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Participación del sector privado en la Educación en situaciones de emergencia: Derechos y regulaciones Year of publication: 2021 Author: Francine Sara Menashy | Zeena Zhakaria Corporate author: Inter-agency Network for Education in Emergencies (INEE) Las iniciativas que buscan garantizar una educación inclusiva y equitativa para todos han generado peticiones para una mayor involucramiento del sector privado, afirmando que las empresas y las fundaciones pueden jugar un papel importante como socios para alcanzar el Objetivo de Desarrollo Sostenible 4 (ODS4). En los últimos años, debido a la falta de financiamiento público y a la necesidad de respuestas urgentes, ha crecido la participación del sector privado en diversos aspectos de la programación educativa para la educación en situaciones de emergencia (EeE). Esta forma de trabajar, sin embargo, puede causar tensiones entre la participación del sector privado y la respuesta humanitaria en materia de educación. Es necesario resolver estas tensiones, lo cual requiere una mayor coordinación, abogacía y atención. Este informe explora algunas de estas tensiones y ofrece recomendaciones para apoyar la priorización de una educación pública segura, equitativa y de calidad para todos los niños, niñas y jóvenes afectados por crisis. La INEE apoya el derecho que tienen todas las personas jóvenes a la educación y reconoce al Estado como el principal responsable de la escolarización, en línea con declaraciones, marcos e instrumentos legales internacionales que reconocen y protegen el derecho a la educación. 
20 Years of INEE: Achievements and Challenges in Education in Emergencies Year of publication: 2020 Corporate author: Inter-agency Network for Education in Emergencies (INEE) This report highlights the continued relevance of INEE 20 years on. It presents new data that shows 127 million primary and secondary school-age children and young people living in crisis-affected countries were out of school in 2019. This is equivalent to almost half of the global out-of-school population, even though only around 29% of children and young people in this age group globally live in crisis-affected countries. These figures are based on new data provided by the UNESCO Institute for Statistics (UIS). The report also demonstrates the still urgent need to prioritize education and financing of education in emergencies, particularly in ‘forgotten’ crises. 20 ans de l’INEE : Réalisations et Défis dans l’Éducation en Situations d’Urgence Year of publication: 2020 Corporate author: Inter-agency Network for Education in Emergencies (INEE) Ce rapport, qui marque le 20e anniversaire de l’INEE, souligne les réalisations dans le domaine de l’ESU au cours des deux dernières décennies et identifie les défis permanents. Il retrace les changements qui ont amené l’ESU dans les programmes mondiaux de planification et d’action et note les étapes clés du développement de l’ESU en tant que domaine reconnu. Reconnaissant également les engagements énoncés dans l’Agenda 2030 pour le développement durable, notamment la promesse de veiller à ce que « personne ne soit laissé de côté » (ONU, 2015), ce rapport se tourne vers l’avenir en recommandant des actions immédiates et durables pour atteindre l’Objectif de Développement Durable 4 (ODD 4), une éducation de qualité et des possibilités de formations permanente inclusives et équitables pour tous - incluant les enfants et les jeunes dans les contextes de crise (ONU, 2015). 20º aniversario de la INEE: Logros y desafíos en la educación en situaciones de emergencia Year of publication: 2020 Corporate author: Inter-agency Network for Education in Emergencies (INEE) Este informe, con motivo del 20.º aniversario de la INEE, enfatiza los logros alcanzados en el ámbito de la EeE en las últimas dos décadas y señala los desafíos que siguen existiendo. Explora los cambios que facilitaron la inclusión de la EeE en los programas globales de planificación y acción, y señala los hitos principales en el desarrollo de la EeE como un campo reconocido. Asimismo, este informe reconoce los compromisos establecidos en la Agenda de Desarrollo Sostenible de 2030, incluido el compromiso de «no dejar a nadie atrás» (ONU, 2015), y enfrenta el futuro con la recomendación de acciones inmediatas y sostenidas para alcanzar el Objetivo de Desarrollo Sostenible 4 (ODS 4),una educación de calidad inclusiva y equitativa, y oportunidades de aprendizaje durante toda la vida para todos; incluidos los niños, niñas y jóvenes en contextos de crisis (UN, 2015). 
Flexible Learning Pathways in Malaysian Higher Education: Balancing Human Resources Development and Equity Policies Year of publication: 2020 Author: Morshidi Sirat | Abdul Karim Alias | Hazri Jamil | Wan Zuhainis Saad | Muhamad Saiful Bahri Yusoff | Munir Shuib | Mahiswaran Selvanathan | Muhammad Muftahu | Majid Ghasemy | Mazlinawati Mohamed Corporate author: Commonwealth Tertiary Education Facility (CTEF) | UNESCO International Institute for Educational Planning (IIEP) Malaysia’s higher education system is highly centralized, with a set of legislations to govern and monitor public universities and regulate the private higher education sector. The latest discourse, the Sustainable Development Goals (SDGs), particularly SDG4, pitted against existing policies on lifelong learning, presented an opportunity to assess practices at the institutional level. In the national context, there is a need to confirm the extent to which the linkages between national policies on lifelong learning, strategies, instruments, and institutional practices in terms of flexible learning pathways (FLPs) have benefited nontraditional learners, disadvantaged and marginalized groups. Hence, this research aims to investigate how FLPs have benefited particularly the bottom 40 percent of households (B40 households), disadvantaged and marginalized groups, persons with disabilities, and also women in Malaysia. 
Citizenship and Lifelong Learning Monitor 2019: Continuous Digital and Intercultural Education for EU Citizens’ Societal Inclusion and Active Participation Year of publication: 2020 Author: Andrei Frank Corporate author: SOLIDAR Foundation | Foundation for European Progressive Studies (FEPS) The Citizenship and Lifelong Learning Monitor 2019 is a research report jointly released by SOLIDAR Foundation and FEPS, on the topic of policy developments in the field of attainment of skills, through lifelong learning, for active participation in society.The skills on which it focuses are:digital skillscivic competences andintercultural education competences.The document is composed of an analysis of the policies on the topic, and a presentation of best practices, coming from SOLIDAR Foundation member organisations.It culminates with recommendations, stemming from a comparative analysis of the 8 country reports conducted (featuring Austria, Croatia, Denmark, Germany, Italy, Serbia, Spain, and the UK as investigated countries).The online Conference “Civic responsibilities online and offline: Lifelong learning for digital and traditional citizenship education“, held together with FEPS, presented and discussed the outcomes of the Citizenship & Lifelong Learning Monitor. 
Citizenship and Lifelong Learning Monitor 2018 Year of publication: 2019 Author: Sara Gharsalli Corporate author: SOLIDAR Foundation Over the last couple of years, the world has witnessed the harsh impact of populist politics. In the European Union, this rise in nationalism and populism has translated into an old member state leaving the Union for good, and “illiberal” countries rising up against civil society which could bring a major overhaul in the European Parliament for the May 2019 elections. Struggling with how to deal with extremist parties and their leaders, the EU has nonetheless attempted to cautiously restrain possible conflicts by peaceful means and promotion of participation of its citizens to bring people together despite far-right challenges ahead of the next European Parliament elections in May 2019.To counter and prepare citizens to reinforce and strengthen core European democratic values, the Union has pledged to promote citizenship through education after ministers convened in Paris on March 2015 to set up common objectives. Having derived the 2017 report based on three thematic issues directly taken from the declaration’s objectives, this year the monitor aims to go further into understanding the processes and methods for the promotion and delivery of citizenship education in Europe by non-formal education providers.This Monitor is a contribution to further examine the relationship between citizenship and lifelong learning experiences and policy outcomes in and outside of the classroom in various European countries. Mapping the different approaches that SOLIDAR Foundation members have taken in promoting EU values in relation to citizenship education and lifelong learning for greater democratic participation of citizens, the outcomes will be disseminated towards European and national policy-makers and offers an array of best practices to collect, use and transfer among networks. The SOLIDAR Education and Lifelong Learning Forum will further work on the topic and develop a long term sustainable advocacy strategy for CSOs towards national and EU-wide authorities to influence the debate and revision of national curricula and education systems. 
Global Priority Africa Flagships 2023: An Update from UNESCO Regional Office for Southern Africa Year of publication: 2024 Corporate author: UNESCO Harare Two years into the implementation of the Operational Strategy for Priority Africa 2022-2029 (OSPA), a new biennium has commenced through the Programme and Budget for 2024-2025. With a goal of achieving the Sustainable Development Goals (SDGs) of the United Nations’ Agenda 2030 and the African Union’s Agenda 2063 “The Africa We Want”, the OSPA remains pivotal in accelerating the achievement of SDGs amidst a growing threat of regression and stagnation on some of the SDG targets. The relentless climatic changes have resulted in droughts and cyclones whose incessant rains have caused food insecurity, waterborne diseases and loss of biodiversity. Geopolitical crisis and the remnants of the impacts of COVID-19 continue to waylay the aspirations of the continent. Gender inequality, youth unemployment, education and HIV and AIDS continue to be areas for concern. Despite this plethora of challenges, Member States remain committed to Agenda 2030 and 2063 and the strong partnership existing with UNESCO and the rest of the UN system. While the OSPA is driven to address challenges in the areas of demography and sustainable development, education and knowledge, climate change, cultural renaissance, and peace and democracy these all have far-reaching consequences beyond their focus hence addressing these contributes widely to other thematic areas. Priority Africa reinforces UNESCO’s partnerships with African governing bodies such as the African Union (AU), Regional Economic Communities (RECs), Member States as well as other UN agencies. Being also aligned with the Southern African Development Community (SADC) and UNESCO’s Joint Programme of Action (JPA) 2022-2025, the OSPA continues to demonstrate its relevance to the region. 
Solidarité Internationale 2024: Les grandes étapes à venir Year of publication: 2023 Corporate author: Focus 2030 2024 : fin du multilatéralisme ou renouveau ? Les Objectifs de développement durable en suspens. L’année à venir sera l’occasion de mobiliser de manière régulière la communauté internationale autour de nombreux sommets internationaux et rencontres dont les résultats seront susceptibles de changer la face du monde. 2024: End of Multilateralism or Renewal? Sustainable Development Goals in Limbo. The upcoming year will provide a regular platform for mobilizing the international community through numerous international summits and meetings, the outcomes of which have the potential to reshape the world. 
Being and Knowing: Teaching Profile for Sustainable Development and Global Citizenship Year of publication: 2023 Corporate author: InteRed Document of a pedagogical nature that describes the characteristics of the teaching profile necessary to educate in Sustainable Development and Global Citizenship. Identify what skills are necessary to carry out transformative education that responds to global challenges as proposed by social movements, NGOs and civil society. This publication is the result of collaborative work carried out during the years 2022 and 2023 by a Movement 4.7 team formed for this purpose.