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Improving quality and relevance of education through mobile learning in Rwanda: a promise to deliver: case study by the UNESCO-Fazheng project on best practices in mobile learning Year of publication: 2019 Author: Wallet, Peter | Kimenyi, Eric | Miao, Fengchun | Domiter, Anett Corporate author: UNESCO Rwanda’s education sector is evolving through the adoption of information and communication technology (ICT ). Whereas the focus was previously on the extensive deployment of laptop devices, it is shifting towards advancing adaptive child-centred learning and the use of ICT augmented environments to enrich teaching and learning. In developing countries, however, an orientation frequently remains to select strategies which have previously shown to be successful in developed contexts without taking into account the full range of elements required for effective implementation including a comprehensive assessment of the financial implications required to ensure longer term sustainability. This case study aims to showcase Rwanda’s customised approach to the integration of ICT in classrooms adapted to meet the particular needs of the Rwandan education system. The SMARTRwanda Master Plan lays out a vision to transform Rwanda’s economy by leveraging the use of ICT. Aligned to SMART Rwanda, the Ministry of Education (MINEDUC) is implementing the SMARTClassroominitiative under its ICT in Education Master Plan to reach all schools by 2020. Although there have been several challenges encountered during the various phases of implementation, more than half of all schools across the country are now equipped with ICT devices and many teachers have undergone various capacity-building initiatives to make better use of ICT in teaching and learning. More work is required in order to develop a fully functioning ICT in education ecosystem in Rwanda; nevertheless, this case study demonstrates progress made thus far and describes the various system stakeholders, their roles, responsibilities and contributions to date to improve access, quality and relevance of education through ICT adoption. 
Education transforms lives: empowering people and ensuring inclusiveness and equality Year of publication: 2019 Corporate author: UNESCO This brochure compiles the main elements of progress on Sustainable Development Goal 4 (SDG 4) highlighted in the submission by UNESCO, on behalf of the SDG-Education 2030 Steering Committee, to the Office of the Under-Secretary-General, Department of Economic and Social Affairs (DESA) on the occasion of the High-level Political Forum (HLPF) 2019 - Empowering people and ensuring inclusiveness and equality. L'éducation transforme la vie: autonomiser les individus et assurer l'inclusion et l'égalité Year of publication: 2019 Corporate author: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Cette brochure rassemble les principaux éléments des progrès accomplis dans la réalisation de l'objectif 4 du développement durable (ODD 4) mis en évidence dans la communicationprésentée par l'UNESCO, au nom du Comité directeur de l'ODD-Éducation 2030, au Bureau du Secrétaire général adjoint aux affaires économiques et sociales (DESA) à l'occasion du Forum politique de haut niveau (HLPF) 2019 –Donner aux populations les moyens d'agir et assurer l'intégration. La educación transforma vidas: empoderar a las personas y garantizar la inclusión y la igualdad Year of publication: 2019 Corporate author: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) Este folleto recopila los principales elementos de progreso en relación con el Objetivo de Desarrollo Sostenible 4 (ODS 4) destacados en la presentación de la UNESCO, en nombre del Comité Directivo del ODS-Educación 2030, a la Oficina del Secretario General Adjunto del Departamento de Asuntos Económicos y Sociales (DESA) con motivo del Foro Político de Alto Nivel (HLPF) 2019 - Empoderar a las personas y garantizar la inclusión y la igualdad. 
Indigenous peoples’ right to education Year of publication: 2019 Corporate author: UNESCO This document follows a previous series of thematic mappings on the implementation of the right to education regarding specifically Girls’ and Women’s Right to Education, the Right to Education for Persons with Disabilities, and the Right to Education and the Teaching Profession. It compiles practical examples related to indigenous people’s right to education, extracted from reports submitted by Member States within the framework of the Ninth Consultation on the implementation of the 1960 Convention and Recommendation against Discrimination in Education. It is intended to serve as a practical tool for both information sharingandadvocacy. 
The promise of large-scale learning assessments Year of publication: 2019 Corporate author: UNESCO The benefits and advantages of Large-scale learning assessments(LSLAs) have been extensively reviewed in specialized literature, and there is growing recognition of the potential of assessment data to inform policy in a variety of ways. As a result, increasingly higher expectations have been placed on LSLAs as drivers of policy change over the past few decades. They are indeed expected to serve a range of uses, including monitoring, accountability, agenda-setting and analysis. The potential of such tools reaches far beyond reporting purposes. They can provide insight into areas in need of improvement and help pinpoint the most appropriate, promising and effective policy interventions. However, both national and cross-national learning assessments have raised some concerns. A growing volume of evidence calls attention to a range of unexpected and even negative effects resulting from such exercises. Drawing on a diverse body of evidence, including scholarly literature and the experience of a range of international organizations, development partners and assessment specialists, this publication reflects on the possible unintended consequences of LSLAs. Some concerns stem directly from the characteristics inherent to their design while others centre around the (mis)uses of data to inform agenda-setting and policy formulation. 
Ending school bullying: Focus on the Arab States and North Africa UNESCO’s contribution to the policy dialogue on bullying and learning organized by the Regional Center for Educational Planning United Arab Emirates Year of publication: 2019 Corporate author: UNESCO Bullying is a form of school violence. According to an agreed international definition, bullying is characterised by aggressive behaviour that involves unwanted, negative actions and an imbalance of power or strength between the perpetrator or perpetrators and the victim. Unlike isolated incidents of school violence, bullying is also characterised by repetition over time. The number of repetitions may vary and, for example, major surveys that collect data on bullying measure the frequency of bullying in different ways. The international Sustainable Development Goal Thematic Indicator 4.a.2 that measures the ‘percentage of students who experienced bullying during the past 12 months, by sex’, which was adopted in 2018, defines that the frequency of aggressions should be at least once or twice a month or more for a student to be considered a victim of bullying. It is important to note that here is no standard definition of bullying across the six international surveys that collect data on the prevalence of bullying. Some of them do not even provide a definition. These surveys are the following:Two international surveys that measure the health behaviours of students as well as protective factors including school climate: the WHO Global School-based Student Health Survey (GSHS) and the Health Behaviours in School-aged Child survey (HBSC) conducted by the HBSC Consortium.Four international surveys that focus mostly on the measurement of learning outcomes of students but also ask questions on the school climate including bullying: the Regional Comparative and Explanatory Study in Latin America (Estudio Regional Comparativo y Explicativo, ERCE in Spanish); theProgress in International Reading Literacy Study (PIRLS); the Programme for International Students Assessment (PISA); and the Trends in Mathematics and Science Study (TIMSS). 
Changing minds, not the climate: the role of education Year of publication: 2017 Corporate author: UNESCO Education is the most powerful element in preparing societies for the global challenges that climate change brings. It equips individuals, communities and the wider world with the understanding, skills and attitudes to engage in shaping green, low emission and climate-resilient societies. Education for Sustainable Development (ESD) is not an ‘extra’ but rather an integral part of any strategy to combat the effects of climate change, put into practice a global agreement and achieve the Sustainable Development Goals (SDGs). It acts to raise awareness and change behaviours and attitudes and enables people to make informed decisions about their lives. The heads of UNESCO and UNFCCC agree that “education provides the skills people need to thrive in the new sustainable economy, working in areas such as renewable energy, smart agriculture, forest rehabilitation, the design of resource-efficient cities, and sound management of healthy ecosystems. Perhaps most important, education can bring about a fundamental shift in how we think, act, and discharge our responsibilities toward one another and the planet.” ESD is increasingly recognized around the world as a key enabler for a more sustainable future. Changeons les esprits, pas le climat: le rôle de l’éducation Year of publication: 2017 Corporate author: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) L’éducation est fondamentale afin de préparer les sociétés aux défis mondiaux que pose le changement climatique. Elle offre aux individus, aux communautés et au monde en général la compréhension, les compétences et les attitudes nécessaires pour construire des sociétés à faibles émissions, plus vertes et résilientes. L’éducation au développement durable (EDD) n’est pas un « supplément » mais plutôt une partie intégrante de toute stratégie visant à lutter contre les effets du changement climatique, à mettre en pratique un accord mondial et à atteindre les objectifs de développement durable (ODD). Elle permet de sensibiliser les personnes, favorise une prise de décision éclairée et donc le changement des comportements des individus. Cambiemos las mentalidades, no el clima: la función de la educación Year of publication: 2017 Corporate author: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) La educación es la herramienta más eficaz para preparar a las sociedades para los desafíos globales que plantea el cambio climático, ya que proporciona a las personas, a las comunidades y al mundo en general los conocimientos, las competencias y las actitudes que se necesitan para construir unas sociedades sostenibles, de bajas emisiones y resilientes al cambio climático.La educación para el desarrollo sostenible (EDS) no es un “extra”, sino un componente esencial de cualquier estrategia para combatir los efectos del cambio climático, poner en práctica un acuerdo mundial y alcanzar los Objetivos de Desarrollo Sostenible (ODS). La EDS contribuye a concienciar y cambiar comportamientos y actitudes y permite a las personas tomar decisiones informadas sobre su vida.