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Notes
1. Henceforth, the term ‘education’ encompasses training and learning where relevant.
2. All documents available at http://www.worldwewant2015.org/node/317,535; due to time constraints, the Europe and North America regional consultation was not held.
3. The Millennium Development Goals Report 2012 (United Nations 2012, http://www.uis.unesco.org/Education/Documents/fs-25-out-of-school-children-en.pdf).
4. The Millennium Development Goals Report 2012 (United Nations 2012, http://www.uis.unesco.org/Education/Documents/fs-25-out-of-school-children-en.pdf).
5. UNESCO, 2012. Education for All Global Monitoring Report – Youth and Skills: Putting Education to Work.
6. Education for All Global Monitoring Report – Youth and Skills: Putting Education to Work (UNESCO 2012).
7. UNICEF, 2012. Progress for Children: A report card on adolescents (http://www.unicef.org/research/files/PFC2011_lowres.pdf).
8. Henceforth, the term ‘disadvantaged’ or ‘vulnerable’ groups refers to those listed here as well as others.
9. UNESCO Portal, Education/Primary education – Children with Disabilities (http://portal.unesco.org/education/en/eV.php-URL_ID=32,969&URL_DO=DO_TOPIC&URL_SECTION=201.html).
10. Global Compact Policy Guide (Brookings Institute 2012).
11. The Millennium Development Goals Report 2012 (United Nations 2012).
12. The Millennium Development Goals Report 2012 (United Nations 2012).
13. To provide quality primary education for all, 114 countries will need at least 1.7 million more teachers by 2015.
14. Learning Metrics Task Force, Toward Universal Learning: What Every Child Should Learn (Brookings Institute 2013).
15. Currently, about eight countries in the world account for nearly half of the 61 million out-of-school children (Reaching Out-of-School Children is Crucial for Development [UIS Fact Sheet, No. 18], UNESCO Institute for Statistics 2012).
16. High Level Panel Report, 2013. A New Global Partnership: Eradicating Poverty to Transform Economies through Sustainable Development. http://www.post2015hlp.org/wp-content/uploads/2013/05/UN-Report.pdf
17. Open Working Group Progress Report, 2013. Submitted to the 67th Session of the United Nations General Assembly. http://sustainabledevelopment.un.org/content/documents/1927interimreport.pdf
1. Report available from: http://www.un.org/sg/management/beyond2015.shtml
1. Conflict data are taken from the Uppsala Conflict Data Programme’s (Citation2012) Battle-Related Deaths Dataset, a well-established source also used in the 2011 EFA GMR and the studies reviewed above.
2. Fragility data are taken from the State Fragility Index (CitationCentre for Systemic Peace 2011), a composite index of approximately 20 different variables related to countries’ political, social, economic and security contexts.
1. Valuing Teachers draws attention to the important role that teachers play in the education reform process. Valuing Teachers research into what motivates teachers, what affects their morale, and what will help them perform well, has been conducted in 14 countries. These reports give voice to teachers’ views about changes in educational policies that affect their work, their professional identity and their motivation (www.vsointernational.org/valuingteachers)
1. A recent initiative by the World Bank, ‘Tertiary Education at a Crossroads’, was launched in the summer of 2013, aiming to promote reflection on issues and trends and the role in eliminating extreme poverty. However, it is not yet clear how and whether this might feed into the post-2015 discussions.
1. For reasons of confidentiality, individual presenters have not been named. For further information on individual presentations or issues, please contact the authors.
2. For further information on how such issues may impact on linguistic and cultural minorities, see the work carried out by organisations such as SIL International (http://www.sil.org/).
3. This presentation drew, in part, on the work carried out by ‘We Value’ at the University of Brighton (http://www.wevalue.org/).