Working toward a quality education for all.

Not Just The New Fashion

by Dr. Denise Raquel Dunning, 

 ‘Fashion week’ just ended for the global development community, when thousands of international leaders convened in New York for the UN General Assembly (UNGA). Presidents, ministers, donors, UN leaders, and CEOs celebrated the newest designs in global development: stylish poverty reduction plans, glamorous partnerships to prioritize girls’ education, and beautiful spokespeople for the latest hot issues like climate change and child trafficking.

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Business, as Usual, Distorts Education

by Steve Klees, 

Capitalism became a global force centuries ago.  But for most of its history, there was a struggle through which the inequalities and excesses that came along with it were tempered, at least partially, by government interventions.  That led, in many countries, to about 50 years of the welfare state, from the 1930s to the 1970s, in which government was seen as playing a major and legitimate role in reigning in capitalism.  All that changed in the 1980s with the election of Thatcher in the U.K., Reagan in the U.S., and Kohl in Germany.  Since then, neoliberalism has dominated, within which government is maligned and seen as illegitimate, and business and the market reign supreme.  This has had enormous and harmful consequences for public policy, in general, and for education, in particular.  Business, embedded in a market system, has been the driving force for education throughout the past 30+ years of the neoliberal era around the world.   The global emphasis on business and the market system has distorted education in myriad ways, including:

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New UNICEF/UNESCO Reports Reveal Stalled Progress in Africa

by Mark Engman, 

Every year, June 16 is the Day of the African Child.  It commemorates the thousands of courageous children in Soweto, South Africa, who in 1976 marched to protest apartheid and to demand equal education. The march ended in violence: – hundreds of youth were wounded or killed.  Their legacy continues to build a better future for African children.

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Call Me, Maybe?

If you are anything like me, you hate the phone. I would much rather someone text me or email me—hey even tweeting me is better than a phone call. But sometimes a good old fashioned phone call is what is going to get the job done and on June 16, we are asking you to dust off the landlines or fire up the cell to place a call for an important cause—the millions of children around the world that are out of school.

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REASON #1—WE CANNOT END POVERTY WITHOUT INVESTING IN EDUCATION

by Camilla Ryberg, 

Today, we look a bit more closely into Reason #1 of the eight reasons from our joint RESULTS brief: Greater Impact through Partnership: 8 reasons to invest in the Global Partnership for Education now more than ever. The reason; ‘We cannot end poverty without investing in education’, is really one on which there is little or no disagreement.  Indeed, it is often stated that investing in education is the single most effective way of reducing poverty.

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A Framework for the Future: Ending Extreme Poverty and Boosting Global Learning

by Meredy Talbot-Zorn, 

2015 could be a momentous year in human history. It could be the year when governments around the world put a hard deadline on their longstanding commitment to end extreme poverty, agreeing on a new time-sensitive global development framework to ensure that no child dies unnecessarily and every child is protected from violence.  This framework should also prioritize realizing the one right that most empowers nations to achieve inclusive prosperity and vibrant democracy: The right of every child to quality, free, compulsory education that enables real learning.

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U.S. Support to the Global Partnership for Education: Past Reflections, Future Opportunities

Tony Baker, 

It's 2014, and we're still living in a world in which 1 out of every 10 children can't go to school. In many places, those in school are provided a quality of education so low that they leave without fundamental skills in literacy and numeracy. UNESCO estimates that nearly 40 percent of the world's children of primary school age either do not reach grade 4 or, if they do, fail to attain even minimum learning standards.

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