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The Relevance and Contributions of Education for Health and Well-Being to the Advancement of Human Rights, Sustainable Development & Peace: Thematic Paper Year of publication: 2022 Corporate author: UNESCO This document is part of the thematic papers developed by UNESCO to inform the Revision of the 1974 Recommendation concerning education for international understanding, co-operation and peace. This paper aims to provide a few recommendations for revising the 1974 Recommendation. 
History Under Attack: Holocaust Denial and Distortion on Social Media Year of publication: 2022 Corporate author: Организация Объединенных Наций по вопросам образования, науки и культуры (UNESCO) | United Nations (UN) Holocaust denial and distortion are dangerous. It is an attack on truth and knowledge. It feeds on and spreads antisemitic tropes and prejudices, and threatens our understanding of one of the most tragic and violent histories: The genocide of six million Jews by Nazi Germany, its allies and collaborators. In countries across Europe, people became complicit in the persecution and murder of their neighbours. Holocaust denial and distortion can prevent society from reckoning with this past. It impedes our comprehension of the causes and warning signs of genocide, and that might strengthen efforts for genocide prevention. It is insulting to the victims and survivors of the Holocaust, and risks the rehabilitation of violent, antisemitic ideologies. At its most extreme, it celebrates and glorifies this history, inciting violence against Jews and calling for another genocide. The United Nations and UNESCO condemn the rise of Holocaust denial and distortion online as a dangerous form of hatred, and commissioned this report in partnership with the World Jewish Congress to raise awareness of the forms and functions of Holocaust denial and distortion on social media, and determine a series of policy and educational responses. This report is a data-driven investigation into the extent and nature of Holocaust denial and distortion on online platforms. It is based on a manual review of almost 4,000 pieces of content collected in June and July 2021 that related to Jews, the Holocaust, antisemitism and Holocaust denial and distortion from five major online platforms and messenger apps. It looks at content posted on Facebook, Instagram, Telegram, TikTok and Twitter: some of the world’s largest online platforms and collectively home to billions of users. It addresses content in four different languages: English, French, Spanish and German, with the aim of providing a wide-ranging review that addresses multiple countries and contexts. This report aims to answer four questions:How much Holocaust-related content on social media either denies the Holocaust or distorts key elements of history?What are the key narratives in contemporary Holocaust denial and distortion?How are Holocaust denial and distortion communicated, and how are they situated within wider discourses and frames?What can online platform companies, policy-makers, educators and organizations promoting Holocaust remembrance, education and research do to tackle the problem? Based on the findings of this report, it provides a series of recommended actions that online platforms, policy-makers, civil society, researchers and educators can implement to prevent and counter Holocaust denial and distortion online. 
Leave No Child Behind: Boys’ Disengagement From Education; Lesotho Case Study Year of publication: 2022 Author: Paseka A. Mosia Corporate author: 유네스코 In the framework of its work gender equality in and through education better understand boys’ disengagement from education, UNESCO commissioned five country case studies to inform the publication “Leave no child behind: Global report on boys’ disengagement from education”. National research teams examined the situation in five countries – Fiji, Kuwait, Lesotho, Peru and the United Arab Emirates.This case study presents the results from Lesotho. 
UNESCO’s Efforts to Achieve Gender Equality in and Through Education: 2020 Highlights Year of publication: 2022 Corporate author: UNESCO This report presents highlights of UNESCO’s work in 2020 to advance gender equality in and through education.UNESCO's work in this area is guided by the UNESCO strategy for gender equality in and through education 2019–2025, and supported by Her Education, Our Future, which was launched in parallel with the strategy, to leverage political and financial commitments, cooperation and joint action for girls’ and women’s education. 
UNESCO in Action for Gender Equality: 2020-2021 Year of publication: 2022 Corporate author: 유네스코 UNESCO’s global priority gender equality took on new meaning over the past biennium. The years 2020 and 2021 have been marked by dramatic social, political, environmental, and economic changes across countries resulting from an unprecedented pandemic: COVID-19. The COVID-19 pandemic magnified deep rooted structural gender inequalities across societies and forced the world to question the degree to which advances towards achieving gender equality had been made since the first UN World Conference on Women held in Beijing. This publication shows how a collective work by all structures of UNESCO has mobilized an extraordinary effort to go beyond a necessary adaptation to a multi-faceted crisis and counter backlashes and strengthen the resilience of women and girls and the systems which protect and empower them around the world through education, sciences, culture, communication, and information. 
Evidence on the Gendered Impacts of Extended School Closures: A Systematic Review Year of publication: 2022 Corporate author: UNESCO School closures to mitigate the spread of COVID-19 have affected nearly 1.6 billion learners across the globe. While the scale of these closures is unprecedented, in recent decades children in many contexts have been out of school for long periods due to other pandemics, disruptions and disasters such as floods, earthquake and conflicts – with marked gender effects.Building on the findings of 154 studies from every region of the world, this study investigates the evidence on the gendered impacts of extended school closures and periods out of school. Through a systematic review of the evidence, it highlights how these can deepen gendered exclusions and vulnerabilities – with the poorest children being the most affected.Undertaken by a team of leading academic experts on gender equality and education, Evidence on the gendered impacts of extended school closures: A systematic review aims to prevent and mitigate adverse outcomes arising from extended periods of time out of school, by ensuring that responses to current and future crises are informed by a solid understanding of their effects on children’s education, health, well-being and protection. 
[Resumen] Informe de seguimiento de la educación en el mundo 2021/2: Los actores no estatales en la educación; ¿quién elige? ¿quién pierde? Year of publication: 2022 Corporate author: UNESCO El papel de los actores no estatales se extiende más allá de la escolarización a las intervenciones en diferentes niveles educativos y esferas de influencia. Junto con su revisión del progreso hacia el ODS 4, incluida la evidencia emergente sobre el impacto de la pandemia de COVID-19, el Informe de Seguimiento de la Educación en el Mundo 2021/2 insta a los gobiernos a considerar a todas las instituciones, estudiantes y docentes como parte de un solo sistema. Los estándares, la información, los incentivos y la rendición de cuentas deberían ayudar a los gobiernos a proteger, respetar y cumplir el derecho a la educación para todos, sin apartar la vista de los privilegios o la explotación. La educación financiada por el estado no tiene que ser proporcionada por el estado, pero se debe abordar la disparidad en los procesos educativos, los resultados de los estudiantes y las condiciones de trabajo de los maestros. La eficiencia y la innovación, en lugar de ser secretos comerciales, deben ser compartidos y practicados por todos. Con este fin, se debe mantener la transparencia e integridad del proceso de formulación de políticas de educación pública para bloquear los intereses creados. El grito de guerra del informe: ¿Quién elige? ¿Quién pierde? – invita a los responsables de la toma de decisiones políticas a cuestionar las relaciones con los actores no estatales en términos de elecciones fundamentales: entre equidad y libertad de elección; entre fomentar la iniciativa y establecer estándares; entre grupos de diferentes medios y necesidades; entre los compromisos inmediatos bajo el ODS 4 y los que se lograrán gradualmente (por ejemplo, educación postsecundaria); y entre la educación y otros sectores sociales. [Résumé] Rapport mondial de suivi sur l’éducation, 2021-2022: Les acteurs non étatiques dans l’éducation; Qui décide? qui est perdant? Year of publication: 2022 Corporate author: UNESCO Le rôle des acteurs non étatiques s'étend au-delà de la scolarisation à des interventions à différents niveaux d'éducation et sphères d'influence. Parallèlement à son examen des progrès vers l'ODD 4, y compris les preuves émergentes sur l'impact de la pandémie de COVID-19, le Rapport mondial de suivi sur l'éducation 2021/2 exhorte les gouvernements à considérer tous les établissements, étudiants et enseignants comme faisant partie d'un système unique. Les normes, l'information, les incitations et la responsabilité devraient aider les gouvernements à protéger, respecter et réaliser le droit à l'éducation de tous, sans détourner les yeux des privilèges ou de l'exploitation. L'éducation financée par l'État n'a pas à être fournie par l'État, mais la disparité dans les processus éducatifs, les résultats des élèves et les conditions de travail des enseignants doit être abordée. L'efficacité et l'innovation, plutôt que d'être des secrets commerciaux, doivent être diffusées et pratiquées par tous. À cette fin, la transparence et l'intégrité du processus d'élaboration des politiques d'éducation publique doivent être maintenues pour bloquer les intérêts acquis. Le cri de ralliement du rapport – Qui choisit ? Qui perd ? – invite les décideurs politiques à questionner les relations avec les acteurs non étatiques en termes de choix fondamentaux : entre équité et liberté de choix ; entre l'incitation à l'initiative et l'établissement de normes ; entre des groupes aux moyens et aux besoins variés ; entre les engagements immédiats au titre de l'ODD 4 et ceux à concrétiser progressivement (par exemple, l'enseignement postsecondaire) ; et entre l'éducation et les autres secteurs sociaux. [요약본] 세계 교육 현황 보고서 2021/2: 비국가 행위자의 교육 참여; 누가 선택을 하는가? 누가 손해를 보는가? Year of publication: 2022 Corporate author: 유네스코 비국가 행위자는 학교 교육 제공을 넘어 다양한 교육단계 및 영향력 있는 영역에까지 그 역할을 확장하고 있다. 2021/2022 『세계 교육 현황 보고서』는 SDG4의 진행 상황을 검토하고 더불어 코로나19 팬데믹의 영향에 대한 새로운 증거를 포함하고 있다. 본 보고서는 정부가 모든 교육기관, 학생 및 교사를 하나의 시스템으로 인식해야 한다고 촉구하고 있다. 표준, 정보, 인센티브 및 책무성은 정부가 특권이나 착취로부터 눈을 돌리지 않으면서 모든 사람의 교육권을 보호, 존중, 이행하는 데 도움이 되어야 한다. 공적 자금을 지원받은 교육이 반드시 공교육일 필요는 없지만, 교육 과정과 학업 성취도, 교사 근무 여건의 불균형은 해결되어야 한다. 효율성과 혁신은 상업적인 비밀이 되어서는 안 되고, 오히려 모든 사람이 공유하고 실행해야 한다. 이를 달성하기 위해서는 공교육 정책 과정의 투명성과 청렴성을 유지해야 한다.이 보고서가 외치고 있는 구호인 “누가 선택을 하는가? 누가 손해를 보는가?”는 정책 입안자가 선택의 자유와 형평성 사이, 이니셔티브 장려와 표준 설정 사이, 수단과 요구가 다른 인구 집단 사이, 즉각적인 약속과 점진적으로 실현되어야 할 약속 사이, 교육부문과 다른 사회부문 사이에서의 기본적인 선택의 관점에서 비국가 행위자와의 관계에 대해 의문을 제기할 것을 요청한다. [Summary] Global Education Monitoring Report 2021/2: Non-state Actors in Education; Who Chooses? Who Loses? Year of publication: 2022 Corporate author: UNESCO يمتد دور الجهات الفاعلة غير الحكومية إلى ما هو أبعد من توفير التعليم ليشمل التدخلات على مستويات التعليم المختلفة ومجالات التأثير. إلى جانب استعراضه للتقدم المحرز نحو الهدف 4 من أهداف التنمية المستدامة ، بما في ذلك الأدلة الناشئة على تأثير جائحة COVID-19 ، يحث التقرير العالمي لرصد التعليم 2021/2 الحكومات على رؤية جميع المؤسسات والطلاب والمعلمين كجزء من نظام واحد. يجب أن تساعد المعايير والمعلومات والحوافز والمساءلة الحكومات على حماية واحترام وإعمال الحق في التعليم للجميع ، دون إبعاد أعينهم عن الامتيازات أو الاستغلال. لا يلزم توفير التعليم الممول من القطاع العام بشكل عام ولكن يجب معالجة التفاوت في عمليات التعليم ونتائج الطلاب وظروف عمل المعلم. الكفاءة والابتكار ، بدلا من أن يكونا أسرارا تجارية ، ينبغي نشرها وممارستها من قبل الجميع. وتحقيقا لهذه الغاية ، يجب الحفاظ على الشفافية والنزاهة في عملية سياسة التعليم العام لمنع المصالح المكتسبة. نداء التقرير - من يختار؟ من يخسر؟ - يدعو صانعي السياسات إلى التشكيك في العلاقات مع الجهات الفاعلة غير الحكومية من حيث الخيارات الأساسية: بين الإنصاف وحرية الاختيار ؛ بين تشجيع المبادرة ووضع المعايير ؛ بين مجموعات مختلفة من الوسائل والاحتياجات ؛ بين الالتزامات الفورية بموجب الهدف 4 من أهداف التنمية المستدامة وتلك التي يتعين تحقيقها تدريجياً (مثل التعليم ما بعد الثانوي) ؛ وبين التعليم والقطاعات الاجتماعية الأخرى.