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Assessment for Advocacy to Transform Communities, Programmes and Policies in the Global South Year of publication: 2024 Corporate author: UNESCO | Global Education Monitoring Report Team | PAL Network This paper was commissioned by the Global Education Monitoring Report as background information to assist in drafting the 2024 Spotlight Report on basic education completion and foundational learning in Africa. It has not been edited by the team. The views and opinions expressed in this paper are those of the author(s) and should not be attributed to the Global Education Monitoring Report or to UNESCO. The papers can be cited with the following reference: “Paper commissioned for the 2024 Spotlight Report on basic education completion and foundational learning in Africa”. 
Global Education Monitoring Report 2024, Pacific: Technology in Education; A Tool on Whose Terms? Year of publication: 2024 Corporate author: UNESCO | Global Education Monitoring Report Team | Commonwealth of Learning Information transmission and connectivity is crucial in the Pacific, a region characterized by high geographic dispersion. While the application of ICT in education has significant potentials, it is hindered by the region's limited and costly infrastructure. This edition accompanies the 2023 Global Education Monitoring Report, which acknowledges technology as a useful tool but invites the education community to question on whose terms it is deployed. The report considered four key policy areas of the Pacific Regional Education Framework (PacREF) (2018–2030): In terms of quality and relevance, mobile technology has offered an affordable and flexible approach to learning, and social media have improved communication between institutions, parents and learners. Moodle is the most widely used digital platform in the region. Textbooks are being digitalised and digital resources made available. Yet content is not always developed or adapted to local languages and cultural contexts. Open and distance learning has historically expanded learning pathways in the Pacific, specially in higher education and as a response to natural hazards. The University of South Pacific is a leading example of open and distance learning connecting campus across 12 countries. With the aim to enhance student outcomes and well-being, efforts have been made to incorporate digital skills into curricula and initiatives have increased outside formal education. Yet regulations do not adequately address threats from the use of technology to privacy, safety and well-being. With a focus on the teaching profession, countries leverage technology to provide training opportunities and transform the teaching profession. However, ICT training varies greatly across the region and limited digital infrastructure hinders technology integration into classrooms and teacher training. Three conditions need to be met for technology's potential to be fulfilled: equitable access to technology, appropriate governance and regulation, and sufficient teacher capacity. Supporting this publication is seven background thematic studies that provide a comprehensive overview of education technology issues; Commonwealth of Learning’s short case studies on some of its projects; a survey administered to key informed respondents from the region; and a series of country profiles on PEER, a policy dialogue resource describing policies and regulations related to technology in the region’s education systems. 
Monitoring Progress towards SDG Target 4.7 on Sustainable Development and Global Citizenship Year of publication: 2024 Corporate author: UNESCO | Global Education Monitoring Report Team This document introduces key messages from the GEM Reports and other related publications and online resources regarding the progress towards SDG Target 4.7. 
Global Education Monitoring Report 2024: Gender Report; Technology on Her Terms Year of publication: 2024 Corporate author: UNESCO | Global Education Monitoring Report Team The 2024 Gender Report tells the increasingly positive story of girls’ education access, attainment and achievement, which is helping reverse decades of discrimination. But there is much more to say on gender equality in and through education. A companion to the 2023 GEM Report, this report looks at the interaction between education and technology with a gender lens. First, it looks at the impact of technology on girls’ education opportunities and outcomes. Although many instances are seen of radio, television and mobile phones providing a learning lifeline for girls, particularly in crisis contexts, gender divides exist globally in both access to technology and in digital skills, although the latter are smaller among youth compared to among adults. Biased social and cultural norms inhibit equitable access to and engagement with technology in and outside of school, with girls always left on the wrong side of the divide. While technology offers many girls opportunities to access important education content in safe environments, for instance on comprehensive sexuality education, technology in practice often exacerbates negative gender norms or stereotypes. Social media usage impacts learners’ and particularly girls’ well-being and self-esteem. The ease with which cyberbullying can be magnified through the use of online devices in the school environment is a cause of concern, as is the biased design of artificial intelligence algorithms. Second, the report looks into the role of education on the shape of future technological development. It shows that women struggle to pursue STEM careers, which manifests from an early age in the form of anxiety in mathematics and develops into a reluctance to study STEM subjects, ultimately resulting in a lack of women in the technology workforce. Women make up only 35% STEM graduates, and hold only a quarter of science, engineering and ICT jobs. Ensuring women participate on equal terms in shaping the world’s ongoing digital transformation will ensure that technology works for everyone and takes into consideration the needs of all humanity. 
Can African Countries Afford Their National SDG 4 Benchmarks? Year of publication: 2024 Corporate author: UNESCO | Global Education Monitoring Report Team This brief paper follows the broad methodological approach of the two previous SDG 4 costing exercises and their main assumptions (UNESCO, 2015a; UNESCO, 2020). It introduces the SDG 4 benchmarking process and how to estimate the cost of achieving these targets set by countries, largely based on their sector plans. Finally, it presents the revised assumptions of the model and the key findings. Despite lowering ambition, there is still an average national financing gap of USD 78 billion per year in the 44 low- and lower-middle-income countries in Africa. 
Youth Report 2024: Technology in Education; A Tool on Our Terms! Year of publication: 2024 Corporate author: UNESCO | Global Education Monitoring Report Team | Restless Development The 2024 Youth Report on technology in education is the result of an extensive consultation process in partnership with Restless Development involving +1500 youth and students across 8 regions. The consultations invited participants to reflect on the key challenges and opportunities for the use of technology in education in their regions through the lenses of the recommendations in the global 2023 Global Education Monitoring Report on technology in education: Technology on our terms. The discussions centred on the need for the use of technology in education to be appropriate for national and local contexts and to be equitable and leave no one behind. The report calls for decisions about technology in education to keep learners at the centre when deciding whether the use of technology in education would be appropriate, equitable, evidence-based, and sustainable. Through this report, young people have described what technology on their terms would look like. It concludes with a call to action calling which highlights concrete recommendations that governments can follow to ensure that technology in education is on youth terms. 
Education Finance Watch 2024 Year of publication: 2024 Corporate author: Global Education Monitoring Report Team | UNESCO Institute for Statistics (UIS) | World Bank The Education Finance Watch (EFW) is a collaborative effort between the World Bank, the GEM Report, and the UNESCO Institute for Statistics (UIS). The EFW aims to provide an analysis of trends, patterns, and issues in education financing around the world. The EFW uses various sources of education, economic, and financial data from the World Bank, UIS, the International Monetary Fund, and the Organization of Economic Co-operation and Development (OECD). 
School Leadership Roles and Standards: Observations from the International Study of Teacher Leadership Year of publication: 2024 Author: Charles F. Webber | Dorothy Andrews | C.P. van der Vyver | Clelia Pineda-Báez | Janet M. Okoko | Edith J. Cisneros-Cohernour | José Gabriel Domínguez-Castillo | Mohammed Elmeski | Molly P. Fuller | Joan M. Conway | Cristina Moral-Santaella | Gloria Gratacós | Samira Idelcadi Corporate author: UNESCO | Global Education Monitoring Report Team This paper was commissioned by the Global Education Monitoring Report as background information to assist in drafting the 2024/5 GEM Report, Leadership in education. This report summarizes the findings of the International Study of Teacher Leadership(ISTL), conducted in 12 countries. The researchers share descriptions of the increasing interest in teacher leadershipas a factor in student learning and school improvement. ISTL researchers focus primarily on classroom-based teachers who—in collaboration with formal school leaders, parents, community members, and colleagues—impact school-wide decision making and pedagogical practices. The report offers insights related to teacher leader behaviours, the complexity of teacher leadership, how teacher leaders learn to lead, and the importance of contextual factors that support and impede teachers who provide informal leadership to schools and the communities they serve. The researchers compare cross-cultural requirements of good leadership and offer contextually situated analyses of leadership visions and goals, the impact of teacher leadership on educational outcomes, necessary preconditions for effective leadership, and policies that develop teacher leadership. The researchers also describe the readiness of school communities to embrace teacher leadership, described variously as parallel leadership, shared leadership, and distributed leadership. The report argues for a shift from considering standards for teacher leadership—too often based on the assumption that leadership is consistent across cultural and organizational settings—to the more flexible and contextualized conceptualization of leadership dimensions such as purpose, self-awareness, intentionality, and culture building. The ISTL researchers also argue that teacher leadership is but one component of an integrated approach to educational governance that addresses the complexities of teaching and learning in relation to rapid socioeconomic change, global migration, political tensions, and the emergence of new technologies. The ISTL also reinforces the ongoing importance of classroom teachers in the achievement of educational objectives. The ISTL team concludes this report with a set of research recommendations. 
[Summary] Global Education Monitoring Report Summary 2024/5: Leadership in Education; Lead for Learning Year of publication: 2024 Corporate author: Global Education Monitoring Report Team The 2024/5 Global Education Monitoring Report assesses progress towards the 2030 targets and shows that, while more children are in school and completing secondary education than ever before, there is stagnation in many areas. Leadership is central to addressing this. There are no schools that improve student outcomes without a good leader showing the way. Building on a review of legislation and policies on the selection, preparation and working conditions of school principals in 211 education systems, the report discusses policy levers to attract and retain talented leaders.Leadership’s potential is not limited to school leaders: it extends to individuals in positions elsewhere in the education system as well as outside of it, from assistant principals, teachers and students, when leadership is shared, to political leaders, civil society, international organizations, unions and the media, who help shape education goals.The report calls for efforts to develop leaders in four key leadership dimensions so that they can set expectations, focus on learning, foster collaboration and develop people. For these dimensions to be realized, people in leadership positions should be trusted and empowered; recruited through fair hiring practices; supported to grow; and encouraged to develop collaborative cultures. The report also calls for investment in education officials’ capacity to serve as system leaders, with a particular emphasis on instructional leadership and quality assurance. 
[Summary] Global Education Monitoring Report Summary 2020: Inclusion and Education; All Means All Year of publication: 2020 Corporate author: UNESCO | Global Education Monitoring Report Team The 2020 Global Education Monitoring Report looks at social, economic and cultural mechanisms that discriminate against disadvantaged children, youth and adults, keeping them out of education or marginalized in it. Spurred by their commitment to fulfil the right to inclusive education, countries are expanding their vision of inclusion in education to put diversity at the core of their systems. Yet implementation of well-meaning laws and policies often falters. Released at the start of the decade of action to 2030, and in the middle of the Covid-19 crisis, which has exacerbated underlying inequalities, the Report argues that resistance to addressing every learner’s needs is a real threat to achieving global education targets.