External Reports consist of research reports (both quantitative and qualitative) in the areas of education and development published by national and international organizations.
Educate All Girls and Boys in South Asia: The Global Out-Of-School Children InitiativeUNICEF South Asia2015
The South Asia Out-of-School Children Initiative (OOSCI) is part of the global initiative launched by UNICEF and the UNESCO Institute for Statistics (UIS) in 2010.
Income Inequality: The Gap between Rich and Poor OECD InsightsOECD2015
Income inequality is rising. A quarter of a century ago, the average disposable income of the richest 10% in OECD countries was around seven times higher than that of the poorest 10%; today, itﾒs around 9ﾽ times higher.
Fixing the Broken Promise of Education For All: Findings from the Global Initiative on Out-Of-School ChildrenUNESCO Institute for Statistics2015
The Global Initiative on Out-of-School Children (OOSCI) was launched in 2010 by UNICEF and the UNESCO Institute for Statistics (UIS).
Rethinking Education: Towards a Global Common GoodUNESCO2015
The publication contributes to rethinking education and learning in this context. It builds on one of UNESCOﾒs main tasks as a global observatory of social transformation with the objective of stimulating public policy debate.
UNESCO Science Report: Towards 2030UNESCO2015
In 2015, the United Nations General Assembly took a historic and visionary step with the adoption of the 2030 Agenda for Sustainable Development. For the first time at this level, the role of science, technology and innovation has been explicitly recognized as a vital driver of sustainability.
The Investment Case for Education and Equity, 2015UNICEF Education Section2015
Education is a right and a crucial opportunity. It holds the key to a better life for a billion children and adolescents worldwide: a life with less poverty, better health and an increased ability to take their future into their own hands. Education, particularly girlsﾒ education, is also one of the most powerful tools for creating economic growth, decreasing the likelihood of conflict, increasing resilience and impacting future generations with wide-reaching economic and social benefits
The State of Social Safety Nets, 2015World Bank2015
The need for social safety nets is a critical concern for governments across the globe and for the billions of men, women, and children striving to improve their livelihoods. As interest in and the use of social safety nets keep growing, countries struggle to make social safety net interventions more effective and to integrate them better in their overall social protection and labour systems
Achieving Transparency in Pro-poor Education IncentivesInternational Institute for Educational Planning (IIEP)2014
Corruption increases transaction costs, reduces the effi ciency of public services, distorts the decision-making process, and undermines social values.
Toward Universal Learning: Implementing Assessment to Improve Learning (Report No. 3 of 3, Learning Metrics Task Force)UNESCO Institute for Statistics and Center for Universal Education at the Brookings Institution2014
Toward Universal Learning: A Global Framework for Measuring Learning is the third in a series of three reports from the Learning Metrics Task Force. This report represents the collaborative work of the Learning Metrics Task Forceﾒs members and their respective organizations. This is a joint publication of the UNESCO Institute for Statistics and the Center for Universal Education at the Brookings Institution.
National Read India Report, 2013-14ASER Centre and Pratham2014
Through the Read India intervention in 2013-14 Pratham reached over 11,000 villages, and worked with almost 400,000 children across 15 states in India. More than 20,000 camps were held and approximately19,000 volunteers were mobilized from these villages/communities. The program comprised of: 1.Direct Instruction Model (Learning camps & Learning Camps Special Projects- Uttar Pradesh Learning camps in Grades 3-5 and Maharashtra Learning Camps in Grades 3-7), 2.Volunteer led Instruction Model, 3.Government Partnerships ﾖ State and District level