GLOBAL EDUCATION MONITORING REPORT 2017/8
Practices, challenges and the future implications for all stakeholders
Paper commissioned for the EFA Global Monitoring Report 2010, Reaching the marginalized
Disability, CBR & Inclusive Development, Vol.25 (2014) pp.72-81
This article highlights some lessons about the strategy of community-based inclusive education, drawn from different programmes in Latin America.
Background paper prepared for theEducation for All Global Monitoring Report 2012 Youth and skills: Putting education to work
2012/ED/EFA/MRT/PI/15
The Education 2030 Incheon Declaration and Framework for Action specifies that the mandate of the Global Education Monitoring Report is to be ‘the mechanism for monitoring and reporting on SDG 4 and on education in the other SDGs’ with the responsibility to ‘report on the implementation of nat...ional and international strategies to help hold all relevant partners to account for their commitments as part of the overall SDG follow-up and review.’ It is prepared by an independent team hosted by UNESCO.
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The package provides practical, concise yet crucial information about the impact of COVID-19 on daily teaching practices as well as tips and suggestions to improve safety, well-being and learning, with students in face-to-face or remote settings.
The package speaks directly to the teachers. It ca...n be adapted to their context and can be completed at the teachers’ own pace. It includes quizzes and a self-evaluation and planning tool to help teachers reflect on what they learned and what they still need to learn, encouraging them to keep learning!
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Prioritise education in conflict-affected areas:
Across the world 28 million1 primary school-age children living in conflict-affected countries are
out-of-school, and they form half of the world’s total out-of-school population. During conflict,
infrastructure assets such as schools are damaged... or completely destroyed during fighting. Children
may choose to stay away from school due to their and their family’s safety fears in the midst of
conflict, or the need to supplement their family’s income amidst conflict-related financial loss.
Children who are internally displaced by conflict face a particularly challenging task accessing
education due to the specific conditions created by their displacement, such as loss of livelihoods
making school fees hard to find, and discrimination from host communities. Children caught in
conflict are being deprived of their right to education2 and denied the opportunity to benefit from the
protective and life-sustaining mechanisms of education.
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School health programmes are the most cost-effective way to influence health behaviours in young people. The purpose of this two-part handbook is to support schools as they seek to implement interventions in order to reduce the main modifiable risk behaviours for noncommunicable disea...ses. This Practical application handbook provides advice to schools on providing young people with the knowledge, attitudes, beliefs and life skills necessary for making informed decisions, and creating a healthy school environment that can reduce the risk of NCDs
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All photos in this report were taken by Ahmad Baroudi/Save the Children
Refugee children with disabilities experience a reality of exclusion and marginalisation that makes them among the most vulnerable displaced persons in the world. Excluded from participation in social activities and access to school, not only because of their disability, but especially because of so...cial, cultural, and political barriers that prevent them from enjoying the same opportunities as their peers.
Daniela Bruni, a specialist in education in emergency contexts, who has overseen JRS’s related projects for the past two years, has developed a guide on inclusive education.
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