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Her education, our future: snapshots of UNESCO's work ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: UNESCO This collection provides snapshots of some of UNESCOโs 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. 
Capacity Develoment for Education: the CapED Programme at a glance ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: UNESCO Education has the power to transform lives and is at the heart of UNESCOโs mission to build peace, eradicate poverty and drive sustainable development. Right now, 750 million adults โ two-thirds women โ 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 UNESCOโs 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 ๋ฐํ ์ฐ๋: 2019 ์ ์: Wallet, Peter | Kimenyi, Eric | Miao, Fengchun | Domiter, Anett ๋จ์ฒด ์ ์: UNESCO Rwandaโs 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 Rwandaโs 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 Rwandaโs 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. 
Education transforms lives: empowering people and ensuring inclusiveness and equality ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: UNESCO This brochure compiles the main elements of progress on Sustainable Development Goal 4 (SDG 4) highlighted in the submission by UNESCO, on behalf of the SDG-Education 2030 Steering Committee, to the Office of the Under-Secretary-General, Department of Economic and Social Affairs (DESA) on the occasion of the High-level Political Forum (HLPF) 2019 - Empowering people and ensuring inclusiveness and equality. 
The Big conversation: handbook to address violence against women in and through the media ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: UNESCO This handbook provides guidance, tools and promising practices from countries across the globe for those working with and within media. It is our intention that this handbook provides entry points for accelerating progress towards gender equality in the systems and structures of organizations. We hope that it leverages what we know works in order to promote the values of diversity, equality and non-violence in the content that media produces. 
Indigenous peoplesโ right to education ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: UNESCO This document follows a previous series of thematic mappings on the implementation of the right to education regarding specifically Girlsโ and Womenโs Right to Education, the Right to Education for Persons with Disabilities, and the Right to Education and the Teaching Profession. It compiles practical examples related to indigenous peopleโs right to education, extracted from reports submitted by Member States within the framework of the Ninth Consultation on the implementation of the 1960 Convention and Recommendation against Discrimination in Education. It is intended to serve as a practical tool for both information sharingandadvocacy. 
The promise of large-scale learning assessments ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: UNESCO The benefits and advantages of Large-scale learning assessments(LSLAs) have been extensively reviewed in specialized literature, and there is growing recognition of the potential of assessment data to inform policy in a variety of ways. As a result, increasingly higher expectations have been placed on LSLAs as drivers of policy change over the past few decades. They are indeed expected to serve a range of uses, including monitoring, accountability, agenda-setting and analysis. The potential of such tools reaches far beyond reporting purposes. They can provide insight into areas in need of improvement and help pinpoint the most appropriate, promising and effective policy interventions. However, both national and cross-national learning assessments have raised some concerns. A growing volume of evidence calls attention to a range of unexpected and even negative effects resulting from such exercises. Drawing on a diverse body of evidence, including scholarly literature and the experience of a range of international organizations, development partners and assessment specialists, this publication reflects on the possible unintended consequences of LSLAs. Some concerns stem directly from the characteristics inherent to their design while others centre around the (mis)uses of data to inform agenda-setting and policy formulation. 
Ending school bullying: Focus on the Arab States and North Africa UNESCOโs contribution to the policy dialogue on bullying and learning organized by the Regional Center for Educational Planning United Arab Emirates ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: UNESCO Bullying is a form of school violence. According to an agreed international definition, bullying is characterised by aggressive behaviour that involves unwanted, negative actions and an imbalance of power or strength between the perpetrator or perpetrators and the victim. Unlike isolated incidents of school violence, bullying is also characterised by repetition over time. The number of repetitions may vary and, for example, major surveys that collect data on bullying measure the frequency of bullying in different ways. The international Sustainable Development Goal Thematic Indicator 4.a.2 that measures the โpercentage of students who experienced bullying during the past 12 months, by sexโ, which was adopted in 2018, defines that the frequency of aggressions should be at least once or twice a month or more for a student to be considered a victim of bullying. It is important to note that here is no standard definition of bullying across the six international surveys that collect data on the prevalence of bullying. Some of them do not even provide a definition. These surveys are the following:Two international surveys that measure the health behaviours of students as well as protective factors including school climate: the WHO Global School-based Student Health Survey (GSHS) and the Health Behaviours in School-aged Child survey (HBSC) conducted by the HBSC Consortium.Four international surveys that focus mostly on the measurement of learning outcomes of students but also ask questions on the school climate including bullying: the Regional Comparative and Explanatory Study in Latin America (Estudio Regional Comparativo y Explicativo, ERCE in Spanish); theProgress in International Reading Literacy Study (PIRLS); the Programme for International Students Assessment (PISA); and the Trends in Mathematics and Science Study (TIMSS). 
Changing minds, not the climate: the role of education ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: UNESCO Education is the most powerful element in preparing societies for the global challenges that climate change brings. It equips individuals, communities and the wider world with the understanding, skills and attitudes to engage in shaping green, low emission and climate-resilient societies. Education for Sustainable Development (ESD) is not an โextraโ but rather an integral part of any strategy to combat the effects of climate change, put into practice a global agreement and achieve the Sustainable Development Goals (SDGs). It acts to raise awareness and change behaviours and attitudes and enables people to make informed decisions about their lives. The heads of UNESCO and UNFCCC agree that โeducation provides the skills people need to thrive in the new sustainable economy, working in areas such as renewable energy, smart agriculture, forest rehabilitation, the design of resource-efficient cities, and sound management of healthy ecosystems. Perhaps most important, education can bring about a fundamental shift in how we think, act, and discharge our responsibilities toward one another and the planet.โ ESD is increasingly recognized around the world as a key enabler for a more sustainable future. 
UNESCO Prize for Girls' and Women's Education: call for nominations 2019 ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: UNESCO The UNESCO Prize for Girlsโ and Womenโs Education honours outstanding and innovative practices advancing girlsโ and womenโs education, and in turn, improving the quality of their lives. Established in 2015, it is funded by the Government of the Peopleโs Republic of China and consists of two US $50,000 awards to help further the work of laureates in this field. The Prize directly contributes to Sustainable Development Goals 4 and 5.