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Education transforms lives: empowering people and ensuring inclusiveness and equality Année de publication: 2019 Auteur institutionnel: UNESCO This brochure compiles the main elements of progress on Sustainable Development Goal 4 (SDG 4) highlighted in the submission by UNESCO, on behalf of the SDG-Education 2030 Steering Committee, to the Office of the Under-Secretary-General, Department of Economic and Social Affairs (DESA) on the occasion of the High-level Political Forum (HLPF) 2019 - Empowering people and ensuring inclusiveness and equality. 
The Big conversation: handbook to address violence against women in and through the media Année de publication: 2019 Auteur institutionnel: UNESCO This handbook provides guidance, tools and promising practices from countries across the globe for those working with and within media. It is our intention that this handbook provides entry points for accelerating progress towards gender equality in the systems and structures of organizations. We hope that it leverages what we know works in order to promote the values of diversity, equality and non-violence in the content that media produces. 
Indigenous peoples’ right to education Année de publication: 2019 Auteur institutionnel: UNESCO This document follows a previous series of thematic mappings on the implementation of the right to education regarding specifically Girls’ and Women’s Right to Education, the Right to Education for Persons with Disabilities, and the Right to Education and the Teaching Profession. It compiles practical examples related to indigenous people’s right to education, extracted from reports submitted by Member States within the framework of the Ninth Consultation on the implementation of the 1960 Convention and Recommendation against Discrimination in Education. It is intended to serve as a practical tool for both information sharingandadvocacy. 
The promise of large-scale learning assessments Année de publication: 2019 Auteur institutionnel: UNESCO The benefits and advantages of Large-scale learning assessments(LSLAs) have been extensively reviewed in specialized literature, and there is growing recognition of the potential of assessment data to inform policy in a variety of ways. As a result, increasingly higher expectations have been placed on LSLAs as drivers of policy change over the past few decades. They are indeed expected to serve a range of uses, including monitoring, accountability, agenda-setting and analysis. The potential of such tools reaches far beyond reporting purposes. They can provide insight into areas in need of improvement and help pinpoint the most appropriate, promising and effective policy interventions. However, both national and cross-national learning assessments have raised some concerns. A growing volume of evidence calls attention to a range of unexpected and even negative effects resulting from such exercises. Drawing on a diverse body of evidence, including scholarly literature and the experience of a range of international organizations, development partners and assessment specialists, this publication reflects on the possible unintended consequences of LSLAs. Some concerns stem directly from the characteristics inherent to their design while others centre around the (mis)uses of data to inform agenda-setting and policy formulation. 
Ending school bullying: Focus on the Arab States and North Africa UNESCO’s contribution to the policy dialogue on bullying and learning organized by the Regional Center for Educational Planning United Arab Emirates Année de publication: 2019 Auteur institutionnel: UNESCO Bullying is a form of school violence. According to an agreed international definition, bullying is characterised by aggressive behaviour that involves unwanted, negative actions and an imbalance of power or strength between the perpetrator or perpetrators and the victim. Unlike isolated incidents of school violence, bullying is also characterised by repetition over time. The number of repetitions may vary and, for example, major surveys that collect data on bullying measure the frequency of bullying in different ways. The international Sustainable Development Goal Thematic Indicator 4.a.2 that measures the ‘percentage of students who experienced bullying during the past 12 months, by sex’, which was adopted in 2018, defines that the frequency of aggressions should be at least once or twice a month or more for a student to be considered a victim of bullying. It is important to note that here is no standard definition of bullying across the six international surveys that collect data on the prevalence of bullying. Some of them do not even provide a definition. These surveys are the following:Two international surveys that measure the health behaviours of students as well as protective factors including school climate: the WHO Global School-based Student Health Survey (GSHS) and the Health Behaviours in School-aged Child survey (HBSC) conducted by the HBSC Consortium.Four international surveys that focus mostly on the measurement of learning outcomes of students but also ask questions on the school climate including bullying: the Regional Comparative and Explanatory Study in Latin America (Estudio Regional Comparativo y Explicativo, ERCE in Spanish); theProgress in International Reading Literacy Study (PIRLS); the Programme for International Students Assessment (PISA); and the Trends in Mathematics and Science Study (TIMSS). 
Changing minds, not the climate: the role of education Année de publication: 2017 Auteur institutionnel: UNESCO Education is the most powerful element in preparing societies for the global challenges that climate change brings. It equips individuals, communities and the wider world with the understanding, skills and attitudes to engage in shaping green, low emission and climate-resilient societies. Education for Sustainable Development (ESD) is not an ‘extra’ but rather an integral part of any strategy to combat the effects of climate change, put into practice a global agreement and achieve the Sustainable Development Goals (SDGs). It acts to raise awareness and change behaviours and attitudes and enables people to make informed decisions about their lives. The heads of UNESCO and UNFCCC agree that “education provides the skills people need to thrive in the new sustainable economy, working in areas such as renewable energy, smart agriculture, forest rehabilitation, the design of resource-efficient cities, and sound management of healthy ecosystems. Perhaps most important, education can bring about a fundamental shift in how we think, act, and discharge our responsibilities toward one another and the planet.” ESD is increasingly recognized around the world as a key enabler for a more sustainable future. 
UNESCO Prize for Girls' and Women's Education: call for nominations 2019 Année de publication: 2019 Auteur institutionnel: UNESCO The UNESCO Prize for Girls’ and Women’s Education honours outstanding and innovative practices advancing girls’ and women’s education, and in turn, improving the quality of their lives. Established in 2015, it is funded by the Government of the People’s Republic of China and consists of two US $50,000 awards to help further the work of laureates in this field. The Prize directly contributes to Sustainable Development Goals 4 and 5. 
Review of UNESCO’s work on curriculum development Année de publication: 2019 Auteur institutionnel: UNESCO In response to a request from the UNESCO Executive Board in Spring 2019, the UNESCO Internal Oversight Service (IOS) Evaluation Office has undertaken this Review to provide a mapping and analysis of UNESCO’s activities in curriculum; to provide an overview of the roles typically played by other national, regional and international actors in the field of curriculum, and to assess the demand for services from UNESCO Member States and donors in the area of curriculum. The review found that curriculum is widely considered as the foundational building block of the education system, resulting from a pedagogical and political consensus with regard to what is important in learning and why, according to both the learner’s needs and societal visions. In light of challenges of the 21st century and the need to strengthen the role of the humanities in a context dominated by technology and data, the redefinition of curriculum has become one of the main concerns of national education authorities around the world. It is also widely accepted that quality curricula can support the attainment of Sustainable Development Goal 4 (SDG 4). The review concluded that curriculum, particularly curriculum development and reform processes, should remain an area of UNESCO’s education programme as it addresses a clear need from Member States. As curriculum implies both technical and political dimensions, UNESCO can act as a neutral broker, to facilitate informed and inclusive policy dialogue. It also has a long-term tradition in facilitating complex curriculum processes in often difficult and sensitive contexts. In addition, UNESCO has the capacity to serve as a platform for international exchanges and comparative research, including through networks such as UNESCO Chairs, and coordinating knowledge hubs and communities of practice. To address curriculum with added value in the future, UNESCO should focus on providing methodological technical assistance, capacity development, standard-setting and policy advice to support the curriculum processes, products and competences in Member States while ensuring a coordinated and holistic perspective. Complementary to work on curriculum from a methodological point of view, thematic Sections at Headquarters should continue elaborating content on specific crosscutting topics. Looking to the future, the review recommends (i) maintaining a specialized category 1 institute as a lead entity on curriculum development; (ii) refining the offer of technical assistance and capacity development to Member States on curriculum development and reform; (iii) developing and maintaining a knowledge base of materials and a roster of experts on curriculum; (iv) providing a platform for policy dialogue and exchange of experience among Member States; and (v) systematizing the inclusion of curriculum in standard-setting and normative work. 
#CommitToEducation Année de publication: 2019 Auteur institutionnel: UNESCO In December 2018, building on a series of regional consultations, the education community struck a common chord at the Global Education Meeting in Brussels, the first gathering of its kind since the adoption of the 2030 Agenda. Ministers, representatives of government, multilateral organizations, civil society and other stakeholders agreed on a set of priorities for collective action. These include an overarching focus on the right to inclusive quality education; eradicating illiteracy; including migrants, displaced persons, refugees and stateless persons in education; quality gender-responsive education and training; strengthened education for global citizenship and sustainable development; more flexible and open learning systems providing a broader range of knowledge, skills and competences at all levels; qualified teachers and domestic and international resource mobilization. This set the ground for the first review of SDG 4 by the July 2019 High level Political Forum, the UN apex platform for the follow-up and review of Agenda 2030. As the UN agency responsible for the coordination of SDG 4, mandated by the World Education Forum in Incheon (Republic of Korea, 2015), UNESCO provided an analysis of where the world stands on SDG 4, how countries have taken up the goal in their policies, and made recommendations to act better, differently and collaboratively. 
Literacy for Empowerment and Transformation: Report of the Secretary-General Année de publication: 2024 Auteur institutionnel: United Nations | UNESCO The present report is submitted in fulfilment of the request made by the General Assembly, in its resolution 77/192, that the Secretary-General, in cooperation with the Director General of the United Nations Educational, Scientific and Cultural Organization (UNESCO), submit to the Assembly at its seventy-ninth session a report on the implementation of the resolution. The Assembly also invited UNESCO to continue its mandated role to lead and coordinate the Education 2030 Agenda and requested UNESCO to continue its coordinating and catalysing role through the implementation of the strategy of the Global Alliance for Liter acy and by continuing to provide support to Member States. The present report provides an overview of the global literacy landscape, highlighting progress, key challenges and recommendations for further promotion of literacy as part of the 2030 Agenda for Sustainable Development, the follow-up to the Transforming Education Summit and beyond.