250 million children can't read or count whether they're in school or not
Of 650 million children of primary school age today, 250 million children can't read or count whether they're in school or not

Join the consultation on Teaching and Learning for Development

A learning crisis is leaving one in three primary school-aged children not achieving  basic skills, whether they are in school or not. This revelation makes the theme of the 2013 Education for All Global Monitoring Report (GMR) on Teaching and Learning for Development more timely than ever. World leaders ignore the learning crisis at their peril. It is not only failing children, but also leaving countries without the knowledge and skills needed to accelerate progress towards tackling poverty reduction, malnutrition, environmental degradation, and other development outcomes.

250 million children can't read or count whether they're in school or not

To inform the 2013 GMR, we are seeking your views on how to promote teaching and learning in ways that will ensure education contributes effectively to the desired development outcomes, such that policymakers give education the central place it deserves in any post-2015 global agenda. We hope to hear your ideas in any of the areas to be covered in the Report, as outlined below – please share them by posting comments on our consultation website.

As our concept note outlines, the 2013 Report will include three inter-connected parts:

  • Part 1 will provide the annual stocktake on progress towards the six Education for All goals. With just two years until the goals expire, it will review the relevance of the goals for a post-2015 education framework. In particular, it will assess the potential for equity-based targets post-2015.
  • Part 2 will present data in new and innovative ways to show how more education and better learning for all children and young people, regardless of their background, whether their gender, wealth or where they live, contributes to a broad range of development outcomes. It will identify in particular the relationship between education and development outcomes that are anticipated to be part of the international agenda after 2015.
  • Part 3 will explain how investing wisely in teachers, and other reforms aimed at strengthening equitable learning, can transform the long-term prospects of people and societies.

Some questions that we are particularly keen to get your feedback on include:

1. What development outcomes should be the focus post-2015, and how can education accelerate progress towards these outcomes?

2. What evidence could we draw on to demonstrate that it is not just access to education but improved learning outcomes that accelerates the achievement of development outcomes?

3. What are the implications of inequality in education and learning in holding back progress in development outcomes?

4. What successful examples can provide evidence on the vital role that teachers play in promoting improved learning, especially for low achievers?

5. How can policymakers prioritize policy choices they face in teacher reforms to improve learning?

6. What are examples of curriculum and assessment reforms that have supported teachers in improving learning?

To help us shape our report, click here to join the consultation

Whether you are a policymaker, researcher, teacher, working for a non-governmental organization, or more generally have an interest in education and development, we look forward to hearing from you!

You can also join the discussion with @efareport and @pauline_rosegmr using #teachandlearn.


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