Sentences with phrase «education monitoring report»

Paris, France About Blog The Global Education Monitoring Report (the GEM Report, formerly known as the Education for All Global Monitoring Report) is an editorially independent, authoritative and evidence - based annual report published by UNESCO.

Global Education Monitoring Report.

Category: Africa, Asia, Central America, English, Europe, global citizenship education, Middle East, South America · Tags: Argentina, Brazil, Chile, GEM, Global Education Monitoring Report, India, Malaysia, Paraguay, Peru, Sri Lanka, textbooks, The Philippines, Tunisia, UNESCO, Uruguay

A new study by UNESCO's Global Education Monitoring Report (GEM) * to be issued on 19 January proposes an economic model that would help reduce the cost of textbooks and increase their availability to students in schools around the world.

* Developed by an independent team and published by UNESCO, the Global Education Monitoring Report (GEM Report) is an authoritative reference that aims to inform, monitor, influence and sustain genuine commitment towards the fourth Sustainable Development Goal on Education and its corresponding targets.

Not exact matches

The news of the program, announced Wednesday night, comes as a Global Entrepreneurship Monitor report shows U.S. entrepreneurship education lagging and follows a decrease in VC fundraising last year.

The findings are part of the Global Entrepreneurship Monitor (GEM) Special Report: A Global Perspective on Entrepreneurship Education and Training, released today at Babson College, the project's lead sponsor and co-founder.

The Westbury school district on Long Island has agreed to guarantee immigrant students» constitutional right to an education by entering a settlement with the state attorney general's office that puts in place monitoring and reporting requirements until 2019.

A 61 - page report entitled «East Ramapo: A School District in Crisis» comes from fiscal monitor Henry Greenberg, who was appointed by the state Education Department in June to assess the district whose finances, as Greenberg puts it, teeter on the edge of disaster.

«Other training includes evaluators and principals workshop on evaluating and student learning; evaluating and tracking student; workshop on coordination, monitoring and reporting and impact assessment on training of inclusive education teachers on Braille and sign language.»

The High - level panel debate «Setting the stage» stimulated a debate on the future of education, drawing on the findings of the independent EFA Global Monitoring Report 2015, the regional analyses of some 120 National EFA 2015 Reviews and the publication «Rethinking Education: Towards a global common goodeducation, drawing on the findings of the independent EFA Global Monitoring Report 2015, the regional analyses of some 120 National EFA 2015 Reviews and the publication «Rethinking Education: Towards a global common goodEducation: Towards a global common good?.»

The presentations were done by Mr Aaron Benavot, Director at EFA Global Monitoring Report of UNESCO, who introduced Mr. Gordon Brown (UN Special Envoy on Global Education), H.E. Ms Smriti Zubin Irani (Minister of Human Resource Development in India), H. E. Mr Jaime Saavedra Chanduvi (Minister of Education in Peru), Mr James Heckman (Laureate of the 2000 Nobel Economics Prize), Ms Julia Gillard (Chair of the Board of Directors at Global Partnership for Education), and Ms Camilla Croso (President at Global Campaign for Education).

These are the key findings of the 2015 EFA Global Monitoring Report (GMR) «Education for All 2000 - 2015: Achievements and Challenges», produced by UNESCO which has tracked progress on these goals for the past 15 years.

However, UNESCO's new Global Education Monitoring (GEM) report found that, based on current trends, the world will achieve universal primary education in 2042, universal lower secondary education in 2059 and universal upper secondary educationEducation Monitoring (GEM) report found that, based on current trends, the world will achieve universal primary education in 2042, universal lower secondary education in 2059 and universal upper secondary educationeducation in 2042, universal lower secondary education in 2059 and universal upper secondary educationeducation in 2059 and universal upper secondary educationeducation in 2084.

To get the extension, states must address concerns in monitoring reports done by the Education Department.

UNESCO's 2017/8 Global Education Monitoring (GEM) Report, released today, warns that disproportionate blame on any one actor for systemic educational problems can have serious negative side effects, widening inequality and damaging learning.

The report monitors progress towards the internationally agreed Sustainable Development Goal for Education, looking at the different ways people and institutions can be held accountable for reaching that goal, including regulations, testing, monitoring, audits, media scrutiny, and grass - roots movements.

UNESCO's 2013 — 14 Education for All Global Monitoring report estimates that 57 million children worldwide are currently out of school and that 1.6 million new teachers are needed to educate them.

As an Artist for Peace and Director of the ITI - Earthsavers Academy / Ensemble also honoured as UNESCO DREAM Center from the Philippines, we thank UNESCO and Madame Bokova for this unique global stage setting on the occasion of the launching of the 2012 Education for All Global Monitoring Report «Youth and Skills: Putting educationEducation for All Global Monitoring Report «Youth and Skills: Putting educationeducation to work.

The adoption of United Nations Security Council Resolution 1998 in July 2011, a few months after the publication of the UNESCO Education For All Global Monitoring Report, is a milestone that reinforces the international community's right to name, shame and develop specific action plans.

This starts by mapping the challenge — through, for instance, the «Education under Attack» studies, undertaken with the Global Coalition to Protect Education from Attack, and our 2011 Global Monitoring Report.

UNESCO has defined this as a «hidden crisis» — this was the title of our 2011 Education for All Global Monitoring Report.

For 10 years she has led the Annual Status of Education Report study, which monitors schooling and learning across the country.

So the UIS is releasing a new report, the first edition of the UIS Sustainable Development Data Digest, which offers a practical roadmap to develop the key indicators needed to monitor progress towards SDG 4 — Education 2030.

A new Gender Report compiled by UNESCO's EFA Global Monitoring Report (GMR) for International Day of the Girl Child, shows that fewer than half of countries — of which none in sub-Saharan Africa — have achieved the goal of gender parity in both primary and secondary education, even though all were supposed to achieve it by 2005.

Monitoring and reporting: Monitoring progress and having the data to do this helps education leaders and stakeholders to see whether the package of initiatives in place has sufficient breadth and reach to shift overall student outcomes.

This is an extract from Education For All Global Monitoring Report's and UNESCO Institute of Statistics» Advocacy Toolkit for Teachers to Provide a Quality Education.

A new paper by UNESCO's Education For All Global Monitoring Report (EFA GMR) shows that 34 million children and adolescents are out of school in conflict - affected countries.

Developed by an independent team and published by UNESCO, the Education for All Global Monitoring Report is an authoritative reference that aims to inform, influence and sustain genuine commitment towards Education for All.

Category: Africa, English, global citizenship education, Millennium Development Goals, Universal Education · Tags: Director - General of UNESCO, EFA, Ethiopia, global citizenship education, Irina Bokova, ITU, Millennium Development Goals, Third Financing for Development Conference in Addis Ababa, UNCTAD, UNDESA, UNEP, UNESCO, UNESCO's Education for All Global Monitoring Report, UNIDO, WIP, Weducation, Millennium Development Goals, Universal Education · Tags: Director - General of UNESCO, EFA, Ethiopia, global citizenship education, Irina Bokova, ITU, Millennium Development Goals, Third Financing for Development Conference in Addis Ababa, UNCTAD, UNDESA, UNEP, UNESCO, UNESCO's Education for All Global Monitoring Report, UNIDO, WIP, WEducation · Tags: Director - General of UNESCO, EFA, Ethiopia, global citizenship education, Irina Bokova, ITU, Millennium Development Goals, Third Financing for Development Conference in Addis Ababa, UNCTAD, UNDESA, UNEP, UNESCO, UNESCO's Education for All Global Monitoring Report, UNIDO, WIP, Weducation, Irina Bokova, ITU, Millennium Development Goals, Third Financing for Development Conference in Addis Ababa, UNCTAD, UNDESA, UNEP, UNESCO, UNESCO's Education for All Global Monitoring Report, UNIDO, WIP, WEducation for All Global Monitoring Report, UNIDO, WIP, World Bank

Citing a new report from the Government Accountability Office, Sens. Tom Harkin, D - Iowa, and Arlen Specter, R - Pa., say they will be watching closely to make sure the Department of Education is monitoring how states spend the school improvement dollars available under the No Child Left Behind Act.

The EFA Global Monitoring Report, UNESCO and UNGEI call for urgent action to combat school - related gender - based violence NEW YORK, 10 March 2015 — Gender - based violence in school settings is having a damaging impact on the education of millions of children across the world according to a new paper released today at the Commission on the -LSB-...]

It relates to data in the 2015 Education For All Global Monitoring Report Education for All 2000 - 2015: Achievements and Challenges.

In both 1997 and 2004, Congress amended the Individuals with Disabilities Education Act (IDEA) to require states to monitor and report the extent to which minority children are over-represented in special eEducation Act (IDEA) to require states to monitor and report the extent to which minority children are over-represented in special educationeducation.

NEW YORK, 10 March 2015 — Gender - based violence in school settings is having a damaging impact on the education of millions of children across the world according to a new paper released today at the Commission on the Status of Women, by the Education for All (EFA) Global Monitoring Report, UNESCO and United Nations Girls Education Initiativeeducation of millions of children across the world according to a new paper released today at the Commission on the Status of Women, by the Education for All (EFA) Global Monitoring Report, UNESCO and United Nations Girls Education InitiativeEducation for All (EFA) Global Monitoring Report, UNESCO and United Nations Girls Education InitiativeEducation Initiative (UNGEI).

The new analysis on education's impact on poverty by UNESCO's Global Education Monitoring (GEM) Report team is based on the average effects of education on growth and poverty reduction in developing countries from 1965education's impact on poverty by UNESCO's Global Education Monitoring (GEM) Report team is based on the average effects of education on growth and poverty reduction in developing countries from 1965Education Monitoring (GEM) Report team is based on the average effects of education on growth and poverty reduction in developing countries from 1965education on growth and poverty reduction in developing countries from 1965 to 2010.

3 The UNESCO Education for All Global Monitoring Report is UNESCO's annual report on the progress of education around the world especially Millennium DevelopmeEducation for All Global Monitoring Report is UNESCO's annual report on the progress of education around the world especially Millennium Development Report is UNESCO's annual report on the progress of education around the world especially Millennium Development report on the progress of education around the world especially Millennium Developmeeducation around the world especially Millennium Development Goals.

The new Global Education Monitoring (GEM) Report by UNESCO, shows the potential for education to propel progress towards all global goals outlined in the new 2030 Agenda for Sustainable DevelopmenEducation Monitoring (GEM) Report by UNESCO, shows the potential for education to propel progress towards all global goals outlined in the new 2030 Agenda for Sustainable Developmeneducation to propel progress towards all global goals outlined in the new 2030 Agenda for Sustainable Development (SDGs).

Category: Africa, Asia, Central America, English, Europe, global citizenship education, Middle East, Millennium Development Goals, North America, Oceania, Universal Education · Tags: Africa, Asia, civil war, eAtlas, education for all, Education for All Global Monitoring Report, EFA, GMR, Irina Bokova, Out - of - School, Silvia Montoyeducation, Middle East, Millennium Development Goals, North America, Oceania, Universal Education · Tags: Africa, Asia, civil war, eAtlas, education for all, Education for All Global Monitoring Report, EFA, GMR, Irina Bokova, Out - of - School, Silvia MontoyEducation · Tags: Africa, Asia, civil war, eAtlas, education for all, Education for All Global Monitoring Report, EFA, GMR, Irina Bokova, Out - of - School, Silvia Montoyeducation for all, Education for All Global Monitoring Report, EFA, GMR, Irina Bokova, Out - of - School, Silvia MontoyEducation for All Global Monitoring Report, EFA, GMR, Irina Bokova, Out - of - School, Silvia Montoya, UNESCO

Category: Africa, Asia, Central America, Child Health, Combat HIV / AIDS, End Poverty and Hunger, English, Environmental Sustainability, Europe, Gender Equality, global citizenship education, Global Partnership, Maternal Health, Middle East, Millennium Development Goals, NGO, North America, Oceania, Private Institution, Public Institution, Refugee and displaced, South America, Universal Education · Tags: Director - General of UNESCO, education for all, Education for All Global Monitoring Report, EFA, global citizenship, global citizenship education, Global Partnership for Education, Irina Bokova, poverty, SDG, Sustainable Development Goals, World Educateducation, Global Partnership, Maternal Health, Middle East, Millennium Development Goals, NGO, North America, Oceania, Private Institution, Public Institution, Refugee and displaced, South America, Universal Education · Tags: Director - General of UNESCO, education for all, Education for All Global Monitoring Report, EFA, global citizenship, global citizenship education, Global Partnership for Education, Irina Bokova, poverty, SDG, Sustainable Development Goals, World EducatEducation · Tags: Director - General of UNESCO, education for all, Education for All Global Monitoring Report, EFA, global citizenship, global citizenship education, Global Partnership for Education, Irina Bokova, poverty, SDG, Sustainable Development Goals, World Educateducation for all, Education for All Global Monitoring Report, EFA, global citizenship, global citizenship education, Global Partnership for Education, Irina Bokova, poverty, SDG, Sustainable Development Goals, World EducatEducation for All Global Monitoring Report, EFA, global citizenship, global citizenship education, Global Partnership for Education, Irina Bokova, poverty, SDG, Sustainable Development Goals, World Educateducation, Global Partnership for Education, Irina Bokova, poverty, SDG, Sustainable Development Goals, World EducatEducation, Irina Bokova, poverty, SDG, Sustainable Development Goals, World EducationEducation Forum

Category: Africa, Asia, Central America, English, Europe, global citizenship education, North America, South America, Universal Education · Tags: Africa, Asia, employment, GEM Report, girls, Global Education Monitoring, Irina Bokova, poverty, Primary, school, secondareducation, North America, South America, Universal Education · Tags: Africa, Asia, employment, GEM Report, girls, Global Education Monitoring, Irina Bokova, poverty, Primary, school, secondarEducation · Tags: Africa, Asia, employment, GEM Report, girls, Global Education Monitoring, Irina Bokova, poverty, Primary, school, secondarEducation Monitoring, Irina Bokova, poverty, Primary, school, secondary, UNESCO

The amount of aid allocated to education has been falling for six years in a row, shows a new policy paper, Aid to Education is Stagnating and Not Going to Countries Most in Need, published by UNESCO's Global Education Monitoring (GEMeducation has been falling for six years in a row, shows a new policy paper, Aid to Education is Stagnating and Not Going to Countries Most in Need, published by UNESCO's Global Education Monitoring (GEMEducation is Stagnating and Not Going to Countries Most in Need, published by UNESCO's Global Education Monitoring (GEMEducation Monitoring (GEM) Report.

Category: Africa, Asia, Central America, Child Health, Combat HIV / AIDS, End Poverty and Hunger, English, Environmental Sustainability, Europe, Gender Equality, Global Partnership, Maternal Health, Middle East, Millennium Development Goals, NGO, North America, Oceania, Private Institution, Public Institution, Refugee and displaced, South America, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: Afghanistan, Ban Ki - moon, Burkina Faso, Chad, children, civic engagement, conflict areas, conflict situations, curriculum frameworks, dignity, Educate a Child, Education, Education First, Education for All Global Monitoring Report, education programme, education systems, Enhancement for Literacy, Forest Whitaker, fragile states, Gaza, gender equity, girls, global citizenship, global citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth PeacemakeEducation, Voluntary Association, Your experiences, Your ideas · Tags: Afghanistan, Ban Ki - moon, Burkina Faso, Chad, children, civic engagement, conflict areas, conflict situations, curriculum frameworks, dignity, Educate a Child, Education, Education First, Education for All Global Monitoring Report, education programme, education systems, Enhancement for Literacy, Forest Whitaker, fragile states, Gaza, gender equity, girls, global citizenship, global citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth PeacemakeEducation, Education First, Education for All Global Monitoring Report, education programme, education systems, Enhancement for Literacy, Forest Whitaker, fragile states, Gaza, gender equity, girls, global citizenship, global citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth PeacemakeEducation First, Education for All Global Monitoring Report, education programme, education systems, Enhancement for Literacy, Forest Whitaker, fragile states, Gaza, gender equity, girls, global citizenship, global citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth PeacemakeEducation for All Global Monitoring Report, education programme, education systems, Enhancement for Literacy, Forest Whitaker, fragile states, Gaza, gender equity, girls, global citizenship, global citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth Peacemakeeducation programme, education systems, Enhancement for Literacy, Forest Whitaker, fragile states, Gaza, gender equity, girls, global citizenship, global citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth Peacemakeeducation systems, Enhancement for Literacy, Forest Whitaker, fragile states, Gaza, gender equity, girls, global citizenship, global citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth Peacemakeeducation, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth PeacemakeEducation, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth Peacemakeeducation, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth Peacemakeeducation, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth Peacemakeeducation, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth Peacemakeeducation, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth PeacemakeEducation, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth Peacemaker Network

A new Gender Report compiled by UNESCO's EFA Global Monitoring Report (GMR) for International Day of the Girl Child, shows that fewer than half of countries — of which none in sub-Saharan Africa — have achieved the goal of gender parity in both primary and secondary education, even though all were supposed to achieve it -LSB-...]

• The Business, Innovation and Skills (BIS) Select Committee in the House of Commons should monitor and report on higher education funding and provision each year, assessing the impact of changes on disadvantaged students, as well as mature and part - timers; • Better co-ordination between higher education ministers from England, Scotland, Wales and Northern Ireland to rationalise student funding policies across the UK; • An investigation by the Office for Budget Responsibility (OBR) into the impact of the latest changes to grants and loans, to ensure value for money for students and taxpayers; • Stronger evaluation of university spending of # 750m a year on outreach and access programmes to maximise their impact.

A Presidential commission on Hispanic education will recommend next month that a reporting and monitoring system be created to track how federal education spending serves Hispanics, panel members say.

com: New Orleans special education monitor releases first report http://bit.ly/28JEsRy

«Based on the number of significant «next steps» in the monitoring report, I am placing a condition on the approval of IDOE's ESEA's [Elementary and Secondary Education Act, which the No Child Left Behind Act replaced] flexibility request.

The Chicago Tribune reports that the monitor will be in place for at least three years and will be responsible for approving any changes to the district's special education policies and procedures.

In order to have this condition removed, IDOE most address all «next steps» in the monitoring report and submit evidence that it has done so as part of its extension request,» U.S. Department of Education Assistant Secretary Deborah Delisle said in a letter to State Superintendent Glenda Ritz.