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Sustainable Development Goal 4: The Dubai Roadmap for Education 2030 in the Arab Region (2017-2018) 발행 연도: 2017 단체 저자: UNESCO Beirut SDG 4 agenda inspires us to pursue a humanistic vision of education and development based on human rights and dignity, social justice, protection, cultural diversity, and shared responsibility and accountability. Also, it is underpinned by the principle that education is a public good, a fundamental human right and a basis for guaranteeing the realization of other rights. Furthermore, it is essential for peace, human fulfillment and sustainable development. Having adopted the Arab Regional Roadmap for SDG 4 and Education 2030 (Cairo Roadmap) at ARMED I, we, Arab Member States and partners, have since commenced implementation of the Agenda as appropriate and relevant to national contexts. 
Handbook on measuring equity in education 발행 연도: 2018 단체 저자: UNESCO Institute for Statistics (UIS) This handbook provides a conceptual framework for measuring equality in learning; offers methodological guidance on how to calculate and interpret indicators; and investigates the extent to which measuring equity in learning has been integrated into country policies, national planning and data collection and analysis. 
Аналитическая записка: Обучение на протяжении всей жизни в Центральной Азии 발행 연도: 2019 단체 저자: UNESCO Almaty Обучение на протяжении всей жизни занимает самое центральное место в глобальной повестке дня в области образования и ЦУР4 с обязательным обеспечением "инклюзивного и справедливого качественного образования и возможностей обучения на протяжении всей жизни для всех".Центральноазиатские системы образования добились успеха в обеспечении почти всеобщей грамотности, в том числе среди взрослых, а также во всеобщем предоставлении образования на начальном и среднем уровнях. Однако прежняя система Советского Союза привела к определенной негибкости систем образования в субрегионе, а также их неспособности быстро адаптироваться к разным потребностям учащихся, ставя сложную задачу в обеспечении обучения на протяжении всей жизни. 
Transforming teaching and learning in Asia and the Pacific: case studies from seven countries 발행 연도: 2015 단체 저자: UNESCO Bangkok This publication grew out of the Third Regional High-Level Expert Meeting Beyond 2015: Transforming Teaching and Learning in the Asia-Pacific Region, held from 16 to 18 October 2013 in Bangkok, Thailand. At the meeting, over 40 experts from countries across Asia and the Pacific came together to exchange views on issues and challenges in teaching and learning and to reflect on pedagogical approaches for the future. The chapters in this publication originate from seven case studies presented at the meeting. The authors thank all the participants of the meeting for the valuable thoughts and comments they shared on that occasion. 
Educación para transformar vidas: metas, opciones de estrategia e indicadores 발행 연도: 2016 단체 저자: UNESCO Santiago La educación está en el centro de la agenda de desarrollo sostenible y es esencial para el éxito de todas estas metas. La nueva agenda de educación resumida en el Objetivo 4 es holística, ambiciosa, deseable y universal, yestá inspirada por una visión de que la educación transforma las vidas de las personas, las comunidades y las sociedades. La agenda atiende los temas no resueltos de los objetivos de la Educación para Todos (EPT) ylos ODM relacionados con la educación, al tiempo que aborda de manera efectiva los actuales y futuros desafíos de la educación a nivel mundial y nacional. Está basada en los derechos y está inspirada en una visión humanista de la educación y el desarrollo, con base en los principios de la dignidad humana, los derechos igualitarios, la justicia social, la paz, la diversidad cultural y la responsabilidad compartida. Basándose y continuando con el movimiento EPT, Educación 2030 toma en cuenta lecciones aprendidas desde 2000. Lo que es nuevo en esta agenda es su enfoque en mayores y más amplios resultados en el acceso, la equidad e inclusión, calidad y aprendizaje, además de un aprendizaje a lo largo de toda la vida. 
What is Global Education 발행 연도: 2019 단체 저자: North-South Centre of the Council of Europe Pedagogical video about the concept of global education and the approach of the North-South Centre of the Council of Europe. Policy brief: lifelong learning in Central Asia 발행 연도: 2019 단체 저자: UNESCO Almaty Lifelong learning stands at the very core of the global education agenda and SDG 4, with a commitment to ensure ‘inclusive and equitable quality education and lifelong learning opportunities for all.Central Asian education systems have been successful in ensuring near-universal literacy, including among adults, as well as the universal provision of education at the primary and secondary levels. However, the legacy of the Soviet Union has resulted in a certain inflexibility of education systems in the sub-region, as well as their inability to rapidly adapt to the diverse needs of learners—posing a significant challenge to ensuring lifelong learning. 
Levels of learning are alarmingly low: if younger generations don't learn, how can they contribute to the sustainable development of Africa? 발행 연도: 2018 단체 저자: UNESCO Dakar | Regional Coordination Group on SDG 4-Education 2030 in West and Central Africa | Teaching and Learning Educators’ Network for Transformation With the adoption of The 2030 Agenda for Sustainable Development, UN member states and partner organizations have agreed to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by 2030. Building on the unfinished agendas of the Millennium Development Goals and Education for All, quality education and learning are at the very core of both SDG4 and CESA 16-25 (see box 1). Five of the seven SDG4 targets are specifically designed with the intention of addressing the global learning crisis. Moreover, CESA 16-25 specifically calls on African Union member states to address issues of quality and equity in education, particularly at the pre-primary level, a neglected area in terms of investment and policy, and at the primary level where geographical disparities indicate that girls and women, the poorest and those leaving in remote areas are still left behind. The next question is whether these international and regional commitments have been translated into national policies and strategies that can address the alarmingly low levels of learning. Les niveaux d'apprentissage sont alarmants: si les jeunes générations n'apprennent pas, peuvent-elles contribuer au développement durable de l'Afrique? 발행 연도: 2018 단체 저자: UNESCO Dakar | Regional Coordination Group on SDG 4-Education 2030 in West and Central Africa | Teaching and Learning Educators’ Network for Transformation Avec l’adoption de le Programme pour le développement durable à l’horizon 2030, les États membres de l’ONU et les organisations partenaires ont convenu d’assurer, d’ici 2030, une éducation inclusive et équitable de qualité et de promouvoir des possibilités d’apprentissage tout au long de la vie pour tous. S’appuyant sur les programmes inachevés des Objectifs du Millénaire pour le développement et de l’Éducation pour tous, l’éducation et les apprentissages de qualité sont au cœur même de l’ODD4 et de la CESA 16-25 (voir l’encadré 1 dans la section suivante). En effet, cinq des sept cibles de l’ODD4 sont spécifiquement formulées pour s’attaquer à la crise mondiale de l’apprentissage. En outre, la CESA 16-25 appelle spécifiquement les États membres de l’Union Africaine à aborder les questions de qualité et d’équité dans l’éducation, en particulier au niveau pré-primaire, un domaine négligé en termes d’investissements et de politiques, et au niveau primaire où les disparités géographiques laissent sur le côté les filles et les femmes, les plus pauvres et ceux qui vivent dans les zones reculées. La question est désormais de savoir si ces engagements internationaux et régionaux ont été traduits en politiques et stratégies nationalesqui peuvent s’attaquer aux niveaux alarmants des résultats d’apprentissage. 
DAFI ANNUAL REPORT 2018- Refugee Student Voices: Refugee Student In Higher Education 발행 연도: 2019 단체 저자: UN. Office of the United Nations High Commissioner for Refugees (UNHCR) The DAFI refugee scholarship programme was launched in 1992 by UNHCR and the German government. The programme has supported over 15,500 young refugees to date and is currently implemented in 51 countries, the vast majority of which are in the Global South.The DAFI programme aims to secure refugee students’ inclusion in national education systems, prioritising enrolment in public higher education institutions. Participation in public institutions enables refugee students to study alongside their host country peers and pursue nationally accredited degree programmes, as well as bringing resources into public higher education institutions.