Non-state actors’ role extends beyond provision of schooling to interventions at various education levels and influence spheres. Alongside its review of progress towards SDG 4 including emerging evidence on the COVID-19 pandemic’s impact the 2021/2 Global Education Monitoring Report urges governments to see all institutions students and teachers as part of a single system. Standards information incentives and accountability should help governments protect respect and fulfil the right to education of all without turning their eyes away from privilege or exploitation. Publicly funded education does not have to be publicly provided but disparity in education processes student outcomes and teacher working conditions must be addressed. Efficiency and innovation rather than being commercial secrets should be diffused and practised by all. To that end transparency and integrity in the public education policy process need to be maintained to block vested interests. The report’s rallying call – Who chooses? Who loses? – invites policymakers to question relationships with non-state actors in terms of fundamental choices: between equity and freedom of choice; between encouraging initiative and setting standards; between groups of varying means and needs; between immediate commitments under SDG 4 and those to be progressively realized (e.g. post-secondary education); and between education and other social sectors.

The 2019 Global Education Monitoring Report examines the education impact of migration and displacement across all population movements: within and across borders voluntary and forced for employment and education. It also reviews progress on education in the 2030 Agenda for Sustainable Development. In view of increasing diversity the report analyses how education can build inclusive societies and help people move beyond tolerance and learn to live together. Education provided equally builds bridges; unequal provision raises walls between migrants and refugees and their host communities. Two new global compacts on migrants and refugees recognize education’s role and set objectives aligned with the global commitment to leave no one behind. This report is a vital toolkit for these compacts. It covers policy issues that address seasonal migrants rural school consolidation intercultural curricula refugee inclusion in national education systems and elimination of segregation qualifications recognition targeting of school funding more effective humanitarian education aid and teacher preparedness for diverse classrooms in emergency protracted and “new normal” contexts. The report calls on countries to see education as a tool to manage migration and displacement and an opportunity for those needing one.

The 2016 Global Education Monitoring (GEM) Report by UNESCO shows the potential for education to propel progress towards all global goals outlined in the new 2030 Agenda for Sustainable Development (SDGs). It also shows that education needs a major transformation to fulfill that potential and meet the current challenges facing humanity and the planet. There is an urgent need for greater headway in education. On current trends the world will achieve universal primary education in 2042 universal lower secondary education in 2059 and universal upper secondary education in 2084. This means the world would be half a century late for the 2030 SDG deadline.