Share your views on migration & education ↓

GEMR_ENShare your views to help develop the forthcoming 2019 GEM Report

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The Global Education Monitoring Report (or GEM Report), formerly known as the Education for All Global Monitoring Report (GMR), is an editorially independent, authoritative and evidence-based annual report that monitors progress towards global education targets adopted by UN member states as part of the 2030 Agenda for Sustainable Development (September 2015). The GEM Report is funded by a group of governments, multilateral agencies and private foundations and published annually by UNESCO to serve the international community. It is widely recognized as an indispensable analytical and advocacy tool for ensuring inclusive and equitable quality education and promoting lifelong learning for all.

With a renewed mandate from the World Education Forum in May 2015, the GEM Report team launched a new series of internationally focused education monitoring reports in 2016. The 2016 GEM Report, Education for People and Planet: Creating Sustainable Futures for All, examined the links between education and major facets of sustainable development. It developed the framework to monitor progress towards the fourth global education goal (SDG4), as well as other global targets with an education focus. The second report, to be launched in October 2017, is tentatively titled Accountability in education: Meeting our commitments. It will examine the most common accountability approaches and whether and how they contribute to the aims of the global education goals: access, quality, equity and inclusion.

This concept note discusses the 2019 GEM Report on migration and education, as approved by the GEM Report International Advisory Board in June 2016.

Migration and education are multifaceted processes involving individuals, schools, communities, regions and countries. They invoke temporal, spatial and intergenerational dimensions. The 2019 GEM Report will enhance understanding of migration and education dynamics. It will give voice to educational challenges and opportunities facing both voluntary and involuntary migrants in host and home communities. It will draw upon wide-ranging evidence from both quantitative and qualitative studies, and the analyses, conclusions and recommendations will advance the aims of SDG4.

We would like to hear your views on the topic through this on-line consultation over the next five weeks. The GEM Report team is particularly keen to receive your thoughts on the issues noted above, including suggestions on relevant literature, data analysis and case studies. The views of researchers, academics, governments, non-governmental organizations, aid donors, teachers, youth and anyone with an interest in education and development are most welcome.

Please read the concept note and contribute to this online consultation before 15 May 2017.

Post your contributions as comments (below) to this blog, providing web links to research reports, policy papers, evaluations, and other documents or datasets that you think would be useful for the Report team.

If you would rather email your comments, or have attachments of documents or data that you would like to share with the GEM Report team, please send them directly to with ‘2019 Report Consultation’ as a subject heading.

3 thoughts on “Share your views on migration & education ↓

    1. The GEM should explore the quality of education provided to refugees. Many have ended up in the schools of host countries, where a series of issues have arisen. (Including language of course.) But many others are at the mercy of volunteers.

      At least in the case of Syrian refugees, a European community of volunteers sprang up to educate them. Many are young people, looking for an experience like an international Peace Corps. They have online forums, volunteer time, start schools and very much want to help the refugees in Greece, Lebanon, and elsewhere.

      The problem is that they want to give children education as they imagine it. (They are rarely teachers, and they practically never know Arabic.) Some are young women who are unemployed and who are interested in children’s safety, happiness, and cultural enrichment. So they emphasize art and music. Schools have musical instruments, arts supplies, computers, and donated story books. but basic skills are neglected. The children just don’t learn much math or science.

      Refugee children who leave school quickly fall behind, so whenever they are enrolled again, they may be 3 years behind their peers and may have forgotten much of what they knew. Given the above, many will never catch up, despite the best intentions.


      1. True the GEM report should explore the quality of education provided to refugees but also to nationals as well.

        In Uganda, education is free for refugees to access under the same conditions as nationals. However, the recent influx of over 700,000 South Sudan refugees in the country has not provided for quality education. Why? Classroom sizes have not been increased hence causing an overflow of pupils/student ratio in the classes as compared to the teachers whose number has remained the same. Teaching materials have also suffered the same detriment thus hindering access to quality education not only for refugees but also for the nationals.

        The GEM report should take into consideration the challenge caused by lack of access to quality education due to overcrowded classrooms and inadequate resources for teaching and learning.


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