Policy briefs and Statements
GMR Policy Brief - Wanted: Trained teachers to ensure every child’s right to primary education
This paper, jointly released by the UNESCO Institute for Statistics (UIS) and the Education for All Global Monitoring Report (GMR) on World Teachers' Day, shows that there are massive and persistent teacher shortages, especially of well-trained teachers. These chronic shortages will continue to deny the fundamental right to primary education for millions of children in decades to come if concerted action is not taken.
Based on a series of projections on the numbers of teachers needed and the costs to hire them, this paper also highlights the urgent need to ramp up teacher training programmes in the immediate future.
Unite 4 Education:Collective Bargaining for Teachers
In order to guarantee that teachers have a collective voice, governments must: Ratify ILO Conventions 87 and 98, on top of Conventions 151 and 154; ensure that teachers, in both the public and private education sector, have the fundamental right to form unions and to negotiate working conditions and quality of education; ensure that collective bargaining is institutionalised; and respect collective agreements in full, also in times of economic crises.
EI statement on equitable quality education
At the Rio+20 Conference in 2012, governments agreed to launch a UN-led process to create a set of universal Sustainable Development Goals. The so-called Open Working Group (OWG) was established in January 2013 and consists of 70 Member States. They are expected to propose goals across all three dimensions of sustainable development (social, environmental, and economic). The OWG will present its final proposal to the UN General Assembly 2014.
The OWG is currently the main process and platform for formulating a post-2015 agenda and EI has actively contributed to their work. In June 2013, the OWG held a session that was devoted to education, where EI gave a presentation on the role of education for sustainable development.
Unite 4 Education: The Right to an Education Begins at Birth
This brief outlines the core beliefs that: education is a fundamental human right for all, and a public good; quality education needs an inclusive and holistic approach. Fairness and equity is fundamental to quality education; quality education requires quality teachers; and that quality education must be publicly financed.
Unite 4 Education: Why Invest?
The key messages from this brief are that: education is a right; education is a public good and contributes to social, cultural, democratic and economic development; education contributes to the personal development of individuals, including their intellectual, social and physical development; education encourages people to become active citizens and contribute to the development and well-being of society; education is a necessary investment for solving the current crises; and finally, that the privatisation of education financing undermines social equity and distorts the mission of educational institutions.
GMR Policy Brief: Increasing tax revenues to bridge the education financing gap
Sustained economic growth has increased the resources that many of the world's poorest countries can raise domestically to finance their education strategies. Many countries furthest from the Education for All goals, however, do not sufficiently tap their tax base. Strengthening tax systems is an essential condition for achieving Education for All.
This policy paper shows that if governments in 67 low and middle income countries modestly increased their tax-raising efforts and devoted a fifth of their budget to education, they could raise an additional US $153 billion for education spending in 2015.
An Education Goal beyond 2015: EI's call for Quality Education
Unite 4 Education: Non-Discriminatory Education
Ensure the principles of equity and non-discrimination are enshrined in national legislation and cover administrative practices as well as the individual acts of public authorities. Ensure that social inclusion is promoted and mainstreamed throughout the education system, including financing, policy development, curriculum and pedagogical practice, as well as teacher training. Ensure that measures for increasing access to education, reducing drop-out rates and improving retention and completion rates identify and target communities that are most marginalised.
Unite 4 Education: Evaluation and Assessment of Students, Teachers and Education
This brief addresses the facts that: quality education requires formative evaluation and assessment; testing students is not enough to measure quality; quality education is more than teaching to the test; and that assessments of students are most effective when made in collaboration with teachers.
Unite 4 Education: Gender Equity in Quality Education
This brief discusses: Ensuring equal and universal access to education and completion of all levels of learning; financing the development and promote the use of gender-sensitive curricula across the education system; combining gender mainstreaming policies with targeted measures focusing on girls and/or boys as appropriate; and the focus on including those marginalised as a result of multiple discrimination.
Unite 4 Education: Public Private Partnerships
This brief addresses the facts that: PPPs violate the principle of education as a human right; they contravene the ethos of education and downgrade the work and status of teachers; they facilitate the privatisation of education and multi-stakeholder partnerships in education; and (MSPE’s) are a viable alternative to PPP’s.
Unite 4 Education: The Use of Information and Communications Technology in the Classroom
Modern developments in information and communication technologies (ICT) provide exciting possibilities to enhance the quality of education. Interactive education software, open access digital libraries, and cheaper and more intuitive technology may facilitate new forms of interaction between students, teachers, education employees and the community and enhance the quality of education by making it more accessible.
Education may be enriched by integrating such technologies into traditional educational activities. However, it must be recognised that ITC may never displace the relationship between teacher and learner which is crucial to the learning and development process.
ICT has the capacity to enhance the learning process and facilitate communications within education institutions and between educators and learners but it must be used in education institutions under the supervision of qualified well-trained professionals with the expertise in pedagogy and in education to ensure that its impact does not damage or undermine the learning process or the development of learners.
Unite 4 Education: Tools and Materials for Quality Teaching and Learning
Qualified teachers with necessary teaching and learning tools and materials are the foundation for quality and effective education. Life skills of students are reinforced with quality teaching and appropriate learning tools and materials. Appropriate and adequate teaching and learning tools and materials are needed for the effective provision/delivery of quality education.
Unite 4 Education: Teacher Training and Professional Development
This briefs highlights that: qualified teachers are at the heart of quality education; high-quality teacher education and training and on-going professional development improves teacher retention, effectiveness and student achievement; and that teachers should receive comprehensive initial training through institutions of higher education, as well as in-service training and ongoing professional development.
Unite 4 Education: Quality Learning Environment
The main focus of this brief is that: The learning environment is central to quality education; a quality learning environment is accessible and inclusive for all; a quality learning environment is safe and secure for all; a quality learning environment has adequate resources and infrastructure; reasonable class sizes are essential to a quality learning environment; the learning environment is central to quality education; and lastly, that the learning environment is central to quality education.