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Educating Girls: The Path to Gender Equality; GPE Brief Год публикации: 2019 Организация-автор: GPE Despite significant gains in recent years, education outcomes for girls in developing countries continue to lag behind those of boys. Adolescence is a particularly critical stage for girls, marked by rapid biological and psychological changes as well as powerful social expectations of how their lives should unfold. For many girls in developing countries, adolescence also marks a time of extreme vulnerability: to child marriage, teenage pregnancy, sexual violence, nutritional deficiency and exposure to HIV/AIDS. It also marks a time when pressures of social norms and cultural practices place new restrictions on what girls can do and who they can be. Lack of access to education increases vulnerability to these risks and constraints. Conversely, being in education acts as a powerful protective factor as well as a route to empowerment for girls to determine their own destiny. Achieving gender equality means delivering on three interlinked areas for girls: health, education and safety. GPE uses its results-based partnership model to work with developing countries to prioritize planning and spending on girls’ education throughout the education cycle, to achieve gender equality. Ensuring girls and boys have equal access to inclusive, quality education is a core principle of GPE’s strategic plan, GPE 2020, and GPE’s Gender Equality Policy and Strategy 2016-2020. At the advocacy level and in conjunction with its partners, GPE is also promoting working across sectors to meet the holistic needs of girls, from a gender equality perspective. 
한국교육과 SDG4-교육2030 Год публикации: 2018 Автор: 김광호 Организация-автор: 유네스코한국위원회 영유아 교육부터 성인교육에 이르기까지 교육의 모든 분야를 망라하고 있는 SDG4는 매우 야심 찬 목표다. 세계 각국은 이를 달성하기 위해 여러 논의도 벌이고 교육 정책 에 반영도 하는 등 다각도로 노력하고 있다. 이러한 국제사회의 노력에 비해 국내의 SDG4 관련 움직임은 아직 그리 크지 않은 것 같다. 이에 유네스코한국위원회는 교육부와 함께 한국의 SDG4 달성 현황을 파악하고 앞으로 어떤 과제에 집중해야 하는지 점검하기 위하여 2017년 11월에 ‘제1회 SDG4-교육 2030 포럼: 한국교육과 SDG4-교육 2030’을 개최한 바가 있다. 이 책은 포럼 발표문과 토론문의 저자들이 포럼에서의 논의를 반영하여 수정한 원고를 한데 묶은 것이다. 일차적으로 교육 정책 담당자, 교육 연구자, 교육기관 종사자, 시민단체 활동가를 위한 내용을 담고 있지만, 일반 시민의 SDG4에 대한 관심과 이해를 높이는 데에도 유용할 것이다. 
2017-18 브릿지 프로그램 연차보고서 Год публикации: 2018 Организация-автор: 유네스코한국위원회 브릿지 프로그램은 유네스코한국위원회가 교육부의 지원과 후원 모금을 통해 남아시아 지역과 사하라 이남 아프리카 지역에 거주하는 비문해자를 포함한 교육소외계층을 대상으로 교육의 기회를 제공하는 사업이다. 이 보고서는 2017년도부터 2018년도 상반기까지 유네스코한국위원회가 아시아 6개국과 아프리카 6개국에서 각국의 정부기관, 시민사회단체 및 유네스코국가위원회 등과 협력하여 추진한 사업들의 세부 활동과 성과를 보여준다. 아울러, 브릿지 프로그램을 통해 삶의 변화를 맞이한 사람들의 이야기도 확인할 수 있다. 
Online programme and meeting document Integrating SDG4 in National Education Planning Год публикации: 2016 Автор: Neyestani-Hailu, Lily Организация-автор: UNESCO Dakar Key messages1. In September 2015 the World adopted the 2030 Agenda for Sustainable Development with 17 Sustainable Develop-ment Goals (SDG). The fourth SDG focuses on education, uniting a coherent set of interrelated targets to ensure quality education for all and equal learning opportunities throughout life. 2. SDG4 goes beyond a mere expansion of the scope and coverage of the Education for All agenda by placing learn-ing and equity at the core of global education discourse. 3. This requires rethinking education and envisioning a new construct of education around lifelong and life-wide learning, and integrating SDG4 into national education planning. 4. According to a survey conducted by UNESCO in 2016 to gauge the readiness of sub-Saharan African countries for national SDG4 integration: a) important data, policy and capacity gaps need to be addressed in meeting the new vision of quality education and learning for all; b) national planning cycles and effective sector dialogue mechanisms at the country level present important opportunities. 5. Building on existing systems to progressively integrate prioritized SDG4 targets and relevant strategies and indi-cators into national education sector plans and their M&E frameworks will be of critical importance. Intégration de l'ODD4 dans la planification nationale de l'éducation Год публикации: 2016 Автор: Neyestani-Hailu, Lily Организация-автор: UNESCO Dakar Messages clés 1. En septembre 2015, le monde a adopté le Programme de développement durable à l’horizon 2030 et ses 17 objectifs de développement durable (ODD). Le quatrième ODD, relatif à l’éducation, regroupe un ensemble cohérent de cibles inter-dépendantes pour assurer une éducation de qualité pour tous et des possibilités égales d’apprentissage tout au long de la vie. 2. L’ODD4 va au-delà d’une simple expansion de la portée et de la couverture de l’agenda de l’Education pour tous (EPT) en plaçant l’apprentissage et l’équité au cœur du discours mondial sur l’éducation. 3. Cette vision implique de repenser l’éducation et d’envisager une nouvelle conception de l’éducation autour de l’apprentissage tout au long et dans toutes les circonstances de la vie et d’intégrer l’ODD4 dans la planification nationale de l’éducation. 4. Selon une enquête menée par l’UNESCO en 2016 pour mesurer l’état de préparation des pays d’Afrique subsaharienne en vue de l’intégration de l’ODD4 : a) des lacunes considérables en matière de données, de politiques et de capacités doivent être com-blées pour répondre à la nouvelle vision de l’éducation et de l’apprentissage de qualité pour tous ; b) les cycles nationaux de planification et les mécanismes efficaces de dialogue sectoriel au niveau des pays offrent d’importantes opportunités. 5. Il sera capital de s’appuyer sur les systèmes existants pour intégrer progressivement les cibles priorisées de l’ODD4 et les stratégies et indicateurs pertinents dans les plans sectoriels de l’éducation nationaux et leurs cadres de suivi et évaluation. URL:https://unesdoc.unesco.org/ark:/48223/pf0000247239?posInSet=2&queryId=54d6ce36-0065-4dd9-a570-4fe80ac5fcb6 
Improving early-grade performance for 2030: measurement and estimation options for innovative policy dialogue Год публикации: 2019 Автор: Helen Abadzi Организация-автор: UNESCO International Bureau of Education (IBE) Governments and donors are faced with the challenge of attaining the 2030 Sustainable Development Goals (SDGs). One of the challenges for education is to measure and set benchmarks that indicate whether people have developed sufficient core literacy and numeracy skills to function in the complex literate environments of the 21st century. Benchmark setting has proved difficult in education because stakeholders find it hard to define which variables really matter and how they can be measured. Measurement of skills particularly in grades 1‐3 is highly relevant for policy dialogue, because this is when many students fall behind. Donors use existing national, regional, and international assessments, for which longitudinal data are available. However, assessments require reading fluency and do not focus on the lowest literacy and numeracy levels, so they may overestimate or underestimate learners’ skills in grades 1‐3. Governments need specific feedback as soon as possible of likely student performance by 2030 so that they can take measures to improve performance by then. This monograph aims to publicize options for measuring early literacy and numeracy skills, using neuroscientific insights. These may help develop interventions that could accelerate early learning, facilitate monitoring and promote policy interventions to accelerate the achievement of the SDG 4.1 goals in various countries by 2030. The research evidence presented indicates that: Performance benchmarks can be set using reading and math fluency research;The performance of lower grades worldwide could be monitored through brief tests, measuring concepts that have high predictive validity, derived from cognitive science;If these test results were linked to international and national assessments, statistical models could be developing to estimate roughly how populations of various countries are likely to score in 2030;Clear feedback, along with recommendations for appropriate interventions, would allow countries and donors to engage in targeted policy dialogue to close the gap;Improved performance in grade 1 would improve performance in subsequent grades;With sufficient emphasis, funding, and space logistics, illiteracy among low‐income students could be eliminated in about 7 years and near‐universal and sustainable literacy could be attained by 2030. 
Discussion Paper for Women's Education and Political Participation Год публикации: 2012 Автор: Subhalakshmi Nandi Организация-автор: Asia South Pacific Association for Basic and Adult Education (ASPBAE) This paper is an outcome of the presentations and discussions from the Quality Adult Education (QAE) Benchmarking Workshop held in Jakarta in November '10, as well as a subsequent meeting of the core group for finalizing the paper (this meeting was held in New Delhi in March '11). 
Gender-responsive education sector planning: A pathway to gender equality in education Год публикации: 2019 Организация-автор: Global Partnership for Education (GPE) | United Nations Girls' Education Initiative (UNGEI) Education transforms lives. It is the surest investment to break down social and economic differences between people, unravel inequalities based on gender and accelerate progress towards the entire vision of the 2030 Agenda for Sustainable Development. Yet, despite the world’s commitment to ensure every child completes 12 years of quality education, in low-income countries only 4% of the poorest finish upper secondary school, falling to 2% among marginalized girls.Sustainable Development Goal 4, inclusive and equitable quality education for all, is about much more than education access. It calls for education policies to look beyond gender parity in school enrollment in order to put gender equality at the heart of education through gender-sensitive plans and policies. Gender-responsive education sector planning is an essential tool for advancing gender equality in and through education. 
La citoyenneté dans tous ses états Год публикации: 2016 Автор: Remacle, Anne-Catherine Durant cette période que certains estiment en crise démocratique, les questions de démocratie et de citoyenneté occupent très souvent le devant de la scène. Des initiatives citoyennes et participatives éclosent un peu partout à l’échelle mondiale et notre petite Belgique n’est pas en reste. Il s’agit là notamment d’une dynamique réactivée à la suite de la diffusion du film Demain qui a réinsufflé un vent d’envie participative en évoquant des mouvements comme les villes en transition, les Incredible Edible (Incroyable Comestible), les initiatives de monnaies locales et autres filières courtes. Nous assistons sans nul doute à un réveil citoyen dans une démocratie représentative un peu essoufflée. Cette logique de participation citoyenne, ainsi que l’implication d’acteurs critiques et responsables, est également à la base du travail du Centre Permanent pour la Citoyenneté et la Participation (CPCP). Que ce soit dans ses groupes d’éducation permanente, durant ses formations et animations ou au travers de ses publications, le CPCP prône une citoyenneté active qui inclut une participation à la vie de notre société. Le travail du CPCP se situe donc intimement autour des notions de citoyen et de citoyenneté, deux termes aux acceptions très variées. Cette publication a pour but de défricher les différentes significations de la citoyenneté et de les développer selon plusieurs dimensions. Message de Mme Irina Bokova, Directrice générale de l’UNESCO, à l’occasion du 50e anniversaire de la Journée internationale de l'alphabétisation Год публикации: 2016 Автор: Anna Robinson-Pant Организация-автор: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) Literacy is essential to success across the board. A foundation for human rights and dignity, literacy is vital for poverty eradication, for gender equality, for more inclusive and sustainable societies. This is why we launch today the Global Alliance for Literacy, to mobilize investment and promote innovative initiatives, with a focus on gender and new information and communication technologies. We must seize every opportunity-- we must work across all sectoral boundaries.