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- Many countries are bi or multi- lingual.

- "Language is of considerable importance for the quality of teaching and learning, in terms of both the language of instruction and languages taught in school," (209).

- Language is very much related to the history and power of the past (209).

- Language is able to interact with people and the culture to increase communication and not being able to be left behind (210).

- Language is a key factor that can increase the gap between disadvantaged students versus wealthier students (210).

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- Teaching strategies are very important to the quality of education.

- Having various ways of teaching, such as peer review, student participation and feedback, student teaching, providing a number of resources, changing up the lessons, etc. help students learn a lot better (208).

- Adding a cultural context piece with the stidents help create an environment that students can relate to in order to learn better (209).

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- Curriculum is important on a local and global scale.

- Curriculum has been legitimized by the pressure to be economically competitive (206).

- Having a curriculum helps structure learning (207).

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- Teachers are important to providing a quality education to students.

- In order to increase quality overall, "governments need to enhance the status, morale and professionalism of teachers and enable them to participate in actions affecting their professional lives and teaching environments," (196).

- The ratio of student to teacher is important in this development.

- Teacher recruitment is going to depend on the need of the school and community (198).

- The quality of training for teachers needs to be developed as well in order to provide a quality education (198).

- Teachers that are well trained to provide a better education to students then those who are not. It has been seen that under-trained teachers work with more disadvantaged schools rather than wealthier ones (199).

- Challenges with teacher employment have included: centralized deployment, incentives, promotion, and local recruitment (199).

- Incentives have been able to provide teachers with better pay, increased tracks for promotion, better working conditions, small class sizes, decreased teaching time, and other opportinities (200).

- Ultimately improving the status of teachers allows for increased job retentions and greater motivation which trickles down to students and their quality of education (201).

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Progress in learning outcomes should be monitored

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Progress in learning outcomes should be monitored

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- Many countries are now involved in national assessment in order to gather information on learning as it relates to national standards (190).

- Global disparity as decreased due to assessment participation (190).

- The assessments allow for those spear heading education to improve the levels of knowledge for students (191).

- The range of policies due to national assessments include: curriculum reform, textbook revision, instructional material development, parent engagement, performance standards, and allocation of resources (191).

- Because many students leave their primary education to early, it results in lower levels of learning due to not acquiring the necessary skills (192).

- Many countries participate in cross-national and system comparisons to examine student achievement (193).

- These cross assessments make it possible to compare environments and progress across various cultural, social, and economic areas (193).

- The data collected helps view progress in terms of academic proficiency, family background, organization, curriculum, inequality, etc. (193).

- These assessments helped review various educational policy designs and reform. Examples of these reforms helped support disadvantaged students to increase national standards (194).

It is important to note that data can be inappripriately used, comparisions can discourage developing countries, comparisons can require additional international aid, and that most assessments did not include the population of students not in school (195).

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UNESCO (2015). EFA Global Monitoring Report. "Education for All 2000-2015: Achievements and Challenges.  Retrieved from http://unesdoc.unesco.org/images/0023/002322/232205e.pdf

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It is possible to improve access and equitable learning simultaneously

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It is possible to improve access and equitable learning simultaneously

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- The population from schools are coming from marginalized populations and groups (189). These groups can be affected by poverty, disabilities, malnutrition, etc., (189).

- Students from these households are coming from illiterate parents that are merely associated with lower learning achievement (189).

- Due to this statement it would seem as though that the decline in the quality of education would increase enrollment but this may not be so (189).

- The number of students attending school increased while the quality of learning either increased or maintained (189).

- Among these increases, it was the students from disadvantaged backgrounds that experienced the most improvements (190).

- Ultimately, "policies were aimed at improving performance of low achieving schools and students by allocating more resources to the regions and schools most in need," (190).