail to reveal the full extent of the education crisis. Myanmar's military dictatorship has decided that the official age for primary schooling is 5 to 9, hence a 10 year-old Burmese child sent to work in the fields is not counted as a child out-of-school. The usefulness of the monitoring report is also limited by the fact that most of the data is badly out of date. A good first step towards more robust data would be for UNESCO to allocate more than 0.1% of its budget to EFA monitoring work. The author writes in his personal capacity.A shorter version of this paper appeared in Issue 4 of Equals, the newsletter of the Beyond Access project. Author: Alam Rahman EN   Dec 2003 Declaración II Encuentro Latinoamericano Final statement of a conference on education quality organised by CEAAL, Ayuda en Accion, ActionAid, Ibis and others. Author: II Encuentro Latinoamericano SP   Nov 2003 Must Try Harder - Rich Countries get their School Report Ranks the world’s 22 richest countries from A to F according to the quantity and quality of aid they provide for primary education in poor countries. Press Release Full Report Author: GCE EN   EN   FR   DE   Nov 2003 The Education Fast Track Initiative: A Global Campaign review of progress, and recommendations for reform This independent analysis critiques the cost simulations and performance indicators underpinning the Fast Track Initiative. “The FTI indicative framework benchmarks are based on very flimsy evidence – related to experience in 10 diverse countries – and should not be treated as a straightforward guide to policy reform choices.” Author: GCE and Pauline Rose EN   Nov 2003 African Civil Society Contribution to CONFINTEA Mid-Term Review Implementation of adult education policies and programmes by many governments still shows glaring gaps which in turn indicate a leadership vacuum, and lack of political will. Civil Society contribution to youth and adult education has been considerable - be it in an uncoordinated manner, and not on so large a scale. Author: ANCEFA EN   FR   Nov 2003 Oslo Meeting of the FTI Donor Group: Co-Chairs’ Summary and Conclusions Outcomes of the third donor meeting on the Fast Track Initiative Author: Governments of Norway and France EN   Nov 2003 Teacher Demand and Supply in South Asia, Teacher Demand and Supply in Africa These EI working papers report on the shortage of trained teachers that is an increasingly serious problem in Africa and South Asia. Also covers issues such as teachers’ salaries, motivation, skills and community perceptions of the teaching profession. Author: Education International and Paula Nilsson EN   EN   Nov 2003 The Urgency Of Action: Achieving Gender Parity By 2005. Speech by Maria Lourdes Almazan-Khan, ASPBAE Secretary-General, to EFA High Level Group meeting in Delhi, 2003 Author: ASPBAE and Maria Khan EN   Sep 2003 Capacity-Building Matrix Tips from successful national coalitions on how to build and use networks for advocacy work. Author: ANCEFA EN   Sep 2003 CONFINTEA V: A call for action and accountability Statement by civil society participants in the Fifth International Conference on Adult Education (CONFINTEA V), pointing to a ‘disturbing regression’ in the sector, despite commitments made in Hamburg in 1997. Author: GCE EN   Sep 2003 The IMF and the Millennium Development Goals: Failing to Deliver The IMF must move on from an outdated focus on exclusively short-term macro-stability and pessimism about aid to one based on long-term poverty needs and the MDGs, says Oxfam. If it does not, the much hailed new poverty focus of IMF programmes in low income countries risks being largely discredited. Author: Oxfam International EN   Jul 2003 Accelerating Progress on Girls’ Education: a FAWE perspective. In this presentation to the UNESCO EFA Working Group, FAWE outlined the finds of a gender audit of national education plans in Africa. Author: FAWE EN   Apr 2003 A Fair Chance: Attaining Gender Equality in Basic Education by 2005 Full Text (PDF, 358kb) | Summary (PDF, 159kb) Author: GCE and Nicola Swainson EN   EN   FR   Apr 2003 Education for All: Is Commitment Enough? Little to no mobilisation of support from civil society, as well as a lack of ownership of the initiatives on the part of governments and other authorities, are reasons for lack of progress on EFA since 2000. Teachers have been consulted about government policy on education for all to a very limited extent. Education Pour Tous: "Les engagements sont-ils suffisants?" Author: Education International EN   FR   SP   Apr 2003 Fast Track or Back Track: The Education Fast Track Initiative- Make or Break for the Monterrey Consensus The FTI is the first global initiative to operationalise the Monterrey Consensus, which commits governments and donors to working through new development partnerships, based on mutual accountability and responsibility. Yet one year on from its launch, donor backtracking on earlier commitments is threatening to jeopardise initial progress, argues ActionAid in this report based on research in several Fast Track countries. Author: ActionAid EN   Apr 2003 Education for All: Is Commitment Enough? Little to no mobilisation of support from civil society, as well as a lack of ownership of the initiatives on the part of governments and other authorities, are reasons for lack of progress on EFA since 2000. Teachers have been consulted about government policy on education for all to a very limited extent. Education Pour Tous: "Les engagements sont-ils suffisants?" Author: Education International EN   FR   SP   Mar 2003 Broken Promises? Why donors must deliver on the EFA Action Plan Briefing Paper for the 2002 Annual Meetings of the World Bank and IMF Author: GCE EN   Mar 2003 Window of Opportunity: Why Fast Track Funds Must be Released Now Argues the need for donors to scale up aid in a coordinated and rationally targeted manner, yet without creating a global “fund” or new layers of bureaucracy. Describes how the FTI could provide this type of “meta-coordination”. Author: GCE EN   Jan 2003 Analysis of the Education for All Fast Track Initiative Independent study commissioned by the Ministry for Foreign Affairs of Finland, with useful sections on the FTI simulation model and benchmarks, and the possible negative and positive impacts of these benchmarks on education quality. Focuses on Ethiopia, Mozambique, Nicaragua, Tanzania and Zambia. Author: Tuomas Takala and Finland Ministry of Foreign Affairs EN   EN   Nov 2002 2004 World Development Report on ‘Making Services Work for Poor People’: GCE submission GCE’s submission on the WDR’s education chapter says the report suffers from weak analysis or untested assumptions in five major areas: implementing existing international commitments on education; donors’ responsibilities in financing education; user fees; the role of unions; and the role of the private sector. Author: GCE EN   Nov 2002 Education for all in Niger: Rich countries continue to neglect Africa’s children The government of Niger is committed to tackling the education crisis in a country where 1.3 million children have never been to school. But rich countries have so far failed to deliver on their promised increase in financial support to Niger and the other countries that have qualified for the Education For All Fast Track Initiative. Author: Oxfam EN   Nov 2002 Financing Education in Kilimanjaro: The Story Continues. How has the removal of primary tuition fees in Tanzania affected families and schools? This report based on field research in Kilimanjaro shows that the overall financial burden on parents has dropped by about 50%, but children whose parents cannot afford to provide exercise books and uniforms are still unable to attend. Author: Maarifa ni Ufunguo EN   Nov 2002 The Challenge of Achieving EFA in Africa: Civil Society Perspectives and Positions to MINEDAF VIII Thirty-two months into the 2015 target, progress made on EFA in Sub-Saharan Africa presents a most discouraging picture. Very few countries can claim to have developed credible plans; few of those that may have “credible” plans can claim to have developed or reviewed them in a participatory manner. Some of those plans may not have even been preceded by comprehensive situation analyses to help bring about interventions that would make a difference. Author: ANCEFA EN   FR   Nov 2002 The Status of Education Funding in Africa: Analysis and Recommendations About 85% of the EFA financing gap lies in Africa.[1]But support to basic education across all countries of sub-Saharan Africa in 2000 totalled about US $400m, according to GCE research. Author: GCE EN   Nov 2002 The Dakar Goals: Distant Dream or Action Now? GCE Briefing Paper for the Second High Level Group Meeting on EFA (PDF 46kb) Author: GCE EN   Oct 2002 The Challenge of Achieving EFA in Africa: Civil Society Perspectives and Positions to MINEDAF VIII Thirty-two months into the 2015 target, progress made on EFA in Sub-Saharan Africa presents a most discouraging picture. Very few countries can claim to have developed credible plans; few of those that may have “credible” plans can claim to have developed or reviewed them in a participatory manner. Some of those plans may not have even been preceded by comprehensive situation analyses to help bring about interventions that would make a difference. Author: ANCEFA EN   FR   Oct 2002 How to Get Information from the World Bank and IMF How to find out about the agreements that your government has made with the international financial institutions. Author: Bank Information Center EN   Aug 2002 Education Now to Build a Better Future Outlines why education is the cornerstone of sustainable development. Author: GCE EN   Jun 2002 Every Child in School - Are the G8 serious? Briefing paper reviewing G8 aid commitments to basic education. Author: GCE EN   Jun 2002 No Pot No Pie Report of the Arusha workshop on budget analysis in education; includes presentations, diagrammes and examples from 13 countries. Author: GCE EN   May 2002 2002: Historic year for the world’s children? Briefing Paper for UN General Assembly Special Session on Children (also Executive Summary) Author: GCE EN   EN   May 2002 Declaration of the Children’s Parliament on the Right to Education Demands formulated by child delegates who met in Delhi in November 2003 parallel to the High Level Group meeting on Education for All. Author: Children’s Parliament EN   May 2002 Payer pour s’instruire, ou comment la Banque mondiale et le FMI influencent léducation dans le Tiers monde Paying for Education: How the World Bank & IMF Influence Education in Developing Countries Author: Citizens’ Network on Essential Services and Nancy Alexander EN   FR   May 2002 The Case for Children’s Participation – one-page summary of the arguments for giving children a say in development Author: PLAN International EN   May 2002 Trends in Private Sector Development in World Bank Education Projects Traces trends in private sector development in 11 World Bank education projects during the period 1995-97. Argues that “the role of the private sector in education is emerging as a large force that governments, donors, and other technical assistance agencies cannot ignore.” Author: World Bank and Shobana, Sosales EN   May 2002 User Fees in education and health Author: Coalition for Health and Education Rights EN   Apr 2002 A quality education for all Quality education exists in every education system, the problem is that typically only the most privileged children have access to it. This GCE briefing paper sets out what governments, donors and civil society can do to bring quality teaching and learning to every school. Author: GCE EN   Apr 2002 L’Initiative mondiale sur l’éducation: honorer les promesses L’Initiative mondiale (IM) garantit qu’aucun effort d’un pays en matière de développement de l’éducation ne faillira à cause d’un manque de ressources. L’IM prévoit une action collective sur les objectifs de Dakar en déterminant clairement les rôles et les responsabilités des gouvernements nationaux, des bailleurs, des agences multilatérales et de la société civile. Author: GCE FR   Apr 2002 PRSPs: A Rough Guide Excellent Q & A guide for non-specialists, demystifying some of the debates that have raged around PRSPs since they were introduced. Author: Bretton Woods Project EN   EN   Apr 2002 Child Labour: A Dynamic Global Picture Overview chapter of the ILO’s report, “A Future Without Child Labour”. Useful guide to the two ILO Conventions on child labour, as well as the extent and growth of the problem in different regions. Author: ILO EN   Apr 2002 EDUCATION FOR DYNAMIC ECONOMIES: ACTION PLAN TO ACCELERATE PROGRESS TOWARDS EDUCATION FOR ALL World Bank proposal for a multilateral education financing initiative, which was endorsed by the world’s finance and development ministers during the April 2002 Development Committee meeting. Author: World Bank EN   Apr 2002 An action plan to achieve the MDGs in education - Briefing for Amsterdam EFA conference Outlines GCE proposals for a new education compact between developing countries, bilateral and multilateral donors and the international financial institutions, whose core objective is to channel increased aid to countries with sound national strategies for achieving education for all. Author: GCE EN   Dec 2001 What Happened At The World Education Forum? A critique of EFA reductionism from a Latin Amertican perspective. Author: Instituto Fronesis and Rosa Maria Torres EN   SP   Nov 2001 Out of the Shadows This report tracks the global spread of child labour, with facts and figures about the situation in every country. Author: Global March Against Child Labour EN   Nov 2001 Education Charges: A Tax on Human Development – A Working Paper Author: Oxfam  EN   Oct 2001 Education in Emergencies Guide to best practice based on successes and failures in the field. Author: Save the Children UK EN   Jul 2001 Working For Change - A handbook for planning advocacy Case studies of su