Resources
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Rethinking Pedagogy: Exploring the Potential Of Digital Technology In Achieving Quality Education Year of publication: 2019 Author: Lorena Alemán de la Garza | Alessandra Anichini | Péter Antal | Aurélie Beaune | Éric Bruillard | Diane Burke | Pedro Henrique Cacique Braga | Ruma Chakravarti | Sriya Chakravarti | Deng Chen | Lidiya Chikalova | Helen Crompton | Ilana De Almeida Souza Concilio | William Cope | Lorenz Denks | Matthew Farber | Giovanni Fonseca | Pintér Gergely | Marcela Georgina Gómez Zermeño | Russell Hazard | Laura Hosman | Mary Kalantzis | Kojanitz László | Xavier Levoin | Kristen Linzy | Arnab Mandal | Yoko Mochizuki | Ariam Mogos | Tünde-Lengyel Molnár | Matthew Montebello | Sadaqat Mulla | Sandra Gudiño Paredes | Christelle Pauty-Combemore | Boyka Parfitt | Réka Racsko | Irais Monserrat Santillán Rosas | Khitam Shraim | Jisoo Song | Avgoustos Tsinakos Corporate author: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) With the exponential growth of digitally mediated communication, digital media and gaming, the landscape of what we understand as learning environments is changing significantly. Today the use of digital technology in education is attracting considerable public and policy attention as
well as private investment. With a rise in discourses both heralding and cautioning against the use of digital technology in education, there is a need to pool the expertise and experience on the use of technology in education from around the world to advance public debate and evidence-informed policymaking. Based on the literature review, mapping of digital education resources in circulation, and examples of implementation of digital education initiatives from around the world, this report aims to provide insights that would help lead to the wise, innovative and ethical use of digital technology in education as a new dimension in achieving SDG 4 — inclusive and equitable quality education and lifelong learning opportunities for all. By so doing, it also attempts to contribute to a rethink of teaching and learning in the face of enormous opportunities and challenges brought about by digital technology in the times of change and turmoil. 
Adult Media Literacy in Australia: Attitudes, Experiences and Needs Year of publication: 2021 Author: Tanya Notley | Simon Chambers | Sora Park | Michael Dezuanni Corporate author: Western Sydney University | Queensland University of Technology | University of Canberra This report is based on a survey of 3,510 adult Australians to understand the different types of media they use, the value they place on different media activities, their confidence in their own media abilities and their access to media literacy support. The survey was designed with input from diverse voices in the media literacy field including researchers, media producers, policymakers, government agencies, educators and public cultural institutions. The findings show that most Australians use several different types of media each day, they believe a diverse range of media activities are important in their lives, but their confidence in their own media abilities is unexpectedly low. The findings demonstrate that if we accept that media is integral to all aspects of our lives, far more needs to be done to address the needs of groups who are the least confident about their media abilities and who have access to the least support. The findings also show that increasing media literacy can yield direct benefits for increasing people’s civic engagement. 
Higher Education's Response to the COVID-19 Pandemic: Building a More Sustainable and Democratic Future (Council of Europe Higher Education Series; No. 25) Year of publication: 2021 Author: Sjur Bergan | Tony Gallagher | Ira Harkavy | Ronaldo Munck | Hilligje van’t Land Corporate author: Council of Europe Public health was the immediate concern when the Covid-19 pandemic struck in Asia, then in Europe and other parts of the world. The response of our education systems is no less vital. Higher education has played a major role in responding to the pandemic and it must help shape a better, more equitable and just post-Covid-19 world. This book explores the various responses of higher education to the pandemic across Europe and North America, with contributions also from Africa, Asia and South America.The book describes the various ways in which higher education is facing the Covid-19 pandemic. It is designed to help universities, specifically their staff and students as well as their partners, contribute to a more sustainable and democratic future. 
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. 
Social Contract Pedagogy: A Dialogical and Deliberative Model for Global Citizenship Education (Background paper for the Futures of Education initiative) Year of publication: 2020 Author: Richard Desjardins | Carlos Alberto Torres | Susan Wiksten Corporate author: UNESCO We propose that together Social Contract Pedagogy (SCP) and Global Citizenship Education (GCE) offer a comprehensive vision including key principles and core elements that are important for rethinking education and shaping the future of the world. We introduce the novel concept of Social Contract Pedagogy (SCP) as a means to adapt the social contract in liberal democracies which has been (conceptually) located at the level of the state, to the level of the classroom and other pedagogically relevant contexts. A key feature of this pedagogy is the negotiation of values and norms in ways that maintain cohesion and inclusion and avoids too much power in the hands of sectarian extremes (of any kind) which tend to impose their views on others, oppress and exclude. This includes using fake news, denying scientific debates and/or any extremely politicized interpretations of evidence and facts to obfuscate or deny consequences of individual and group choices and behavior, but also ‘othering’ of any kind whether from the political right or the political left. In our view, this is an essential premise for the education of democratic citizens. Citizenship education of this kind is seen as essential for the survival and growth of liberal democracies in the future. 
Internationalization of Tertiary Education in the Middle East and North Africa Year of publication: 2020 Author: Giulia Marchesini | Lise Barbotte | Paul Cahu | Aurelia Hoffmann | Holly Johnstone | Mirna Mehrez | Marco Pasqualini | Francisco Marmolejo Corporate author: World Bank This report draws on available data to respond to both a real need for regional analysis and a direct demand from stakeholders, including tertiary education institutions in MENA. Encouraging internationalization to be mainstreamed throughout MENA is the objective that this report seeks to achieve by way of stimulating regional policy dialogue on the subject. The report presents some global trends in internationalization and details its main benefits, before providing an overview of the current status of internationalization in the MENA region, including an in-depth analysis of student mobility. In its reflections on the way forward for the region, the report situates its recommendations in the context of COVID-19, within which, despite serious challenges due to a lack of attractiveness of the region, MENA may find a key opportunity. It suggests that adapting to the “new normal” through the deeper implementation of internationalization “at home” – a dimension that does not require physical mobility and, being implemented within domestic environments, has a much wider reach – may help enable the region to make strides towards catching up on the internationalization agenda. Internationalisation de l’enseignement supérieur dans la région Moyen-Orient Afrique du Nord Year of publication: 2020 Author: Giulia Marchesini | Lise Barbotte | Paul Cahu | Aurelia Hoffmann | Holly Johnstone | Mirna Mehrez | Marco Pasqualini | Francisco Marmolejo Corporate author: World Bank Ce rapport s'appuie sur les données disponibles pour répondre à la fois à un réel besoin d'analyse régionale et à une demande directe des parties prenantes, y compris des établissements d'enseignement supérieur de la région MENA. Encourager le développement de l’internationalisation à travers la région MENA est l'objectif que ce rapport cherche à atteindre, en stimulant un dialogue régional sur les politiques publiques autour de ce sujet. Le rapport présente quelques tendances mondiales de l'internationalisation et détaille ses principaux avantages, avant de donner un aperçu de l'état actuel de l'internationalisation dans la région MENA, y compris une analyse approfondie de la mobilité étudiante. Parmi les recommandations proposées pour le développement de l’internationalisation, le contexte de la COVID-19 est vu, pour la région MENA, comme une fenêtre d’opportunité pour pallier au manque d'attractivité de la région dans ce domaine. Mettre l’accent sur l'internationalisation « à domicile » - une dimension qui ne nécessite pas de mobilité physique et qui se développe dans le cadre domestique, et a donc une portée plus large - pour s’adapter à la « nouvelle normalité » peut aider la région à rattraper son retard sur le plan de l’internationalisation. 
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’. 
Selected Drivers of Education Quality: Pre- and In-Service Teacher Training Year of publication: 2019 Corporate author: World Bank This evaluation examines how the World Bank has supported two types of professional development to improve teacher capacity—preservice and in-service training—and identifies how these drivers of education quality can be better designed, implemented, and scaled up. 
Всемирный доклад по мониторингу образования 2021 г. : для всех означает для всех инклюзивность и образование; центральная и восточная европа,кавказ и средняя азия Year of publication: 2021 Corporate author: Global Education Monitoring Report Team | European Agency for Special Needs and Inclusive Education | Network of Education Policy Centers В этом докладе описана огромная и географически разнородная территория, которую объединили в один регион схожие образовательные системыи подходы, сформированные во второй половине 20 века в рамках государственного социализма. Образование было доступно, гендерное неравенство и неравенство, связанное с местом проживания, было искоренено. Но образовательные системы подвергали дискриминации детей с особыми потребностями, которые посещали специальные школы. Это решение ошибочно считалось эффективным: ученики разделялись по типу инвалидности, а некоторые из них полностью исключались из системы образования.Начиная с 1989 года, регион старается преодолеть это тяжелое наследие и перейти к инклюзивному образованию, основанному на правах человека, подходу, который часто поддерживается международными организациями. В законодательство и образовательную политику было включено более широкое понимание инклюзии. Педагогическое образование и программы повышения квалификации учителей были пересмотрены и реструктурированы. Тем не менее, прогресс неравномерен. Многие изменения произошли на бумаге, в то время как глубинные убеждения и реальная практика практически не изменились. В то же время образовательные системы пытаются преодолеть негативные последствия политического и экономического кризисов, которые углубили неравенство и усилили социальную напряженность. Такие факторы как гендер, удаленное место проживания, бедность, этническая принадлежность, язык, миграция, принадлежность к числу перемещенных лиц, тюремное заключение, сексуальная ориентация, гендерная идентичность и религиозные и другие убеждения связаны с неравенством образовательных возможностей.Составленный группой по подготовке Всемирного доклада по мониторингу образования, в партнерстве с Европейским агентством по специальным потребностям и инклюзивному образованию и Сетью центров образовательной политики, этот доклад содержит подробные описания 30 образовательных систем региона. В докладе также представлены дополнительные риски для инклюзии, возникшие в результате пандемии COVID-19. Основываясь на Всемирном докладе ЮНЕСКО по мониторингу образования, этот документ фиксирует барьеры, с которыми сталкиваются учащиеся. Рекомендации, данные в докладе, предлагают систему для выявления и устранения этих барьеров, в основе которой лежит принцип «каждый ученик важен и важен одинаково».