Abstract
The MDGs incentivised a focus on education access over quality. For post-2015, a compelling goal on learning for all will be critical to address the global ‘learning crisis’. This poses challenges both with respect to getting global agreement on learning metrics and finding ways to reliably measure learning over time. Furthermore, in order to accelerate progress on learning, robust evidence of what works will need to be generated and more effectively used in programming and policy making. The paper concludes with some reflections on the difficult politics for donors of engaging on a learning agenda post-2015.
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