A Global Compact on Learning - Brookings Institution

26
Save the Children, “Last in Line, Last in School,” Rewrite the Future (London: Save the Children, April 2007).
27
Reproductive Health Response in Conflict Consortium, Safe Motherhood and Emergency Obstetric Care (New York: Reproductive Health Response
in Conflict Consortium, 2005).
28
UNESCO, EFA <strong>Global</strong> Monitoring Report 2010; J. Dolan, Last in Line, Last in School: How Donors Are Failing Children in Conflict-Affected Fragile
States (London: Save the Children, 2007).
29
UNESCO, EFA <strong>Global</strong> Monitoring Report 2011.
30
World Bank, Improving the Odds of Achieving the MDGs: Heterogeneity, Gaps and Challenges (Washington: World Bank, 2011); UNESCO, EFA
<strong>Global</strong> Monitoring Report 2011: The Hidden Crisis—Armed Conflict and Education (Paris: UNESCO, 2011).
31
World Bank, Improving the Odds of Achieving the MDGs.
32
UNESCO, EFA <strong>Global</strong> Monitoring Report 2011.
33
E. King, Jomtien, 20 Years Later: <strong>Global</strong> Education for All Partners Must Renew Commitment to Learning (Washington: World Bank, 2011).
34
UNESCO, EFA <strong>Global</strong> Monitoring Report 2011.
35
UNESCO, EFA <strong>Global</strong> Monitoring Report 2010.
36
K. Lewin and R. Sabates, Changing Patterns of Access to Education in Anglophone and Francophone Countries in Sub Saharan Africa: Is Education
for All Pro-Poor? CREATE Pathways to Access, Research Monograph 52 (Brighton: Consortium for Research on Education, Access, Transitions,
and Equity, 2011); I. Addae-Mensah, Education in Ghana: A Tool for Social Mobility or Social Stratification? Accra: Ghana Academy of Arts and
Sciences, 2000.
37
UNESCO, EFA <strong>Global</strong> Monitoring Report 2010.
38
UNESCO, EFA <strong>Global</strong> Monitoring Report 2011.
39
J.-F. Kobiané and M. Bougma, Instruction, Alphabétisation et Scolarisation: RGPH 2006—Rapport d’Analyse du Thème IV [Analytical Report on
Theme IV: Teaching, Literacy Training and Schooling] (Ouagadougou: Institut National de la Statistique et de la Démographie, 2009); M. E. Loeb
and A. H. Eide, Living Conditions among People with Activity Limitations in Malawi: A National Representative Study (Oslo: SINTEF Health Research,
2004); United Republic of Tanzania Government 2009; UNESCO, EFA <strong>Global</strong> Monitoring Report 2010.
40
G. Kingdon and R. Banerji, “Addressing School Quality: Some Policy Pointers from Rural North India,” paper delivered at RECOUP Policy Briefing,
August 2009.
41
UNESCO, EFA <strong>Global</strong> Monitoring Report 2010.
42
Lloyd and Young, New Lessons.
43
R. Sabates et al., School Drop Out in Bangladesh: New Insights from Longitudinal Evidence, CREATE Pathways to Access, Research Monograph 49
(Brighton: Consortium for Research on Education, Access, Transitions, and Equity, 2010).
44
Erica Soler-Hampejjsek, Population Council, communication, May 9, 2011.
45
M. Mourshed et al., How the World’s Most Improved School Systems Keep Getting Better (New York: McKinsey & Company, 2010).
46
Pratham, Annual Status of Education Report (Rural) 2010 (Mumbai: Pratham, 2010); Pratham, Annual Status of Education Report India (Rural)
2010 [PowerPoint] (Mumbai: Pratham, 2010); Pratham, Every Child in School & Learning Well [PowerPoint] (Mumbai: Pratham, 2010); A. Gove
and P. Cvelich, Early Reading: Igniting Education for All—A Report by the Early Grade Learning Community of Practice (Research Triangle Park, NC:
Research Triangle Institute, 2010), http://www.rti.org/pubs/early-reading-report_gove_cvelich.pdf; Uwezo, Are Our Children Learning? Annual
Learning Assessment Kenya 2010 (Dar es Salaam: Uwezo, 2010); PREAL, Quantity without Quality: A Report Card on Education in Latin America
(Washington: PREAL, 2006); D. Makuwa, What are the levels and trends in reading and mathematics achievement? Paris: SACMEQ, 2010.
47
Uwezo, Are Our Children Learning?
48
S. Bjarnason, “Education for Employment: Realizing Arab Youth Potential,” In Education for <strong>Global</strong> Development (Washington: World Bank, 2011).
49
Pratham, Annual Status of Education Report (Rural) 2010.
50
Ibid.
51
UNESCO, EFA <strong>Global</strong> Monitoring Report 2010.
52
Organization for Economic Cooperation and Development (OECD), PISA 2009 Results: What Students Know and Can Do—Student Performance
in Reading, Mathematics and Science (Volume I) (Paris: OECD, 2009); OECD, PISA 2009 Results: Overcoming Social Background Equity in Learning
Opportunities and Outcomes (Volume II) (Paris: OECD, 2009); OECD, PISA 2009 Results: What Makes a School Successful? Resources, Policies and
Practices (Volume IV) (Paris: OECD, 2009); OECD, PISA 2009 Results: Learning Trends—Changes in Student Performance since 2000 (Volume V)
(Paris: OECD, 2009).
53
J. Van der Gaag and A. Adams, Where Is the Learning? Measuring School Efforts in Developing Countries (Washington: Brookings Institution, 2010);
JBS International, Pathways to Learning; L. Crouch and P. Vinjevold, “South Africa: Access before Quality, and What to Do Now?” Profesorado:
Revista de currículum y formación del profesorado 10, no. 1 (2006): 1.
54
Southern African countries have been the outlier in this otherwise strong relationship. The theory is that perhaps it is associated with rapid changes
in their education structures. See JBS International, Pathways to Learning.
55
Hanushek and Woessmann, Role of Education Quality.
56
UNESCO, EFA <strong>Global</strong> Monitoring Report 2007: Strong Foundations—Early Childhood Care and Education (Paris: UNESCO, 2007).
A <strong>Global</strong> Compa c t on Learning: Taking Action on Educat i o n in Developing Countries
C e n t e r for Universal Educat i o n at Brookings
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