{"id":4205,"date":"2018-04-03T12:24:09","date_gmt":"2018-04-03T12:24:09","guid":{"rendered":"http:\/\/gem-report-2017.unesco.org\/?page_id=4205"},"modified":"2021-03-22T08:59:54","modified_gmt":"2021-03-22T08:59:54","slug":"makeitpublic-does-you-country-have-a-national-monitoring-report","status":"publish","type":"page","link":"http:\/\/gem-report-2017.unesco.org\/en\/makeitpublic-does-you-country-have-a-national-monitoring-report\/","title":{"rendered":"Does your country have a National monitoring report?"},"content":{"rendered":"

Does your country have a national education monitoring report?<\/h3>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Country<\/strong><\/td>\nReport
\nsince 2010?<\/strong><\/td>\n		Year<\/strong><\/td>\nReport (language)<\/strong><\/td>\nOther report series<\/strong><\/td>\n<\/tr>\n
Afghanistan<\/td>\nYes<\/td>\n2010<\/td>\nProgress report<\/a> (English)<\/td>\n<\/td>\n<\/tr>\n
Albania<\/td>\nYes<\/td>\n2015<\/td>\nMinistry of Education and Sport Monitoring Report<\/a> (Albanian)<\/td>\n<\/td>\n<\/tr>\n
Algeria<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Andorra<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Angola<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Anguilla<\/td>\nYes<\/td>\n2015<\/td>\nDepartment of Education End of Year Report<\/a> (English)<\/td>\n<\/td>\n<\/tr>\n
Antigua\/Barbuda<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Argentina<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Armenia<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Aruba<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Australia<\/td>\nYes, regularly<\/td>\n2016<\/td>\nCouncil of Australian Governments: Report on Performance <\/a>(English)<\/td>\n<\/td>\n<\/tr>\n
Austria<\/td>\nYes, regularly<\/td>\n2015<\/td>\nNational Education Report<\/a> (German)<\/td>\nET Monitor<\/a><\/td>\n<\/tr>\n
Azerbaijan<\/td>\nYes<\/td>\n2014<\/td>\nOn Work Done in Education in 2014<\/a> (Azerbaijani)<\/td>\n<\/td>\n<\/tr>\n
Bahamas<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Bahrain<\/td>\nYes<\/td>\n2011<\/td>\nAnnual Report<\/a> (Arabic)<\/td>\n<\/td>\n<\/tr>\n
Bangladesh<\/td>\nYes<\/td>\n2013<\/td>\nAnnual Sector Performance Report<\/a> (English) (primary) \/ Annual Report (Bangla<\/a> \/ English<\/a>) (secondary)<\/td>\n<\/td>\n<\/tr>\n
Barbados<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Belarus<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Belgium<\/td>\nYes, regularly<\/td>\n2016<\/td>\nLes Indicateurs de l\u2019Enseignement<\/a> (French) \/ Flemish Education in Figures<\/a> (English)<\/td>\nET Monitor<\/a><\/td>\n<\/tr>\n
Belize<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Benin<\/td>\nNo<\/td>\n<\/td>\n<\/td>\nCSR \/ RESEN<\/a><\/td>\n<\/tr>\n
Bermuda<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Bhutan<\/td>\nYes<\/td>\n2014<\/td>\nState of Education (English)<\/td>\n<\/td>\n<\/tr>\n
Bolivia, P.S<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Bosnia\/Herzeg.<\/td>\nYes<\/td>\n2014<\/td>\nReport<\/a> (Bosnian) (secondary education)<\/td>\n<\/td>\n<\/tr>\n
Botswana<\/td>\nYes<\/td>\n2013<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Br.Virgin Is<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Brazil<\/td>\nYes<\/td>\n2016<\/td>\nMonitoring Report of 1st Cycle of National Education Plan Goals<\/a> (Portuguese)<\/td>\n<\/td>\n<\/tr>\n
Brunei Daruss.<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Bulgaria<\/td>\nYes, regularly<\/td>\n2015<\/td>\n<\/td>\nET Monitor<\/a><\/td>\n<\/tr>\n
Burkina Faso<\/td>\nNo<\/td>\n<\/td>\n<\/td>\nCSR \/ RESEN<\/a><\/td>\n<\/tr>\n
Burundi<\/td>\nNo<\/td>\n<\/td>\n<\/td>\nCSR \/ RESEN<\/a><\/td>\n<\/tr>\n
C.A.R<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Cambodia<\/td>\nYes<\/td>\n2015<\/td>\nEducation, Youth and Sport Performance<\/a> (English)<\/td>\n<\/td>\n<\/tr>\n
Cameroon<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Canada<\/td>\nNo<\/td>\n<\/td>\nNo national report; but see provincial reports, e.g. Annual Report<\/a> (Saskatchewan) (English) and Annual Management Report<\/a> (Quebec) (French)<\/td>\n<\/td>\n<\/tr>\n
Cape Verde<\/td>\nNo<\/td>\n<\/td>\n<\/td>\nCSR \/ RESEN<\/a><\/td>\n<\/tr>\n
Cayman Is<\/td>\nYes, regularly<\/td>\n2016<\/td>\nEducation Summary Progress Report<\/a> (English)<\/td>\n<\/td>\n<\/tr>\n
Chad<\/td>\nNo<\/td>\n<\/td>\n<\/td>\nCSR \/ RESEN<\/a><\/td>\n<\/tr>\n
Chile<\/td>\nYes<\/td>\n2017<\/td>\nEducation Public Account<\/a> (Spanish)<\/td>\n<\/td>\n<\/tr>\n
China<\/td>\nYes, regularly<\/td>\n2017<\/td>\nGovernment Work Report (Chinese)<\/td>\n<\/td>\n<\/tr>\n
Colombia<\/td>\nYes, regularly<\/td>\n2016<\/td>\nManagement Report to the Congress of the Republic<\/a> (Spanish)<\/td>\n<\/td>\n<\/tr>\n
Comoros<\/td>\nNo<\/td>\n<\/td>\n<\/td>\nCSR \/ RESEN<\/a><\/td>\n<\/tr>\n
Congo<\/td>\nNo<\/td>\n2015<\/td>\n<\/td>\nCSR \/ RESEN<\/a><\/td>\n<\/tr>\n
Cook Is<\/td>\nYes<\/td>\n2014<\/td>\nAnnual Report<\/a> (English)<\/td>\n<\/td>\n<\/tr>\n
Costa Rica<\/td>\nYes<\/td>\n2015<\/td>\nAnnual Report<\/a> (Spanish)<\/td>\n<\/td>\n<\/tr>\n
Cote d\u2019Ivoire<\/td>\nNo<\/td>\n<\/td>\n<\/td>\nCSR \/ RESEN<\/a><\/td>\n<\/tr>\n
Croatia<\/td>\nYes, regularly<\/td>\n2016<\/td>\n<\/td>\nET Monitor<\/a><\/td>\n<\/tr>\n
Cuba<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Curacao<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Cyprus<\/td>\nYes, regularly<\/td>\n2016<\/td>\nAnnual Report<\/a> (Greek)<\/td>\nET Monitor<\/a><\/td>\n<\/tr>\n
Czech Rep.<\/td>\nYes, regularly<\/td>\n2016<\/td>\nAnnual Report on the Status and Development of Education<\/a> (Czech)<\/td>\nET Monitor<\/a><\/td>\n<\/tr>\n
D.R Congo<\/td>\nNo<\/td>\n<\/td>\n<\/td>\nCSR \/ RESEN<\/a><\/td>\n<\/tr>\n
Denmark<\/td>\nYes, regularly<\/td>\n2016<\/td>\nStatus of Public School Development<\/a> (Danish)<\/td>\nET Monitor<\/a><\/td>\n<\/tr>\n
Djibouti<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Dominica<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Dominican Rep.<\/td>\nYes, regularly<\/td>\n2015<\/td>\nMemorandum<\/a> (Spanish)<\/td>\n<\/td>\n<\/tr>\n
DPR Korea<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Ecuador<\/td>\nYes, regularly<\/td>\n2015<\/td>\nAccountability Report<\/a> (Spanish)<\/td>\n<\/td>\n<\/tr>\n
Egypt<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
El Salvador<\/td>\nYes, regularly<\/td>\n2016<\/td>\nAccountability Report<\/a> (Spanish)<\/td>\n<\/td>\n<\/tr>\n
Equat. Guinea<\/td>\nYes<\/td>\n2011<\/td>\nOverview of Education in Equatorial Guinea<\/a> (Spanish)<\/td>\n<\/td>\n<\/tr>\n
Eritrea<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Estonia<\/td>\nYes, regularly<\/td>\n2016<\/td>\nAnnual Analysis<\/a> (Estonian)<\/td>\nET Monitor<\/a><\/td>\n<\/tr>\n
Ethiopia<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Fiji<\/td>\nYes, regularly<\/td>\n2016<\/td>\nAnnual Report<\/a> (English)<\/td>\n<\/td>\n<\/tr>\n
Finland<\/td>\nYes, regularly<\/td>\n2010<\/td>\nAnnual Report<\/a> (English)<\/td>\nET Monitor<\/a><\/td>\n<\/tr>\n
France<\/td>\nYes, regularly<\/td>\n2016<\/td>\nState<\/a> of School (French)<\/td>\nET Monitor<\/a><\/td>\n<\/tr>\n
Gabon<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Gambia<\/td>\nNo<\/td>\n<\/td>\n<\/td>\nCSR \/ RESEN<\/a><\/td>\n<\/tr>\n
Georgia<\/td>\nNo<\/td>\n2012<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Germany<\/td>\nYes, regularly<\/td>\n2016<\/td>\nEducation Report<\/a> \/ Report on Vocational Education and Training<\/a> (German)<\/td>\nET Monitor<\/a><\/td>\n<\/tr>\n
Ghana<\/td>\nYes, regularly<\/td>\n2015<\/td>\nEducation Sector Performance Report<\/a> (English)<\/td>\n<\/td>\n<\/tr>\n
Greece<\/td>\nYes, regularly<\/td>\n2016<\/td>\n<\/td>\nET Monitor<\/a><\/td>\n<\/tr>\n
Grenada<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Guatemala<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Guinea<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Guinea-Bissau<\/td>\nNo<\/td>\n<\/td>\n<\/td>\nCSR \/ RESEN<\/a><\/td>\n<\/tr>\n
Guyana<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Haiti<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Honduras<\/td>\nYes<\/td>\n2014<\/td>\nAcademic Performance Report<\/a> \/ Annual Memorandum<\/a> (Spanish)<\/td>\n<\/td>\n<\/tr>\n
Hong Kong, China<\/td>\nYes, regularly<\/td>\n2015<\/td>\nEducation Bureau\u2019s Policy Initiatives \u2013 Policy Address<\/a> (English)<\/td>\n<\/td>\n<\/tr>\n
Hungary<\/td>\nYes, regularly<\/td>\n<\/td>\n<\/td>\nET Monitor<\/a><\/td>\n<\/tr>\n
Iceland<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
India<\/td>\nYes, regularly<\/td>\n2015<\/td>\nAnnual Report (Part 1<\/a>; Part 2<\/a>) \/ Reports of Planning Commission Education Working Groups<\/a> (English)<\/td>\n<\/td>\n<\/tr>\n
Indonesia<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Iran, Isl. Rep<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Iraq<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Ireland<\/td>\nYes, regularly<\/td>\n2016<\/td>\nAnnual System Performance Report<\/a> \/ Ministers’ Brief: Overview<\/a> (English)<\/td>\nET Monitor<\/a><\/td>\n<\/tr>\n
Israel<\/td>\nYes<\/td>\n2015<\/td>\nSelected issues – Committee on Education, Culture and Sports <\/a>(Hebrew)<\/td>\n<\/td>\n<\/tr>\n
Italy<\/td>\nYes, regularly<\/td>\n2016<\/td>\nPerformance Report<\/a> (Italian)<\/td>\nET Monitor<\/a><\/td>\n<\/tr>\n
Jamaica<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Japan<\/td>\nYes, regularly<\/td>\n2016<\/td>\nMEXT White Paper<\/a> (Japanese)<\/td>\n<\/td>\n<\/tr>\n
Jordan<\/td>\nYes<\/td>\n2013<\/td>\nAnnual Book<\/a> (Arabic)<\/td>\n<\/td>\n<\/tr>\n
Kazakhstan<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Kenya<\/td>\nYes<\/td>\n2016<\/td>\nAnnual Progress Report 2013-2014<\/a> (English)<\/td>\n<\/td>\n<\/tr>\n
Kiribati<\/td>\nYes<\/td>\n2014<\/td>\nKiribati Development Plan 2012-2015: Mid-term Review Report<\/a> (English)<\/td>\n<\/td>\n<\/tr>\n
Kuwait<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Kyrgyzstan<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Lao PDR<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Latvia<\/td>\nYes, regularly<\/td>\n2015<\/td>\nEducation and Science Ministry Public Overview<\/a> (Latvian)<\/td>\nET Monitor<\/a><\/td>\n<\/tr>\n
Lebanon<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Lesotho<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Liberia<\/td>\nNo<\/td>\n<\/td>\n<\/td>\nCSR \/ RESEN<\/a><\/td>\n<\/tr>\n
Libya<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Liechtenstein<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Lithuania<\/td>\nYes<\/td>\n<\/td>\nActivity Report<\/a> (Lithuanian)<\/td>\nET Monitor<\/a><\/td>\n<\/tr>\n
Lithuania<\/td>\nYes<\/td>\n2015<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Luxembourg<\/td>\nYes, regularly<\/td>\n2015<\/td>\nActivity Report<\/a> (French)<\/td>\nET Monitor<\/a><\/td>\n<\/tr>\n
Macao, China<\/td>\nYes, regularly<\/td>\n2014<\/td>\nAnnual Report of Education and Youth Affairs Bureau (Chinese<\/a> \/ Portuguese<\/a>)<\/td>\n<\/td>\n<\/tr>\n
Madagascar<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Malawi<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Malaysia<\/td>\nYes<\/td>\n2015<\/td>\nAnnual Report 2015<\/a> (Malay)<\/td>\n<\/td>\n<\/tr>\n
Maldives<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Mali<\/td>\nNo<\/td>\n2010<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Malta<\/td>\nYes, regularly<\/td>\n2016<\/td>\n<\/td>\nET Monitor<\/a><\/td>\n<\/tr>\n
Marshall Is<\/td>\nYes<\/td>\n2010<\/td>\nAnnual Performance Report<\/a> (English)<\/td>\n<\/td>\n<\/tr>\n
Mauritania<\/td>\nNo<\/td>\n<\/td>\n<\/td>\nCSR \/ RESEN<\/a><\/td>\n<\/tr>\n
Mauritius<\/td>\nYes<\/td>\n2014<\/td>\nEducation Reforms in Action<\/a> (English)<\/td>\n<\/td>\n<\/tr>\n
Mexico<\/td>\nYes<\/td>\n2017<\/td>\nReport on Activities<\/a> (Spanish)<\/td>\n<\/td>\n<\/tr>\n
Micronesia F.S<\/td>\nYes, regularly<\/td>\n2016<\/td>\nEducation Indicators<\/a> (English)<\/td>\n<\/td>\n<\/tr>\n
Monaco<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Mongolia<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Montenegro<\/td>\nYes, regularly<\/td>\n2016<\/td>\nWork Report<\/a> (Montenegrin)<\/td>\n<\/td>\n<\/tr>\n
Montserrat<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Morocco<\/td>\nYes<\/td>\n2014<\/td>\nAnalytic Report<\/a> (French)<\/td>\n<\/td>\n<\/tr>\n
Mozambique<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Myanmar<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Namibia<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Nauru<\/td>\nYes<\/td>\n\u00a02016<\/td>\nNauru Education Digest<\/a> (English)<\/td>\n<\/td>\n<\/tr>\n
Nepal<\/td>\nYes, regularly<\/td>\n<\/td>\nStatus Report<\/a> (Nepali)<\/td>\n<\/td>\n<\/tr>\n
New Zealand<\/td>\nYes, regularly<\/td>\n2015<\/td>\nAnnual Report<\/a> (English)<\/td>\n<\/td>\n<\/tr>\n
Nicaragua<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Niger<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Nigeria<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Niue<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Netherlands<\/td>\nYes, regularly<\/td>\n2015<\/td>\nState of Education<\/a> (Dutch)<\/td>\nET Monitor<\/a><\/td>\n<\/tr>\n
Norway<\/td>\nYes, regularly<\/td>\n2016<\/td>\nEducation Mirror (Norwegian<\/a> \/ English<\/a>)<\/td>\n<\/td>\n<\/tr>\n
Oman<\/td>\nYes<\/td>\n2015<\/td>\nAnnual Report for Education (Arabic)<\/td>\n<\/td>\n<\/tr>\n
Pakistan<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Palau<\/td>\nYes, Regularly<\/td>\n\u00a02016<\/td>\nPalau Statistical Yearbook<\/a><\/td>\n<\/td>\n<\/tr>\n
Palestine<\/td>\nYes<\/td>\n2015<\/td>\nAnnual Narrative Progress Report (Arabic)<\/td>\n<\/td>\n<\/tr>\n
Panama<\/td>\nYes<\/td>\n2014<\/td>\nMemorandum<\/a> (Spanish)<\/td>\n<\/td>\n<\/tr>\n
Papua N. Guinea<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Paraguay<\/td>\nYes<\/td>\n2015<\/td>\nManagement Report<\/a> (Spanish)<\/td>\n<\/td>\n<\/tr>\n
Peru<\/td>\nYes, regularly<\/td>\n2016<\/td>\nInstitutional Report<\/a> \/ National Educational Project: Balance and Recommendations<\/a> (Spanish)<\/td>\n<\/td>\n<\/tr>\n
Philippines<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Poland<\/td>\nYes, regularly<\/td>\n2016<\/td>\nReport on State of Education<\/a> (Polish)<\/td>\nET Monitor<\/a><\/td>\n<\/tr>\n
Portugal<\/td>\nYes, regularly<\/td>\n2015<\/td>\nState of Education<\/a> (Portuguese)<\/td>\nET Monitor<\/a><\/td>\n<\/tr>\n
Qatar<\/td>\nYes<\/td>\n2015<\/td>\nEducation in the Schools of Qatar<\/a> (English)<\/td>\n<\/td>\n<\/tr>\n
Rep. Moldova<\/td>\nYes<\/td>\n2015<\/td>\nInformation on Implementation of Education Actions<\/a> \/ Report of the Ministry of Education<\/a> (Romanian)<\/td>\n<\/td>\n<\/tr>\n
Rep. Korea<\/td>\nYes<\/td>\n<\/td>\nEducation in Korea<\/a> (English)<\/td>\n<\/td>\n<\/tr>\n
Romania<\/td>\nYes, regularly<\/td>\n2015<\/td>\nReport on State of Pre-university Education<\/a> \/ Report on State of Higher Education<\/a> (Romanian)<\/td>\nET Monitor<\/a><\/td>\n<\/tr>\n
Russian Fed.<\/td>\nYes<\/td>\n2015<\/td>\nMain results of Ministry of Education and Science<\/a> (Russian)<\/td>\n<\/td>\n<\/tr>\n
Rwanda<\/td>\nNo<\/td>\n<\/td>\n<\/td>\nCSR \/ RESEN<\/a><\/td>\n<\/tr>\n
S. Tome\/Principe<\/td>\nNo<\/td>\n<\/td>\n<\/td>\nCSR \/ RESEN<\/a><\/td>\n<\/tr>\n
Saint Lucia<\/td>\nNo<\/td>\n2014<\/td>\nEducation Digest<\/a> (English)<\/td>\n<\/td>\n<\/tr>\n
Saint-Martin<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Samoa<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
San Marino<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Saudi Arabia<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Senegal<\/td>\nYes, regularly<\/td>\n2014<\/td>\nNational Report on the Situation of Education<\/a> (French)<\/td>\n<\/td>\n<\/tr>\n
Serbia<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Seychelles<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Sierra Leone<\/td>\nNo<\/td>\n<\/td>\n<\/td>\nCSR \/ RESEN<\/a><\/td>\n<\/tr>\n
Singapore<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Sint-Maarten<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Slovakia<\/td>\nYes, regularly<\/td>\n2016<\/td>\n<\/td>\nET Monitor<\/a><\/td>\n<\/tr>\n
Slovenia<\/td>\nYes, regularly<\/td>\n2016<\/td>\n<\/td>\nET Monitor<\/a><\/td>\n<\/tr>\n
Solomon Is<\/td>\nYes<\/td>\n2015<\/td>\nPerformance Assessment Report<\/a> (English)<\/td>\n<\/td>\n<\/tr>\n
Somalia<\/td>\nYes<\/td>\n2011<\/td>\nEducation Report<\/a> (English)<\/td>\n<\/td>\n<\/tr>\n
South Africa<\/td>\nYes, regularly<\/td>\n2016<\/td>\nAnnual Report<\/a> \/ Report on Progress in School Sector<\/a> (English)<\/td>\n<\/td>\n<\/tr>\n
South Sudan<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Spain<\/td>\nYes, regularly<\/td>\n2016<\/td>\nReport on the State of the Education System<\/a> \/ State system of Indicators of education<\/a> (Spanish)<\/td>\nET Monitor<\/a><\/td>\n<\/tr>\n
Sri Lanka<\/td>\nYes<\/td>\n2013<\/td>\nAnnual Performance Report<\/a> (English)<\/td>\n<\/td>\n<\/tr>\n
St Kitts\/Nevis<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
St Vincent\/Grenad.<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Sudan<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Suriname<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Swaziland<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Sweden<\/td>\nYes, regularly<\/td>\n2016<\/td>\nHigher education annual report (Swedish<\/a> \/ English<\/a>)<\/td>\nET Monitor<\/a><\/td>\n<\/tr>\n
Switzerland<\/td>\nYes, regularly<\/td>\n2014<\/td>\nSwiss Education Report (German<\/a>\/English<\/a>\/Italian<\/a>\/German<\/a>); Vocational and professional education and training in Switzerland – Facts and figures 2017 (German<\/a>\/English<\/a>)<\/td>\n<\/td>\n<\/tr>\n
Syrian A.R<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Tajikistan<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
TYFR Macedonia<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Thailand<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Timor-Leste<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Togo<\/td>\nNo<\/td>\n<\/td>\n<\/td>\nCSR \/ RESEN<\/a><\/td>\n<\/tr>\n
Tokelau<\/td>\nYes<\/td>\n2014<\/td>\nNational Evaluation of Education Provision in Tokelau<\/a> (English)<\/td>\n<\/td>\n<\/tr>\n
Tonga<\/td>\nYes<\/td>\n\u00a02016<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Trinidad\/ Tobago<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Tunisia<\/td>\nYes<\/td>\n2014<\/td>\nEducation System Performance Indicators<\/a> (French)<\/td>\n<\/td>\n<\/tr>\n
Turkey<\/td>\nYes<\/td>\n2018<\/td>\nFiscal Year 2018 Performance Programme<\/a> (Turkish)<\/td>\n<\/td>\n<\/tr>\n
Turkmenistan<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Turks\/Caicos Is<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Tuvalu<\/td>\nYes<\/td>\n\u00a02012<\/td>\n\u00a0Education Statistical Report<\/a><\/td>\n<\/td>\n<\/tr>\n
U.A. Emirates<\/td>\nYes<\/td>\n2013<\/td>\nAnnual Report<\/a> (Arabic)<\/td>\n<\/td>\n<\/tr>\n
U.R Tanzania<\/td>\nYes<\/td>\n2014<\/td>\nTanzania Development Vision 2025: Big Results Now! Annual Report<\/a> (English)<\/td>\nCSR \/ RESEN<\/a><\/td>\n<\/tr>\n
Uganda<\/td>\nYes, regularly<\/td>\n2016<\/td>\nEducation and Sports Sector Annual Performance Report<\/a> (English)<\/td>\n<\/td>\n<\/tr>\n
Ukraine<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
United Kingdom<\/td>\nYes, regularly<\/td>\n2016<\/td>\nDepartment for Education Consolidated Annual Report and Accounts<\/a> (English)<\/td>\nET Monitor<\/a><\/td>\n<\/tr>\n
United States<\/td>\nYes, regularly<\/td>\n2016<\/td>\nCondition of Education<\/a>; see also state reports (e.g. California<\/a> or Texas<\/a>) (English)<\/td>\n<\/td>\n<\/tr>\n
Uruguay<\/td>\nYes<\/td>\n2014<\/td>\nReport on State of Education<\/a> (Spanish)<\/td>\n<\/td>\n<\/tr>\n
Uzbekistan<\/td>\nYes<\/td>\n2016<\/td>\nFirst Half-Year Report<\/a> (Uzbek)<\/td>\n<\/td>\n<\/tr>\n
Vanuatu<\/td>\nYes, regularly<\/td>\n2013<\/td>\nMoET Annual Report<\/a> (English)<\/td>\n<\/td>\n<\/tr>\n
Venezuela, B.R<\/td>\nYes<\/td>\n2015<\/td>\nMemorandum and Account<\/a> (Spanish)<\/td>\n<\/td>\n<\/tr>\n
Viet Nam<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Yemen<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Zambia<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Zimbabwe<\/td>\nNo<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

Does your country have a national education monitoring report? Country Report since 2010? Year Report (language) Other report series Afghanistan Yes 2010 Progress report (English) Albania Yes 2015 Ministry of Education and Sport Monitoring Report (Albanian) Algeria No Andorra No Angola No Anguilla Yes 2015 Department of Education End of Year Report (English) Antigua\/Barbuda No […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"yoast_head":"\nDoes your country have a National monitoring report? - Unesco<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"http:\/\/gem-report-2017.unesco.org\/en\/makeitpublic-does-you-country-have-a-national-monitoring-report\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Does your country have a National monitoring report? - Unesco\" \/>\n<meta property=\"og:description\" content=\"Does your country have a national education monitoring report? 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