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The second in the GEM Report series will investigate, analyse and propose concrete recommendations related to accountability in education.

A full  describing how the GEM will go about addressing the issue is now available. We invite all to share their views on this note, including suggestions on relevant literature, data analysis and case studies via annow open until 11 April.

With a new ambitious global education goal, tight budgets and a focus on ensuring the marginalized are not left behind, countries are under pressure to provide education more effectively, efficiently and equitably. These pressures exist because of the persistent underperformance of education systems in light of global challenges, and because of the growing evidence about the influence of good quality education on individual and collective well-being. In addition, education constitutes a – if not the – major budgetary expenditure in most countries; proper accounting of how these public funds are (mis)used has become a high priority.

Accountability involves multiple actors including, for example, legislatures, education and finance ministries, donor agencies, inspectorates, public and private providers of formal and non-formal education, teachers and educators, school principals, professional organizations, parents and local communities, and the learners themselves. Accountability relationships thus permeate much of the day to day activities of all education institutions as well as the rules and procedures governing their existence. They cannot and should not be ignored.

The topic also deserves to be addressed given the importance allocated to it in the Sustainable Development Agenda, which is expected to be backed by accessible and effective accountability mechanisms at global, regional, national and subnational levels.

The Report will approach the issue of accountability in education by addressing the following key questions:

• What are the foundations and the evolution of the concept of accountability in education, and what is at stake?
• What are the main forms of accountability? How have these forms shifted over time? What is the rationale behind this shift?
• What are the implications for accountability in education in a more globalized world?
• What are the implications of accountability systems for different actors, levels, and sectors in education? How do these vary in different countries?
• What are the implications of accountability frameworks for the public perception of education in a country? How do these vary by different forms of accountability?
• Which accountability frameworks are more or less effective, and how are they used or abused in different circumstances?
• What are political, economic and social factors that make different forms of accountability work or fail?
• What broad lessons can be learned from the ways and forms through which education has been monitored and audited?

Share your views.