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Tableau de bord pour l’ODD 4, rapport d’étape sur les points de référence nationaux: focus sur les enseignants Год публикации: 2024 Организация-автор: Global Education Monitoring Report Team | UNESCO Institute for Statistics (UIS) Il s'agit de la deuxième évaluation des progrès des pays vers les points de référence, ou objectifs nationaux, que les pays ont fixés pour huit indicateurs de l'ODD 4 afin de marquer leur contribution aux objectifs mondiaux. L’évaluation couvre la période depuis 2015 et examine la probabilité que chaque pays atteigne son point de référence pour 2025 ou – lorsqu’un tel objectif n’a pas été fixé – la valeur qu’il aurait atteinte s’il avait progressé au rythme historique (2000–15) des 25 % des pays qui s’améliorent le plus rapidement.Le tableau de bord de l’ODD 4 2024 révèle que les progrès vers les objectifs nationaux sont en retard pour la plupart des indicateurs. Dans deux cas – l’écart entre les genres au détriment des garçons dans l’achèvement du deuxième cycle du secondaire et les dépenses publiques d’éducation en proportion des dépenses publiques totales – les pays reculent même.En revanche, les progrès sont plus rapides pour le huitième indicateur de référence, la connectivité Internet dans les écoles, qui a été ajouté suite à la priorité accordée à la transformation numérique lors du Sommet sur la transformation de l’éducation en 2022. Un tiers des pays ont fixé des objectifs nationaux en 2023 et les progrès sur l’indicateur sont examinés pour la première fois dans cette édition.Les progrès sont également relativement rapides en ce qui concerne le pourcentage d'enseignants possédant les qualifications minimales requises, qui est également l'indicateur central de cette édition. De nouvelles données sont présentées sur les politiques nationales concernant les niveaux de qualification minimaux requis pour accéder à la profession enseignante, les politiques de développement professionnel continu obligatoire et les politiques de formation des enseignants sur la tec 
SDG 4 Scorecard: Progress Report on National Benchmarks; Focus on Teachers Год публикации: 2024 Организация-автор: Global Education Monitoring Report Team | UNESCO Institute for Statistics (UIS) This is the second assessment of country progress towards the benchmarks, or national targets, that countries have set for eight SDG 4 indicators to mark their contribution to the global targets. The assessment covers the period since 2015 and reviews the probability that each country will achieve its 2025 benchmark or – where such a benchmark was not set – the value they would have achieved if they had progressed at the historic (2000–15) rate of the fastest improving 25% of countries.The 2024 SDG 4 Scorecard finds that progress towards national targets is off track for most indicators. In two cases – the gender gap at the expense of boys in upper secondary education completion and public education expenditure as share of total public expenditure – countries are even moving backwards.In contrast, progress is faster in the eighth benchmark indicator, school internet connectivity, which was added following the priority given to digital transformation at the Transforming Education Summit in 2022. One third of countries set national targets in 2023 and progress on the indicator is being reviewed for the first time in this edition.Progress is also relatively fast in the percentage of teachers with minimum required qualifications, which is also the focus indicator of this edition. New evidence is presented on national policies for minimum required qualification levels to enter the teaching profession, compulsory continuous professional development policies, and teacher training policies on technology in education. 
Transformative Learning Journeys: Venturing Into the Wilds of Global Citizenship Education Год публикации: 2021 Организация-автор: Bridge 47 With the intensive courses of the Transformative Learning Journey, Bridge 47 created experimental learning spaces for communities of practitioners, researchers and activists of transformative education from around the world.The courses endeavored to challenge common concepts of Global Citizenship Education, to explore questions like those below and to experiment with different, holistic and potentially more transformative, practices of learning and co-creating.What are the (cultural) root causes of the global multi-crisis?How to decolonize and transform a modern system that is broken beyond fixing?What do we have to learn, unlearn or let go of- individually and collectively - in order to allow, embrace and foster real change? What characterizes transformative learning, and how can education create holistic spaces to trigger, support and accompany such learning processes? How transformative is our own organizational and educational practice?Do we have to re-imagine education and activism and become more radical? Are we asking the right questions?Based on the positive resonance, Bridge 47 wants to share some of the learnings through this publication. The book gives insights into the design, content and methodology of the course. Featuring diverse contributions from participants, it is a mosaic of perspectives and experiences of transformation, decolonization and learning. It also comprises some tools and invitations for reflection. It is not a cohesive prescription of how to facilitate transformative learning – as there is none - but an invitation to relate to and play."This book is dedicated to all the curious people out there who are passionate about education in caring for our world and each other - the dreamers, the healers, the lovers, the teachers for a different future to emerge. It goes to the fighters who are desperate and overwhelmed in face of complex challenges and are worn out by their struggle for justice and change – to find inspiration, energy and courage to treat ourselves gently, to let go and to make space for new things to emerge." 
Tablero de control para el ODS 4: informe sobre el progreso hacia los puntos de referencia nacionales; foco en docentes Год публикации: 2024 Организация-автор: Global Education Monitoring Report Team | UNESCO Institute for Statistics (UIS) Esta es la segunda evaluación del progreso de los países hacia los puntos de referencia, o metas nacionales, que los países han establecido para ocho indicadores del ODS 4 para marcar su contribución a las metas globales. La evaluación cubre el período desde 2015 y revisa la probabilidad de que cada país alcance su punto de referencia para 2025 o, cuando no se haya establecido dicho punto de referencia, el valor que habría alcanzado si hubiera progresado al ritmo histórico (2000–15) del 25 % de los países que mejoran más rápidamente.El Tablero de Control para el ODS 4 de 2024 revela que el progreso hacia las metas nacionales está desviado en la mayoría de los indicadores. En dos casos – la brecha de género a expensas de los niños que terminan la educación secundaria alta y el gasto público en educación como proporción del gasto público total – los países incluso están retrocediendo.Por el contrario, el progreso es más rápido en el octavo indicador de referencia, la conectividad a Internet en las escuelas, que se añadió tras la prioridad otorgada a la transformación digital en la Cumbre sobre la Transformación de la Educación en 2022. Un tercio de los países estableció objetivos nacionales en 2023 y el progreso en el indicador está siendo revisado por primera vez en esta edición.El progreso también es relativamente rápido en el porcentaje de docentes con las calificaciones mínimas requeridas, que también es el indicador central de esta edición. Se presenta nueva evidencia sobre políticas nacionales en cuanto a los niveles mínimos de calificación requeridos para ingresar a la profesión docente, políticas de desarrollo profesional continuo obligatorio y políticas de formación docente sobre tecnología en educación. 
Global Education Monitoring Report 2024/5: Leadership in Education; Lead for Learning Год публикации: 2024 Организация-автор: Global Education Monitoring Report Team Leadership matters in education. Strong leaders are needed to help institutions, systems and societies change for the better. Strong leaders work in collaboration with other actors towards the same goals. At the school level, they are the principals but also those who surround them, in the school and in the community, in positions of responsibility. At the system level, they are civil servants working as district officers, supervisors or planners. At the societal level, they are political leaders, as well as a very broad range of actors who help shape education goals, from unions and researchers to civil society and the media.Entitled Lead for learning, this report argues that, in pursuing specific goals, education leaders are more than just managers. They are change agents, who need the time, trust and support to focus on setting a vision and developing the people they serve and work with. The report calls for investment in and empowerment of school and system leaders. There should be fair hiring processes and growth opportunities that recognize the full scope of leaders’ roles. Moreover, leadership works best when it is shared, empowering others to lead as they can within their roles.There is no one leadership style that works. Different contexts, capacities and personalities mean that styles vary, and rightfully so. This, combined with the different goals that each leader is trying to achieve, means that their impact is hard to fully assess. Yet, all research points towards the critical need for strong leaders to continuously improve education quality. School leaders are second only to teachers for transforming student outcomes. Meanwhile, politicians wield huge influence in making equitable and inclusive education a national priority.Supporting this seventh Global Education Monitoring Report is a new series of country profiles on PEER, an online resource supporting policy dialogue and describing policies and regulations on school principal selection, preparation and development in the world’s education systems. 
Rapport mondial de suivi sur l'éducation 2024/5, Leadership dans l'éducation : diriger pour apprendre Год публикации: 2025 Организация-автор: Global Education Monitoring Report Team Le Rapport mondial de suivi sur l'éducation 2024/5 évalue les progrès accomplis dans la réalisation des objectifs du Programme 2030 et montre que, si le nombre d'enfants scolarisés et achevant l'enseignement secondaire n'a jamais été aussi élevé, de nombreux domaines connaissent une stagnation. Le leadership joue un rôle central pour y remédier. Aucune école n’améliore les résultats des élèves sans un bon leader pour montrer la voie. Sur la base d’un examen des lois et politiques concernant la sélection, la préparation et les conditions de travail des chefs d'établissement de 211 systèmes éducatifs, le rapport analyse les leviers stratégiques permettant d'attirer et de retenir des leaders de talent.Les possibilités d’exercer un leadership ne se limitent pas aux dirigeants des écoles, elles s’étendent à des personnes qui occupent d’autres postes dans le système éducatif et en dehors de celui-ci, telles que les directeurs adjoints, les enseignants et les élèves lorsque le leadership est partagé, les responsables politiques, la société civile, les organisations internationales, les syndicats et les médias, qui contribuent à définir les objectifs en matière d’éducation.Le rapport préconise que des efforts soient faits pour former des leaders dans quatre dimensions essentielles : fixer des objectifs, donner la priorité à l’apprentissage, encourager la collaboration et faire évoluer les personnes. Pour que ces dimensions se concrétisent, il faut faire confiance aux personnes occupant des postes de direction et leur donner les moyens d’agir ; il faut les recruter grâce à des pratiques d’embauche équitables ; les soutenir dans leur évolution ; et les encourager à mettre en place une culture de collaboration. Le rapport appelle également à investir dans la capacité des responsables de l'éducation à jouer un rôle de leader au sein du système, en mettant particulièrement l'accent sur la direction pédagogique et l'assurance qualité 
Informe de seguimiento de la educación en el mundo, 2024/5: Liderazgo en la educación: liderar por el aprendizaje Год публикации: 2025 Организация-автор: Global Education Monitoring Report Team El Informe de seguimiento de la educación en el mundo 2024-2025 evalúa los avances hacia el logro de las metas de 2030 y muestra que, aunque hay más niños escolarizados y que finalizan la educación secundaria que nunca, en muchos ámbitos hay estancamientos. El liderazgo es fundamental para abordar esta cuestión. Ninguna escuela puede mejorar los resultados de los alumnos sin un buen líder que muestre el camino a seguir. Partiendo de un examen de la legislación y las políticas relativas a la selección, preparación y condiciones laborales de los directores de escuela de 211 sistemas educativos, el informe analiza instrumentos de política para atraer y retener a líderes talentosos.El potencial de liderazgo no se limita a los líderes escolares, sino que abarca también a las personas que ocupan otros puestos en el sistema educativo, así como fuera de él, desde subdirectores, docentes y alumnos, cuando el liderazgo es compartido, hasta líderes políticos, la sociedad civil, organizaciones internacionales, sindicatos y medios de comunicación, que contribuyen a definir los objetivos de la educación.El informe insta a adoptar medidas para que los líderes desarrollen sus capacidades en las cuatro dimensiones fundamentales del liderazgo: establecer expectativas, centrarse en el aprendizaje, fomentar la colaboración y favorecer el perfeccionamiento personal. Para llevar a la práctica estas dimensiones, es esencial confiar en quienes ocupan puestos de liderazgo y empoderarlos; reclutarlos mediante prácticas de contratación justas; brindarles apoyo para que se perfeccionen; y motivarlos a fomentar culturas de colaboración. Asimismo, el informe pide que se invierta en fortalecer las capacidades de los funcionarios de educación para que actúen como líderes del sistema, especialmente en el liderazgo pedagógico y la garantía de la calidad. 
Global Education Monitoring Report 2023, Southeast Asia: Technology in Education; A Tool on Whose Terms? Год публикации: 2023 Организация-автор: Global Education Monitoring Report Team | Southeast Asian Ministers of Education Organization (SEAMEO) Developed in partnership with the Southeast Asia Ministers of Education Organization (SEAMEO), and with the contribution of EdTech Hub, the fifth regional report focuses on technology in education in Southeast Asia. Characterized by a variety of contexts and resources, Southeast Asia has experienced a rapid growth in digital technology applications. In education, digital technologies have been identified for their potential to transform education and meet the region’s development aspirations. The regional report investigates both challenges and potentials, which technology as a tool and as a process can potentially contribute to, across and within countries, and education levels. The regional report on Southeast Asia covers 11 countries, Brunei Darussalam, Cambodia, Lao PDR, Indonesia, Malaysia, Myanmar, Philippines, Singapore, Thailand, Timor-Leste and Viet Nam. Extensive background research informs the regional analysis: 9 country case-studies compiled by local research teams and independent experts; 5 thematic studies produced by SEAMEO centers on open and distance learning, technology for students with disabilities, integration of technology in teaching practices, key policies issues in ICT in education; technology in technical and vocational education and training, and 3 research inputs on ICT in education practices produced by SEAMEO affiliate members and partners. 
新技术背景下传统经济学课程课程改革探索: 以财政学线上教学为例 Год публикации: 2023 Автор: 陈婷秀 随着计算机技术、移动便携设备、大数据、云计算、人工智能等现代信息技术和设备的高速发展，信息化、便捷化、智能化进程不断推进，高等教育的信息化也在不断深化，朝着更加便捷、更加高效的方向发展，教学模式正在发生巨大、深刻的变革。本文立足新技术背景条件下，掌握了解传统经济学课程改革的需求，探讨传统经济学课程改革的思路，拓展教学模式新的途径方法。结合课程改革实践经验和特点，对照传统教学模式，从教学模式、教学内容、课堂形式、课程考核规划等方面提出了课程改革的具体举措。 
Empowering Minds: A Round Table on Generative AI and Education in Asia-Pacific Год публикации: 2023 Организация-автор: UNESCO Bangkok The emergence of generative AI, a recent groundbreaking artificial intelligence (AI) technology capable of producing sophisticated content from text and images to simulations and audiovisuals, has become a transformative force across multiple sectors. Popular applications like OpenAI’s ChatGPT and Anthropic’s Claude are prime examples of the rapidly expanding range of generative AI tools that are having an impact in education across the Asia-Pacific. These tools offer unprecedented opportunities for enabling personalized learning experiences at scale and expanding access to high-quality learning resources. However, as generative AI increasingly reshapes classrooms, critical questions remain unanswered, such as:- How can generative AI be ethically and responsibly integrated into educational settings?- What policies and safeguards are needed to address issues like misinformation, algorithmic bias and threats to academic integrity?- What challenges do Asia-Pacific countries face in harnessing generative AI in education, given the region’s unique context?- What are the strategies for Asia-Pacific countries to take up opportunities offered by generative AI, while mitigating the risks? In response to these questions and emerging challenges in the region, the UNESCO Regional Office in Bangkok (UNESCO Bangkok), in collaboration with The Southeast Asian Ministers of Education Organization (SEAMEO), organized the regional experts meeting on 7-9 November 2023 in Bangkok, Thailand. This hybrid meeting, titled ‘Empowering Minds: A Round Table on Generative AI and Education in Asia-Pacific’, explored the implications of generative AI for teacher training and development. It served as an important platform to leverage opportunities and mitigate risks of generative AI in education across the Asia-Pacific region.