A HUB FOR IDEAS, DEBATE AND RESOURCES ON HOW THE WORLD IS DOING ON INTERNATIONAL DEVELOPMENT GOALS
In the second contribution to our new series focusing on the challenges and opportunities for advancing gender equality goals in fragile and conflict-affected countries, Nicola Jones and Fiona Samuels outline the case for greater psychosocial support to women and girls in the aftermath of conflict in order to foster bottom-up demands and capacities that are essential for lasting peace.
In 2012, 58 million children of primary school age were out of school – but are those in school getting the education they need? For our national progress in education blog series, Purna Kumar Shrestha looks at the lack of quality in teaching and consequent poor results of those children who have spent years in education, and the lessons we can learn from VSO and the Department of Education's work in Papua New Guinea in improving access to qualified and motivated teachers.
In the latest blog of our national progress in education series, Susan Durston questions whether education providers have exploited intersectorality for the most marginalised of children, and provides four strategic ways in which the intersectoral approach can assist education outcomes.
The World Bank Group's Mahmoud Mohieldin writes on what is important to focus on as 2015 approaches. He identifies global implementation partnerships, national level strategies and more as being crucial to achieving successful financing for the post-2015 agenda.
Wtih preliminary results in for Afghanistan's presidential election, Anna Larson looks at the significance of women's votes to the count, the prospects for women's empowerment post-election and whether women in Afghanistan can expect real progress to match the rhetoric.
The informal collectives that women form during conflict hold valuable lessons on how to increase women’s participation in conflict resolution. Abigail Hunt argues that we need to seek out innovation at the grassroots level of women's empowerment.
Do we know how to expand education access and the quality of learning at scale? In the latest blog in our national progress in education series, Jenny Perlman Robinson and Liesbet Steer discuss the Brookings’ Center for Universal Education Millions Learning project, and the key factors that drive change in achieving scale.
Despite not reaching the Millennium Development Goal of a full primary education for every child, when looking towards the post-2015 framework, it is important to take into consideration the lessons we have learned. Chernor Bah and Madeline Serena discuss the key themes that have emerged from discussions with young people – leaders, actors and activists – on what has worked on education initiatives.