Universal, Plural and Quality Education, and Citizen Education
The State of the Right to Education Worldwide: Free or Fee
Seven Complex Lessons in Education for the Future
Education International’s Response to the Global Monitoring Report 2006 on "Literacy for Life"
Digital Publishing in Developing Countries
Policy Paper on Education: Building the Future through Quality Education
Seven Leverage Points for the Passage from Economy to Œconomy
Great Transition: The Promise and Lure of the Times Ahead
Participate in the Drafting and Circulation of the Charter of the Peoples of the Earth
WGI: World Governance Index (2009 Report)
Marrakech Process for the Protection and Promotion of All Human Rights of Migrants and Persons in Transnational Mobility
The Five WGI Indicators
A European Way of Security. The Madrid Report on the Human Security Study Group
Citizen participation in the process of state reform
Dialogs on Party Systems and Global Democratization
Extreme Poverty and World Governance
The Challenge of Environmental Governance
Rural Areas and World Governance
What Europe does the world need?
An Ecological Act: A Backgrounder to the National Rural Employment Guarantee Act (NREGA)
PMCs, Human Security and Global Governance in Global Public Sphere
Does Global Governance Ensure That the Global Public Interest Is Served?
When World-regulation Experts "Play" the Regions ...
The right to an education is recognized as one of the most fundamental human rights, benefiting individuals and strengthening whole communities and civilizations. Access to education for all is enshrined in the Universal Declaration of Human Rights, the Convention on the Rights of the Child, and national laws. In Millennium Development Goal 2, governments have pledged to ensure that all girls and boys complete a full course of primary schooling; Goal 3 and the "Education For All" goals agreed in Dakar in 2000 emphasize extending this pledge to secondary education.
Yet at the half-way point towards 2015, the gaps are daunting: 80 million children (44 million of them girls) are out of school, with marginalized groups (26 million disabled and 30 million conflict-affected children) continuing to be excluded. And while universal access is critical, it must be coupled with improved learning outcomes – in particular, children achieving the basic literacy, numeracy and life skills essential for poverty reduction. An estimated $12 billion is needed annually to meet the EFA goals – including early childhood care and learning, life skills for young people, and a 50% increase in adult literacy - but donor pledges need to be closely followed by actual disbursements.
This edition of Global Future examines the effectiveness of the international community’s efforts to achieve education for all, and what needs to change for the next seven years if the MDGs for education are to succeed.
Source: Global Future, Number 2, 2007