Reports

UNICEF’s first global report on pre-primary education presents a comprehensive analysis of the status of early childhood education worldwide. It also outlines a set of practical recommendations for governments and partners to make quality pre-primary education universal and routine. Noting that at least 175 million children – 50 per cent of the world’s pre-primary-age population – are not enrolled in pre-primary programmes, the report urges governments to commit at least 10 per cent of their national education budgets to scale them up.

The 2007 UNESCO Education for All Monitoring Report focuses on the first Education for All goal, which calls upon countries to expand and improve early childhood care and education – in the form of a holistic package encompassing care, health and nutrition in addition to education.

The report analyses the ways in which unpaid care work is recognised and organised, the extent and quality of care jobs and their impact on the well-being of individuals and society. A key focus of this report is the persistent gender inequalities in households and the labour market, which are inextricably linked with care work.

This paper shows that pre-primary education has not yet achieved the level of priority necessary in domestic policies and budgets, with nearly all low-income countries dedicating less than 5 per cent of their education budgets to pre-primary education. The most disadvantaged, marginalised and vulnerable, who stand to gain the most from investments in pre-primary education, are frequently left behind.

In line with its mandate, the 2020 GEM Report assesses progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, as well as other related education targets in the SDG agenda. The Report also addresses inclusion in education, drawing attention to all those excluded from education, because of background or ability. The Report is motivated by the explicit reference to inclusion in the 2015 Incheon Declaration, and the call to ensure an inclusive and equitable quality education in the formulation of SDG 4, the global goal for education.

The Right to Education Initiative's Annual Report 2019 includes information about us, the activities we have undertaken as well as our key achievements and impacts in our thematic areas: Privatisation and human rights; Monitoring of the right to education; and the right to education of migrants.

The report was published in July 2020 by the Special Rapporteur on the right to education, Koumbou Boly Barry. 

This report highlights the right to education in Iraq and different barriers that iraqis and internally displaced persons are facing to access education. It put a particular emphasis on the legacy of ISIL territorial control on access to education.

This report, produced by Mwatana for Human Rights (Mwatana), examines attacks on and impacting schools and education facilities between March 2015 and December 2019 by the warring parties in Yemen. The report does not cover many other attacks and abuses that have killed, wounded and otherwise harmed school- age children during the conflict, which have ranged from airstrikes that have killed or wounded dozens of young children, to recruitment and use of school-age children across Yemen