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Global Education Monitoring Report 2025: Gender Report: Women Lead for Learning Año de publicación: 2025 Autor corporativo: UNESCO Barriers to gender equality in education leadership positions can and need to be overcome This gender edition, which is part of the 2024/5 Global Education Monitoring Report on leadership in education, addresses the remaining obstacles for women in their efforts to climb up the leadership ladder in education. Although the teaching profession has been feminized, there are considerable gender gaps in school management, education administration and political leadership positions, a situation illuminated in detail with examples from all over the world. Gender disparity in education leadership is the result of entrenched stereotypes and biases – conscious or unconscious – on the one hand and on the other institutional processes or professional development mechanisms that are insufficiently supportive. Research suggests that women leaders display some differences relative to men in their approaches to education leadership, for example the extent to which they emphasize collaboration, build relationships with the community and retain a focus on learning. While there is little to suggest that these differences are universal or immutable, the evidence points to the fact that the lack of equitable opportunities translates to less talent and fewer diverse approaches to leadership, which are a loss to education systems – not to mention the obvious need for equity. This is particularly evident in parts of the world where gender disparities remain large. This gender edition calls on countries to take a much closer look at gender disparity in education leadership and adopt measures to raise awareness, improve mechanisms and strengthen capacities to address discrimination and bias and thus encourage women who aspire to such careers to pursue them. Gender disparity in education leadership is the result of entrenched stereotypes and biases – conscious or unconscious – on the one hand and on the other institutional processes or professional development mechanisms that are insufficiently supportive. Research suggests that women leaders display some differences relative to men in their approaches to education leadership, for example the extent to which they emphasize collaboration, build relationships with the community and retain a focus on learning. While there is little to suggest that these differences are universal or immutable, the evidence points to the fact that the lack of equitable opportunities translates to less talent and fewer diverse approaches to leadership, which are a loss to education systems – not to mention the obvious need for equity. This is particularly evident in parts of the world where gender disparities remain large. This gender edition calls on countries to take a much closer look at gender disparity in education leadership and adopt measures to raise awareness, improve mechanisms and strengthen capacities to address discrimination and bias and thus encourage women who aspire to such careers to pursue them. 
Mainstreaming Social and Emotional Learning in Education Systems: Policy Guide Año de publicación: 2024 Autor corporativo: UNESCO Why social and emotional learning is key to transform education Since 2015, there has been significant progress towards reimagining education for wider societal transformation in support of peace, justice, inclusion, equality and sustainability. Yet, the existing challenges have intensified, and new ones have emerged. The world is witnessing a resurgence of multiple forms of conflict and violence, from racism and discrimination, to hate speech and armed conflict. Our efforts to build sustainable peace through education are falling short. Some 250 million children are still out of school, and those in school are not acquiring the necessary knowledge and skills they need. This guide makes the case for integrating Social and Emotional Learning (SEL) in collective efforts to transform education. It highlights the impact of SEL in improving academic achievement, reducing drop- out rates, and improving overall mental health and well-being, and importantly, in strengthening emotional and relational dynamics of classrooms, schools, communities, and societies. The guide synthesizes the latest research and practice from the world, including case studies of concrete SEL implementation. It provides policy-makers with preliminary guidance to facilitate their conceptualization and integration of SEL in all facets of their education systems to build long-lasting peace and sustainable development. 
UNESCO-UNEVOC Medium-Term Strategy for 2021-2023: Strengthening TVET Capacities and Cooperation in the Member States Año de publicación: 2020 Autor corporativo: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) The Medium-Term Strategy for 2021-2023 (MTS-III) sets out how UNESCO-UNEVOC will support TVET institutions to meet the demands of dynamic labour markets and provide quality skills training for a sustainable future of work. MTS-III focuses on developing the capacities of TVET leaders, supporting TVET institutions in implementing change programmes, and facilitating knowledge sharing and peer learning within the UNEVOC Network. 
The Role of Education in Addressing Future Challenges Año de publicación: 2020 Autor corporativo: Bridge 47 In response to UNESCO’s Futures of Education consultation, Bridge 47 has released the following report on the power that transformative education has to address future challenges, including those linked to inequalities, climate change and health.Through the consultation process UNESCO raises questions about the importance and purpose of education by 2050. In a fast-evolving world, Bridge 47 supports the idea that education should foster the kind of education that helps learners of all ages to become active global citizens and thus contribute to building a more just and sustainable report world for all.The report, ‘The Role of Education in Addressing Future Challenges’, further emphasises the importance of measuring and monitoring the progress towards achieving the transformative vision of education as outlined in Sustainable Development Goal Target 4.7. It is hoped that the overall Future of Education report will encourage a measuring framework for SDG 4.7 that acknowledges the connection between non-formal and formal education as well as supporting dialogue between key actors that the reflect any conceptual shifts within the fields of Education for Sustainable Development and Global Citizenship Education. 
Irish Aid Development Education Strategy 2017-2023: Development Education Año de publicación: 2016 Autor corporativo: Irish Aid Ireland has a long and proud history in development education thanks to many of the civil society organisations represented here today and which pre-dates the start of Ireland’s official aid programme which is itself now over 40 years old.The Development Education Strategy 2017-2023 aims to increase access to development education in Ireland, in schools and colleges, in local and community groups, and among the old and young.Development education is a lifelong educational process which encourages people to critically analyse and challenge the root causes and consequences of global hunger, poverty and injustice, challenge stereotypes and engage in action to bring about change in both their local and global communities. 
Private Engagement in Education in Emergencies: Rights and Regulations Año de publicación: 2021 Autor: Francine Sara Menashy | Zeena Zhakaria Autor corporativo: Inter-agency Network for Education in Emergencies (INEE) Efforts to secure inclusive and equitable education for all have prompted calls for greater engagement by the private sector, asserting that businesses and foundations can play significant roles as partners in achieving Sustainable Development Goal 4 (SDG4).In recent years, given shortfalls in public financing and the need for urgent responses, private actors have increasingly become involved in various aspects of educational programming for education in emergencies (EiE). This arrangement, however, can produce tensions between private engagement and humanitarian response in education, which need to be addressed and in turn require extra coordination, advocacy and attention. This brief explores some of these tensions and makes recommendations to support the prioritization of safe, equitable, and quality public education for all children and young people affected by crises.INEE supports every young person’s right to education and recognizes the State as the primary duty-bearer of schooling, in alignment with international declarations, frameworks, and legal instruments that assert and protect the right to education. Participación del sector privado en la Educación en situaciones de emergencia: Derechos y regulaciones Año de publicación: 2021 Autor: Francine Sara Menashy | Zeena Zhakaria Autor corporativo: 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. 
Localizing the 2030 Agenda and Global Citizenship Education: An Essential Dialogue Año de publicación: 2020 Autor corporativo: Diputació de Barcelona Diputació de Barcelona has produced a document that offers guidelines to strengthen the links between Global Citizenship Education (GCE) actions and localizing SDGs initiatives, in order to drive real changes in local policies.What we call Global Citizenship Education (GCE) brings together key elements of different educational trends, such as development education, peace education or education for sustainability, among others. Each of them has decades of experience in promoting changes in citizen’s knowledge, attitudes and behaviours through formal or informal channels. This experience can help to reinforce the 2030 Agenda’s capacity to generate real change towards a more sustainable future for the planet, connecting local and global realities and highlighting interdependencies and co-responsibility. The document points out what can be done at the local level to improve this dialogue between SDG and GCE with practical proposals such as introducing GCE perspective in the SDGs training activities or implementing joint initiatives between development cooperation departments and other areas to reach new audiences. Localización de la agenda 2030 y la educación para la ciudadanía global: Un diálogo imprescindible Año de publicación: 2020 Autor corporativo: Diputació de Barcelona Este documento pretende contribuir al diálogo entre los procesos de localización de la Agenda 2030 y la ECG, así como ofrecer orientaciones concretas para la acción local. 
Digital Empowerment of Girls Año de publicación: 2018 Autor corporativo: Plan International Despite the accumulated efforts and commitments of the past 20 years, today’s women and girls continue to face gender-based barriers that prevent them from accessing and utilising technology and digital tools at the same level as boys and men.Girls are 5 times less likely to consider a career in tech than boys.Equality of education is essential to redress the digital gender gap – which is sadly growing – but it’s not the only method.We must make tech safe, affordable and accessible to girls – wherever they live. We must tackle the ingrained gender norms that prevent girls from seeing digital roles as accessible career paths.Rather than making assumptions about what girls want and need from technology, we must work with them to create solutions for the issues that affect them by enabling them to learn digital skills.Technology can be a powerful tool for girls’ voices to become even louder and reach even further.This briefing paper provides recommendations for closing the digital gender gap that will enable girls to participate in and contribute to our increasingly digital future.Despite the accumulated efforts and commitments of the past 20 years, today’s women and girls continue to face gender-based barriers that prevent them from accessing and utilising technology and digital tools at the same level as boys and men.Promoting girls’ digital literacy and closing the digital gender gap will play an important role in achieving gender equality and promoting the rights of girls and women worldwide.Plan International strives to build a world in which girls have the tools and the power to shape their own futures and influence decision making and policy processes at local and global levels. Technology is not a prerequisite for being a change agent or a leader, but it can be a powerful tool for girls’ voices to become even louder and reach even further. Similarly, social media can be used as a vehicle to spread inspirational stories of female leaders and connect activists and changemakers across the world.Digital technologies have a strong potential to empower girls and women economically and socially. Girls feel safer and more connected when they have a mobile phone, and they use mobile phones to save time and money and access educational opportunities. Yet girls and women are, on average, less likely than men to own a mobile phone, use mobile data, social media apps or SMS. There is also a stark gender disparity in access to the Internet, which limits the ability of girls and women to benefit from many innovations of the digital economy, such as digital payments and mobile money. The gender disparity in access to technology is compounded by a significant gender divide in terms of career and academic aspirations related to ICTs.Advancing digital equality for girlsThis briefing paper argues that promoting girls’ digital literacy and closing the digital gender gap will play an important role in achieving gender equality and promoting the rights of girls and women worldwide. Indeed, bridging the digital gender divide is essential in ensuring girls and women are not left behind in an increasingly digital future.The paper also argues that actions promoting girls’ digital empowerment should be guided by the principle of engaging girls and women as active, capable partners in our work, not merely passive recipients or targets. Rather than making assumptions about what girls want and need from technology, it is important to work together with girls to strengthen and develop their use and creation of technology and digital tools.