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Building Strong Foundations: How to Put Foundational Education for Health and Well-being into Practice (Building Strong Foundations Brief; 4) Année de publication: 2024 Auteur institutionnel: UNESCO | United Nations Children's Fund (UNICEF) The African Union’s designation of 2024 as the Year of Education highlights the critical importance of education for equipping young Africans with the skills essential for their own and for the continent’s development. It is also a recognition of the multiple challenges ahead before every child can complete primary school having acquire the foundational skills that open the door for lifelong learning. Currently the out-of-school population is rising, one in five children do not complete primary school and, of those who do, only about one in five achieve minimum proficiency in reading and mathematics. African countries have set targets on primary completion and foundational learning but to effectively translate their ambitions into results, the 2024 Spotlight continental report emphasizes the importance of coherence between their curricula, textbooks, teacher guides and assessments. It evaluates the alignment of these policy documents with each other but also with a global standard of what students are expected to know and by when. It also assesses how these key documents are used in classrooms and what the implications are for children’s opportunities to learn. This report is the second in a series of three envisaged between 2022 and 2025, each covering some 12 countries of which a selection is examined in depth, in dialogue with education ministries and national stakeholders. The focus countries for this second Spotlight report cycle were Mauritania, Niger, South Africa, Uganda, and Zambia. The statistics and analysis presented in this publication aim to feed into the policy dialogue mechanism under the auspices of the African Union and its Continental Education Strategy for Africa. In particular, the Spotlight series aims to spark debate on foundational learning among African countries and encourage them to identify areas for joined action, given that they share a lot of policy challenges. 
Mainstreaming Social and Emotional Learning in Education Systems: Policy Guide; Highlights Année de publication: 2024 Auteur institutionnel: UNESCO UNESCO’s policy guide unpacks social and emotional learning (SEL) as a broadening of the educational process, from a focus on cognitive aspects to a balance between cognitive, social and emotional, and behavioural dimensions of learning, putting forward initial action ideas to guide its systematic mainstreaming in education. It builds on and extends previous work undertaken by UNESCO on SEL from the perspective of Global Citizenship Education (GCED) and Education for Sustainable Development (ESD), Building Strong Foundations for Health and Well-being Education, the Happy Schools Framework, and in multiple UNESCO Offices and Institutes. 
3rd Global Forum Against Racism and Discrimination: Final Document Année de publication: 2024 Auteur institutionnel: UNESCO The third edition of the Global Forum against Racism and Discrimination with the theme “Race to the top: putting racial equity and justice at the forefront of development agendas” was held in São Paulo, Brazil, on 29 November 2023 and 1 December 2023. At the invitation of Brazil, in partnership with the Ford Foundation, the Open Society Foundations, the Mover Foundation, Instituto Ibirapitanga, the Global Forum highlighted the importance of placing racial issues at the core of development and implementation strategies, with a view to socioeconomic development. The Global Forum welcomed Ministers, high-ranking officials of national bodies responsible for combating discrimination and promoting equality, mayors of the International Coalition of Inclusive and Sustainable Cities - ICCAR, academics, scientists, civil society actors, NGOs, artists and digital influencers to share good practices, strengthen commitments and discuss effective strategies to combat racism and various forms of discriminations, including recommendations on how to proceed. The Global Forum’s agenda covered several topics, such as co-creating inclusive policies with impacted communities’ inputs; increasing awareness-raising on historical systems such as transatlantic enslavement to better comprehend and dismantle their contemporary legacies such as racism; progress towards gender equality; enhancing the capacities of civil society to be an agent of change; addressing artificial intelligence and its role in perpetuating racism; protecting the rights of indigenous peoples; establishing legal and policy frameworks prioritizing anti-racism and anti-discrimination on a local and global scale; strengthening the roles of cities, civic spaces, artistic and academic communities; enhancing the importance of informed data baseline on equality for governments; and promoting social philanthropy to address racial inequality. The 2023 edition was also marked by the launch of new initiatives. One of the main outcomes of the Global Forum is the establishment of the UNESCO Network of Anti-Racism and Anti-Discrimination Officials aiming to strengthen the development of innovative and inclusive policy solutions for peace, equity and non-discrimination. UNESCO has launched the new UNESCO Anti-Racism Toolkit, the Gender-Based Resilience Framework, the ‘Let’s Talk‘ project with Harvard University to combat prejudice against migrants, and the development of a new joint OECD-UNESCO briefing on combating discrimination against migrants. Volume X of the UNESCO General History of Africa, entitled Africa and its Diasporas, was also launched during the Global Forum. The publication offers a mapping of African diasporas throughout the world, valorizing their contributions to modern societies. 
Hydro Resilience: Citizen and Open Science for Climate Adaptation Année de publication: 2024 Auteur institutionnel: UNESCO Human-induced climate change is affecting weather and climate extremes worldwide and causing changes in the atmosphere, ocean, cryosphere and biosphere leading to widespread adverse impacts on people and nature. These conditions have exposed people to reduced water security and negatively affected food security and ecosystem services. Despite advances in climate and water sciences, there is still a significant gap between information availability and its uptake by stakeholders. Although there is abundant data and information available on the potential impacts of climate change, there is a lack of expert knowledge on the user side, which limits the development and implementation of effective adaptation strategies at the local level. There is also an opportunity to bring communities more on board to manage their climate risk through citizen engagement and to ensure that vulnerable communities can benefit from climate science foresight. To address these challenges, a new project was developed called ‘Hydro Resilience: Citizen and Open Science for Climate Adaptation’ to pilot citizen and open science applications for climate risk management and to support water management under climate change uncertainty. 
Monitoring Progress towards SDG Target 4.7 on Sustainable Development and Global Citizenship Année de publication: 2024 Auteur institutionnel: UNESCO | Global Education Monitoring Report Team This document introduces key messages from the GEM Reports and other related publications and online resources regarding the progress towards SDG Target 4.7. 
Global Education Meeting: Fortaleza Declaration; Unlocking the Transformative Power of Education for Peaceful, Equitable and Sustainable Futures Année de publication: 2024 Auteur institutionnel: UNESCO | Brazil. Ministry of Education The 2024 Global Education Meeting (GEM), held in Fortaleza, Brazil, marked a significant milestone in the global pursuit of education equity and financing, with the adoption of the powerful Fortaleza Declaration by over 650 participants including over 50 Ministers from across the globe. Reunión mundial sobre la educación: Declaración de Fortaleza; Aprovechar el poder transformador de la educación para forjar futuros pacíficos, equitativos y sostenibles Année de publication: 2024 Auteur institutionnel: UNESCO | Brazil. Ministry of Education Este documento recoge la declaración de los ministros, los jefes y los miembros de las delegaciones nacionales, los representantes de los organismos de las Naciones Unidas, los asociados humanitarios y para el desarrollo, las organizaciones internacionales y regionales, las organizaciones de la sociedad civil, la profesión docente, los jóvenes y los estudiantes, el sector privado y las fundaciones, a partir de su participación en la Reunión Global sobre Educación (GEM) 2024, llevada a cabo los días 31 de octubre y 1° de noviembre. Esta reunión, organizada por la UNESCO y con sede en Brasil, tuvo el propósito de trazar la ruta para que la educación sea la prioridad de las naciones, las regiones y el mundo como un elemento clave para alcanzar todos los ODS, adoptando un enfoque integrado y de aprendizaje permanente, centrado en el fortalecimiento y la transformación de la educación.