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"The second edition of the Global Education Monitoring Report (GEM Report) presents the latest evidence on global progress towards the education targets of the UN Sustainable Development Goals. With hundreds of millions of people still not going to school, and many not achieving minimum skills at school, it is clear education systems are off track to achieve global goals. The marginalized currently bear the most consequences but also stand to benefit the most if policy-makers pay sufficient attention to their needs. Faced with these challenges, along with tight budgets and increased emphasis on results-oriented value for money, countries are searching for solutions. Increased accountability often tops the list. The 2017/8 GEM Report shows the entire array of approaches to accountability in education. It ranges from countries unused to the concept, where violations of the right to education go unchallenged, to countries where accountability has become an end in itself instead of a means to inclusive, equitable and high-quality education and lifelong learning for all. The report emphasizes that education is a shared responsibility. While governments have primary responsibility, all actors - schools, teachers, parents, students, international organizations, private sector providers, civil society and the media 0́3 have a role in improving education systems. The report emphasized the importance of transparency and availability of information but urges caution in how data are used. It makes the case for avoiding accountability systems with a disproportionate focus on narrowly defined results and punitive sanctions. In an era of multiple accountability tools, the report provides clear evidence on those that are working and those that are not."--Back cover.

How much thinking have you done about gender? What does it feel like to be gay, trans or non-binary at school? How unbiased, safe and inclusive are our teachers, our schools and our systems, and what can we do about it? The time is ripe for a re-think, and the issues are pressing. Our pupils are grappling with challenges around gender and sexuality, and they need our well-informed support. Providing evidence, prompts and the space to explore the implications, restrictions and constructs of gender, this book is here to help every teacher reflect on issues around gender roles and expectations in their class. In this challenging and potent book, experts, academics and campaigners join forces to contribute important perspectives to complement Rycroft-Smith’s own accessible and often provocative explanations of many facets of gender and sexuality, including media, literature, toys, clothing, sexism, expectations, sexuality, gender roles, harassment and consent. Humour and anecdotes are thoughtfully intertwined with fascinating insights into biological and cultural perspectives and societal norms, highlighting why it’s so vital to teach pupils about gender issues, as well as modelling consent, good quality relationships and tolerance to children at all ages and stages of their school career. Providing clear, practical policy recommendations in an accessible and engaging way, The Equal Classroom is an essential read for any teacher or education professional who wants to ensure their school is a place where all pupils feel truly welcome and able to flourish, comfortable and safe in their emerging identities.

The 2019 Gender Report is based on a monitoring framework first introduced in the 2016 Global Education Monitoring Report. In addition to focusing on gender parity in education participation, attainment and learning achievement, the framework examines broad social and economic contexts (gender norms and institutions) and key education system characteristics (laws and policies, teaching and learning practices, learning environments, and resources). The framework also looks at the relationship between education and selected social and economic outcomes. For instance, a move towards parity in education attainment may increase women's labour force participation rates, but low levels of labour force participation feed into existing norms and may constrain expansion of education opportunities for women. [Publisher summary]

The excellent list of themes and chapters in this volume reflects the maturity reached by feminist economics in its different dimensions. Based on the notion of social provisioning for all as the basic objective of economics, they represent a challenge to conventional economic thought and they show the importance of understanding theory, institutions, empirical work, and policy from a gender perspective. The global perspective provided through themes and authors is a very useful contribution to the literature. Lourdes Bener'a, Cornell University, US Standard economics has a narrow and distorted vision of what the economy is, and how it works. Gender scholars are on the forefront of developing better, more encompassing models of human provisioning for well-being. This volume presents a wonderful sampling of these new theoretical and empirical developments. Paula England, New York University, US This is an impressive collection that delves deeply and broadly into the myriad ways that gender shapes and alters economic lives and illuminates complex facets of the economic and social provisioning process across the globe. The chapters, by an exciting variety of researchers, policy analysts, and practitioners from numerous fields, present a consistent and persuasive vision of economic well-being as critical to the flourishing of all people. Myra H. Strober, Stanford University, US In the aftermath of global economic downturn, it has never been more important to understand how gender relates to economic life and well-being. This interdisciplinary collection of original research details key areas of intersection, provides a comprehensive overview of the current state of research and proposes avenues for further investigation. The Handbook illuminates complex facets of the economic and social provisioning process across the globe. The contributors academics, policy analysts and practitioners from wide-ranging areas of expertise discuss the methodological approaches to, and analytical tools for, conducting research on the gender dimension of economic life. They also provide analyses of major issues facing both developed and developing countries. Topics explored include civil society, discrimination, informal work, working time, central bank policy, health, education, food security, poverty, migration, environmental activism and the financial crisis. Economists, sociologists and political scientists will find this book to be an invaluable research tool, as will academics, researchers and students with an interest in economics particularly feminist economics gender studies and global studies.

The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.

Featuring a foreword penned by Ambassador (Ret) and Professor Emeritus Horace G. Dawson, this volume articulates the significance of comparative and international education and affairs as experienced by elected Fellows of the Comparative and International Education Society—including some as Fellows of the American Association for the Advancement of Science and the International Academy of Education. Based upon their decades of multiple research modalities and senior administrative engagements with universities, USAID, National Science Foundation, World Bank, Fulbright, and other agencies, the Fellows explicate critical historical phenomena and postulate how future directions of the field may evolve. The volume expounds the salience of cross cutting and interdisciplinary themes by analyzing how the social sciences, humanities, and international affairs have affected the evolving nature of the field. Pedagogical epistemologies, public and educational policies, and paradigms emerge from applied research as new motifs are presented in view of geopolitical and global affairs that will affect education in coming decades.