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الإرشادات التوجيهية لتخضير مناهج التعليم والتعلّم من أجل العمل المناخيّ Год публикации: 2024 Организация-автор: UNESCO This Guidance responds to the calls from young people for a holistic approach to climate change and sustainability in the curriculum. It outlines a common language on how quality climate change and sustainability can be reflected in the curriculum by setting expected learning outcomes per age group (from 5-year olds and up to 18+ age group, including a lifelong learning approach).This is crucial for accelerating country-level action and ensuring joint monitoring of progress. The objective is to have 90 per cent of all countries include climate change in their curricula by 2030, as established by the Greening Education Partnership.This Guidance aims to support countries, schools or individual practitioners in reassessing their ongoing practices to adopt a more action-oriented, holistic, scientifically accurate, justice-driven and lifelong learning approach to climate change. 
Youth and Changing Realities: Rethinking Post-basic Education in Sub-Saharan Africa Год публикации: 2022 Организация-автор: Организация Объединенных Наций по вопросам образования, науки и культуры (UNESCO) Education should empower young people for full participation in their societies and education systems should be responsive to their voices, aspirations and actions. At this time of upheaval, it is more important than ever that youth voices are heard. This synthesis report analyses the perspectives of post-basic education of some young people from 20 countries in sub-Saharan Africa. Their voices express diverse experiences, aspirations and expectations. They describe ‘changing realities’ in which education and training opportunities often seem unable to meet their aspirations and new demands of the world of work and society. It focusses on four crucial themes for post-basic education, with reference to youth’s experiences: financing, socio-cultural barriers, skills for work and life, and educators’ capacities.The Education 2030 Framework for Action calls for youth, learners and their organizations to be full partners in the realization of SDG4; to encourage governments and other stakeholders to develop education programmes in consultation with young people; and to help shape policies for relevant and responsive education systems. This synthesis report makes an important contribution towards rethinking post-basic education in sub-Saharan Africa. 
Right to Higher Education: Unpacking the International Normative Framework in Light of Current Trends and Challenges Год публикации: 2022 Организация-автор: UNESCO | Right to Education Initiative (UK) The right to higher education is well-established in international human rights law. It requires states to progressively introduce free higher education and ensure that all have access on the basis of capacity. Yet, access to education is unequal from the very early years, which together with deep-rooted discrimination in education as well as differences in upbringing, often result in unfair admission procedures when reaching higher education. Drastic changes worldwide, due to rising inequalities, human movement, growing digitalization and the effects of the COVID-19 pandemic, are further challenging how this right can be concretely implemented. This publication seeks to bring clarity not only to existing obligations and rights, but also to unravel what aspects of the right to higher education might require further explanation in light of new contexts and challenges. It provides policy recommendations to guide states in their endeavour to ensure effective equal opportunities to higher education for all. 
5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-Being: Recommendations for Action Towards Transformative Education Год публикации: 2022 Организация-автор: UNESCO In light of contemporary and emerging challenges such as climate change, violent and hateful ideologies, conflicts and risks of global pandemics, education must teach young people the knowledge, skills, values and attitudes to live cooperatively, be flexible, think critically, respect diversity, care for the environment, and be actively involved in finding solutions, both locally and globally. Transformative education – as enshrined in Target 4.7 of Sustainable Development Goal 4 – is critical in supporting individuals to develop these competencies. Transformative education involves teaching and learning that motivates and empowers learners to make informed decisions and actions at the individual, community and global levels. With a focus on sustainability, global citizenship, health and well-being for all, transformative education implies ensuring that curriculum, pedagogy, learning materials, schools and learning environments are meaningful for the social, political, economic, cultural and environmental contexts. To better understand concrete progress in transformative education, UNESCO and the Asia Pacific Centre of Education for International Understanding (APCEIU) co-organized the 5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being (29 November – 1 December 2021).The conference enabled a productive dialogue among a diverse range of actors from the fields of education for sustainable development (ESD), global citizenship education (GCED), education for health and wellbeing under the broader “banner” of transformative education. 5ème Forum de l’UNESCO sur l’éducation transformatrice pour le développement durable, la citoyenneté mondiale, la santé et le bien-être: Recommandations pour l’action en vue d’une éducation transformatrice Год публикации: 2022 Организация-автор: UNESCO À la lumière des défis contemporains et émergents tels que le changement climatique, les idéologies violentes et haineuses, les conflits et les risques de pandémies mondiales, l'éducation doit enseigner aux jeunes les connaissances, les compétences, les valeurs et les attitudes nécessaires pour vivre en coopération, être flexibles, penser de manière critique, respecter la diversité, prendre soin de l'environnement et participer activement à la recherche de solutions, tant au niveau local que mondial.L'éducation transformatrice - telle qu'énoncée dans la cible 4.7 de l'objectif de développement durable 4 - est essentielle pour aider les individus à développer ces compétences. L'éducation transformatrice implique un enseignement et un apprentissage qui motivent et habilitent les apprenants à prendre des décisions et des actions éclairées aux niveaux individuel, communautaire et mondial. En mettant l'accent sur la durabilité, la citoyenneté mondiale, la santé et le bien-être pour tous, l'éducation transformatrice implique de veiller à ce que les programmes, la pédagogie, le matériel d'apprentissage, les écoles et les environnements d'apprentissage soient significatifs pour les contextes social, politique, économique, culturel et environnemental.Pour mieux comprendre les progrès concrets de l'éducation transformatrice, l'UNESCO et le Centre Asie-Pacifique d'éducation pour la compréhension internationale (APCEIU) ont co-organisé le 5e Forum de l'UNESCO sur l'éducation transformatrice pour le développement durable, la citoyenneté mondiale, la santé et le bien-être (29 novembre - 1er décembre 2021).La conférence a permis un dialogue productif entre un large éventail d'acteurs des domaines de l'éducation au développement durable (EDD), de l'éducation à la citoyenneté mondiale (ECM), de l'éducation pour la santé et le bien-être sous la « bannière » plus large de l'éducation transformatrice. 
Progress of SDG4 in the Arab Region: A Summary Review Год публикации: 2022 Организация-автор: UNESCO This report is a snapshot review of the progress of SDG 4 in the Arab region, based upon the national reports of the countries of the region and the valuable inputs from the regional education institutes of the region. In this review, SDG 4 is looked at as an essential part of an interconnected whole of all SDGs. However, it focuses on selected targets and indicators of SDG 4 because of difficulties of accessing consistent data pertaining to the region covering the period from 2010 to 2020. Therefore, internationally comparable data from various sources have been taken into consideration, highlighting at the same time the overall pictures as revealed by the country reports and flagging their selected best practices. 
UNESCO’s Efforts to Achieve Gender Equality in and Through Education: 2020 Highlights Год публикации: 2022 Организация-автор: UNESCO This report presents highlights of UNESCO’s work in 2020 to advance gender equality in and through education.UNESCO's work in this area is guided by the UNESCO strategy for gender equality in and through education 2019–2025, and supported by Her Education, Our Future, which was launched in parallel with the strategy, to leverage political and financial commitments, cooperation and joint action for girls’ and women’s education. 
Los actores no estatales en la educación superior: ¿Una visión compartida de la calidad y la asequibilidad? (Policy Paper 47) Год публикации: 2022 Организация-автор: UNESCO Los actores no estatales acogen a más de un tercio del alumnado de educación superior en todo el mundo, un porcentaje considerablemente más elevado que en la educación primaria o secundaria. Los proveedores son diversos y responden a una variedad de necesidades, y a menudo no hay una división clara entre los sectores estatal y no estatal. Los actores no estatales son además protagonistas importantes en la financiación de la educación superior a través de los hogares, los mecanismos de mercado y las alianzas público-privadas. A raíz de ello, estos actores desempeñan un papel significativo e influyen en la elaboración de normativas y políticas, así como en la configuración del sistema de educación superior en su conjunto. Los gobiernos deben garantizar la calidad y equidad —las dimensiones clave de la meta 4.3 de los Objetivos de Desarrollo Sostenible (ODS)—, independientemente del modo en que los actores estatales y no estatales compartan responsabilidades. 
Berlin Declaration on Education for Sustainable Development; Learn for Our Planet: Act for Sustainability Год публикации: 2022 Организация-автор: UNESCO From 17 May to 19 May 2021 around 2800 people – politicians, business people, youth leaders, scientists, Non-governmental organizations, and many more - from 160 countries came together virtually at the UNESCO World Conference on Education for Sustainable Development (ESD) 2021. During the conference, they expressed their commitment to use the transformative power of education in order to address the global challenges we face. The Berlin Declaration was the main result of the conference.The Berlin Declaration on Education for Sustainable Development is an important document that emphasizes the significance of ESD for each and every one of us. It identifies concrete challenges the global community is facing and calls for changes that are urgently needed in order to fully integrate and strengthen ESD in all educational contexts. 
[Resumen] Informe de seguimiento de la educación en el mundo 2021/2: Los actores no estatales en la educación; ¿quién elige? ¿quién pierde? Год публикации: 2022 Организация-автор: UNESCO El papel de los actores no estatales se extiende más allá de la escolarización a las intervenciones en diferentes niveles educativos y esferas de influencia. Junto con su revisión del progreso hacia el ODS 4, incluida la evidencia emergente sobre el impacto de la pandemia de COVID-19, el Informe de Seguimiento de la Educación en el Mundo 2021/2 insta a los gobiernos a considerar a todas las instituciones, estudiantes y docentes como parte de un solo sistema. Los estándares, la información, los incentivos y la rendición de cuentas deberían ayudar a los gobiernos a proteger, respetar y cumplir el derecho a la educación para todos, sin apartar la vista de los privilegios o la explotación. La educación financiada por el estado no tiene que ser proporcionada por el estado, pero se debe abordar la disparidad en los procesos educativos, los resultados de los estudiantes y las condiciones de trabajo de los maestros. La eficiencia y la innovación, en lugar de ser secretos comerciales, deben ser compartidos y practicados por todos. Con este fin, se debe mantener la transparencia e integridad del proceso de formulación de políticas de educación pública para bloquear los intereses creados. El grito de guerra del informe: ¿Quién elige? ¿Quién pierde? – invita a los responsables de la toma de decisiones políticas a cuestionar las relaciones con los actores no estatales en términos de elecciones fundamentales: entre equidad y libertad de elección; entre fomentar la iniciativa y establecer estándares; entre grupos de diferentes medios y necesidades; entre los compromisos inmediatos bajo el ODS 4 y los que se lograrán gradualmente (por ejemplo, educación postsecundaria); y entre la educación y otros sectores sociales.