الموارد
استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
تم العثور على 3,446 نتيجة
COVID-19 Learning Losses: Rebuilding Quality Learning for All in the Middle East and North Africa سنة النشر: 2021 المؤلف: Hana Yoshimoto | Jeannette Vogelaar | Brenda Haiplik المؤلف المؤسسي: UNESCO | United Nations Children's Fund (UNICEF) | World Bank An entire generation of children in the Middle East and North Africa (MENA) is estimated to be affected by the education crisis determined by the COVID-19 pandemic, with potential impacts that are going beyond the immediate/short term and also well beyond the education domain itself, with consequences on children’s socialisation, mental well-being, and future perspective of being active members of their society, including in the labor market. More information on the impact of the crisis would help countries to put in place strategies to mitigate the impacts. Timely investment and action to prevent extreme impacts of this crisis on education are of paramount importance in MENA, which already tackling a learning crisis before the COVID-19 outbreak.This publication delineates the overall education status in MENA after the breakout of COVID-19 pandemic, by presenting the education responses in MENA, and assessing the potential learning loss through a simulation analysis, recommendations are provided on how to build back better and enhance access and quality learning for all. 
Research Report: A Comparative Study on Hybrid Learning in Schools سنة النشر: 2024 المؤلف المؤسسي: UNESCO International Bureau of Education (IBE) During the COVID-19 lockdown, policymakers and educators faced an unprecedented challenge disrupting all levels of education. The initial optimism about replacing physical classes with virtual lessons diminished as complex interconnected issues emerged. To address the need for continuous and sustainable learning, school systems implemented variations of hybrid learning during the pandemic, seeking to integrate physical and virtual classes. These approaches prompted this comparative study led by UNESCO-IBE. The initial phase of this study involved collecting and analysing data on hybrid strategies from six countries. The research aimed to examine factors influencing hybrid learning implementation during the lockdown, with a subsequent focus on developing and validating a practical Hybrid Learning Framework for Schools. The cross-case analysis was designed not to rank or compare, but to understand and connect different scenarios and contexts. Phase I focuses on current hybrid learning practices and influencing factors, while Phases II and III will concentrate on using the information gathered to create and validate a Hybrid Learning Framework for Schools. Aligned with UNESCO-IBE’s overarching vision of a comprehensive, personalized, and democratized curriculum accessible to all, hybrid learning facilitates inclusive education across diverse regions, overcoming geographical and temporal limitations. The approach aims to unlock the unique potential of every learner, fostering a more flexible educational environment. 
World Education Statistics 2024 سنة النشر: 2024 المؤلف المؤسسي: UNESCO Institute for Statistics (UIS) The report summarizes the education data published by UIS and serves as a fundamental resource and essential guide for policy-makers, researchers and analysts, as well as anyone interested in education data and statistics. Statistics are presented in 11 thematic chapters, covering primary and secondary education; early childhood; technical, vocational and tertiary education; skills for work; parity; literacy and numeracy; sustainable development and global citizenship; learning environment; scholarships; teachers; and financing education. 
Research Report: A Comparative Study on Hybrid Learning in Schools سنة النشر: 2024 المؤلف المؤسسي: UNESCO International Bureau of Education (IBE) During the COVID-19 lockdown, policymakers and educators faced an unprecedented challenge disrupting all levels of education. The initial optimism about replacing physical classes with virtual lessons diminished as complex interconnected issues emerged. To address the need for continuous and sustainable learning, school systems implemented variations of hybrid learning during the pandemic, seeking to integrate physical and virtual classes. These approaches prompted this comparative study led by UNESCO-IBE. The initial phase of this study involved collecting and analysing data on hybrid strategies from six countries. The research aimed to examine factors influencing hybrid learning implementation during the lockdown, with a subsequent focus on developing and validating a practical Hybrid Learning Framework for Schools. The cross-case analysis was designed not to rank or compare, but to understand and connect different scenarios and contexts. Phase I focuses on current hybrid learning practices and influencing factors, while Phases II and III will concentrate on using the information gathered to create and validate a Hybrid Learning Framework for Schools. Hybrid learning is not just a response to pandemics but also serves as a viable solution for other scenarios where full school attendance is difficult. Aligned with UNESCO-IBE’s overarching vision of a comprehensive, personalized, and democratized curriculum accessible to all, hybrid learning facilitates inclusive education across diverse regions, overcoming geographical and temporal limitations. The approach aims to unlock the unique potential of every learner, fostering a more flexible educational environment.Published in February 2024 by the UNESCO International Bureau of Education (IBE) with support from the European Union. 
What’s Next? Lessons on Education Recovery: Findings From a Survey of Ministries of Education Amid the COVID-19 Pandemic سنة النشر: 2021 المؤلف المؤسسي: UNESCO | United Nations Children's Fund (UNICEF) | World Bank | Organisation for Economic Co-operation and Development (OECD) United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Children’s Fund (UNICEF), the World Bank and the Organisation for Economic Co-operation and Development (OECD) have collaborated in the third round of the Survey on National Education Responses to COVID-19 School Closures, administered by the UNESCO Institute for Statistics (UIS) and OECD to Ministry of Education officials. The questions covered four levels of education: preprimary, primary, lower secondary and upper secondary. While the first two rounds of the survey were implemented during the periods May–June and July–October 2020, respectively, the third round was implemented during the period February–June 2021. In total, 143 countries responded to the questionnaire. Thirty-one countries submitted responses to the OECD (“OECD survey”) and 112 countries responded to the UIS (“UIS survey”). Seven countries responded to both surveys. In these instances, the more complete set responses were used in analysis. 
Advancing Arabic Language Teaching and Learning: A Path to Reducing Learning Poverty in the Middle East and North Africa سنة النشر: 2021 المؤلف: Laura Gregory | Hanada Taha Thomure | Amira Kazem | Anna Boni | Mahmoud Abduh A. Elsayed | Nadia Taibah المؤلف المؤسسي: World Bank The purpose of the present report is to identify and explore the evidence on factors that are leading to high rates of learning poverty in MENA countries. In addition, the report proposes a path for countries of the region to make the teaching and learning of the Arabic language—which are critical foundations for children in Arabic-speaking countries—more effective. The intended audience of the report is education stakeholders in the MENA region, including officials in ministries of education across the region, those responsible for education decision-making, teachers, academics, education administrators, parents, and nongovernmental organizations, as well as World Bank and partner organization staff tasked with supporting countries in their efforts to raise learning and human capital.The intention of the report is not to provide an Arabic literacy strategy for each country since countries of the region differ and each would need to have their own national dialogue. Instead, the report collates the relevant literature from the region and beyond, as well as local and regional initiatives, and offers guidance to countries to advance the teaching and learning of MSA. As such, the report does not focus on the broader issues of language use within each country. As part of the process of developing the report, a summary of the emerging evidence and recommendations was shared with a small group of teachers from two countries across the region in advance of a focus group discussion to explore local views. Unanimous agreement on the key findings and recommendations were expressed by these teachers. Further discussions on the topics raised in this report are expected to take place during the dissemination of this report and in the months and years to come, leading to greater consensus across stakeholders on the best ways to advance Arabic language teaching and learning.The report is structured in a way that first explores the incidence of learning poverty in the MENA region, followed by international evidence on the science of learning to read, and factors that are influencing Arabic language learning outcomes. The report then looks at some of the national strategies, policies, and initiatives already in place for Arabic language education, and proposes a path for advancing Arabic language teaching and learning, along with suggestions for regional collaboration efforts that could further support MENA countries. 
Ending Violence in Schools : An Investment Case سنة النشر: 2021 المؤلف: Quentin Wodon | Chloë Fèvre | Chata Malé | Ada Nayihouba | Hoa Nguyen المؤلف المؤسسي: World Bank Preventing violence in and through school is a prerequisite for girls and boys getting the education they need and deserve, and acquiring the skills, knowledge and values that provide the foundations for strong and inclusive societies. This report demonstrates that violence in and around schools negatively impacts educational outcomes, and society pays a heavy price as a result (with an estimate of $11 trillion in lost lifetime earnings). Cost-benefit analyses suggest that implementing interventions to prevent violence in and through schools from early childhood to secondary education is a smart economic investment. Rigorously evaluated programs and policies aimed at preventing violence at different levels of the education system show that action is feasible. The benefits of investing in preventing violence in and through schools is likely to far outweigh the costs. 
Remote Learning During the Global School Lockdown: Multi-Country Lessons سنة النشر: 2020 المؤلف: Maria Barron Rodriguez | Cristobal Cobo | Alberto Muñoz-Najar | Iñaki Sánchez Ciarrusta المؤلف المؤسسي: World Bank This study includes three main sections that have been organized in a chronological order within this report: the first one, “What can we learn from education emergency responses in low- and middle-income countries?” analyzes the emergency education responses to the COVID-19 pandemic of over 120 governments from April until May, 2020. The second section, “Is remote learning perceived as effective? An in-depth analysis across five countries” discusses the main national education responses deployed by Brazil, Kenya, Nigeria, Sierra Leone, and Peru, as well as the perceived effectiveness of these strategies conducted from May until August, 2020. The third section, “What works with remote and remedial strategies? an analysis across 13 countries” builds on key lessons learned during the analysis of the five multi-country experiences and presents global trends of remote learning implemented during school closures and the actions governments adopted to get ready for remedial learning, conducted from August until December 2020. The countries prioritized for the third section are IDA borrowing countries of which six are low-income countries: Afghanistan, Haiti, Malawi, Mozambique, Niger, and Rwanda; and five are lower-middle-income countries: Cambodia, Cameroon, Kenya, Nepal, and Pakistan. Additionally, two high-income countries, Estonia and Uruguay, have been included in the report. The main trends across this report are discussed below and have been grouped in five themes: (1) Adopt delivery systems with an inclusive approach; (2) Adjust the curriculum to ensure effectiveness; (3) Secure sustained teacher training and in-service support; (4) Leverage institutional capacities while ensuring sustained monitoring and evaluation; and (5) Consolidate national strategies to remediate learning losses. 
Educate Girls: Improving the Quality and Outcomes of Girls’ Learning سنة النشر: 2017 المؤلف المؤسسي: World Bank In India, women and girls, especially in rural areas, are particularly affected by the country’s illiteracy problem, since they face discrimination based on their sex and need for childbearing. In Rajasthan, the north- western Indian state that borders Pakistan, 9 out of 26 districts have the worst gender gap in India for girls’ education.Established in 2007, Educate Girls is holistically tackling issues at the root cause of gender inequality in India’s education system that has helped to ensure over 90% enrollment and significantly higher attendance for all girls as well as improved school infrastructure, quality of education and learning outcomes for all children.As a result of Educate Girls’ efforts to date, an army of “girls champions” has been created to combat cultural issues and support systemic change. More than 150,000 out-of-school girls have been enrolled in school and the program has benefitted around 3.8 million of beneficiaries. Continuing to address the social and cultural barriers in girls’ education can bring about real transformation, such as improvement in health, income levels, and overall livelihoods in rural populations. 
What Have We Learnt?: Overview of Findings From a Survey of Ministries of Education on National Responses to COVID-19 سنة النشر: 2020 المؤلف المؤسسي: UNESCO | United Nations Children's Fund (UNICEF) | World Bank As part of the coordinated global education response to the COVID-19 pandemic, UNESCO, UNICEF and the World Bank conducted a Survey on National Education Responses to COVID-19 School Closures. In this joint report, the results of the first two rounds of data collection administered by the UNESCO Institute for Statistics (UIS) were analysed. They cover government responses to school closures from pre-primary to secondary education.