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Rapport mondial de suivi sur l'éducation 2024/5, Leadership dans l'éducation : diriger pour apprendre Année de publication: 2025 Auteur institutionnel: Global Education Monitoring Report Team Le Rapport mondial de suivi sur l'éducation 2024/5 évalue les progrès accomplis dans la réalisation des objectifs du Programme 2030 et montre que, si le nombre d'enfants scolarisés et achevant l'enseignement secondaire n'a jamais été aussi élevé, de nombreux domaines connaissent une stagnation. Le leadership joue un rôle central pour y remédier. Aucune école n’améliore les résultats des élèves sans un bon leader pour montrer la voie. Sur la base d’un examen des lois et politiques concernant la sélection, la préparation et les conditions de travail des chefs d'établissement de 211 systèmes éducatifs, le rapport analyse les leviers stratégiques permettant d'attirer et de retenir des leaders de talent.Les possibilités d’exercer un leadership ne se limitent pas aux dirigeants des écoles, elles s’étendent à des personnes qui occupent d’autres postes dans le système éducatif et en dehors de celui-ci, telles que les directeurs adjoints, les enseignants et les élèves lorsque le leadership est partagé, les responsables politiques, la société civile, les organisations internationales, les syndicats et les médias, qui contribuent à définir les objectifs en matière d’éducation.Le rapport préconise que des efforts soient faits pour former des leaders dans quatre dimensions essentielles : fixer des objectifs, donner la priorité à l’apprentissage, encourager la collaboration et faire évoluer les personnes. Pour que ces dimensions se concrétisent, il faut faire confiance aux personnes occupant des postes de direction et leur donner les moyens d’agir ; il faut les recruter grâce à des pratiques d’embauche équitables ; les soutenir dans leur évolution ; et les encourager à mettre en place une culture de collaboration. Le rapport appelle également à investir dans la capacité des responsables de l'éducation à jouer un rôle de leader au sein du système, en mettant particulièrement l'accent sur la direction pédagogique et l'assurance qualité 
Informe de seguimiento de la educación en el mundo, 2024/5: Liderazgo en la educación: liderar por el aprendizaje Année de publication: 2025 Auteur institutionnel: Global Education Monitoring Report Team El Informe de seguimiento de la educación en el mundo 2024-2025 evalúa los avances hacia el logro de las metas de 2030 y muestra que, aunque hay más niños escolarizados y que finalizan la educación secundaria que nunca, en muchos ámbitos hay estancamientos. El liderazgo es fundamental para abordar esta cuestión. Ninguna escuela puede mejorar los resultados de los alumnos sin un buen líder que muestre el camino a seguir. Partiendo de un examen de la legislación y las políticas relativas a la selección, preparación y condiciones laborales de los directores de escuela de 211 sistemas educativos, el informe analiza instrumentos de política para atraer y retener a líderes talentosos.El potencial de liderazgo no se limita a los líderes escolares, sino que abarca también a las personas que ocupan otros puestos en el sistema educativo, así como fuera de él, desde subdirectores, docentes y alumnos, cuando el liderazgo es compartido, hasta líderes políticos, la sociedad civil, organizaciones internacionales, sindicatos y medios de comunicación, que contribuyen a definir los objetivos de la educación.El informe insta a adoptar medidas para que los líderes desarrollen sus capacidades en las cuatro dimensiones fundamentales del liderazgo: establecer expectativas, centrarse en el aprendizaje, fomentar la colaboración y favorecer el perfeccionamiento personal. Para llevar a la práctica estas dimensiones, es esencial confiar en quienes ocupan puestos de liderazgo y empoderarlos; reclutarlos mediante prácticas de contratación justas; brindarles apoyo para que se perfeccionen; y motivarlos a fomentar culturas de colaboración. Asimismo, el informe pide que se invierta en fortalecer las capacidades de los funcionarios de educación para que actúen como líderes del sistema, especialmente en el liderazgo pedagógico y la garantía de la calidad. 
Global Education Monitoring Report 2023, Southeast Asia: Technology in Education; A Tool on Whose Terms? Année de publication: 2023 Auteur institutionnel: Global Education Monitoring Report Team | Southeast Asian Ministers of Education Organization (SEAMEO) Developed in partnership with the Southeast Asia Ministers of Education Organization (SEAMEO), and with the contribution of EdTech Hub, the fifth regional report focuses on technology in education in Southeast Asia. Characterized by a variety of contexts and resources, Southeast Asia has experienced a rapid growth in digital technology applications. In education, digital technologies have been identified for their potential to transform education and meet the region’s development aspirations. The regional report investigates both challenges and potentials, which technology as a tool and as a process can potentially contribute to, across and within countries, and education levels. The regional report on Southeast Asia covers 11 countries, Brunei Darussalam, Cambodia, Lao PDR, Indonesia, Malaysia, Myanmar, Philippines, Singapore, Thailand, Timor-Leste and Viet Nam. Extensive background research informs the regional analysis: 9 country case-studies compiled by local research teams and independent experts; 5 thematic studies produced by SEAMEO centers on open and distance learning, technology for students with disabilities, integration of technology in teaching practices, key policies issues in ICT in education; technology in technical and vocational education and training, and 3 research inputs on ICT in education practices produced by SEAMEO affiliate members and partners. 
Global Education Monitoring Report 2025: Gender Report: Women Lead for Learning Année de publication: 2025 Auteur institutionnel: 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 Année de publication: 2024 Auteur institutionnel: 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 Année de publication: 2020 Auteur institutionnel: 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. 
Media Literacy Smartphone Année de publication: 2020 Auteur: Renee Hobbs | Pam Steager Auteur institutionnel: Media Education Lab Learn how to use the Media Literacy Smartphone with learners of all ages! Download the free Learning Guide to bring the power of media literacy analysis to your learners!These easy-to-use cards, shaped exactly in the size of a smartphone, are available to educators for classroom use. You can use these simple paper cards to introduce a structured approach that helps students learn to critically analyze any media text --- web sites, books, advertising, news, TV shows, movies, video games, magazines and music. One side of the smartphone displays the various "apps" for analyzing a media text and the other side displays the "five critical questions" of media literacy developed by Renee Hobbs.Pair the smart phone with the LOVE IT OR HATE IT cards for a dynamic and fun learning experience. 
How to Understand Misinformation, Disinformation and Malinformation Année de publication: 2020 Auteur institutionnel: Shout Out UK | U.S. Embassy London | Association for Citizenship Teaching (ACT) We live in a world where information is very easy to fabricate. Now more than ever, media literacy (the ability to critically analyse information) is critical for us as citizens and for our democracy to function. This video explains the difference between Misinformation, Disinformation and Malinformation and presents you with some examples! This video is part of a resource pack created and designed by Shout Out UK, supported by the US Embassy in London and in collaboration with the Association For Citizenship Teaching.For more info: https://www.shoutoutuk.org/media-literacy/ 
UNESCO Arab Regional Education Support Strategy: 2016-2021 Année de publication: 2016 Auteur institutionnel: UNESCO Beirut Covering the period of 2016-2021, this strategy document aims to provide tangible support for each Member State in the Arab Region, taking into account national needs and priorities and thus employing nationally relevant approaches based on the Agenda 2030 for Sustainable Development. 
Continental Overview: Bridging CESA and SDG 4 in Africa; Africa Regional Report Année de publication: 2021 Auteur institutionnel: UNESCO Institute for Statistics (UIS) Monitoring progress toward Sustainable Development Goal 4 for education (SDG 4) is crucial to ensuring that children around the world have access to a quality education where they can learn and gain the skills they need to meet their full potential. SDG 4 indicators are organized with a view to global, thematic, regional and national targets.This report by the UNESCO Institute for Statistics (UIS) is the first in a series intended to bring a regional focus to SDG 4 monitoring, highlight the work being done in the regions and compare SDG 4 targets with those established by regional bodies.This new series of regional reports serve two purposes. Firstly, to map regional and SDG 4 targets to provide an overview of the symmetries between the two. Continental Overview: Bridging CESA and SDG 4 in Africa looks at how the strategic objectives of the Continental Education Strategy for Africa (CESA) compares with SDG 4 targets. Secondly, it analyses progress towards these objectives by African sub-regions.