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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: 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: 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. 
UNESCO Prize for Girls' and Women's Education: call for nominations 2019 Year of publication: 2019 Corporate author: UNESCO The UNESCO Prize for Girls’ and Women’s Education honours outstanding and innovative practices advancing girls’ and women’s education, and in turn, improving the quality of their lives. Established in 2015, it is funded by the Government of the People’s Republic of China and consists of two US $50,000 awards to help further the work of laureates in this field. The Prize directly contributes to Sustainable Development Goals 4 and 5. Prix UNESCO pour l’éducation des filles et des femmes: appel à candidatures 2019 Year of publication: 2019 Corporate author: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Le Prix UNESCO pour l’éducation des filles et des femmes met en avant les pratiques exemplaires et novatrices qui font progresser l’éducation des filles et des femmeset, par conséquent, améliorent la qualité de leur vie. Crée en 2015, il est financé par le gouvernement de la République Populaire de Chine et consiste de deux prix de 50 000 dollars des États-Unis afin d’aider les lauréats à poursuivre leur travail dans ce domaine. Le prix contribue directement aux objectifs de développement durable 4 et 5. Premio UNESCO de educación de las niñas y las mujeres: convocatoria de candidaturas 2019 Year of publication: 2019 Corporate author: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) El premio UNESCO de educación de las niñas y las mujeres recompensa las prácticas sobresalientes e innovadoras que promueven la educación de las niñas y las mujeres y, a su vez, mejoran su calidad de vida. Este premio, que se creó en 2015 y es financiado por el gobierno de la República Popular China, está dotado con dos cuantías de 50 000 dólares estadounidenses destinadas a fomentar la labor de los galardonados en este ámbito. El premio contribuye directamente a los Objetivos de Desarrollo Sostenible 4 y 5. 
World Youth Report: Youth and the 2030 Agenda for Sustainable Development Year of publication: 2018 Corporate author: United Nations (UN) The World Youth Report on “Youth and the 2030 Agenda for Sustainable Development”, prepared by the United Nations Department of Economic and Social Affairs (UN DESA), examines the mutually supportive roles of the new agenda and current youth development efforts. The report provides insight into the role of young people in sustainable development in the context of the implementation of the 2030 Agenda for Sustainable Development and related frameworks, in particular, the Addis Ababa Action Agenda of the Third International Conference on Financing for Development and the World Programme of Action for Youth.The Report considers the role the 2030 Agenda can play in enhancing youth development efforts and examines how evidence-based youth policies can help accelerate youth-related objectives. It explores the critical role young people have in the implementation of sustainable development efforts at all levels.