Resources
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Promoting sustainable development in Nigeria: via civic education (Journal of education and practice, vol. 5, no 34) Year of publication: 2014 Author: Ajibola A. Lukman | Habida Audu Corporate author: International Institute for Science, Technology and Education Nothing in this world is so powerful as an idea whose time has come. In the face of ethical knowledge, skill disposition and sustainable development in Nigeria, civic education assumed central position. Idea of civic education in Nigerian curriculum is so powerful to the extent that each young Nigerian deserves its knowledge. On this basis, this paper describes civic education as an underpinning factor for individual and social development of our nation. The paper analyzes the fabric between civic education and social development towards blending and interfacing local wisdom with global knowledge, values and skills, which will develop the young Nigerian to become a citizen of this country as well as a citizen of the global village. The paper points to the fact that civic education is central to shaping attitudes and social interaction and both are critical to addressing issues surrounding sustainable development. To this end, the paper concludes that sustainable development requires civic knowledge, civic skills and civic disposition. It is therefore recommended that civic education should be seen as an engine for development in which states, individuals, communities, and businesses partake in providing sustainable development. 
Pan-African High Level Conference on Education, PACE 2018: conference report Year of publication: 2018 Corporate author: African Union | Government of the Republic of Kenya The Pan-African High-level Conference on Education (PACE 2018) was held in Nairobi, Kenya from 25th to 27th April 2018. PACE 2018 was convened by UNESCO, the Government of Kenya and the African Union, with the collaboration of the Association for the Development of Education in Africa (ADEA) and contributions from the Sustainable Development Goal 4 (SDG4) co-conveners. The initiative to organise the PACE 2018 came in the wake of a number of regional consultations organised in Sub Saharan Africa and the Arab states regions to focus attention on the way forward, following the adoption in 2015 of the United Nations’ Sustainable Development Goal 4 on Education (SDG 4) and of the African Union’s Continental Education Strategy for Africa 2016-2025 (CESA 16-25). 
A Lifeline to Learning: Leveraging Mobile Technology to Support Education for Refugees Year of publication: 2018 Corporate author: UNESCO This publication examines the evidence base for key assumptions on using mobile technology to address individual refugees’ learning challenges, broader education system challenges, and challenges to providing refugees with specific levels and types of education. The report presents findings from a review of 117 relevant papers and reports, and lessons drawn from the implementation of 52 projects that use mobile learning for refugees and the actual use of 35 digital apps or platforms. While acknowledging a limited reach, the report identifies effective mobile solutions and organizational strategies that should be scaled up. 
Teachers: changing lives (The UNESCO Courier no. 4, October-December 2019) Year of publication: 2019 Corporate author: UNESCO Certainly, everyone recognizes the key role teachers play. On a personal level, we can all name at least one teacher who made a difference – sometimes to such an extent that it redirected our whole lives. At the international level, the United Nations Sustainable Development Goals (SDGs), Goal 4 in particular, recognize the importance of teachers in the implementation of the Sustainable Development Agenda by 2030. Yet, the profession is being undermined. The development of cognitive neuroscience and the many applications of new technologies in the field of education are forcing the profession to adapt and reinvent itself. 
Strengthening Quality Assurance in Higher Education UNESCO-Shenzhen Project Update, June 2019 Year of publication: 2019 Corporate author: UNESCO In 2016, UNESCO and the Shenzhen Municipal People’s Government of China joined hands with 10 African countries, and initiated the UNESCO-Shenzhen Project, with an aim to strengthen higher education systems by developing quality assurance mechanisms. The three-year project implemented since 2017 represents the commitment of UNESCO to the realization of Target 4.3 of the Sustainable Development Goals to “ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university” and the Education 2030 agenda. 
Report of the regional training for Anglophone Africa, Cracking the code: quality, gender-responsive STEM education Year of publication: 2019 Corporate author: UNESCO The African Union recognized the importance of science, technology, research and innovation in stimulating socio-economic development in Africa in its Agenda 2063, and even earlier in the 2007 Addis Ababa Declaration on Science, Technology and Scientific Research for Development. There is a growing demand for professionals with science, technology, engineering and mathematics (STEM) skills in Africa, and the so-called fourth industrial revolution is expected to create a wide range of new jobs in these fields. However, unless efforts are made to address the mismatch between current skills and what will be needed for the future, this revolution will leave a large part of the continent behind. One of the concerns of many African countries is the low participation and academic performance of girls in STEM studies. UNESCO, with the financial support of the Government of Japan and in collaboration with the Rwanda Ministry of Education, the Rwanda Education Board, and the Rwanda National Commission for UNESCO, as well as numerous partners, organized a regional training to strengthen the capacities of education systems to provide gender-responsive STEM education where all children can learn, grow and develop to their full potential. This brief report presents the results and next steps. 
Early Childhood Development and Early Learning for Children in Crisis and Conflict Year of publication: 2018 Author: Kolleen Bouchane Corporate author: Global Education Monitoring Report Team There is an urgent need for a comprehensive response, including early learning and family support programs, to the rapidly growing population of young children worldwide living in crisis and conflict. Substantial evidence from neuroscience to economics indicates that the early years of a child’s life lay the foundation for long-term health, learning and behavior. The first months and years are not only a critical period in an individual child’s lifelong capacity for learning, but weak learning foundations of children can compromise the long-term development of nations. Yet a review of Refugee and Humanitarian Response Plans conducted for this paper revealed that only 9 percent of plans included the essential elements of early learning. Relative to health and nutrition programming, early education and parenting interventions were more likely to be omitted from the Response Plans.The rationale for focusing new attention on the educational needs of young children living in fragile conditions is strong: there is a broad body of scientific evidence; the international legal framework of the United Nations Convention of the Rights of the Child asserts that all children have the right to health, education, legal registration, and protection from violence and separation from parents, beginning at birth; and the Sustainable Development Goals for all will be not reached without a focus on the earliest years of life in crisis and conflict situations. This background paper presents the case for increased attention and investment in early childhood in conflict and crisis contexts, with focused attention on early learning and family support. The scale of the problem, current science and evidence, current global standards and principles, and case studies are all discussed and priority recommendations are offered. 
Inclusive Education for Persons with Disabilities - Are We Making Progress? Year of publication: 2019 Corporate author: UNESCO, Leonard Cheshire Disability (UK) The paper ‘Inclusive education for persons with disabilities – Are we making progress?’ has been developed as a background paper for the UNESCO International Forum on inclusion and equity in education – Every learner matters, being held in Cali, Colombia from 11-13 September 2019. The Forum is being organised in commemoration of the 25th anniversary of the passing of the Salamanca Statement and Framework for Action. The paper will explore the global progress towards inclusive education, the successes achieved and learnings observed specifically in countries of the global South. In these countries the concerns of universal access to and retention in education is still a concern for many governments, but large-scale exclusion of children with disabilities (an estimated 32 million or 1 out of 3 are out of school) remains the order of the day and is not always high on government agendas. 
Reforms and Changes in Governance of Higher Education in Africa Year of publication: 2016 Author: N.V. Varghese Corporate author: UNESCO International Institute for Educational Planning (IIEP) Higher education in Africa has received favourable political attention and funding support in the period following independence. The rationale for state funding was questioned in the 1980s, and the higher education reforms in the 1990s centred on finding alternative ways of financing and on improving the managerial efficiency of universities. This focus was reflected in the market-friendly reforms that led to the privatization of public institutions and the promotion of private institutions. These reforms resulted in substantial changes in the governance and management of higher education. IIEP initiated a research study to analyse the reforms and to understand their effects on the governance of higher education at institutional and national levels. Based on studies carried out in Ethiopia, Ghana, Kenya, Nigeria, and South Africa, this book shows how the reforms have effected changes in the governance and management of institutions of higher education in Africa. 
Final Report: 2016 UNESCO/KOICA Joint Fellowship Programme Year of publication: 2016 Corporate author: APCEIU This report provides an overview of the activities carried out during the 2016 UNESCO/KOICA Joint Fellowship Programme held in Republic of Korea from 1 September - 31 October, 2016.In its 10th year of implementation, UNESCO/KOICA Joint Fellowship Programme 2016 invited 25 educators from 17 countries in Africa and the Asia-Pacific region for two months; from September 1st to October 31st. The overarching goal of the Programme was to enhance the capacities of participating educators under the themes of “Teacher Training for Basic Education,” “Use of ICT for Education (or e-Learning),” “Leadership in Global Education” and “Girls’ Education.” Composed of various segments such as lectures, workshops, hands-on activities, and seminars, which were closely interlinked with each module, the modules were designed to enable the participants to reorient their perspectives on educational development, to gain essential knowledge and skills, and furthermore to produce meaningful and relevant outputs that could be widely applied in their local contexts.For more information, please contact APCEIU's Office of Education and Training at ent@unescoapceiu.org.