En el Informe se muestra por qué la educación es fundamental para el desarrollo en un mundo que evoluciona con rapidez. En el Informe también se explica la manera en que una inversión inteligente en docentes, además de otras reformas concebidas para reforzar un aprendizaje que beneficie a todos por igual, transforma las perspectivas a largo plazo de las personas y de la sociedad.

Le Rapport mondial de suivi sur l’Éducation pour tous 2013/4 démontre pourquoi l’éducation est essentielle au développement, dans un monde en constante évolution. Il explique que l’investissement de façon avisée dans les enseignants, et dans d’autres réformes visant à renforcer l’apprentissage équitable, transforme les perspectives à long terme des populations et des sociétés.

The 2013/4 Education for All Global Monitoring Report shows why education is pivotal for development in a rapidly changing world. It explains how investing wisely in teachers, and other reforms aimed at strengthening equitable learning, transform the long-term prospects of people and societies.

In September 2012, over 20 government and global humanitarian, development and education leaders representing Ministries of Education, UN agencies, key funding partners, the private sector and NGOs came together to validate the Education Cannot Wait: Call to Action

The purpose of the policy seminar was to put the Education in Emergency (EIE) issues is some larger perspectives, to generate strategies of how to advocate for a suitable place for education and training in conflict emergency settings within post-2015 MDG and EFA policy frameworks, identifying the most appropriate advocacy messages, entry points and activities.

The paper outlines how investing in children delivers big pay offs – for them, for their societies, and for the planet.

Education’s unique power to act as a catalyst for wider development goals can only be fully realized, however, if it is equitable. That means making special efforts to ensure that all children and young people – regardless of their family income, where they live, their gender, their ethnicity, whether they are disabled – can benefit equally from its transformative power.

Equitable access to a quality education is a fundamental human right. It is also the foundation upon which true sustainable development must be built. “Education for All” (EFA) as a priority in conflict and crisis has become an increasingly popular focus of donors, practitioners, and researchers along the relief-to-development continuum.

Increasingly intense international debates surrounding the post-2015 global education agenda have opened up during 2012. Whatever successors to the Millennium Development Goals and the Education for All goals are eventually negotiated, all stakeholders will need to plan them in close coordination. The focus of this paper, however, is on provision of education in conflict emergencies.

This book shows that transformative education for local, national and global citizenship and peace CAN be implemented even under difficult conditions if there is a policy commitment to do so.