The scale of the global learning crisis, the need to support teachers to address this, and the importance of putting equality at the heart of post-2015 education goals – vital messages from the 2013/4 Education for All Monitoring Report – have been picked up around the world since the report’s launch last week. In her last blog post as director, Pauline Rose underlines the key part the report plays in global education efforts – and the need for its independent monitoring to continue.
I can’t quite believe it – but this is my last day with the Education for All Global Monitoring Report. I have been honoured both to be part of such a great team, as well as working with colleagues in UNESCO and around the world who have such a strong commitment to making Education for All a reality.
When I began as Director two and a half years ago, I set out a vision for the Report, with the aim of harnessing the power of education. Looking back at this statement now, I am reassured to see that our collective efforts have helped to fulfil the three priorities I identified.
The launch last week of the 2013/4 EFA Global Monitoring Report is a clear signal of the power of our collective efforts. It has been a huge success, and our messages have struck home in many countries. Policy-makers have openly acknowledged the need to take on board our recommendations. The global response has also been a tremendous confirmation of the report’s indispensable role.
Our global launch took place in Addis Ababa, Ethiopia, during the African Union summit. The country is identified in the Report as making great progress thanks to the government’s commitment to education. In recognition of this, as he opened the launch of the Report, the Deputy Prime Minister Demeke Mekonnen, announced that Ethiopia has become a “Champion Country” for the UN Secretary-General’s Global Education First Initiative. The headline from the Report hit the front pages in Ethiopia as African heads of state arrived in Ethiopia’s capital.