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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. 
Report of the regional training for Anglophone Africa, Cracking the code: quality, gender-responsive STEM education Année de publication: 2019 Auteur institutionnel: UNESCO The African Union recognized the importance of science, technology, research and innovation in stimulating socio-economic development in Africa in its Agenda 2063, and even earlier in the 2007 Addis Ababa Declaration on Science, Technology and Scientific Research for Development. There is a growing demand for professionals with science, technology, engineering and mathematics (STEM) skills in Africa, and the so-called fourth industrial revolution is expected to create a wide range of new jobs in these fields. However, unless efforts are made to address the mismatch between current skills and what will be needed for the future, this revolution will leave a large part of the continent behind. One of the concerns of many African countries is the low participation and academic performance of girls in STEM studies. UNESCO, with the financial support of the Government of Japan and in collaboration with the Rwanda Ministry of Education, the Rwanda Education Board, and the Rwanda National Commission for UNESCO, as well as numerous partners, organized a regional training to strengthen the capacities of education systems to provide gender-responsive STEM education where all children can learn, grow and develop to their full potential. This brief report presents the results and next steps. 
Capacity Develoment for Education: the CapED Programme at a glance Année de publication: 2019 Auteur institutionnel: UNESCO Education has the power to transform lives and is at the heart of UNESCO’s mission to build peace, eradicate poverty and drive sustainable development. Right now, 750 million adults – two-thirds women – still lack basic literacy skills. Around 264 million children and youth are out of school and the international community must have almost 69 million new teachers to reach the 2030 education goals. These challenges can be tackled effectively through education reforms. However, these can only take place when countries have the capacities to put this change into action. As well as trained staff, countries need efficient organizational processes, functioning institutions and the tools and resources to design, implement and manage tailored education policies and plans. This is where the CapED Programme steps in. By mobilizing UNESCO’s global network, the Programme provides selected countries with a cohesive package of support. It works alongside stakeholders to reinforce national capacities to undertake evidence-based education reforms that fit into their national priorities and respond to SDG4 commitments, in order to offer quality education opportunities to all. 
Improving quality and relevance of education through mobile learning in Rwanda: a promise to deliver: case study by the UNESCO-Fazheng project on best practices in mobile learning Année de publication: 2019 Auteur: Wallet, Peter | Kimenyi, Eric | Miao, Fengchun | Domiter, Anett Auteur institutionnel: UNESCO Rwanda’s education sector is evolving through the adoption of information and communication technology (ICT ). Whereas the focus was previously on the extensive deployment of laptop devices, it is shifting towards advancing adaptive child-centred learning and the use of ICT augmented environments to enrich teaching and learning. In developing countries, however, an orientation frequently remains to select strategies which have previously shown to be successful in developed contexts without taking into account the full range of elements required for effective implementation including a comprehensive assessment of the financial implications required to ensure longer term sustainability. This case study aims to showcase Rwanda’s customised approach to the integration of ICT in classrooms adapted to meet the particular needs of the Rwandan education system. The SMARTRwanda Master Plan lays out a vision to transform Rwanda’s economy by leveraging the use of ICT. Aligned to SMART Rwanda, the Ministry of Education (MINEDUC) is implementing the SMARTClassroominitiative under its ICT in Education Master Plan to reach all schools by 2020. Although there have been several challenges encountered during the various phases of implementation, more than half of all schools across the country are now equipped with ICT devices and many teachers have undergone various capacity-building initiatives to make better use of ICT in teaching and learning. More work is required in order to develop a fully functioning ICT in education ecosystem in Rwanda; nevertheless, this case study demonstrates progress made thus far and describes the various system stakeholders, their roles, responsibilities and contributions to date to improve access, quality and relevance of education through ICT adoption. 
Communities in Action: Lifelong Learning for Sustainable Development Année de publication: 2015 Auteur: Fumiko Noguchi | Jose Roberto Guevara | Rika Yorozu Auteur institutionnel: UNESCO Institute for Lifelong Learning (UIL) This handbook identifies principles and policy mechanisms to advance communitybased learning for sustainable development, based on the commitments endorsed by the participants of the Kominkan-CLC International Conference on Education for Sustainable Development, which was held in Okayama City, Japan, in October 2014. To inform policymakers and practitioners new to this field, the handbook clarifies the international vision and goals for sustainable development and Education for Sustainable Development (ESD), and identifies the potential contributions of community-based learning centres and organizations. It documents both policy and practice from different regions and concludes with a summary of principles and policy support mechanisms. Communautés en action: Apprendre tout au long de la vie pour le développement durable Année de publication: 2015 Auteur: Fumiko Noguchi | Jose Roberto Guevara | Rika Yorozu Auteur institutionnel: Institut de l’UNESCO pour l’apprentissage tout au long de la vie (UIL) Ce manuel identifie les principes et les mécanismes politiques de promotion de l’apprentissage communautaire en faveur du développement durable basés sur les engagements pris par les participants à la Conférence internationale des CCA Kominkan sur l’éducation pour le développement durable, accueillie en octobre 2014 par la ville d’Okayama au Japon. Ce manuel clarifie à l’intention des décideurs et des acteurs encore peu familiarisés avec ces problématiques la vision et les objectifs internationaux pour le développement durable et pour l’éducation au développement durable (EDD), et identifie les potentielles contributions des centres et des organisations d’apprentissage communautaire. Il donne des informations à la fois sur les politiques et sur les pratiques des différentes régions et se conclut sur un résumé des principes et mécanismes de soutien politique. Comunidades en acción: Aprendizaje a lo largo de toda la vida para el desarrollo sostenible Année de publication: 2015 Auteur: Fumiko Noguchi | Jose Roberto Guevara | Rika Yorozu Auteur institutionnel: UNESCO Institute for Lifelong Learning (UIL) En este manual se identifican los principios y los mecanismos asociados a políticas destinados a promover el aprendizaje comunitario para el desarrollo sostenible, sobre la base de los compromisos suscritos por los participantes en la Conferencia Internacional Kominkan-CAC sobre Educación para el Desarrollo Sostenible, celebrada en Okinawa, Japón, en octubre de 2014. Como una manera de poner en antecedentes a los diseñadores de políticas y a los profesionales que se están iniciando en esta área, en el manual se exponen con claridad la visión y los objetivos internacionales respecto del desarrollo sostenible y la educación para el desarrollo sostenible (EDS), y asimismo se identifican las potenciales contribuciones de los centros y las organizaciones de aprendizaje comunitario. El documento entrega información sobre las políticas y las prácticas de distintas regiones, y concluye con un resumen de los principios y los mecanismos de apoyo basados en políticas. 
A Transformative Agenda: Outcomes of the CONFINTEA VII Regional Preparatory Conferences Année de publication: 2022 Auteur institutionnel: UNESCO Institute for Lifelong Learning (UIL) In preparation for the Seventh International Conference on Adult Education (CONFINTEA VII), in Marrakech, Morocco, in June 2022, a series of regional conferences took place between February and September 2021, in some cases preceded by sub-regional consultations. Each of the regional preparatory conferences produced an outcome document summarizing the discussion, including key achievements in adult learning and education, crucial challenges and key recommendations. This document provides a synthesis of the outcomes of these regional and subregional consultations and will contribute to the Marrakech Framework for Action, the main outcome document from CONFINTEA VII, as well as providing a guide for all relevant stakeholders and UNESCO Member States to the key current issues in adult learning and education. 
Citizenship Education for Democratic and Sustainable Communities Année de publication: 2021 Auteur: Dimitris Deligiannis | Kleoniki Tsiougou | Vicky Goutha | Antonis Moutselos | Ted Fleming Auteur institutionnel: UNESCO Institute for Lifelong Learning (UIL) | City of Larissa (Greece) | City of Yeonsu-Gu (Republic of Korea) This publication aims to make readers aware of the importance of citizenship education (CE) in local communities within the framework of lifelong learning. It supports cities and citizens in advancing their work on this critical aspect of formal and non-formal education, and in striving for progress in the provision of CE for youth and adult learners. It is mainly based on information from the 2020 survey of cluster members, as well as on case studies and inputs from the conference, ‘Strengthening citizenship education at local level’, which was held virtually on 12 and 13 November 2020. 민주적이고 지속가능한 지역사회를 위한 시민성 교육 Année de publication: 2021 Auteur: Dimitris Deligiannis | Kleoniki Tsiougou | Vicky Goutha | Antonis Moutselos | Ted Fleming Auteur institutionnel: UNESCO Institute for Lifelong Learning (UIL) | City of Larissa (Greece) | City of Yeonsu-Gu (Republic of Korea) 본 책자는 독자들이 평생학습체계 안에서 지역사회에서 이루어지는 시민성교육의 중요성을 인식하도록 돕기 위해 발간되었다. 또한, 본 책자는 도시와 시민들이 정규 및 비형식교육의 중요한 영역에서 자신들의 활동을 발전시키고, 청소년과 성인 대상의 시민성교육을 더욱 효과적으로 제공하기 위해 노력하는 것을 지원한다. 책자의 내용은 2020년에 세계시민성교육 클러스터 회원도시를 대상으로 진행된 설문조사의 결과와 ‘지역사회에서의 시민성교육 강화’라는 주제로 지난 2020년 11월 12일부터 13일, 양일에 걸쳐 온라인으로 개최된 세계시민성교육 클러스터 국제회의에서 다룬 도시별 사례 연구와 참여 전문가들의 기조연설 및 의견을 바탕으로 작성되었다.