Publications

Harnessing Education Technology as a Response to COVID-19

This Learning Brief was compiled by the Global Campaign for Education (GCE) to spotlight the project work, results and lessons from Rwanda Education for All Coalition (REFAC) project entitled “Active civil society for inclusive digital education in Rwanda”. The project was designed and implemented within the framework of the Resilience to COVID-19 through Digitalisation (RESICODI) German BACKUP Initiative to follow up on the implementation of the Education 2030 Agenda and SDG4 targets. The content presented in this learning brief was generated from the Monitoring and Evaluation (M&E) activities set up by the GCE Secretariat for national coalition partners to report on the progress and results of their respective country-level projects. The end-of-project report submitted by REFAC to GCE has been the primary source of the lessons and experiences shared in this Brief.

Gender-Responsive Education Sector Planning (GRESP) : Community of Engagement and Practice for Turning Policies into Action

This Learning Brief was compiled by the Global Campaign for Education (GCE) following the launch of GCE’s Gender Learning Community on the 25th of May 2023. The information presented in this Learning Brief is a consolidation of gender-related learning insights, lessons learned, best practices and recommendations that were generated from the presentations made by panellists and inputs from participants.

Education in Emergencies Learning Community: 2023’s World Refugee Day Celebrations

This Learning Brief was compiled by the Global Campaign for Education (GCE) following the webinar held on the 20th of June 2023 in commemoration of the World Refugee Day. The content presented in this Learning Brief is a compilation of discussions and recommendations generated from the panel presentations and input from participants. The learning brief provides insights and on-the-ground experiences on issues relating to Internally Displaced People (IDPs) and refugees in various regions and how the challenges they face deprive them of their right to education.

Technology in education: Opportunities or risks? A critical debate towards the launching of the 2023 Global Monitoring Report

This Learning Brief was compiled by the Global Campaign for Education (GCE) following the webinar held on the 30th of June 2023 entitled “Technology in education: Opportunities or risks? A critical debate
towards the launching of the 2023 Global Monitoring Report”. The content presented in this Learning Brief is a compilation of risks, challenges, opportunities and recommendations that were raised by panellists and participants that are associated with the adoption of technology in the education sector in various parts of the world.

GCE Strategic Plan 2023-2027

Our global strategy is determined by our members. It is built around their most important priorities and needs. It was developed in a consultative process that involved all constituencies through surveys, Key Informant Interviews, and the collection of feedback on a set of draft strategic priorities. It integrates, wherever possible, already existing sub- strategies (youth/gender) to mainstream and lightens strategy implementation and monitoring processes.

Building the Technical Capacity of Civil Society Organisations to Leverage GPE Opportunities at the National and Global Levels

This learning handbook aims to strengthen strategic opportunities for engagement in GPE amongst civil society organisations through coordination supported by GCE and to identify mechanisms that coalitions can engage at national, regional, and global levels to influence key decision-making processes. By providing coalitions with key leverage points regarding the new GPE operational model 2025 while identifying a common understanding in fostering ‘meta governance’ that will lead to an inclusive partnership amongst civil society movements.

Can Debt Alleviation Mechanisms Increase National Education Financing?

This toolkit provides GCE members with detailed guidelines on developing policy and advocacy work to increase national education budgets through debt alleviation mechanisms.

Setting Spaces for Youth and Student-led Advocacy

This Report – commissioned by the Global Campaign for Education – brings fresh insight into the realities and experiences of youth and student organisers during the COVID-19 pandemic. It draws from a desk review and semi-structured interviews with youth and student organisers, stakeholders, and regional leaders from the GCE’s youth and student networks in Africa, Latin America, the Middle East & North Africa, and South East Asia.

Harnessing EdTech in Africa: A Scoping Study

At the start of the COVID-19 pandemic, many governments around the world announced that all schools must close for a period of time in order to delay the spread of the virus. The pandemic disrupted access to education and learning across the globe: at the height of the pandemic, over 1.5 billion learners were affected by the global school closures and children were out of school and at risk of not learning, not passing exams and dropping out (Vegas et al., 2021).

EASG HLPF 2022 Paper: The right to education and lifelong learning: the new normality in a broken world

The High-Level Political Forum 2022 offers the opportunity to review Sustainable Development Goal 4: The Right to Quality Education. The high-level political forum on sustainable development is consistent with its universal intergovernmental character of providing political leadership, guidance, and recommendations for sustainable development goals.

CSO2 Newsletter, Issue 1

CSO2 Serves as the largest civil society constituency in GPE that represents the Global South. CSO2 are key GPE partners that engage at global, regional, and country levels to make GPE a more inclusive partnership. The current CSO2 board representatives were elected to contribute to the GPE by representing the voice of southern civil society in GPE governance, weighing in on GPE Strategies, policies, and grant decisions. Given this platform, a multi-stakeholder approach with well-coordinated mobilisation efforts to disseminate local realities and conditions in fostering ‘meta governance’ in the new global agenda for sustainable efforts in education.

Transformative Education: Meaning and Policy Implications

Education plays a pivotal role in transforming the world, including overcoming poverty, injustice, and inequalities.