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Regional workshop on enhancing teachers' competencies in education for sustainable development, Alexandria, Egypt, 7-9 May 2007: final report Year of publication: 2007 Corporate author: UNESCO Beirut | University of Alexandria In the framework of the UN decade of education for sustainable development, the UNESCO offices in the Arab region held their first workshop in September 2005 on the role of education and training for sustainable development. This second workshop was inaugurated in May 2007 on Enhancing Teachers’ Competencies in Education for sustainable Development. The choice of the teacher to be at the center of this workshop stresses the role teacher plays in development programs. Regional guiding framework of education for sustainable development in the Arab Region Year of publication: 2008 Corporate author: UNESCO Beirut The Regional Guiding Framework of Education for Sustainable Education in the Arab Region (2005-2014) provides a general and reference vision of the activities that could be implemented by any of the partners such as education and training institutions, production and services, international and regional organizations, civil society and NGOs, within the framework of the DESD. The Framework highlighted the role of partners and beneficiaries in the implementation of joint activities related to society, life and work within the UN DESD. Annex (3) in the Arabic text provides details description of the expected role of partners in the region. 
Biennial Report 2016/2017: UNESCO Regional Bureau for Education in the Arab States Year of publication: 2018 Corporate author: UNESCO Beirut As Regional Bureau for Education, UNESCO Beirut is the lead coordinator for SDG 4 in the Arab Region. We strive to provide tangible support for each Member State in the region, taking into account national needs and priorities, thereby employing nationally relevant approaches. More specifically, our work aims to address both the humanitarian and development aspects brought about by the protracted crisis in Syria through bridging the learning gaps for the youth, both for Syrian refugees and vulnerable youth in host communities. Our response also targets teachers, mentors and facilitators as well as Ministries’ technical officials. The crisis in Syria has created a need for specific support in education in emergencies and quality education to which we actively engage from both, upstream analytical and capacity building and downstream operational levels. UNESCO Beirut has also strengthened its leadership to respond to the deliberate destruction of cultural heritage, illicit trafficking, and attacks against individuals on religious or cultural grounds. We raise the alarm to protect heritage in danger, assessing damages to World Heritage sites in conflict. We also raise awareness among the public about the values of cultural heritage and the need to protect it for future generations. In today’s diverse societies, the Organization’s fundamental humanist mission guides us to support people, especially the youth, in understanding each other and working together to build lasting peace and enables people to create and use knowledge for just and inclusive societies. We continue to advocate free, independent and pluralistic media in print, broadcast and online to enhance freedom of expression as a contributor to peace, sustainability, poverty eradication and human rights. This biennial report summarizes the work and achievements accomplished between 2016 and 2017 by our office. 
UNESCO Arab Regional Education Support Strategy: 2016-2021 Year of publication: 2016 Corporate author: UNESCO Beirut Covering the period of 2016-2021, this strategy document aims to provide tangible support for each Member State in the Arab Region, taking into account national needs and priorities and thus employing nationally relevant approaches based on the Agenda 2030 for Sustainable Development. 
Literacy and Life Skills Assessment of Syrian Youth (2021): Summary Report Year of publication: 2022 Corporate author: UNESCO Beirut The Syrian crisis has caused disruptions to children’s and youth’s education for over a decade. The COVID-19 pandemic, with the related school closures, has added an additional burden to the existing situation, impacting learning outcomes worldwide. Assessing the status of Syrian youth’s competencies in literacy, numeracy and life skills, is essential in order to plan and implement better programmes to help them catch up on their learning losses. The ultimate goal is to support them to be able to go back into the main education streams or provide them with basic skills to cope with daily needs in their personal and professional environments.The ‘Literacy and Life Skills Assessment of Syrian Youth’ (LLASY) study measures current literacy and numeracy levels, as well as life skills of the youth of Syria of the 15 to 24 age group currently living inside the country. The sample includes youth, female and male, who are enrolled in educational or training institutions, as well as those who are out of them.