The Launch of the Global Monitoring Report Teaching and learning: Achieving quality for all
7 March 2014, Phnom Penh - The 2013/14 UNESCO Education for All Global Monitoring Report, “Teaching and learning: Achieving quality for all” was launched on Thursday 6th March 2014 at the Hotel Sofitel, Phnom Penh. The launch was presided by His Excellency Dr. Hang Chuon Naron, Minister of Education, Youth and Sports.
The 2013/14 Report, while taking stock of the progress in global commitments to Education for All, reveals that the world is facing a global learning crisis, which is costing governments $129 billion a year. Ten per cent of global spending on primary education is being lost on poor quality education that is failing to ensure that children learn. This situation leaves one in four young people in poor countries unable to read a single sentence. By contrast, the report shows that ensuring an equal, quality education for all can generate huge economic rewards, increasing a country’s gross domestic product per capita by 23 per cent over 40 years.
The report warns that without attracting and adequately training enough teachers the learning crisis will last for several generations and hit the disadvantaged hardest. On current trends, the report projects that it will take until 2072 for all the poorest young women in developing countries to be literate; and possibly until the next century for all girls from the poorest families in sub-Saharan Africa to finish lower secondary school.
“Teachers have the future of this generation in their hands,” said UNESCO Director-General Irina Bokova. “We need 5.2 million teachers to be recruited by 2015, and we need to work harder to support them in providing children with their right to a universal, free and quality education. We must also make sure that there is an explicit commitment to equity in new global education goals set after 2015, with indicators tracking the progress of the marginalized so that no one is left behind.”
The report shows that to achieve good quality education for all, governments must provide enough trained teachers, and focus their teacher policies on meeting the needs of the disadvantaged. This means attracting the best candidates into teaching; giving them relevant training; deploying them to areas where they are needed most; and offering them incentives to make a long-term commitment to teaching. The report underscores that the new goals after 2015 must make sure every child is not only in school, but learning what they need to learn.
For more information, please contact:
Mr. Santosh Khatri, Education Specialist, at s.khatri(at)unesco.org
Ms Jamie Lee, Communication Officer, at firstname.lastname@example.org
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