The world is about to miss a key deadline for ensuring universal education, the United Nations has warned. World leaders agreed in 2015 that by 2030 all girls and boys should be able to complete free quality primary and secondary education, but funding gaps are holding back progress, a new report by the UN's education agency (UNESCO) said on Tuesday. In 2030, when all children should be in school, as per the internationally agreed Sustainable Development Goals, one in six will still be excluded, it said.
Despite dramatic global gains in access to education, 130 million girls of school age remain out of school. Among those who do enter, too many fail to gain the essential skills to succeed after they complete their schooling. Previous efforts to synthesize evidence on how to improve educational outcomes for girls have tended to focus on interventions that are principally targeted to girls, such as girls’ latrines or girls’ scholarships. This approach makes sense if girltargeted interventions are the most effective at overcoming the constraints specific to girls.
As mandated by the Constitution of the Kingdom of Bhutan and Audit Act of Bhutan 2006, the Royal Audit Authority (RAA) carried out the Performance Audit of School Feeding Programme (SFP). The overall objective of the audit was to ascertain the economy, efficiency, and effectiveness in the management of school feeding with a specific focus on nutrition.
This brief explores the Asian Development Bank's (ADB) Technical Assistance (TA) Social Protection Sector Development Program in Indonesia, which aimed at supporting government efforts in alleviating the socioeconomic distress caused by the 1997 Asian economic crisis, while launching sector reforms to strengthen social services delivery.
We rely on a unique pre-crisis baseline and five-year follow-up to investigate the effects of emergency school feeding and general food distribution (GFD) on children’s schooling during conflict in Mali. We estimate programme impact on child enrolment, absenteeism and attainment by combining difference in differences with propensity score matching. School feeding led to increases in enrolment by 11 percentage points and to about an additional half-year of completed schooling.