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Education in a Post-COVID World: Additional Considerations (In-Progress Reflection; No.43, 2021) Year of publication: 2021 Author: Renato Opertti Corporate author: UNESCO International Bureau of Education (IBE) This discussion document analyses some implications of the ideas proposed in the seminal UNESCO document “Education in a post-COVID world: Nine ideas for public action” (2020). Based on the work of the International Commission on the Futures of Education, the documents’ contributors included prominent figures with a wide range of professional and policy experience who hail from various regions of the world. The set of nine interconnected ideas illuminates the way forward toward the transformation of education and education systems and a reimagined future seen through a progressive lens. On one hand, it reaffirms basic principles, understandings, and commitments with regard to education as a global common good and universal human right; it also articulates the need to both reinvent multilateralism for a new global order and, crucially, to mobilize ideas and funding for transforming education. On the other hand, the document advocates for a comprehensive educational agenda, including the following critical issues: (i) visualizing educators as decision-makers in educational systems; (ii) appreciating students as active actors with rights; (iii) recognizing the value and specificity of the school space; (iv) addressing the dilemmas around technology’s ability to serve as an equalizer of opportunities; and (v) revisiting educational content for the sustainability of younger generations. Educación en un mundo post-COVID: consideraciones adicionales (Reflexiones en Progreso; No.43, 2021) Year of publication: 2021 Author: Renato Opertti Corporate author: UNESCO International Bureau of Education (IBE) Este documento de discusión analiza algunas implicaciones de las ideas propuestas en el documento seminal “Educación en un mundo post-COVID: Nueve ideas para la acción pública” (2020) producido por la Comisión Internacional sobre el Futuro de la Educación. Entre los colaboradores del informe se encuentran destacadas figuras con una amplia experiencia profesional y política procedentes de diversas regiones del mundo. El conjunto de nueve ideas interconectadas ilumina el camino a seguir hacia la transformación de la educación y los sistemas educativos y hacia un futuro reinventado visto a través de una lente progresista. Por un lado, reafirma los principios, entendimientos y compromisos básicos con respecto a la educación como bien común global y derecho humano universal. También, articula la necesidad tanto de reinventar el multilateralismo para un nuevo orden global como, fundamentalmente, de movilizar ideas y financiación para transformar la educación. Por otro lado, el documento aboga por una agenda educativa integral que incluya los siguientes aspectos críticos: (i) visualizar a los educadores como tomadores de decisiones en los sistemas educativos; (ii) valorar a los estudiantes como agentes activos con derechos; (iii) reconocer el valor y la especificidad del espacio escolar; (iv) abordar los dilemas en torno a la capacidad de la tecnología para servir como igualadora de oportunidades; y (v) revisar los contenidos educativos para la sostenibilidad de las generaciones más jóvenes. 
Rising Beyond: Aiming towards a Brighter Future Year of publication: 2021 Author: Aarya Chavda As children, how do we truly define a better understanding towards the right to choose, right to dream and right to self-express? This book emphasizes on the true meaning that there is no duty more important than ensuring that children’s rights are respected. 
함께 그려보는 우리의 미래 - 교육을 위한 새로운 사회계약 Year of publication: 2021 Corporate author: International Commission on the Futures of Education | UNESCO 우리의 인류와 지구는 위협을 받고 있습니다. 전염병은 우리의 연약함과 상호 연결성을 증명하는 역할을 했을 뿐입니다. 이제 방향을 바꾸고 우리의 미래를 재창조하기 위해 함께 취하는 긴급 조치가 필요합니다. 국제미래교육위원회는 심오한 변화를 가져오는 교육의 힘을 인정합니다. 우리는 모든 어린이, 청소년 및 성인을 위한 양질의 교육에 대한 권리를 보장하고 지속 가능한 집합적 미래를 위한 경로로서 교육의 변혁적 잠재력을 완전히 실현하겠다는 약속을 이행해야 하는 이중 과제에 직면해 있습니다. 이를 위해서는 불의를 바로잡으면서 미래를 변화시킬 수 있는 교육을 위한 새로운 사회계약이 필요합니다.이 새로운 사회 계약은 인권에 기초해야 하고 비차별, 사회 정의, 생명 존중, 인간 존엄성 및 문화적 다양성의 원칙에 기초해야 합니다. 그것은 배려, 호혜주의, 연대의 윤리를 포함해야 합니다. 공공의 노력과 공동선으로서의 교육을 강화해야 합니다.작성 기간이 2년이고 약 100만 명이 참여하는 글로벌 협의 프로세스를 기반으로한 이 보고서는 우리가 모두를 위해 평화롭고 정의로우며 지속 가능한 미래를 건설하는 데 도움이 될 교육을 위한 새로운 사회 계약을 맺도록 전 세계의 정부, 기관, 조직 및 시민을 초대합니다.여기에 제시된 비전, 원칙 및 제안은 단지 출발점일 뿐입니다. 그것들을 번역하고 맥락화하는 것은 공동의 노력입니다. 많은 밝은 점이 이미 존재합니다. 이 보고서는 이를 캡처하고 구축하려고 시도합니다. 매뉴얼도 청사진도 아닌 중요한 대화의 시작입니다. 
South-Eastern Europe regional synthesis: climate change, displacement and the right to education Year of publication: 2023 Corporate author: UNESCO In 2021 alone, 23.7 million people were displaced in 137 countries and territories due to natural disasters, which the scientific community has recognized have become more frequent and intense due to climate change. Climate change and displacement is currently taking place in Europe, with particularly disastrous consequences in South-Eastern Europe due to regional specificities. Comparative country case studies were carried out in Bosnia and Herzegovina, the Republic of Moldova, and Serbia, as they exemplify clear, present patterns of climate displacement, to examine the impacts of climate change on the right to education in the region. The case studies show that climate change directly threatens education through the destruction of schools and property. It also indirectly puts learning in peril by leading people across borders where their legal residency nor right to education is ensured. This publication aims to guide policy-makers by providing recommendations on how to ensure the protection of the right to education in South-Eastern Europe in the face of climate change and displacement. It is one of four regional reports that will lead to the development of a global report providing global policy guidance. 
Central America and the Caribbean regional synthesis: climate change, displacement and the right to education Year of publication: 2023 Corporate author: UNESCO From rising sea level to drought and increasingly frequent natural disasters - the effects of climate change are well-known today. However, its effect on human mobility is just coming to the forefront of the political discussion. In 2020 alone, 30.7 million people globally were displaced by natural disasters. Central America and the Caribbean region is prone to the effects of climate change and displacement due to its socioeconomic characteristics and geographic location. Country case studies were carried out in the Bahamas, Cuba, the Dominican Republic, Guatemala, and Jamaica to examine the impacts on the right to education in the region. The research shows that climate change directly threatens education through the destruction of schools and property. It also leads people across borders where their legal residency and right to education are not guaranteed. This report aims to guide policy-makers on how to ensure education is protected in the face of climate change and displacement. The report is one of four being developed and will contribute to UNESCO’s global initiative on climate change, displacement and the right to education. It will inform the development of a Global Report with policy recommendations. 
The right to higher education and gender equality: briefing note compendium Year of publication: 2023 Corporate author: UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC) The right to higher education and gender equality Table of ContentsForeword ................................................................................................................................................................................4Introduction ..........................................................................................................................................................................5UNESCO and the right to higher education ..............................................................................................................5Aim of this compendium..................................................................................................................................................6Key findings...........................................................................................................................................................................7Gender equality in Higher Education - Maximising impacts– Gillian Cowell................................................8Gender equality and higher education: The Afghan case – Aisha Khurram............................................... 12An analysis of gender equality policies and practices in higher education institutions and their effectiveness in promoting gender equity – Angel Mbuthia........................................................ 14Gender identity and access to higher education – Martin Perea.................................................................... 16What can be done to ensure the right to higher education? – Bhavani Rao.............................................. 18Gender equality in higher education still a pending issue in Peru – Patricia Ruiz Bravo ....................... 22Gender equality in higher education: state of play and implications across OECD countries, and reflections on potential responses for policy and practice – François Staring.................................. 24 L’éducation dans un monde post-Covid: considérations supplémentaires (Réflexion en cours; No. 43, 2021) Year of publication: 2021 Author: Renato Opertti Corporate author: UNESCO International Bureau of Education (IBE) Ce document de discussion analyse certaines implications des idées proposées dans le document initial « L’éducation dans un monde post-COVID : Neuf idées pour l’action publique » (2020) produit par la Commission internationale sur les futurs de l’éducation. Parmi les contributeurs de ce document figurent des experts éminents ayant une large expérience professionnelle et politique, provenant de diverses régions du monde. L’ensemble de ces neuves idées interconnectées éclaire la voie à suivre pour transformer l’éducation et les systèmes éducatifs et concevoir l’avenir dans une optique progressiste. D’une part, il réaffirme les principes de base, la compréhension et les engagements concernant l’éducation en tant que bien commun mondial et droit de l’homme universel ; il exprime également la nécessité de réinventer le multilatéralisme pour un nouvel ordre mondial et, surtout, de mobiliser des idées et des fonds pour transformer l’éducation. D’autre part, le document plaide en faveur d’un programme éducatif global, incluant les questions critiques suivantes: (i) visualiser les éducateurs comme des décideurs dans les systèmes éducatifs ; (ii) considérer les étudiants comme des acteurs actifs ayant des droits ; (iii) reconnaître la valeur et la spécificité de l’espace scolaire ; (iv) aborder les dilemmes autour de la capacité de la technologie à combler les inégalités ; et (v) revoir les contenus d’enseignement pour la durabilité des jeunes générations. 
التعليم في أفريقيا: إدماج الإنصاف في صميم السياسات التعليمية; ملخص تنفيذي Year of publication: 2023 Corporate author: UNESCO Dakar | Union Africaine Ce rapport fait suite à la demande formulée par les États membres de l'Union Africaine au cours de la Conférence panafricaine de haut niveau sur l’éducation de 2018. Il vise à soutenir les efforts entrepris par les pays africains afin d’accélérer la réalisation des cibles et des objectifs stratégiques fixés dans le Programme 2030 et la Stratégie continentale de l’éducation pour l’Afrique (CESA). Ce premier rapport met en lumière la nécessité d’accorder une place centrale à l’équité, sans laquelle les efforts d’amélioration de l’accès à l’éducation et de sa qualité pourraient involontairement creuser les inégalités existantes. This report follows the request made by the Member States of the African Union during the 2018 Pan-African High-Level Conference on Education. It aims to support the efforts undertaken by African countries to accelerate the achievement of the targets and strategic objectives set out in the 2030 Agenda and the Continental Education Strategy for Africa (CESA). This first report highlights the need to place equity at the heart of efforts to improve access to and the quality of education, without which efforts to improve access to and the quality of education could inadvertently widen existing inequalities. Education in Africa: placing equity at the heart of policy; executive summary Year of publication: 2023 Corporate author: UNESCO Dakar | Union Africaine This report follows the request made by the Member States of the African Union during the 2018 Pan-African High-Level Conference on Education. It aims to support the efforts undertaken by African countries to accelerate the achievement of the targets and strategic objectives set out in the 2030 Agenda and the Continental Education Strategy for Africa (CESA). This first report highlights the need to place equity at the heart of efforts to improve access to and the quality of education, without which efforts to improve access to and the quality of education could inadvertently widen existing inequalities.