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Searching with a thematic focus on Global education initiatives, Education, Education For All

Showing 91-100 of 107 results

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  • Document

    Education for all fast track: the no-progress report

    Oxfam, 2003
    The EFA Fast Track Initiative (FTI), a compact which aims to close the education financing gap in countries that implement far reaching reforms, has faced significant obstacles.This report documents what it calls the systematic failure of donors to keep their promise to Southern governments, and also outlines what it thinks must be done to make the FTI effective.Recommendations include:
  • Document

    EFA global monitoring report 2003/4: gender and education for all: the leap to equality

    Education Sector, UNESCO, 2003
    This annual report reviews the progress toward the Education for All (EFA) goals to which the international community committed itself in the Dakar Framework for Action.
  • Document

    The education Fast Track Initiative: a Global Campaign review of progress, and recommendations for reform

    ActionAid International, 2003
    This report reviews the process and progress of the Fast Track Initiative for education. Specifically, it gives a critical summary of the key features of the Initiative to date, the criteria for including countries in the Fast Track, and the benchmarks in the World Bank's background analysis.
  • Document

    Two years after Dakar: on the road to EFA?

    id21 Development Research Reporting Service, 2002
    Is the world on track to achieve the millennium target of Education for All (EFA) by 2015? Are the six EFA commitments made in April 2000 at the World Education Forum in Dakar being met? How can we plug gaps in knowledge about schooling and improve EFA reporting, monitoring and analysis?
  • Document

    Distant future: new developments in open and distance learning

    id21 Development Research Reporting Service, 2002
    Can the worldwide expansion of distance education help developing countries to realise their education goals? Could new information and communication technologies (ICTs) help attain the Education for All goals adopted at the Dakar education forum? How can public and private providers and donors work together to increase the quality and spread of distance learning?
  • Document

    Class struggles: the challenges of achieving schooling for all

    id21 Development Research Reporting Service, 2003
    The challenges of achieving Education for All (EFA) remain beyond the grasp of many countries, particularly the poorest. Inequalities continue to mar access to education. However, progress has been made over the last decade. In April 2000 the Dakar World Education Forum adopted six goals aimed at improving and extending EFA.
  • Document

    What to do when education for all is denied

    id21 Development Research Reporting Service, 2003
    On 26 June 2003, the highest court in the State of New York decided that children are entitled to meaningful high school education and ordered the state authorities to alter inadequate and discriminatory funding for public education. That landmark ruling reminds us that resort to court remains necessary where the responsible authorities do not provide good public education for all.
  • Document

    Education For All and consultations with teacher unions - report on the questionnaire on participation of teacher unions in the EFA process

    Education International, 2003
    In order to find out whether governments have been working according to the agreements made in the Dakar framework, EI developed a questionnaire for teacher's unions to discover whether they had been involved in planning and national EFA forums.The questionnaire contained three questions:whether teacher unions were aware of the existence of EFA forums in their countries and if their ans
  • Document

    Meeting education development goals: simply a question of money?

    id21 Development Research Reporting Service, 2002
    What is the link between education outcomes and public education expenditure? Are governments and donors spending enough on education to achieve the millennium development goals (MDGs)? How accurate are indicators used to measure progress towards Education for All (EFA)?
  • Document

    Emergency tactics: education in crisis situations

    id21 Development Research Reporting Service, 2002
    Natural and man-made disasters cause severe damage to education systems. Could they also provide an opportunity to reshape teaching for the better? In the aftermath of complex humanitarian emergencies, can initiatives in peace education, life skills, democracy and human rights be woven into the rehabilitation of education systems?

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