UNESCO Clearinghouse on GCED

1,295 Results found

Global Gender Gap Report 2021: Insight Report, March 2021 Year of publication: 2021 Corporate author: World Economic Forum The report is a measure of gender gap on four parameters: economic participation and opportunity, educational attainment, health and survival, and political empowerment. The index has benchmarked 156 nations across the globe in 2021. The data show that it will take 135.6 years to bridge the gender gap worldwide and the pandemic has impacted women more severely than men. The gap is the widest on the political empowerment dimension with economic participation and opportunity being next in line. However, the gap on educational attainment and health and survival has been practically bridged.

Learning & Behaviour Support: Enabling Inclusive Learning; Edukans Manual for Facilitators Year of publication: 2021 Author: Hendrien Maat | Judith Pietersma | Aniek Santema Corporate author: Edukans This Edukans training manual is intended as a guide to train people in how to respond to the needs of students with learning and behavioural problems, such as dyslexia, dyscalculia, lack of motivation, aggression and anxiety. Troubled behaviour is often a child's way of communicationg distress and, in these cases, the right kind of response can make all the difference. Behavioural and learning difficulites are well-recognized problems all over the world, and inclusive learning is on top of the educational agenda. When a person has more knowledge about learning & behavioural difficulties, he or she can understand the situation that the child is facing and offer suitable suport. This manual aims to help programme managers and trainers to give training to their staff in: understanding the diverse needs of vulnerable students, the origins of learning and behavioural problems, their implications, and a variety of effective support strategies and interventions. The manual is meant to be used by master trainers who can further train teachers, social workers, NGO staff, mentors, relief workers, government officials, mental health workers, and counselors.

Learning Through Play: Increasing Impact, Reducing Inequality Year of publication: 2021 Author: Amy Jo Dowd | Bo Stjerne Thomsen Corporate author: LEGO Foundation This study explores the role of play in contributing to the effort to promote learning and reduce inequality. Reviews of play’s importance for learning present mostly correlational evidence from small samples in high-income, developed contexts, most often the United States, and often under laboratory conditions. This review expands both the geographic breadth and the scale of this evidence and explores the use of play in early childhood classroom and home-based educational interventions that have demonstrated causal impact on learning and the closing of achievement gaps. By doing so, it aims to understand whether and how the evidence about play and learning relates to tackling the learning crisis, especially in terms of inequality in learning outcomes around the globe.

Égalité des genres dans le cadre des activités d’ECW 2019-2021: Politique et cadre de responsabilité Year of publication: 2020 Corporate author: Education Cannot Wait (ECW) Éducation sans délai s’est engagé à soutenir la prestation de services d’éducation inclusive et de qualité auprès de 9 millions d’enfants et de jeunes parmi les plus touchés par une situation d’urgence ou de crise prolongée d’ici à 2021. La Politique ECW pour l’égalité des genres vise à détailler, en s’appuyant sur les normes internationales, les aspirations du fonds en matière d’égalité des genres et d’autonomisation des femmes et des filles.

Educating for American Democracy: Excellence in History and Civics for All Learners Year of publication: 2021 Corporate author: Educating for American Democracy (EAD) This material presents a Roadmap to Educating for American Democracy— guidance and an inquiry framework that states, local school districts, and educators in U.S. to transform teaching of history and civics to meet the needs of a diverse 21st century K-12 student body. It also recommends approaches to learning that do five critical things as follow: inspire students to want to become involved in their constitutional democracy tell a full narrative of America’s plural yet shared story explore the need for compromise to make constitutional democracy work cultivate civic honesty and patriotism that leaves space both to love and to critique this country teach history and civics both through a timeline of events and the themes that run through those events.

Realizing the Future of Learning: From Learning Poverty to Learning for Everyone, Everywhere Year of publication: 2020 Author: Jaime Saavedra | Cristian Aedo | Omar Arias | Adelle Pushparatnam | Halsey Rogers | Marcela Gutierrez Bernal | Sanna Ellinore Ahlgren | Maria Qureshi Corporate author: World Bank This report describes the World Bank’s vision for the future of learning and a strategic approach that lays out the lines of actions needed for education systems to move forward in accelerating learning improvement. To guide its policy advisory and operational support to countries, the report discusses policy actions that are needed to accelerate learning and that characterize the way many successful systems operate. These are presented within five interrelated pillars of a well-functioning education system that underpin the World Bank’s strategic education policy approach: learners, teachers, learning resources, schools, and system management.This report also reviews the current learning crisis, including the extent to which COVID-19 has exacerbated it, and then lays out a vision, policy priorities and some principles for education policy reform.

Towards Mongolia’s Long-Term Development Policy Vision 2050: Advancing Education Equity, Efficiency and Outcomes Year of publication: 2020 Corporate author: Mongolia Ministry of Education, Culture, Science and Sports | World Bank This report seeks to synthesize and analyze education outcomes with a view of identifying the main priorities for strengthening the education sector in support of Mongolia’s Sustainable Development Vision 2050. The report highlights data and findings generated from a series of source reports (see bibliography) related to the goals and targets set out in the Vision 2050. The report is composed of six thematic chapters: Access; Equity; Internal Efficiency, Education Cost and Finance; External Efficiency; Management. Each chapter will include an overview of the current situation and recent development with a focus on, key achievements and persistent challenges. As a synthesis report, the information on each topic is not exhaustive but rather seeks to present key findings. Specific activities highlighted in the Vision 2050 have been included at the beginning of each chapter and a complete mapping by activity is annexed (Annex 1. Vision 2050 Chapter mapping). This synthesis report draws on conclusions, finding, data and surveys produced in collaboration with MECSS by the Asian Development Bank, the Global Partnership for Education and the World Bank. The synthesis also draws from key UNESCO reports. The scope, research, and focus of the source reports differ, and precise findings are, on occasions, incongruent however the overall conclusions are fundamentally compatible. Whereas most of the source reports focus on one or two key stages, the synthesis report seeks to extract cross-cutting and/or recurring challenges that have an impact, positive or negative, on equity, efficiency and outcomes which ultimately may contribute to the implementation of Vision 2050. Mongolia’s State Education Policy (2014-2024) states: ‘Education is the main key factor of each citizen’s lifelong support and guarantee of life quality, and of the State’s societal and economical, science and technological development, and guarantee of national independence and security. Mongolian State shall develop education as a leading sector in society’.

Continental Overview: Bridging CESA and SDG 4 in Africa Year of publication: 2021 Corporate author: UNESCO Institute for Statistics (UIS) Monitoring progress toward Sustainable Development Goal 4 for education (SDG 4) is crucial to ensuring that children around the world have access to a quality education where they can learn and gain the skills they need to meet their full potential. SDG 4 indicators are organized with a view to global, thematic, regional and national targets.This report by the UNESCO Institute for Statistics (UIS) is the first in a series intended to bring a regional focus to SDG 4 monitoring, highlight the work being done in the regions and compare SDG 4 targets with those established by regional bodies.This new series of regional reports serve two purposes. Firstly, to map regional and SDG 4 targets to provide an overview of the symmetries between the two. Continental Overview: Bridging CESA and SDG 4 in Africa looks at how the strategic objectives of the Continental Education Strategy for Africa (CESA) compares with SDG 4 targets. Secondly, it analyses progress towards these objectives by African sub-regions.

Respuestas de política pública y desafíos para garantizar el bien-estar de la primera infancia en tiempos de COVID-19: Un análisis comparado para américa latina Year of publication: 2021 Author: Ana María Osorio | Ernesto Cárdenas Corporate author: UNESCO IIEP Oficina para América Latina y el Caribe Este documento tiene un doble objetivo. En primer lugar, ofrecer un panorama de la situación de la primera infancia antes de la pandemia en América Latina, que permita identificar vulnerabilidades y riesgos del entorno físico-social que rodea a niños y niñas, y que pueden ser exacerbados por la pandemia y/o por las medidas adoptadas para contenerla. Para esto se presentan indicadores comparables, intentando priorizar al niño y a la niña como unidad principal de análisis. Asimismo, se usa la información más reciente de UNICEF y UNESCO para hacer seguimiento a la niñez en el periodo de afectación por la pandemia de la COVID-19. En segundo lugar, esta publicación busca identificar las principales respuestas de políticas públicas orientadas a garantizar el bien-estar de la primera infancia en la región, enfatizando en las estrategias implementadas por los gobiernos para continuar brindando servicios de cuidado y educación inicial en el contexto de la actual emergencia sanitaria

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