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Key Challenges of Youth in OIC Countries Année de publication: 2015 Auteur institutionnel: Organization of Islamic Cooperation (OIC) | Statistical, Economic and Social Research and Training Centre for Islamic Countries (SESRIC) The report contains four main sections, with the exception of the introductory and concluding sections. The first section briefly reviews some of the main educational outcomes in OIC countries. Literacy and participation rates in tertiary schools and international student mobility are the main indicators reviewed in this section. The second section highlights some important labor market indicators related to the young population in order to identify the main challenges and obstacles in the OIC countries. The third section deals with some social problems of young people. The fourth section deals with mental health issues. The last section is devoted to recommendations. 
Introduction to Anti-Racist Curriculum Development: A Guide for Teachers in Scotland Année de publication: 2021 Auteur institutionnel: Coalition for Racial Equality and Rights (CRER) This guide outlines why anti-racist approaches are important in curriculum development, and explores the barriers that have hampered race equality in education. It then goes on to explore three key components for developing anti-racist approaches to curriculum development: Decolonising the curriculum Building intercultural competence Reducing racism, prejudice and discrimination 
Curriculum GlobALE: Competency Framework for Adult Educators Année de publication: 2021 Auteur institutionnel: DVV International | German Institute for Adult Education, Leibniz Centre for Lifelong Learning | International Council for Adult Education | UNESCO Institute for Lifelong Learning (UIL) This publication introduces Curriculum globALE, a basic com- petence framework for the training of adult educators worldwide. By providing a modular, competency-based framework and cross-curricular approach, Curriculum globALE is unique in its aim to professionalize adult learning and education (ALE) on an international scale, via the competencies that support adult educators to work in any educational setting, field or form.It strives to ensure that educators’ knowledge, competencies, skills and attitudes are of a professional standard.Curriculum globALE is suitable to different contexts and its character and structure enables its inclusion in diverse national education systems.Curriculum globALE aims to: enhance the professionalization of ALE by providing a common reference framework for adult learning programmes and a suggested standard of competencies for adult educators; support ALE providers in the design and implementation of ‘train-the-trainer’programmes; foster knowledge exchange and mutual understanding between adult educators worldwide. Curriculum GlobALE: Un curriculum mondial sur l’apprentissage et l’éducation des adultes Année de publication: 2021 Auteur institutionnel: DVV International | German Institute for Adult Education, Leibniz Centre for Lifelong Learning | International Council for Adult Education | UNESCO Institute for Lifelong Learning (UIL) Cette publication présente Curriculum globALE, un cadre de compétences de base pour la formation des éducateurs d'adultes dans le monde. En fournissant un cadre modulaire basé sur les compétences et une approche interdisciplinaire, Curriculum globALE est unique dans son objectif de professionnaliser l'apprentissage et l'éducation des adultes (ALE) à l'échelle internationale, via les compétences qui aident les éducateurs d'adultes à travailler dans n'importe quel cadre éducatif, champ ou formulaire. Il s'efforce de veiller à ce que les connaissances, les compétences, les aptitudes et les attitudes des éducateurs soient d'un niveau professionnel. Curriculum globALE est adapté à différents contextes et son caractère et sa structure permettent son inclusion dans divers systèmes éducatifs nationaux. Curriculum globALE vise à : améliorer la professionnalisation de l'AEA en fournissant un cadre de référence commun pour les programmes d'apprentissage des adultes et une proposition de norme de compétences pour les éducateurs d'adultes soutenir les prestataires d'AEA dans la conception et la mise en œuvre de programmes de « formation des formateurs » favoriser l'échange de connaissances et la compréhension mutuelle entre les éducateurs d'adultes du monde entier. Curriculum globALE: Рамка компетенций преподавателей для взрослых Année de publication: 2021 Auteur institutionnel: DVV International | German Institute for Adult Education, Leibniz Centre for Lifelong Learning | International Council for Adult Education | UNESCO Institute for Lifelong Learning (UIL) В этой публикации представлена Curriculum globALE, базовая система компетенций для подготовки педагогов для взрослых во всем мире. Предлагая модульную структуру, основанную на компетенциях, и междисциплинарный подход, Curriculum globALE уникален своей целью сделать обучение и образование взрослых (ALE) профессиональным в международном масштабе с помощью компетенций, которые помогают преподавателям для взрослых работать в любой образовательной среде, поле или форма. Он стремится обеспечить, чтобы знания, компетенции, навыки и отношение педагогов соответствовали профессиональному стандарту. Curriculum globALE подходит для различных контекстов, а его характер и структура позволяют включать его в различные национальные системы образования. Учебный план globALE направлен на: повышать профессионализацию ООВ путем предоставления общей справочной системы для программ обучения взрослых и предлагаемого стандарта компетенций для преподавателей для взрослых оказывать поддержку провайдерам ООВ в разработке и реализации программ «обучения инструкторов» способствовать обмену знаниями и взаимопониманию между педагогами для взрослых во всем мире. 
Global Citizenship and Liberation History in Secondary Curricula in Southern Africa: Summary Report on the Findings of a Desk Review Année de publication: 2021 Auteur institutionnel: UNESCO Harare This report presents key findings of a desk study on the extent of integration of Global Citizenship Education (GCED) and Southern Africa Liberation History (SALH) educationin the secondary schools curricula in Angola, Democratic Republic of Congo, Eswatini, Lesotho, Malawi, Mauritius, Mozambique, Namibia, South Africa, Seychelles, United Republic of Tanzania, Zambia and Zimbabwe. Citoyenneté mondiale et histoire de la libération dans les programmes des établissements secondaires en Afrique australe: Rapport de synthèse sur les résultats d'une étude documentaire Année de publication: 2021 Auteur institutionnel: UNESCO Harare This report presents key findings of a desk study on the extent of integration of Global Citizenship Education (GCED) and Southern Africa Liberation History (SALH) educationin the secondary schools curricula in Angola, Democratic Republic of Congo, Eswatini, Lesotho, Malawi, Mauritius, Mozambique, Namibia, South Africa, Seychelles, United Republic of Tanzania, Zambia and Zimbabwe. 
Taking Stock of Progress Towards Gender Equality in the Water Domain: Where Do We Stand 25 Years After the Beijing Declaration? Année de publication: 2021 Auteur institutionnel: UNESCO World Water Assessment Programme (WWAP) Women are not only the main persons responsible for water collection in many parts of the world, but they also possess invaluable knowledge with regard to water resources and play a key role in water and sanitation management at the local and community levels. Accordingly, women must be able to enjoy equal access to water and also have an equal say in the management and governance of water resources. Twenty-five years after the Beijing Declaration and Platform for Action, progress towards gender equality through the fulfilment of the basic right to water and sanitation is clearly off track.Despite advances at the policy level in acknowledging the need to progress towards gender equality in the water sector – and the resulting benefits – large gender inequalities persist in practice. Women are generally under-represented in terms of participation at all levels: from institutional bodies that manage national or transboundary waters, to water-related institutions such as governmental water agencies and water utilities, to local water management institutions.This report provides a detailed overview of the existing and emerging challenges to gender equality in the water domain with a particular focus on: access to water, sanitation and hygiene (WASH), health, employment,climate change management, water governance, education and training, and data collection and funding. Systematic and sustained efforts to eliminate these inequalities are essential to achieve meaningful and lasting gender equality in the water sector, and to promote sustainable development in general.Governments, international organizations, professionals and policy-makers in the water sector, academia and NGOs are invited to join forces to accelerate the achievement of gender equality in water for a more just, sustainable and peaceful future. 
National Education Responses to COVID-19: The Situation of Latin America and the Caribbean Année de publication: 2021 Auteur institutionnel: UNESCO The COVID-19 pandemic caused the greatest global, simultaneous interruption of education services in recent history. It has impacted over 90% of the worldwide student population from preschool to higher education.Latin American and Caribbean countries have engaged in enormous efforts to promote continuity of teaching and learning in this context. In spite of this, profound inequities persist in school systems that limit the capacity to reach the entire population.It is imperative to have information that contributes to guiding the actions that may mitigate or reverse the pandemic’s negative impacts on learning and educational inequities.This report presents a regional overview based on the results of the “Survey on National Education Responses to COVID-19,” which was implemented by UNESCO, UNICEF and the World Bank between May and October 2020. Las respuestas educativas nacionales frente a la COVID-19: El panorama de América Latina y el Caribe Année de publication: 2021 Auteur institutionnel: UNESCO La pandemia de la COVID-19 provocó la mayor interrupción de servicios educativos, de forma global y simultánea, de la historia reciente y ha afectado a más del 90% de la población mundial de estudiantes, desde la educación preprimaria hasta la educación superior.Los países de América Latina y el Caribe han llevado adelante enormes esfuerzos para promover la continuidad de la enseñanza y el aprendizaje en este contexto. A pesar de ello, persisten en los sistemas escolares profundas inequidades que limitan la capacidad de alcanzar a toda la población.Es imperativo contar con información que contribuya a orientar las acciones que permitan atenuar o revertir los impactos negativos que ha provocado la pandemia en los aprendizajes y en las desigualdades educativas.Para ello este reporte presenta un panorama regional a partir de los resultados de la “Encuesta sobre las respuestas nacionales en materia de educación frente a la COVID-19", implementada por la UNESCO, UNICEF y el Banco Mundial entre mayo y octubre de 2020.