This report seeks to help set the agenda for a proposed new Global Compact on Learning. It identifies three key priorities and suggested actions to improve learning outcomes for all girls and boys in the developing world, which have been selected based on a careful review of the latest evidence as well as extensive input from a wide range of global actors. The report’s main objective is to provide a broad framework for action that can galvanize attention and bring together the many diverse actors committed to improving education in poor countries. The agenda offered is broader than the education MDGs, which are necessary but not sufficient for achieving quality learning for all. It is by no means exhaustive but identifies education priorities and corresponding promising strategies that are important across many developing countries for improving learning opportunities and outcomes. Although what is to be done is often universal, and certainly must be embedded in larger contexts of national education reform, the how it is done is highly context specific. Thus each country must assess the relevance of the key priorities and identify the best ways to pursue an equitable learning agenda for its own citizens. The case for a new Global Compact on Learning is both urgent and compelling. Education is quite literally a life-or-death issue. A child born to a mother who can read is 50 percent more likely to survive past age five. 17 It also is the key to poverty reduction, economic growth, and greater stability. We cannot afford to wait another generation to ensure that all girls and boys are learning and equipped with the skills, knowledge, and competencies needed to live healthy, safe, and productive lives.
Brookings Institution (USA). Center for Universal Education
74 p., 4p.
Economics of education
International cooperation in education
Early childhood education