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UNESCO's report stresses quality in teacher development to strengthen equitable learning at school level
Dr. Lalit Kishore | 31 Jan 2014

The 2013-14 Education for All Global Monitoring Report (EAGMR) has been released by UNESCO on January 29 to highlight the centrality of education for development in a rapidly changing world. The latest EAGMR reveals that investing wisely in teachers and other reforms aimed at strengthening equitable learning leads to transform the long-term prospects of people and societies.

According to AGMR, equity and quality in education will be pivotal in the post 2015 for agenda in the universalization of elementary education (UEE). India is trying to achieve to the aim of UEE by implementing its flagship programme of Sarva Shiksha Abhiyan (SSA). The EAGMR warns that despite all the efforts, 250 million children were not learning even the basics of primary education globally since the quality of education continued to be poor.

"The publication of each new edition of the EFA Global Monitoring Report is the occasion for taking stock about progress made - or not made - and generating renewed interest for moving the EFA agenda forward. Official launchings and related events are held in different parts of the world throughout the year," says the EFAGMR adding that the highlighted issues draw attention to important issues and help to get the message across to different audiences.

The report suggests that even in advanced countries like US there was a need for focus on better girls' education and gender equality on the threshold of 2015. Developed by an independent team and published by UNESCO, the EAGMR is an authoritative reference that aims to inform, influence and sustain genuine commitment towards school education globally.

In short, the EAGMR Report shows that a lack of attention to educational quality and a failure to reach the marginalized have contributed to a learning crisis and thiese need urgent attention. Worldwide, 250 million children - many of them from disadvantaged backgrounds - are not learning the basics, informs the report.

The best part of the report is that it describes how policy-makers can support and sustain a quality education system for all children, regardless of background, by providing the best teachers. Moreover, it also documents global progress in achieving Education for All goals and provides lessons for setting a new education agenda post-2015. In addition, it also identifies that quality and insufficient financing were the main causes hindering advances in education in most developing and under-developed countries.