The ability of citizens to demand accountability and more open government is fundamental to good governance. There is growing recognition of the need for new approaches to the ways in which donors support accountability, but no broad agreement on what changed practice looks like. This publication aims to provide more clarity on the emerging practice. Based on four country studies Mali, Mozambique, Peru and Uganda, a survey of donor innovations and cutting-edge analysis in this field, and the findings of a series of special high-level international dialogues on how to best support accountability support to parliaments, political parties, elections and the media. The publication takes the view that a wholesale shift in behaviour is required by parts of the development assistance community - moving outside conventional comfort zones and changing reflexes towards new approaches to risk taking, analysis and programming around systems of accountability and ‘do no harm’ efforts in political engagement.
This piece is aimed at a range of development practitioners, as well as a wider audience, including civil society actors and citizens around the world who interact with donors working on accountability support.
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Education at a Glance 2014: Greece (Greek)
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Education at a Glance 2014: Russian Federation (Russian)
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Education at a Glance 2014: Czech Republic (Czech)
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Education at a Glance 2014: Estonia (Estonian)
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More people in the United Kingdom pursue a university-level education than end their education at upper secondary school.
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The large majority of the Swiss population has attained at least upper secondary education: 86% of 25-64 year-olds and 89% of 25-34 year-olds
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En 2012, los estudiantes mexicanos de 15 años obtuvieron 413 puntos en promedio, en la evaluación de matemáticas de la prueba PISA – un aumento de 28 puntos desde PISA 2003, de los más importantes entre los países de la OCDE.
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Canada has a highly educated population, due in large part to high attainment rates at the college level In 2012, 53% of Canadian adults held a tertiary qualification, the highest share among OECD countries (OECD average: 32%).
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Austria’s relative spending on individuals’ tertiary education is among the highest in the OECD. Austria puts great emphasis on tertiary education which is reflected in the level of public investment: its spending on individuals’ tertiary education relative to lower levels of education is among the highest of the OECD countries.