Consultation on the 2010 EFA Global Monitoring Report

Plans for the 2010 edition of the EFA Global Monitoring Report are advancing rapidly.  

The theme of the 2010 Report is - “Reaching and teaching the most marginalized“ -  and will explore the factors that perpetuate marginalization, along with the success – or failure – of public policy responses, focussing on two core areas:

  • Access to schooling and learning opportunities
  • Teaching, learning processes and achievements

Results of the consultation

The results of this year’s consultation on the 2010 Global Monitoring Report comprise two documents:

  • First, there is the Summary of Consultation 2010, which reflects the inputs received directly by the GMR team at UNESCO through the internet.
  • A second document, entitled Survey Results on Non-Formal Education (NFE) and Marginalized Groups, summarizes responses received from a bilingual French-English survey sent to non-governmental organizations around the world. It was conducted and compiled by an external survey organization, WorldView, as a contribution to the overall GMR Consultation 2010 exercise.


  • 24 February 2009
    Kick-off consultation meeting together with the GMR team at UNESCO  headquarters, Paris. Room 3.042, from 10.30am to 12.00pm.
  • 24 February - 16 March 2009
    Public consultation open to all.
  • April/May2009
    Summary remarks and results of the consultation to be posted on this website.

Consultation is now closed.

Consultation documents

  • Brief Concept Note for the GMR 2010 [PDF]
  • Background Papers
    In addition to reviewing available literature (including evidence-based research and evaluation studies), we are commissioning a series of background papers on themes indicated in the concept note, including on approaches to measuring educational marginalization; thematic issues outlining the problems faced by marginalized groups in education in particular settings and effectiveness of policy responses to these; the costing of strategies targeted at addressing educational marginalization in national education plans; and approaches of aid donors.

    Experience of educational marginalization will cover a range of developed and developing countries as well as countries in transition (drawing on cases, for example, from Australia, Bangladesh, Brazil, France, India, Kazakhstan, Kenya, Mali, Peru, Philippines, Rwanda, Turkey,  the United Kingdom and Viet Nam).
  • Questions to guide the consultation
    We include below a list of questions that would help us identify other useful examples and studies to build on information we have already obtained from other sources (these questions are not intended to be exhaustive of issues to be covered in the Report).  We encourage you to provide us with suggestions of relevant case studies (which can be substantiated by evidence from literature) in responding to these questions, either by email or during the meeting at UNESCO headquarters on 24 February.
  • The Dakar Framework for Action states: "There is an urgent need to adopt effective strategies to identify and include the socially, culturally and economically excluded. This requires participatory analysis of exclusion at household, community and schools levels, and the development of diverse, flexible, and innovative approaches to learning and an environment that fosters mutual respect and trust." Could you give examples of programmes you are familiar with offering such approaches?
  • Do you know of any good examples of national education plans that deal innovatively with problems facing marginalized groups in the education sector?
  • Can you provide any information (including, for example, in national education plans) that assess the costs out of specific programmes aimed at reaching or teaching marginalized groups?
  • Children are often not only marginalized from education (limited access and participation) but also suffer from discrimination within the education system itself. Can you identify any studies that examine the processes of marginalization within education, such as stereotypes, pedagogy, teacher-student actions, etc, and policies and strategies that successfully tackle these processes?
  • Are you aware of any innovative policies and approaches to improve teacher training in both teaching marginalized and teaching the non-marginalized about marginalization?
  • Are there pedagogical approaches which could be more appropriate for specific groups of marginalized children? And for adults? Could you share materials from programmes using these approaches and their results?
  • Some children are so marginalized that they may not be visible within national policies and datasets (for example street children, children involved in the worst forms of child labour, pastoralists, children in detention, child soldiers, refugees etc). Can you provide examples of such marginalization in specific contexts, in particular where there is evidence available of innovative strategies to address their marginalization from education?
  • Are you familiar with any studies that assess the learning levels or outcomes of youth who are marginalized from education, and evidence on the effectiveness of programmes that are aimed at addressing their educational marginalization?
  • What role does the donor community have in ensuring that educational opportunity reaches the marginalized, and what evidence is available on the efforts particular donors making to fulfill their responsibilities, and the effectiveness of these efforts?
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