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School Closures and Regional Policies to Mitigate Learning Loss due to COVID-19: A Focus on the Asia-Pacific 발행 연도: 2021 단체 저자: UNESCO Institute for Statistics (UIS) Global school closures as a result of COVID-19 have caused learning losses for millions of children despite efforts to deploy remote learning options. Greater economic insecurity among families may also affect school enrolment as many struggle to pay school fees, or require children to work to supplement family income. Ultimately, this will lead to rising dropout rates, estimated to be as much as 4% in a region where 128 million children and young people were already out of school before COVID-19. The largest number of learners at risk reside in South and West Asia.Together, the education and economic fallout from the pandemic threaten progress toward the Sustainable Development Goal for education (SDG 4). Even prior to the COVID-19 disruptions, progress towards SDG 4 was lagging in many countries in the Asia-Pacific and without significant contributions to education finance, the pandemic threatens to push the region even further behind.This report breaks down the effects of school closures. It considers, for example, how many schools were closed, and when, across the Asia-Pacific, and the effects on different levels of education from early childhood education, through to primary and secondary school. The report analyses country efforts to implement remote learning, and strategies to mitigate learning losses as the proportion of students expected to fall below minimum proficiency levels is expected to rise.To achieve SDG 4, all children and young people, and especially those in marginalized groups, need support to get the education they need and deserve. 
Ensuring the right to equitable and inclusive quality Education: results of the ninth consultation of Member States on the implementation of the UNESCO Convention and Recommendation against Discrimination in Education 발행 연도: 2017 단체 저자: UNESCO The Convention and Recommendation against Discrimination in Education reflect UNESCO’s constitutional mission of instituting collaboration among nations to ‘advance the ideal of equality of educational opportunities without regard to race, sex, or any distinctions, economic or social.’ The purpose of these instruments, recently recognized as a cornerstone of the Education 2030 Agenda, is not only the elimination of discrimination in education, but also the adoption of concrete measures aimed at promoting equality of opportunities and treatment in this field. They cover the right to education comprehensively. The purpose of reporting is to illustrate the steps taken to implement the instruments, the progress made and the difficulties encountered by Member States. Eight Member State consultations have been conducted on the measures taken for the implementation of the 1960 Convention and Recommendation since the adoption of these instruments by the General Conference of UNESCO. Each of the consultations led to a global report containing the results of the consultation for submission to the UNESCO Executive Board’s Committee on Conventions and Recommendations and for consideration by the General Conference. 
Как улучшить доступность дошкольного и начального образования в Казахстане? 발행 연도: 2019 저자: Meruert Seidumanova 단체 저자: Central Asian Bureau for Analytical Reporting (CABAR) | Institute for War and Peace Reporting (IWPR) «Равный доступ для всех социальных групп к качественному дошкольному и начальному образованию является ключом к устойчивому развитию, как и отдельного индивидуума, так и общество в целом», – отмечает Меруерт Сейдуманова, казахстанский независимый исследователь, в своей специальной статье для CABAR.asia. 
Cross-Sectoral Cooperation for Sustainable Futures 발행 연도: 2021 저자: Jana Arbeiter | Maja Bučar 단체 저자: Bridge 47 Cross-sectoral cooperation is important to strengthen the coherence and collaboration, as well as mobilization of resources needed for addressing systemic challenges, implementing the Sustainable Development Goals (SDGs), and enabling transformative change. Building or strengthening cross-sectoral multi-stakeholder groups or coalitions within SDG Target 4.7, can support equipping everyone with the knowledge, skills and competencies needed to contribute to a more sustainable and just future.Multi-stakeholder groups or coalitions in support of SDG Target 4.7 on a local, regional and global level are essential mechanisms for promoting and implementing sustainable development. They can enable coherence and collaboration, as well as pooling of expertise and resources needed for co-creation of the relevant policy proposals linked to the implementation of SDG Target 4.7. Building and strengthening multi-stakeholder groups or coalitions require a clear basis for establishing well-defined relationships within the multi-stakeholder groups or coalitions, well-designed structures and operating procedures and strong coordination. But most importantly, they have the potential to combine key stakeholders from relevant sectors of society, which can advocate for the implementation of SDG Target 4.7 and the (co)-creation of appropriate policies that address global justice, sustainability, and key global challenges. This publication identifies the following recommendations for establishing multi-stakeholder groups or coalitions in support of SDG Target 4.7: Multi-stakeholder groups or coalitions in support of SDG Target 4.7 on a local, regional and global level should be established, and resources should be made available for this. Stakeholders wishing to establish multi-stakeholder groups in the context of SDG Target 4.7 should clearly define their main goals and objectives. Stakeholders involved in multi-stakeholder groups in the context of SDG Target 4.7 need to be strategically identified and cover all major societal sectors, including different components of SDG Target 4.7. Coalitions in support of SDG Target 4.7 should place focus on facilitation, active listening, and peer learning opportunities. Inclusive and flexible coordination and leadership should be applied, stressing transparency, accountability and joint commitment to the cause. 
Transformative Education: Bridging Education for Change 발행 연도: 2021 저자: Jana Arbeiter | Maja Bučar 단체 저자: Bridge 47 This publication suggests that improvements in the areas of coordination, cooperation, awareness raising and capability development are needed, as outlined in the recommendations below. Policies and strategies at national, regional and global level should adopt overarching visions for transformative education in the form of overarching strategies for SDG Target 4.7. Mechanisms for coordination and collaboration between the different components of SDG Target 4.7 should be established at national, regional and global levels. Awareness of the role of transformative education and SDG Target 4.7 in contributing to more just and sustainable futures should be raised jointly between the different components of SDG Target 4.7. Opportunities for capacity building and upskilling of practitioners and learners linked to transformative education should be enabled and created at national, regional and global levels. 
Unlocking the Transformative Potential of Education: The Alliance Between Lifelong Learning and SDG Target 4.7 발행 연도: 2021 저자: Chris Millora 단체 저자: Bridge 47 This paper has found that Lifelong learning as a spectrum of formal, informal and non-formal learning, offers a framework to embrace different forms of learning people gain in various spaces across their lifespan. While several lifelong learning policies emphasise economic benefits, evidence shows that lifelong learning also facilitates active citizenship, tolerance to diversity, empathy, learning to live together, leadership, intergenerational learning, and awareness of social injustices. This paper demonstrated the impact of ALE provisions that bring to centre stage the needs of adults – particularly women – in resource-poor contexts. These programmes recognise the ‘funds of knowledge’ and ‘banks of skills’ already existing in these communities – challenging the deficit discourse that is dominant particularly in development circles even today.Based on these findings, this paper puts forward seven interrelated policy recommendations: (1) acknowledgement, within SDG 4.7 policies, that learning occurs in all life stages, forms and spaces; (2) prioritisation of lifelong learning and transformative approaches to education into local, national, regional and global level policies, including provisions of funding; (3) a focus on the transformative competencies and outcomes of lifelong learning; (4) positioning lifelong learning as a cross- cutting (rather than separate) approach to achieving the SDGs; (5) increased attention to recognising, validating and accrediting (RVA) non-formal and informal learning; (6) involving marginalised groups as stakeholders that can shape policy and not only recipients; (7) increased government support and financing to adult educators and literacy facilitators. 
Indicators: The Need and Challenges of Tracking Implementation of Target 4.7 발행 연도: 2021 저자: Johanna Helin 단체 저자: Bridge 47 This paper investigates the existing and proposed indicators and monitoring frame- works for 4.7. Examining efforts at national, regional, and global levels will identify the main challenges in measurement initiatives. The paper will start by looking at the context of SDGs and the special character of Target 4.7. Thereafter, it will discuss the process and limitations of defining the indicators at the global level. It will also review regional developments, tools, and ideas for national and local level assessment frameworks in Asia-Pacific and Europe. The paper ends with conclusions and policy recommendations. 
Resources: For SDG Target 4.7 발행 연도: 2021 저자: Sandra Oliveira 단체 저자: Bridge 47 This paper is part of a series of publications commissioned to support advocacy for more space for SDG Target 4.7 of Agenda 2030 in European and global policies. In November 2019, Bridge 47 organised an event called Envision 4.7, which brought together civil society organisations, national governments, MEPs, European and global organisations, and together wrote a Roadmap for SDG Target 4.7 for Europe.Focusing on the key themes of this Envision 4.7 Roadmap and drawing on the Envision 4.7. policy papers as key references, this paper focuses on providing a global overview and identification of the types of resources re- quired to achieve this target.\ 
Gender in Teaching: A Key Dimension of Inclusion 발행 연도: 2020 단체 저자: UNESCO | International Task Force on Teachers for Education 2030 Without teachers, Sustainable Development Goal 4 to ensure inclusive and equitable, quality education for all by 2030 will not be achieved.Since teachers act as role models for students, inclusion in education means that the teaching workforce mirror the diversity of the classroom. As countries look to recruit more teachers to meet SDGs, one significant factor important to creating inclusive classrooms is gender.This document has been prepared for the 2020 World Teachers’ Day celebrated by UNESCO and the Teacher Task Force with the theme Teachers: Leading in crisis, reimagining the future. Le genre dans l’enseignement: Un élément essentiel de l’inclusion 발행 연도: 2020 단체 저자: UNESCO | International Task Force on Teachers for Education 2030 Sans enseignant(e)s, il sera impossible d’atteindre l’objectif de développement durable 4 qui vise à assurer l’accès de tous à une éducation inclusive de qualité, sur un pied d’égalité, d’ici à 2030.Les enseignant(e)s sont des exemples pour les élèves ; à ce titre, l’inclusion dans l’éducation signifie que la composition ducorps enseignant doit refléter la diversité des élèves. À l’heure où les pays cherchent à recruter davantage d’enseignant(e)s pour atteindre les ODD, le genre constitue l’un des facteurs les plus importants pour créer des classes inclusives.Le présent document a été préparé en vue de la Journée mondiale des enseignant(e)s 2020, célébrée par l’UNESCO et l’Équipe spéciale sur les enseignants autour du thème Enseignants : leaders en temps de crise et façonneurs d’avenir.