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Outcomes-Focused Policy Making in Scotland سنة النشر: 2021 المؤلف المؤسسي: Government of Scotland | Scotland's International Development Alliance | SDG Network Scotland | Oxfam Scotland | International Development Education Association Scotland (IDEAS) | Bridge 47 Scotland’s International Development Alliance has co-created a new Scottish policy making guide focused on the Sustainable Development Goals (SDGs) and the National Performance Framework (NPF). The guide supports holistic policy making that reflects our interconnected world & addresses the need to better navigate its complexities.The resource is the result of a partnership between the Scottish Government’s National Performance Framework team, the International Development Education Association of Scotland (IDEAS) Network, Scotland’s International Development Alliance, the SDG Network Scotland and Oxfam Scotland. The partnership was initiated, supported and funded by the Bridge 47 – Building Global Citizenship project and special thanks go to Northern Star Associates for their work developing the content.What is the resource?The National Performance Framework (NPF) is Scotland’s way of localising the Sustainable Development Goals (SDGs). The 17 different goals and 11 NPF National Outcomes are key measures of how Scotland can move towards a more just and sustainable future. The resource has two main parts. The first half features a general overview of the United Nations Sustainable Development Goals (SDGs), Scotland’s National Performance Framework (NPF) and how the two are interlinked. The second half provides practical, interactive activities to explore how to apply the NPF and SDGs in the policy making process.Why is this resource important?Policy is a mechanism for creating change. Ensuring that the policy produced in Scotland is inclusive and takes a holistic view of systemic problems will have a positive impact for both people and planet.This resource comes at a critical juncture. The Covid-19 pandemic has emphasised local-global interconnections and the difficulties posed by complex global problems. They require us to be holistic in our policy making and understand we are part of a bigger system, where the decisions we make and the actions we take have an impact on others locally and globally, now and in the future.How was the resource created?The guide was co-created by a partnership between the NPF team at the Scottish Government and civil society stakeholders including the SDG Network Scotland, Scotland’s International Development Alliance and the EU project, Bridge 47. The development of the resource was funded through the Bridge 47 – Building Global Citizenship project, which is based at the International Development Education Association of Scotland (IDEAS) network. As a project, Bridge 47 supports building partnerships across different sectors with the aim of raising awareness of the SDGs and the transformative power of education as outlined in SDG Target 4.7. 
Gender, migration and non-formal learning for women and adolescent girls سنة النشر: 2019 المؤلف: Amy North المؤلف المؤسسي: Global Education Monitoring Report Team Processes of international migration and displacement are highly gendered. Who migrates, and how they experience migration and displacement, is affected by gender norms and relations in both in countries of origin and countries of settlement, the gendered dynamics of conflict and violence, and the gendered nature of global and local labour markets. These gendered dynamics of migration both affect and are affected by education in often complex ways, as education may both facilitate processes of migration, and be enabled or limited by them, and as gendered engagements with education prior to and during migration and settlement may have a significant influenced on how these processes are experienced. This paper is concerned with exploring this gender-migration- education nexus through a focus on the educational engagements and experiences of migrant and refugee women and adolescent girls. It first considers the wider body of research that has explored the relationship between gender, migration and displacement, particularly in relation to the experiences of migrant women and girls, before drawing out some of the key conceptual ideas from this, considering their implications for education, and presenting a conceptual diagram to represent this relationship. It then focuses more specifically on experiences of non-formal education for women and adolescent girls in refugee contexts and in host countries. Finally it identifies a number of key issues and recommendations emerging from this research. 
Education Finance Watch 2024 سنة النشر: 2024 المؤلف المؤسسي: Global Education Monitoring Report Team | UNESCO Institute for Statistics (UIS) | World Bank The Education Finance Watch (EFW) is a collaborative effort between the World Bank, the GEM Report, and the UNESCO Institute for Statistics (UIS). The EFW aims to provide an analysis of trends, patterns, and issues in education financing around the world. The EFW uses various sources of education, economic, and financial data from the World Bank, UIS, the International Monetary Fund, and the Organization of Economic Co-operation and Development (OECD). 
Global Education Monitoring Report 2024/5: Leadership in Education; Lead for Learning سنة النشر: 2024 المؤلف المؤسسي: Global Education Monitoring Report Team Leadership matters in education. Strong leaders are needed to help institutions, systems and societies change for the better. Strong leaders work in collaboration with other actors towards the same goals. At the school level, they are the principals but also those who surround them, in the school and in the community, in positions of responsibility. At the system level, they are civil servants working as district officers, supervisors or planners. At the societal level, they are political leaders, as well as a very broad range of actors who help shape education goals, from unions and researchers to civil society and the media.Entitled Lead for learning, this report argues that, in pursuing specific goals, education leaders are more than just managers. They are change agents, who need the time, trust and support to focus on setting a vision and developing the people they serve and work with. The report calls for investment in and empowerment of school and system leaders. There should be fair hiring processes and growth opportunities that recognize the full scope of leaders’ roles. Moreover, leadership works best when it is shared, empowering others to lead as they can within their roles.There is no one leadership style that works. Different contexts, capacities and personalities mean that styles vary, and rightfully so. This, combined with the different goals that each leader is trying to achieve, means that their impact is hard to fully assess. Yet, all research points towards the critical need for strong leaders to continuously improve education quality. School leaders are second only to teachers for transforming student outcomes. Meanwhile, politicians wield huge influence in making equitable and inclusive education a national priority.Supporting this seventh Global Education Monitoring Report is a new series of country profiles on PEER, an online resource supporting policy dialogue and describing policies and regulations on school principal selection, preparation and development in the world’s education systems. 
Rapport mondial de suivi sur l'éducation 2024/5, Leadership dans l'éducation : diriger pour apprendre سنة النشر: 2025 المؤلف المؤسسي: Global Education Monitoring Report Team Le Rapport mondial de suivi sur l'éducation 2024/5 évalue les progrès accomplis dans la réalisation des objectifs du Programme 2030 et montre que, si le nombre d'enfants scolarisés et achevant l'enseignement secondaire n'a jamais été aussi élevé, de nombreux domaines connaissent une stagnation. Le leadership joue un rôle central pour y remédier. Aucune école n’améliore les résultats des élèves sans un bon leader pour montrer la voie. Sur la base d’un examen des lois et politiques concernant la sélection, la préparation et les conditions de travail des chefs d'établissement de 211 systèmes éducatifs, le rapport analyse les leviers stratégiques permettant d'attirer et de retenir des leaders de talent.Les possibilités d’exercer un leadership ne se limitent pas aux dirigeants des écoles, elles s’étendent à des personnes qui occupent d’autres postes dans le système éducatif et en dehors de celui-ci, telles que les directeurs adjoints, les enseignants et les élèves lorsque le leadership est partagé, les responsables politiques, la société civile, les organisations internationales, les syndicats et les médias, qui contribuent à définir les objectifs en matière d’éducation.Le rapport préconise que des efforts soient faits pour former des leaders dans quatre dimensions essentielles : fixer des objectifs, donner la priorité à l’apprentissage, encourager la collaboration et faire évoluer les personnes. Pour que ces dimensions se concrétisent, il faut faire confiance aux personnes occupant des postes de direction et leur donner les moyens d’agir ; il faut les recruter grâce à des pratiques d’embauche équitables ; les soutenir dans leur évolution ; et les encourager à mettre en place une culture de collaboration. Le rapport appelle également à investir dans la capacité des responsables de l'éducation à jouer un rôle de leader au sein du système, en mettant particulièrement l'accent sur la direction pédagogique et l'assurance qualité 
Informe de seguimiento de la educación en el mundo, 2024/5: Liderazgo en la educación: liderar por el aprendizaje سنة النشر: 2025 المؤلف المؤسسي: Global Education Monitoring Report Team El Informe de seguimiento de la educación en el mundo 2024-2025 evalúa los avances hacia el logro de las metas de 2030 y muestra que, aunque hay más niños escolarizados y que finalizan la educación secundaria que nunca, en muchos ámbitos hay estancamientos. El liderazgo es fundamental para abordar esta cuestión. Ninguna escuela puede mejorar los resultados de los alumnos sin un buen líder que muestre el camino a seguir. Partiendo de un examen de la legislación y las políticas relativas a la selección, preparación y condiciones laborales de los directores de escuela de 211 sistemas educativos, el informe analiza instrumentos de política para atraer y retener a líderes talentosos.El potencial de liderazgo no se limita a los líderes escolares, sino que abarca también a las personas que ocupan otros puestos en el sistema educativo, así como fuera de él, desde subdirectores, docentes y alumnos, cuando el liderazgo es compartido, hasta líderes políticos, la sociedad civil, organizaciones internacionales, sindicatos y medios de comunicación, que contribuyen a definir los objetivos de la educación.El informe insta a adoptar medidas para que los líderes desarrollen sus capacidades en las cuatro dimensiones fundamentales del liderazgo: establecer expectativas, centrarse en el aprendizaje, fomentar la colaboración y favorecer el perfeccionamiento personal. Para llevar a la práctica estas dimensiones, es esencial confiar en quienes ocupan puestos de liderazgo y empoderarlos; reclutarlos mediante prácticas de contratación justas; brindarles apoyo para que se perfeccionen; y motivarlos a fomentar culturas de colaboración. Asimismo, el informe pide que se invierta en fortalecer las capacidades de los funcionarios de educación para que actúen como líderes del sistema, especialmente en el liderazgo pedagógico y la garantía de la calidad. 
[Summary] Global Education Monitoring Report Summary 2024/5: Leadership in Education; Lead for Learning سنة النشر: 2024 المؤلف المؤسسي: Global Education Monitoring Report Team The 2024/5 Global Education Monitoring Report assesses progress towards the 2030 targets and shows that, while more children are in school and completing secondary education than ever before, there is stagnation in many areas. Leadership is central to addressing this. There are no schools that improve student outcomes without a good leader showing the way. Building on a review of legislation and policies on the selection, preparation and working conditions of school principals in 211 education systems, the report discusses policy levers to attract and retain talented leaders.Leadership’s potential is not limited to school leaders: it extends to individuals in positions elsewhere in the education system as well as outside of it, from assistant principals, teachers and students, when leadership is shared, to political leaders, civil society, international organizations, unions and the media, who help shape education goals.The report calls for efforts to develop leaders in four key leadership dimensions so that they can set expectations, focus on learning, foster collaboration and develop people. For these dimensions to be realized, people in leadership positions should be trusted and empowered; recruited through fair hiring practices; supported to grow; and encouraged to develop collaborative cultures. The report also calls for investment in education officials’ capacity to serve as system leaders, with a particular emphasis on instructional leadership and quality assurance. 
教育技术观念的变迁和发展 سنة النشر: 2020 المؤلف: 王婉婉 随着西方科学技术在教学中的应用，教育技术观念经过时间的流逝在不断发展和充实。现在教育技术的内涵和概念界定已经基本明确，它在教学理论上不断深入和发展，在技术实践上不断取得突破，对教育技术观念起着引领性作用。国内外都是先有教育技术的产生，随后开始研究教育技术，所以后来才有了教育技术观念的变迁和发展。欧美国家的教育技术的发展较国内相比是比较快的，在教育技术观念的变迁中，国内在借鉴欧美国家的理论和技术的基础上也取得了长足的发展。21世纪以来，信息技术更是潜移默化的渗透到教育教学当中，让教师教学和学生学习都更加方便快捷，这都使得人们对教育技术改观并且重视教育技术的发展，这些都影响着教育技术观念的变迁和发展。 
Raising Citizens' Awareness Through Development Education: Success Stories Collection سنة النشر: 2020 المؤلف: Lur Fernandez Salinas المؤلف المؤسسي: PLATFORMA Development Education and Awareness Raising (DEAR) are natural lines of action for local and regional governments active in development cooperation and tie in perfectly with their territorial strategies.Awareness-raising among citizens, through the action of municipalities and regions, remains a core component of the co-responsibility, solidarity, mutual knowledge and mutual understanding needed to mobilise and unite communities.Discover this Success Stories Collection which aims to showcase concrete, impactful and transformative experiences of local and regional governments and their associations actively engaged in DEAR projects and decentralised cooperation strategies. Sensibiliser les citoyens par l’éducation au développement : Exemples de réussites سنة النشر: 2020 المؤلف: Lur Fernandez Salinas المؤلف المؤسسي: PLATFORMA Le programme DEAR constitue une ligne d’action tout à fait naturelle pour les collectivités territoriales actives dans la coopération au développement et s’inscrit parfaitement dans leurs stratégies territoriales.La sensibilisation des citoyens, par l’action des municipalités et régions, reste une composante essentielle de la coresponsabilité, de la solidarité, de la connaissance et de la compréhension mutuelles nécessaires pour mobiliser et fédérer les communautés.Le présent recueil d’histoires de réussite vise à montrer les expériences concrètes, percutantes et transformatrices des collectivités territoriales et de leurs associations activement engagées dans des projets DEAR et des stratégies de coopération décentralisé