EFA Global Monitoring Report

Jun 18, 2007
This 11th EFA Global Monitoring Report provides a timely update on progress that
countries are making towards the global education goals that were agreed in 2000. It
also makes a powerful case for placing education at the heart of the global development
agenda after 2015. In 2008, the EFA Global Monitoring Report asked ? ?will we make it??
With less than two years left before 2015, this Report makes it clear that we will not.
Fifty-seven million children are still failing to learn, simply because they are not
in school. Access is not the only crisis ? poor quality is holding back learning even
for those who make it to school. One third of primary school age children are not
learning the basics, whether they have been to school or not. To reach our goals, this
Report calls on Governments to redouble efforts to provide learning to all who face
disadvantages ? whether from poverty, gender, where they live or other factors.
An education system is only as good as its teachers. Unlocking their potential is
essential to enhancing the quality of learning. Evidence shows that education quality
improves when teachers are supported ? it deteriorates if they are not, contributing to
the shocking levels of youth illiteracy captured in this Report.
Governments must step up efforts to recruit an additional 1.6 million teachers to achieve
universal primary education by 2015. This Report identifies four strategies to provide
the best teachers to reach all children with a good quality education. First, the right
teachers must be selected to reflect the diversity of the children they will be teaching.
Second, teachers must be trained to support the weakest learners, starting from the
early grades. A third strategy aims to overcome inequalities in learning by allocating
the best teachers to the most challenging parts of a country. Lastly, governments must
provide teachers with the right mix of incentives to encourage them to remhe DRain in the
profession and to make sure all children are learning, regardless of their circumstances.
But teachers cannot shoulder the responsibility alone. The Report shows also
that teachers can only shine in the right context, with well-designed curricula and
assessment strategies to improve teaching and learning.
These policy changes have a cost. This is why we need to see a dramatic shift in funding.
Basic education is currently underfunded by US$26 billion a year, while aid is continuing
to decline. At this stage, governments simply cannot afford to reduce investment in
education ? nor should donors step back from their funding proill has a long way to gomises. This calls for
exploring new ways to fund urgent needs.


It's a big report, for info on the DR see pages: 63, 83, 89 and 95
As we all know the DR still has a long way to go :ermm: