Ressources
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Making evaluation work for the achievement of SDG 4 target 5: equality and inclusion in Education Année de publication: 2019 Auteur institutionnel: UNESCO The adoption of the Sustainable Development Goals (SDGs) and the Education 2030 Framework for Action has placed gender parity, equality and inclusion in education at the heart of the international development agenda and is specifically formulated in SDG 4 Target 5. Now, as never before, relevant and contextualised evidence, driven in part by robust evaluation data, is needed to track and strengthen progress on educational equity. To this end, a group of international organisations, led by UNESCO, have combined efforts to explore how their education evaluations can better support Member States to strengthen progress on gender parity, equality and inclusion in education. The following report synthesises evidence from publicly available independent evaluations from 13 organisations, highlighting evidence gaps and summarising ‘what works’ for whom and in what contexts for advancing gender equality and equity for vulnerable groups. The study also reports on responses to the synthesis from national stakeholders in five countries: Ghana, Guatemala, Lebanon, Nepal and Peru. The report culminates in a discussion and recommendations, which outline the need for greater coordination and collaboration in four key areas to further enhance the contribution of evaluations to global and country level progress on SDG 4 Target 5. 
[Video] UNESCO - Futures of Education: Learning to Become Année de publication: 2019 Auteur institutionnel: UNESCO UNESCO’s Futures of Education initiative aims to rethink how knowledge and learning can shape the future of humanity and the planet. Looking to 2050 and beyond, the initiative seeks to reimagine how education and knowledge can contribute to the global common good. The initiative is catalyzing a global debate on how knowledge, education and learning need to be reimagined in a world of increasing complexity, uncertainty, and precarity. This initiative mobilizes the many rich ways of being and knowing in order to leverage humanity’s collective intelligence. It relies on a broad, open consultative process that involves youth, educators, civil society, governments, business and other stakeholders. The work is being guided by a high-level International Commission of thought-leaders from diverse fields and different regions of the world. In late 2021, the commission will publish a global report designed to share a forward looking vision on how education and learning can enable us to become what we want to become. 
YouthXchange: green skills and lifestyles guidebook Année de publication: 2016 Auteur: Ryder. Guy, Steiner. Achim Auteur institutionnel: UNESCO | United Nations Environment Programme (UNEP) | UNESCO. Director-General, 2009-2017 (Bokova, I.G.) The YouthXchange Green Skills and Lifestyles Guidebook fills this gap. Developed by UNEP and UNESCO, in collaboration with the International Labour Organization (ILO), this Guidebook helps young people connect the talk about the green economy, green societies and green jobs to theirlifestyles. It focuses on the skills required to make these transitions – providing case studies and insight on green jobs and the skills they will require in terms of social innovation and entrepreneurship, the role of different stakeholders (government and private sector) and life skills. Young men and women are already driving change across the world. We must provide them with the skills they need to create new lifestyles and develop green jobs. Building a green future must start with training and education. It must start by listening to young people, by engaging their creativity and acting together. 
Strengthening Quality Assurance in Higher Education UNESCO-Shenzhen Project Update, June 2019 Année de publication: 2019 Auteur institutionnel: UNESCO In 2016, UNESCO and the Shenzhen Municipal People’s Government of China joined hands with 10 African countries, and initiated the UNESCO-Shenzhen Project, with an aim to strengthen higher education systems by developing quality assurance mechanisms. The three-year project implemented since 2017 represents the commitment of UNESCO to the realization of Target 4.3 of the Sustainable Development Goals to “ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university” and the Education 2030 agenda. 
Gender-responsive STEM education: Empowering girls and women for the jobs of today and tomorrow Année de publication: 2019 Auteur institutionnel: UNESCO More girls are in school today than ever before, but they do not always have the same opportunities as boys to complete and benefit from an education of their choice. Too many girls and women are held back by biases, social norms and expectations influencing the quality of the education they receive and the subjects they study. They are particularly under-represented in science, technology, engineering and mathematics (STEM) education, and consequently in STEM careers. UNESCO is giving special attention to this issue as part of its efforts to promote the empowerment of girls and women through education and as a response to its Member States’decisionon UNESCO’s role in encouraging girls and women to be leaders in STEM, including arts and design. 
Teaching and Learning Transformative Engagement Année de publication: 2019 Auteur institutionnel: UNESCO While there is a large body of literature on citizenship and civic education, there is less clarity about the meaning of ‘responsible transformative engagement’ for young learners in relation to GCED and ESD – notably, the types of transformative engagement and the meaning of ‘responsible’. Understanding better the connection between learners’ engagement and education can clarify the knowledge, skills and competencies that schools may provide, as well as how the role of education can vary depending on context. In this light, this paper explores the meaning of ‘responsible transformative engagement’ with a view to clarifying the role of education in ways that may be reflected by UNESCO and other education stakeholders. Enseigner et apprendre l'engagement transformatif Année de publication: 2019 Auteur institutionnel: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Si les ouvrages consacrés à la citoyenneté et à l’éducation civique foisonnent, le sens d’un « engagement transformatif responsable » pour de jeunes apprenants dans le contexte de l’ECM et de l’EDD est moins clairement défini, notamment les types d’engagement transformatif et la notion de « responsabilité ». Mieux comprendre le lien entre l’engagement des apprenants et l’éducation permet de clarifier les connaissances, aptitudes et compétences que l’école peut enseigner, ainsi que le rôle variable que peut jouer l’éducation selon le contexte. Dans cette optique, le présent document s’interroge sur le sens d’un « engagement transformatif responsable » en vue d’apporter des éclaircissements sur le rôle de l’éducation qui peuvent être pris en compte par l’UNESCO et d’autres acteurs de l’éducation. Enseñando y aprendiendo para una participación transformadora Année de publication: 2019 Auteur institutionnel: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) Si bien existe una extensa bibliografía sobre educación cívica y ciudadana, hay menos claridad acerca del significado del concepto de una "participación transformadora responsable" de jóvenes estudiantes en relación con la ECM y la EDS, en particular, los tipos de participación transformadora y la definición del término "responsable". Comprender mejor la relación entre la participación de los estudiantes y la educación puede contribuir a mejorar la definición de los conocimientos, aptitudes y competencias que las escuelas pueden enseñar, así como las maneras en que el papel de la educación puede variar según el contexto. En este sentido, el presente documento explora el significado de una "participación transformadora responsable", con miras a explicar el papel de la educación de formas que puedan reflejar la UNESCO y otros actores de la educación 
The IIEP letter: news and analysis on educational planning and management, vol. 35, no. 1 Année de publication: 2019 Auteur institutionnel: UNESCO This issue is dedicated to addressing the challenges and opportunities for quality secondary education for all. It addresses the necessary structural and curricular changes secondary education must undergo in order to address long histories of segregation and inequality. Experiences from Latin America illustrate some key takeaways on how to match commitment with meaningful change. 
Her education, our future: snapshots of UNESCO's work Année de publication: 2019 Auteur institutionnel: UNESCO This collection provides snapshots of some of UNESCO’s efforts to empower women and girls through education. It highlights core areas of work undertaken, as profiled on the next page. The aim is to give the reader a flavour of what it is that UNESCO, including its 53 field offices and specialized institutes, is doing to transform her education and our future.