External Reports

External Reports consist of research reports (both quantitative and qualitative) in the areas of education and development published by national and international organizations.

Education for All 2000-2015: Achievements and Challenges (EFA Global Monitoring Report)

UNESCO2015

This Report is an independent publication commissioned by UNESCO on behalf of the international community. It is the product of a collaborative effort involving members of the Report Team and many other people, agencies, institutions and governments. The 2015 EFA Global Monitoring Report provides a complete assessment of progress towards the Education for All goals established in 2000 at the World Education Forum in Dakar, Senegal.

Social Progress Index 2015

Social Progress Imperative2015

Economic growth has lifted hundreds of millions out of poverty and improved the lives of many more over the last half century. Yet it is increasingly evident that a model of development based on economic progress alone is incomplete. Economic growth alone is not enough.

Educate All Girls and Boys in South Asia: The Global Out-Of-School Children Initiative

UNICEF South Asia2015

The South Asia Out-of-School Children Initiative (OOSCI) is part of the global initiative launched by UNICEF and the UNESCO Institute for Statistics (UIS) in 2010.

Income Inequality: The Gap between Rich and Poor OECD Insights

OECD2015

Income inequality is rising. A quarter of a century ago, the average disposable income of the richest 10% in OECD countries was around seven times higher than that of the poorest 10%; today, itメs around 9ᄑ times higher.

Fixing the Broken Promise of Education For All: Findings from the Global Initiative on Out-Of-School Children

UNESCO Institute for Statistics2015

The Global Initiative on Out-of-School Children (OOSCI) was launched in 2010 by UNICEF and the UNESCO Institute for Statistics (UIS).

Rethinking Education: Towards a Global Common Good

UNESCO2015

The publication contributes to rethinking education and learning in this context. It builds on one of UNESCOメs main tasks as a global observatory of social transformation with the objective of stimulating public policy debate.

UNESCO Science Report: Towards 2030

UNESCO2015

In 2015, the United Nations General Assembly took a historic and visionary step with the adoption of the 2030 Agenda for Sustainable Development. For the first time at this level, the role of science, technology and innovation has been explicitly recognized as a vital driver of sustainability.

Achieving Transparency in Pro-poor Education Incentives

International Institute for Educational Planning (IIEP)2014

Corruption increases transaction costs, reduces the effi ciency of public services, distorts the decision-making process, and undermines social values.

Toward Universal Learning: Implementing Assessment to Improve Learning (Report No. 3 of 3, Learning Metrics Task Force)

UNESCO Institute for Statistics and Center for Universal Education at the Brookings Institution2014

Toward Universal Learning: A Global Framework for Measuring Learning is the third in a series of three reports from the Learning Metrics Task Force. This report represents the collaborative work of the Learning Metrics Task Forceメs members and their respective organizations. This is a joint publication of the UNESCO Institute for Statistics and the Center for Universal Education at the Brookings Institution.

National Read India Report, 2013-14

ASER Centre and Pratham2014

Through the Read India intervention in 2013-14 Pratham reached over 11,000 villages, and worked with almost 400,000 children across 15 states in India. More than 20,000 camps were held and approximately19,000 volunteers were mobilized from these villages/communities. The program comprised of: 1.Direct Instruction Model (Learning camps & Learning Camps Special Projects- Uttar Pradesh Learning camps in Grades 3-5 and Maharashtra Learning Camps in Grades 3-7), 2.Volunteer led Instruction Model, 3.Government Partnerships ヨ State and District level