UNESCO Global Education Monitoring Report (GEMR) – institutional support 2024 to 2026

This grant represents Canada’s long-term institutional support to the United Nations Educational Scientific and Cultural Organization (UNESCO) Global Education Monitoring Report (GEM Report). The initiative contributes to the United Nations’ Sustainable Development Goal 4 (SDG4) which aims to achieve inclusive and equitable quality education and to promote lifelong learning opportunities for all. Achieving the SDG4 on education requires sound evidence and analysis to support policymaking facilitate the sharing of good practices and hold those responsible to account for fulfilling their commitment. The GEMR serves this purpose as the global public good. The GEM Report established in 2002 is an editorially independent report hosted and published by UNESCO. The GEM Report’s mandate is to monitor and report on (1) progress on education in the Sustainable Development Goals (SDGs) concerning the SDG 4 monitoring framework and (2) the implementation of national and international strategies to help hold all relevant partners to account for their commitments as part of the overall SDG follow-up and review process. The GEM Report provides analyses on different regions focusing on specific issues such as gender education in conflict situations migration and skills for youth which permits a comparison between education systems at a global scale. The GEM Report also serves as a basis for evidence-based advocacy to promote progress toward achieving the education targets set out in SDG4. This is done by acting as a convener and brokering dialogue on education issues with policymakers academics education stakeholders and young people to effect policy changes.

The expected outcomes of the UNESCO GEM Report include: (1) improved evidence research and data through high-quality and relevant research compiling synthesizing and analyzing the latest evidence and data in education to emphasize cross-country and over-time comparisons and on learning equity and gender; (2) enhanced communications and outreach by further developing key findings clear messages and global communication and outreach outputs to support regional and national policy and programmatic response; and (3) increased policy advocacy and knowledge sharing through partnerships and peer learning mechanisms as a basis for dialogue to influence change in education policies toward achieving international education targets.