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105 Results found
Toward one world or many? A comparative analysis of OECD and UNESCO global education policy documents Year of publication: 2019 Author: Vaccari, Victoria | Gardinier, Meg P. Education policymaking has gone global. The 2030 Agenda for Sustainable Development aims to galvanize efforts to promote sustainable development, decrease global inequalities, and realize universal quality education. Supporting these efforts, two leading international organizations, UNESCO and the OECD, have set out normative frameworks for their vision of global education. This paper examines the policy discourses of these organizations in light of SDG 4–Education. Specifically, through a comparative analysis of selected terms and underlying concepts in key policy documents, the paper distinguishes between UNESCO's notion of global citizenship and the OECD's framework for global competence. Ultimately, the authors discuss whether the organizations' agendas are aimed at a common global vision, or, alternatively, towards two distinct and divergent conceptualizations of an imagined future. 
Reconsidering EU Education Assistance to Central Asia (EUCAM Policy Brief No. 37, June 2019) Year of publication: 2019 Author: Sebastien Peyrouse Corporate author: Europe-Central Asia Monitoring (EUCAM) This paper is based on broader research on education in Central Asia that includes interviews with local stakeholders (teachers, parents and students) in Kazakhstan, Kyrgyzstan and Uzbekistan. Some views were taken from Sebastien Peyrouse, ‘How to Strengthen Western Engagement in Central Asia: Spotlight on EU Education Assistance in Uzbekistan’, PONARS Policy Memo, no. 524, April 2018,http://www.ponarseurasia.org/memo/strengthen-western-engagement-central-asia-spotlight-eu-education-assistance-uzbekistan. 
Teacher Policy Development Guide Year of publication: 2019 Corporate author: UNESCO | International Task Force on Teachers for Education 2030 Countries will need to have a broad perspective on teacher issues in order to meet Sustainable Development Goal 4 and address the provisions on Teachers in the Incheon Declaration with the Framework for Action of Education 2030. A system to orient the elaboration and/or review of national teacher policies will be a useful tool. The International Teacher Task Force builds on its comparative advantage as a global multiple-stakeholder alliance joining hands to address the global teacher challenges, to offer the present Teacher Policy Development Guide.Users will find relevant definitions of concepts, description of the different dimensions of teacher issues and how they correlate, and suggestions of phases in the process of developing a national teacher policy. Of utmost importance is the involvement of all stakeholders, especially the teachers, in the process. 
The Role of Educational Policy in Promoting National Belonging: A Critical Analytical Study Year of publication: 2010 Author: Salem AlShamsi Corporate author: University of Aden This study focuses on analyzing the role of educational policy in promoting national belonging. It examines how education affects political participation. It also discusses the role that education should play in establishing national belonging. 
Education of Syrian Refugee Children: Managing the Crisis in Turkey, Lebanon, and Jordan Year of publication: 2015 Author: Shelly Culbertson | Louay Constant Corporate author: RAND Corporation With four million Syrian refugees as of September 2015, there is urgent need to develop both short-term and long-term approaches to providing education for the children of this population. This report reviews Syrian refugee education for children in the three neighboring countries with the largest population of refugees — Turkey, Lebanon, and Jordan — and analyzes four areas: access, management, society, and quality. Policy implications include prioritizing the urgent need to increase access to education among refugees; transitioning from a short-term humanitarian response to a longer-term development response; investing in both government capacity to provide education and in formal, quality alternatives to the public school systems; improving data in support of decisionmaking; developing a deliberative strategy about how to integrate or separate Syrian and host-country children in schools to promote social cohesion; limiting child labor and enabling education by creating employment policies for adults; and implementing particular steps to improve quality of education for both refugees and citizens. 
Transformative Education for Global Citizenship in the Spanish Education System: Recommendations for Its Incorporation and Approach Year of publication: 2022 Author: Fabiola Fares Sade | Carolina Del Río Usábel | Yénifer López Ramos | Marta Martín Pastor | Elisabet Santpere Baro Corporate author: Movement for Transformative Education and Global Citizenship This document is the Report corresponding to the research commissioned by the Movement for Transformative Education and Global Citizenship to the University of Santiago de Compostela within the framework of the agreement "For a transformative education and for Global Citizenship committed to the fulfillment of the SDGs" led by the NGOs Alboan, Entreculturas, InteRed and Oxfam Intermón, which has been approved and financed by the Spanish Agency for International Development Cooperation, AECID. This publication aims to highlight the most significant elements of the analysis and conclusions obtained in the research, whose ultimate objective is to state recommendations for the inclusion of Transformative Education approaches for Global Citizenship in the formal education system. These recommendations seek to be a contribution to the intersectoral dialogue between the different agents with responsibilities in the educational field, both at the state and regional level. 
International Conference on Artificial Intelligence and Education, Planning Education in the AI Era: Lead the Leap; Final Report Year of publication: 2019 Corporate author: UNESCO The current report is an exhaustive account of the discussion and debate at the International Conference on Artificial Intelligence and Education (hereafter referred to as ‘the conference’) held in Beijing from 16 to 18 May 2019. Under the overarching theme of ‘Planning Education in the AI Era: Lead the Leap’, the conference was structured into seven plenary sessions and 16 breakout sessions complemented by a live exhibition and study tours to facilitate forwardlooking debates, share cutting-edge knowledge and AI solutions, and deliberate on sector-wide strategies. 
Supporting women participation in higher education in Eastern Africa: building sustainable and equitable higher education systems in Kenya, South Sudan and Uganda Year of publication: 2023 Author: Winnie V. Mitullah | Sibrino Forojalla | Benon Basheka | Saidou Sireh Jallow | Endris Adem Awol | Scheherazade Feddal | Daniele Vieira do Nascimento Corporate author: UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC) | UNESCO Nairobi <Executive Summary>Some takeaways from the Report:Policy frameworks and various legislations have enhanced the implementation of programs aimed at improving women’s education from primary school to university level. At the Higher Education (HE) level, some progress has been made, but the institutions are lagging behind in having gender parity, more so in top leadership positions. Men dominate leadership positions. At lower education levels, progress is hampered by socio-economic and cultural gender inequities, and limited resources. Socio-cultural practices such as Female Genital Mutilation (FGM) and early marriages have also had a negative effect on women’s advancement to HE.There are multiple factors that hinder women’s participation in HE and in reaching leadership positions. These include fewer women having PhD, maternal household engagement, limited time for participation in research and related activities that are a requirement for upward mobility as well as lack of child care and women-friendly facilities within universities. Ongoing mainstreaming of gender in HE is improving the situation, albeit minimal. More effort is needed to increase the number of women in HE. In addition, there is limited administrative commitment on the part of the universities to address gender inequality in leadership positions.Overall, HE institutions have not fully exploited opportunities that exist for gender advancement in HE, including potential partnerships for supporting the advancement of women. There is need for effective governance to achieve gender equality and collaboration between HE institutions, and development partners through public-private partnerships. Such partnerships have the potential for making resources available and for funding opportunities to enhance the support to women students, in particular those undertaking STEM courses which require more time for study.In Kenya, higher education has evolved over time from the technical and commercial institute in Nairobi – the Royal Technical College of East Africa – established in 1951 to offer technical courses within the East Africa region. The college was transformed to Royal Technical College in 1961, and later to the University of Nairobi in 1970. From this initial one university, Kenya currently has 32 chartered public universities, 9 public university constituent colleges, 21 chartered private universities and 3 private university constituent colleges.In South Sudan, at its commencement, missionary education did not provide for girls. When schools re-opened in August 1956, the Sudanese government authorities maintained the closure of the girls’ schools, irrespective of whether government or missionary, for the following four to five years. The impact has been the severe retardation of girls’ education for almost a generation. Tradition and tribal customs regarding gender equity are still very strong and dominant in everyday life. Consequently, traditional male stereotypes also dominate within almost all higher education institutions, including the Ministry of Higher Education (MoHEST) itself. This research is in fact the first time an effort is being made to investigate the participation of women in HE and in leadership positions in universities and other tertiary institutions. This explains the very limited response to the questions sent out to the institutions outside Juba. Today, however, a good start has been made in advancing girls’ education in general.In Uganda, under similar circumstances, women do not have good access to higher level jobs, positions, voice and wealth like men. The low representation of women in leadership positions in higher education institutions in the country can be traced back to the late start in women’s enrollment in modern schooling due to a number of factors. 
SDG-4: Flexible Learning Pathways in Higher Education – from Policy to Practice: An International Comparative Analysis Year of publication: 2022 Author: Michaela Martin | Uliana Furiv Corporate author: UNESCO International Institute for Educational Planning (IIEP) Higher education systems across the world are currently faced with a massive influx of learners with more diverse needs. They are expected to respond to this growing diversity through a more flexible learning offer and pathways that allow all learners, including those from disadvantaged groups, to access, progress through, and complete, higher education.To enhance knowledge on how to provide increased flexibility in higher education, IIEP–UNESCO undertook an international research project on SDG-4: Planning for Flexible Learning Pathways (FLPs) in Higher Education. The project included a stocktaking of policies, instruments, and practices, an international survey among UNESCO Member States, and eight in-depth country studies on Chile, Finland, India, Jamaica, Malaysia, Morocco, South Africa, and the UK.This book presents the findings from the research, including a cross-country analysis of available FLP policies and practices, and how they enhance equitable higher education systems. It also presents a series of country experiences with innovative approaches to alternative entry, flexible progression, and governance systems in support of FLPs. 
Mainstreaming Social and Emotional Learning in Education Systems: Policy Guide Year of publication: 2024 Corporate author: UNESCO Why social and emotional learning is key to transform education Since 2015, there has been significant progress towards reimagining education for wider societal transformation in support of peace, justice, inclusion, equality and sustainability. Yet, the existing challenges have intensified, and new ones have emerged. The world is witnessing a resurgence of multiple forms of conflict and violence, from racism and discrimination, to hate speech and armed conflict. Our efforts to build sustainable peace through education are falling short. Some 250 million children are still out of school, and those in school are not acquiring the necessary knowledge and skills they need. This guide makes the case for integrating Social and Emotional Learning (SEL) in collective efforts to transform education. It highlights the impact of SEL in improving academic achievement, reducing drop- out rates, and improving overall mental health and well-being, and importantly, in strengthening emotional and relational dynamics of classrooms, schools, communities, and societies. The guide synthesizes the latest research and practice from the world, including case studies of concrete SEL implementation. It provides policy-makers with preliminary guidance to facilitate their conceptualization and integration of SEL in all facets of their education systems to build long-lasting peace and sustainable development.