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Beyond commitments 2019: how countries implement SDG 4 Год публикации: 2019 Организация-автор: Global Education Monitoring Report Team Almost one-third of the time set to achieve the Sustainable Development Goals (SDGs) has elapsed. The 2019 High-level Political Forum (HLPF), the global SDG follow-up and review mechanism, represents a major stock-taking moment for countries, especially as regards SDG 4, the education goal, which is being reviewed for the first time. The international community relies primarily on quantitative measures to assess progress towards the SDGs. Acompanion publication by the UNESCO Institute for Statistics and the Global Education Monitoring Report for the 2019 HLPF, titled ‘Meeting commitments: Are countries on track to achieve SDG 4?’, shows that there are major challenges ahead. But increasingly, member states demand more than quantitative information. They ask for guidance on how to respond when their education systems do not reach their targets. To respond to this demand, this publication has the following purposes: Understand countries’ perceptions of SDG 4 based on responses to a questionnaire prepared for this publication, which asked countries to report on their flagship SDG 4 policies Distil those perceptions into a framework of the types of national policies that are best aligned with SDG 4 and whose implementation should be monitored Communicate the framework succinctly and provide a complementary input for the review of SDG 4 at the 2019 HLPF Provide an opportunity for countries to engage in dialogue on how they approach SDG 4. An analysis of the questionnaires submitted by 72 governments shows that most countries refer to SDG 4 as a framework in which they place their education planning. A core recommendation is that countries should align their education plans and policies with their international commitments. 
Meeting commitments: are countries on track to achieve SDG 4? Год публикации: 2019 Организация-автор: Global Education Monitoring Report Team | UNESCO Institute for Statistics (UIS) The world is a third of the way towards the deadline of the 2030 Agenda for Sustainable Development, which includes the fourth Sustainable Development Goal on education, SDG 4. But it is behind on its commitments. This joint publication by the UNESCO Institute for Statistics and the Global Education Monitoring Report for the 2019 High-level Political Forum on Sustainable Development captures concisely how far the world is from achieving its education targets. This is the year that the generation of students that should finish secondary school by 2030 should be entering school for the first time. Yet, in low-income countries, only 60% of children complete primary school, while in some regions the percentage of students who achieve minimum proficiency in reading is even falling. There is no denying that the world is off track. It is time to put an end to complacency. The international community relies on data to report on the SDG 4 monitoring framework to assess progress. While clear improvements have been made in data collection, data gaps remain a major concern. This publication makes a call for countries and their international development partners to coordinate and finance the collection of data to monitor and deliver on SDG 4. Respecter les engagements: les pays sont-ils en bonne voie d'atteindre l'ODD 4? Год публикации: 2019 Организация-автор: Global Education Monitoring Report Team | UNESCO Institute for Statistics (UIS) Le monde a parcouru un tiers du chemin vers l’échéance de l’Agenda de développement durable 2030, qui inclut le quatrième Objectif de développement durable (ODD 4), mais il est en retard sur la réalisation de ses engagements. Cette publication conjointe de l’Institut de statistique de l’UNESCO et du Rapport mondial de suivi sur l’éducation pour le Forum politique de haut niveau sur le développement durable 2019 expose de manière concise le retard dans la réalisation des cibles de l’éducation. Cette année est celle où la génération d’élèves qui terminera l’enseignement secondaire d’ici 2030 doit commencer l’école pour la toute première fois. Pourtant, dans les pays à revenu faible, seuls 60 % des enfants achèvent l’enseignement primaire, tandis que dans certaines régions, le pourcentage d’élèves qui possèdent les compétences minimales en lecture est même en baisse. On ne peut nier le fait que le monde est en retard. Il est temps de cesser ce laxisme. La communauté internationale dépend des données pour établir les rapports sur le cadre de suivi de l’ODD 4 afin d’évaluer les progrès accomplis. Des améliorations ont clairement été accomplies en matière de collecte de données mais les déficits de données demeurent une préoccupation majeure. Cette publication exhorte les pays et leurs partenaires internationaux du développement à coordonner et à financer la collecte de données pour suivre et réaliser l’ODD 4. Cumplir los compromisos: ¿van los países por el buen camino para alcanzar el ODS 4? Год публикации: 2019 Организация-автор: Global Education Monitoring Report Team | UNESCO Institute for Statistics (UIS) El mundo ya ha recorrido un tercio del camino hacia la fecha límite para el cumplimiento de la Agenda 2030 para el Desarrollo Sostenible, que incluye el Objetivo de Desarrollo Sostenible 4, relativo a la educación, pero aún está muy atrasado en el cumplimiento de sus compromisos. Esta publicación conjunta del Instituto de Estadística de la UNESCO y el Informe de Seguimiento de la Educación en el Mundo para el Foro Político de Alto Nivel sobre el Desarrollo Sostenible de 2019 refleja de manera concisa lo lejos que está el mundo de alcanzar sus objetivos en materia de educación. Este es el año en que la generación de estudiantes que debería finalizar la educación secundaria en 2030 tendría que ingresar a la escuela. Sinembargo, en los países de ingresos bajos, solo el 60% de los niños terminan la educación primaria, mientras que en algunas regiones el porcentaje de estudiantes que alcanzan un nivel mínimo de competencia en lectura está incluso en disminución. No se puede negar que el mundo no está bien encaminado. Ya es hora de que cese la apatía. La comunidad internacional se apoya en los datos para informar al marco de seguimiento del ODS 4 con el fin de evaluar los progresos realizados. Si bien se han realizado claras mejoras en la producción de datos, los faltantes de información siguen siendo motivo de gran preocupación. En esta publicación se hace un llamado a los países y a sus asociados internacionales para que coordinen y financien la producción de datos para el seguimiento y a la consecución del ODS 4. 
Let's work together: education has a key role in helping achieve the Sustainable Development Goals Год публикации: 2019 Организация-автор: Global Education Monitoring Report Team This publication has been produced on the occasion of the 2019 High-level Political Forum by the Global Eduation Monitoring Report. It draws upon findings from reports produced since 2015, showing the importance of education for the other goals in the 2030 agenda for sustainable development and calling for sectors to work together to achieve their aims. 
Gender Report 2020: A New Generation; 25 Years of Efforts for Gender Equality in Education (Global Education Monitoring Report) Год публикации: 2020 Организация-автор: UNESCO | Global Education Monitoring Report Team Building on the 2020 Global Education Monitoring Report, this report investigates how inclusion in education can advance gender equality in and through education, which is critical to make progress towards gender equality in society. The goal of gender equality is, of course, not new. It was enshrined in the 1979 Convention on the Elimination of All Forms of Discrimination Against Women and was at the core of the 1995 Beijing Declaration and Platform for Action, whose 25th anniversary is marked in 2020. 
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." 
Latin America and the Caribbean 2020: Inclusion and Education; All Means All (Global Education Monitoring Report) Год публикации: 2020 Организация-автор: Global Education Monitoring Report Team | UNESCO | Laboratory of Education Research and Innovation for Latin America and the Caribbean (SUMMA) Latin America and the Caribbean has the largest and most challenging socio-economic inequalities in the world, which have shaped its education systems over the decades. This report looks at everyone both in and excluded from education in the region, pinpointing barriers facing learners, especially when multiple disadvantages intersect. The report also explores challenges in education posed by COVID-19 and the need for urgent action to prevent an exacerbation of inequalities. Produced by the Global Education Monitoring (GEM) Report team, in partnership with the UNESCO Regional Bureau for Education in Latin America and the Caribbean (OREALC) and the Laboratory of Education Research and Innovation for Latin America and the Caribbean (SUMMA), the report assesses key solutions for greater inclusion through several case studies from the region. It provides in-depth analysis on challenges to inclusion in education arising from migration and displacement in Colombia and Costa Rica; remoteness in Brazil and Suriname; disability in Cuba and Nicaragua; gender in Peru and Jamaica; sexual orientation, gender identity and expression in Chile and Mexico; poverty in the Dominican Republic and Honduras; ethnicity in Bolivia and Ecuador; and incarceration in El Salvador and Uruguay. Building on the 2020 Global Education Monitoring Report, this regional edition concludes that strong laws and policies in Latin America and the Caribbean demonstrate a commitment to inclusion, but that the daily realities faced by learners suggest implementation is lagging. Recommendations are aimed at promoting more inclusive education systems to benefit all children and youth, no matter their background, identity or ability. The recommendations provide a systematic framework for identifying and dismantling barriers for vulnerable populations, according to the principle that ‘every learner matters and matters equally’. América Latina y el Caribe 2020: Inclusión y educación; Todos y todas sin excepción (Informe de seguimiento de la educación en el mundo) Год публикации: 2020 Организация-автор: Global Education Monitoring Report Team | UNESCO | Laboratory of Education Research and Innovation for Latin America and the Caribbean (SUMMA) América Latina y el Caribe es la región con las mayores y más tenaces desigualdades socioeconómicas del mundo. Durante decenios estas desigualdades se han reflejado en sus sistemas educativos. El presente informe examina a quiénes incluyen y a quiénes excluyen estos sistemas y llama la atención sobre las barreras que enfrentan los educandos, especialmente cuando están expuestos a múltiples desventajas. El informe también explora los nuevos retos educativos que plantea la pandemia de la Covid-19 y la necesidad de actuar sin dilación para evitar que se agraven las desigualdades. El informe, elaborado por el equipo del Informe de Seguimiento de la Educación en el Mundo (Informe GEM), en colaboración con la Oficina Regional de Educación para América Latina y el Caribe (OREALC/ UNESCO Santiago) y el Laboratorio de Investigación e Innovación en Educación para América Latina y el Caribe -SUMMA, evalúa algunas de las principales iniciativas emprendidas para mejorar la inclusión, basándose en varios estudios de casos de la región. Analiza en profundidad algunos ejemplos de los grandes desafíos que amenazan la inclusión en la educación: migración y desplazamiento en Colombia y Costa Rica; aislamiento rural en el Brasil y Suriname; discapacidad en Cuba y Nicaragua; discriminación de género en el Perú y Jamaica; orientación sexual e identidad y expresión de género en Chile y México; pobreza en la República Dominicana y Honduras; etnicidad en Bolivia y el Ecuador; y jóvenes en situación de privación de libertad en El Salvador y el Uruguay. Esta edición regional del Informe de Seguimiento de la Educación en el Mundo 2020 concluye que, si bien las leyes y políticas de América Latina y el Caribe demuestran la firme determinación de promover la inclusión, la realidad cotidiana de los alumnos y las alumnas sugiere que la aplicación práctica lleva retraso. Se formulan recomendaciones con el objeto de promover sistemas de educación más inclusivos en beneficio de todos los niños, niñas y jóvenes, sin distinción de origen, identidad o capacidad. Las recomendaciones brindan un marco sistemático que permite identificar y eliminar barreras para las poblaciones marginadas, conforme al principio de que “cada alumno es importante y todos los alumnos importan por igual”. 
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.