2017

Reducing global poverty through universal primary and secondary education

The eradication of poverty and the provision of equitable and inclusive quality education for all are two intricately linked Sustainable Development Goals (SDGs). As this year’s High Level Political Forum focuses on prosperity and poverty reduction, this paper, jointly released by the UNESCO Institute for Statistics (UIS) and the Global Education Monitoring (GEM) Report, shows why education is so central to the achievement of the SDGs and presents the latest estimates on out-ofschool children, adolescents and youth to demonstrate how much is at stake. The out-ofschool rate has not budged since 2008 at the primary level, since 2012 at the lower secondary level and since 2013 at the upper secondary level. The consequences are grave: if all adults completed secondary school, the global poverty rate would be more than halved.

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Aid to education is stagnating and not going to countries most in need

Domestic expenditures in low and lower middle income countries cannot cover the costs of reaching Sustainable Development Goal 4 (SDG 4), and so aid must make up the shortfall. But aid to education has been stagnant since 2010, and the aid that is given often does not go to the countries most in need, worsening the prospects for achieving global education goals. This paper analyses current levels and trends of aid to education using data from three sources: the Organisation for Economic Co-operation and Development (OECD) Development Assistance Committee (DAC) and its Creditor Reporting System (CRS) database; the Global Partnership for Education (GPE), which has just launched its 2020 replenishment effort; and the United Nations Office for the Coordination of Humanitarian Assistance (OCHA). The most recent data is mainly from 2015, which should serve as a benchmark for monitoring progress during the implementation of the 2030 Agenda for Sustainable Development.

Six ways to ensure higher education leaves no one behind

Published
This policy paper, written in partnership with the UNESCO International Institute for Education Planning (IIEP), makes policy recommendations for equitable and affordable higher education to better support the implementation of the SDG agenda. To do this, it reviews recent trends in higher education expansion, identifies disparities in student participation, examines policy tools and practices for fostering equity, and explores ways to target assistance at those who need it most.

 

Let's decide how to measure school violence

Violence in schools and other education settings causes serious harm to children and adolescents that can last into adulthood. As the UN World Report on Violence against Children observed, it is a global phenomenon (Pinheiro, 2006). Policies, laws and strategies to prevent school-related violence depend on accurate knowledge of its global prevalence, trends and effects, but such evidence is lacking. This paper surveys current methods of assessing school-related violence and sets out options for improving the global evidence base. 

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