The 12th GMR report has just been launched: 'Education for All 2000-2015: achievements and challenges.' The Report shows how the world has done in achieving the six Education for All goals set out in Dakar in 2000.
Here is the #EduVerdict:
Just one-third of countries have achieved all the measurable EFA goals
Just one half of all countries have achieved the most watched goal of universal primary enrolment, and a further 10% were close to achieving it.
In 2012, 121 million children and adolescents were still out of school, down from 204 million in 1999.
The poorest children are 4 times more likely to be out of school, and 5 times more likely not to complete primary education than the richest.
Even so, the EFA movement has increased education progress since 1999
Since 1999, 80 million more children are now enrolled in primary school.
34 million more children are in school now than would have been the case had trends from the 1990s persisted
Since 1999, double the number of countries have actively monitored education quality by conducting at least one national learning assessment.
But major inequality in education remains, and is a key reason why Education for All has not been achieved
Gender parity in primary education has still not been achieved in one-third of countries and has not been achieved in secondary education in half of countries.
Children in conflict affected countries continue to be denied an education: The proportion of out of school children living in conflict-affected countries has grown from 30% in 2000 to 36%.
Children are not the only vulnerable population for which the EFA vision has gone unfulfilled. Some 781 million adults are denied their right to literacy, two-thirds of which are women - a proportion that has changed very little with time.
There are four key recommendations from the GMR 2015:
1) Complete the EFA agenda: All governments should make at least one year of pre-primary education compulsory. Education must be free: fees for tuition should be abolished; costs for textbooks, school uniforms and transport should be covered. Policy makers should prioritize skills to be acquired by the end of each stage of schooling. All countries should ratify and implement international conventions on the minimum age for employment. Literacy policies should link up with community needs. Gender disparities at all levels must be reduced.
2) Equity: Programmes and funding should be targeted to meet the needs of the most disadvantaged. There should be more emphasis on gender equality, including through teacher education and safe school environments. Governments should close critical data gaps in order to be able to direct resources to those marginalized groups most in need.
3) Post-2015: Countries should ensure that all children and adolescents complete at least one year of pre-primary education, and a full cycle of primary and lower secondary education by 2030. Governments should significantly expand adult learning and education opportunities within a lifelong learning approach. The education sector should collaborate closely with other sectors at the national and global levels to improve sustainable development prospects.
4) Close the finance gap: The international community, in partnership with intensified country efforts, must find the means to bridge the US$22 billion annual finance gap for quality pre-primary and basic education for all by 2030. Clear education finance targets must be established within the Sustainable Development Goals where none currently exist.