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Concept note for the 2020 Global education monitoring report on inclusion Année de publication: 2018 In line with its mandate, the 2020 GEM Report will assess progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, as well as other related education targets in the SDG agenda.Echoing the overall orientation in the SDGs to “leave no one behind”, this year's Report will also take an in-depth look at inclusion and education. Inclusion is central in the formulation of SDG 4 but is also taken up in other targets in the goal, notably targets 4.5 on gender equality and 4.a on learning environments. Responding to this emphasis, the 2020 GEM Report will analyse policies the world over and present evidence on the different elements of education systems that can support inclusion, such as laws and policies, governance and finance, curricular and learning materials, teachers, school infrastructure, school selection and parental and community views.The Report will focus on the barriers faced by all learners, especially those with overlapping characteristics that make them particularly vulnerable to exclusion. It will also take an in-depth look at people with disabilities, a group whose particular challenges gave rise to the inclusion debate. The Report will look at a range of indicators measuring inclusion in education using both quantitative and qualitative data. The analysis will be based on geographically balanced evidence, and will pay special attention to contexts where disadvantaged children might be particularly at risk of exclusion from education, such as in situations of conflict. 
EIU Best Practices Series No. 49: GCED for Social Justice and Development; A Case from Uganda Année de publication: 2018 Auteur institutionnel: APCEIU Creating a peaceful, trusting and supportive learning environment is a strong driver for a nation’s sustainable development. Any society whose citizens have no cognitive, socio-emotional and behavioral values like respect for self and humanity, is doomed for chaos. The concepts of Education for International Understanding(EIU) and Global Citizenship Education(GCED) in this programme emerge from the need for harmonious living in the society. Sustainable human and economic development is built upon the successful dissemination and implementation of EIU/GCED practices. To understand this better, let’s use the analogy of a bird that gains its momentum to fly from its feet, lungs and wings.The contributor uses this analogy to illustrate that EIU/GCED is the foundation that exerts momentum for social development.The contributor saw it necessary that for any sustainable development to flourish in Ugandan society, pragmatic values have to be perfectly blended with public awareness for they serve as the foundation of all economic, social, cultural and political efforts. The national value system should be based on a strong foundation on which all national efforts are rooted. The social aspirations of the citizens should be the ones that propel development needs and national priorities.To effect sustainable development, we need to see schools as strategic intervention points. Recent times have, however, witnessed that the level of discipline and value inculcation gradually declined to near extinction. The distortion of the social setting that inculcated the ethical values in the young generation has called for a need to remedy the gap. The EIU/GCED is strategically tailored to inculcate Table of Contents moral principles and values in the children through the direct contact and support of the teachers of Early Childhood Development (ECD), both primary and postprimary levels.The Nakaseke Core Primary Teachers’ College (PTC) is mandated to mainstream and promote the social uprightness of the community being a primary stakeholder in the integration of EIU/GCED in the Ugandan Primary Schools (PS) and Primary Teachers Education (PTE) Curriculum. Consequently, the training programmes were designed to enhance the capacity of PTC’s administrators, tutors and support staff, pre-service student teachers, district education officers and primary school teachers to inculcate the EIU/GCED moral values and principles among the learners. Students are then expected to apply EIU/GCED principles to their families and communities, and uphold the values of integrity, honesty, justice, responsibility, respect for humanity, hard work, unity and creativity. 
2018 grant completion report. Afghanistan Année de publication: 2019 Auteur institutionnel: UNICEF Afghanistan This is the completion report of GPE’s program in Afghanistan, which ran from 2012 to 2018. Overall, it appears education access and equity has been improved in target districts, and some of these effects promise to persist beyond the program period.Community engagement in schooling has also improved, as well as school performance. Target schools have safer and more conducive learning environments for children, and monitoring of education pathways has also improved.Schools have been reopened, and numbers of female teachers in target areas have grown. Finally, the Ministry of Education and national education sectors have seen advances in institutional capacity, and national aid coordination mechanisms also seem to have improved. 
Youth and the Field of Countering Violent Extremism Année de publication: 2018 Auteur: Marc Sommers Most youth are peaceful. Even if the field known as “countering violent extremism” (CVE) did not exist, most young people still would not join a violent extremist organization (VEO). At the same time, the overwhelming majority of people who become violent extremists are youth — most of whom are male. The challenge at the center of CVE is thus an unusual one: identifying the fraction of youth populations most likely to enter a VEO and thwarting that option. This paper investigates that challenge, with analysis featuring interviews with 21 experts and over 400 publications on violent extremism, CVE, and youth. Two correlations inform this work: the direct relationship between nations with “youth bulge” populations and state repression, and the connection between state repression and increased violent extremism, with repressive states usually targeting male youth. 
School-related violence and bullying on the basis of Sexual Orientation and Gender Identity or Expression (SOGIE) - Synthesis Report on China, the Philippines, Thailand and VietNam Année de publication: 2018 Auteur institutionnel: UNESCO Bangkok School related violence and bullying is a problem in all countries. UNESCO is committed to ensuring that all children and young people have access to safe, inclusive, health-promoting learning environments as part of its strategy on education for health and well-being. This synthesis report on school related violence and bullying on the basis of Sexual Orientation and Gender Identity or Expression (SOGIE), covering China, the Philippines, Thailand and Viet Nam, was developed to broaden awareness and understanding about this issue, while also identifying best practices and policies. It also aims to mobilize support for advocacy among educators, research institutions, policy makers and activists at the national and regional levels. 
Global Partnership for Education Results Report 2018 Année de publication: 2018 Auteur institutionnel: Global Partnership for Education (GPE) The GPE Results Report 2018 shows progress against agreed-upon targets and identifies critical gaps that need to be addressed. 
Artificial intelligence in education: challenges and opportunities for sustainable development Année de publication: 2019 Auteur: Pedró, Francesc | Subosa, Miguel | Rivas, Axel | Valverde, Paula Artificial Intelligence is a booming technological domain capable of altering every aspect of our social interactions. Ineducation, AI has begun producing new teaching and learning solutions that are now undergoing testing in differentcontexts. This working paper, written for education policymakers, anticipates the extent to which AI affects the education sector to allow for informed and appropriate policy responses. This paper gathers examples of the introduction of AI in education worldwide, particularly in developing countries, discussions in the context of the 2019 Mobile Learning Week and beyond, as part of the multiple ways to accomplish Sustainable Development Goal 4, which strives for equitable, quality education for all. First, this paper analyses how AI can be used to improve learning outcomes, presenting examples of how AI technology can help education systems use data to improve educational equity and quality in the developing world. Next, thepaper explores the different means by which governments and educational institutions are rethinking and reworking educational programmes to prepare learners for the increasing presence of AI in all aspects of human activity. Thepaper then addresses the challenges and policy implications that should be part of the global and local conversations regarding the possibilities and risks of introducing AI in education and preparing students for an AI-powered context. Finally, this paper reflects on future directions for AI in education, ending with an open invitation to create new discussions around the uses, possibilities and risks of AI in education for sustainable development. 
Annual Report 2018 : UNESCO INSTITUTE FOR LIFELONG LEARNING Année de publication: 2019 Auteur institutionnel: UNESCO Institute for Lifelong Learning (UIL) UIL’s 2018 Annual Report shows how, last year, our work contributed to fulfilling our mission to support better policy-making and strengthen the capacities of UNESCO Member States in the field of lifelong learning. UIL’s vision is for all children, youth and adults to benefit from quality lifelong learning, within the framework of sustainable development and peace, and we pursue it in the context of the United Nations 2030 Agenda for Sustainable Development, particularly Sustainable Development Goal (SDG) 4 on quality education and lifelong learning. Its publications are a valuable resource for education researchers, planners, policy-makers and practitioners. 
Bridge Zambia Project Report Année de publication: 2019 Auteur institutionnel: Korean National Commission for UNESCO | Zambia National Commission for UNESCO The Bridge Zambia Project (the Project) has been implemented jointly between the Korean National Commission for UNESCO (KNCU) and its partners in Zambia since October 2010. In March 2019, KNCU’s involvement in the Project will come to an end and Zambia will take over full responsibility for the Project as it goes forward. The Project has supported grassroots activities through the establishment of a Community Learning Centre (CLC), which acts as a hub of community-led development activities in non-formal education. The Project has mobilized and empowered communities and local leadership to take charge of non-formal education programmes with the aim of assisting Zambia to attain UNESCO’s Education for All goals and UN Sustainable Development Goal 4 (SDG 4), concerning education quality. 
Education and Lifelong Learning for Sustainable Development: Asia-Pacific Regional Consultation; 12 - 13 February, 2015, Vientiane, Lao PDR Année de publication: 2015 Auteur: Heribert Hinzen | Ounpheng Khammang | Somsy Southivong | Timote Masima Vaioleti The book contains all the texts which were transformed from the presentations during the consultations into written manuscripts.