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Third collection of good practices: intercultural dialogue in support of quality education Год публикации: 2013 Организация-автор: UNESCO Associated Schools Project Network (ASPnet) The UNESCO Associated Schools Project Network (ASPnet) conducts pilot projects aimed at reinforcing the humanistic and ethical principles of UNESCO in school curricula and throughout the learning process, often within the framework of UN and UNESCO International Day, Years and Decades, Promoting intercultural dialogue is thus an ASPnet priority. The initiatives presented in this Third Collection of ASPnet Good Practices were carried out by ASPnet schools and their partner institutions in the context of the International Year for the Rapprochement of Cultures (2010). The selected projects illustrate both multicultural education and intercultural education in action. Troisième recueil de bonnes pratiques: le dialogue interculturel à l'appui de l'éducation de qualité Год публикации: 2013 Организация-автор: UNESCO Associated Schools Project Network (ASPnet) Les écoles associées de l'UNESCO (réSEAU) mènent des projets pilotes visant à renforcer les principes humanistes et éthiques de l'UNESCO dans les programmes scolaires et tout au long du processus d'apprentissage, souvent dans le cadre de l'ONU et de la Journée internationale de l'UNESCO, années et décennies, la promotion du dialogue interculturel est donc une priorité Reseau. Les initiatives présentées dans ce troisième Collection de Reseau bonnes pratiques ont été réalisées par les écoles Reseau et leurs institutions partenaires dans le cadre de l'Année internationale du rapprochement des cultures (2010). Les projets sélectionnés illustrent à la fois l'éducation multiculturelle et l'éducation interculturelle dans l'action. 
المجموعة الثانية من الممارسات الجيدة في مجال التعليم من أجل التنمية المستدامة Год публикации: 2009 Организация-автор: UNESCO Associated Schools Project Network (ASPnet) This second collection of ASPnet good practices for quality education takes stock of some of the contributions being made by UNESCO Associated Schools in support of the United Nations Decade of Education for Sustainable Development (DESD). 
COVID-19 Learning Losses: Rebuilding Quality Learning for All in the Middle East and North Africa Год публикации: 2021 Автор: Hana Yoshimoto | Jeannette Vogelaar | Brenda Haiplik Организация-автор: UNESCO | United Nations Children's Fund (UNICEF) | World Bank An entire generation of children in the Middle East and North Africa (MENA) is estimated to be affected by the education crisis determined by the COVID-19 pandemic, with potential impacts that are going beyond the immediate/short term and also well beyond the education domain itself, with consequences on children’s socialisation, mental well-being, and future perspective of being active members of their society, including in the labor market. More information on the impact of the crisis would help countries to put in place strategies to mitigate the impacts. Timely investment and action to prevent extreme impacts of this crisis on education are of paramount importance in MENA, which already tackling a learning crisis before the COVID-19 outbreak.This publication delineates the overall education status in MENA after the breakout of COVID-19 pandemic, by presenting the education responses in MENA, and assessing the potential learning loss through a simulation analysis, recommendations are provided on how to build back better and enhance access and quality learning for all. 
Research Report: A Comparative Study on Hybrid Learning in Schools Год публикации: 2024 Организация-автор: UNESCO International Bureau of Education (IBE) During the COVID-19 lockdown, policymakers and educators faced an unprecedented challenge disrupting all levels of education. The initial optimism about replacing physical classes with virtual lessons diminished as complex interconnected issues emerged. To address the need for continuous and sustainable learning, school systems implemented variations of hybrid learning during the pandemic, seeking to integrate physical and virtual classes. These approaches prompted this comparative study led by UNESCO-IBE. The initial phase of this study involved collecting and analysing data on hybrid strategies from six countries. The research aimed to examine factors influencing hybrid learning implementation during the lockdown, with a subsequent focus on developing and validating a practical Hybrid Learning Framework for Schools. The cross-case analysis was designed not to rank or compare, but to understand and connect different scenarios and contexts. Phase I focuses on current hybrid learning practices and influencing factors, while Phases II and III will concentrate on using the information gathered to create and validate a Hybrid Learning Framework for Schools. Aligned with UNESCO-IBE’s overarching vision of a comprehensive, personalized, and democratized curriculum accessible to all, hybrid learning facilitates inclusive education across diverse regions, overcoming geographical and temporal limitations. The approach aims to unlock the unique potential of every learner, fostering a more flexible educational environment. 
World Education Statistics 2024 Год публикации: 2024 Организация-автор: UNESCO Institute for Statistics (UIS) The report summarizes the education data published by UIS and serves as a fundamental resource and essential guide for policy-makers, researchers and analysts, as well as anyone interested in education data and statistics. Statistics are presented in 11 thematic chapters, covering primary and secondary education; early childhood; technical, vocational and tertiary education; skills for work; parity; literacy and numeracy; sustainable development and global citizenship; learning environment; scholarships; teachers; and financing education. 
Research Report: A Comparative Study on Hybrid Learning in Schools Год публикации: 2024 Организация-автор: UNESCO International Bureau of Education (IBE) During the COVID-19 lockdown, policymakers and educators faced an unprecedented challenge disrupting all levels of education. The initial optimism about replacing physical classes with virtual lessons diminished as complex interconnected issues emerged. To address the need for continuous and sustainable learning, school systems implemented variations of hybrid learning during the pandemic, seeking to integrate physical and virtual classes. These approaches prompted this comparative study led by UNESCO-IBE. The initial phase of this study involved collecting and analysing data on hybrid strategies from six countries. The research aimed to examine factors influencing hybrid learning implementation during the lockdown, with a subsequent focus on developing and validating a practical Hybrid Learning Framework for Schools. The cross-case analysis was designed not to rank or compare, but to understand and connect different scenarios and contexts. Phase I focuses on current hybrid learning practices and influencing factors, while Phases II and III will concentrate on using the information gathered to create and validate a Hybrid Learning Framework for Schools. Hybrid learning is not just a response to pandemics but also serves as a viable solution for other scenarios where full school attendance is difficult. Aligned with UNESCO-IBE’s overarching vision of a comprehensive, personalized, and democratized curriculum accessible to all, hybrid learning facilitates inclusive education across diverse regions, overcoming geographical and temporal limitations. The approach aims to unlock the unique potential of every learner, fostering a more flexible educational environment.Published in February 2024 by the UNESCO International Bureau of Education (IBE) with support from the European Union. 
What’s Next? Lessons on Education Recovery: Findings From a Survey of Ministries of Education Amid the COVID-19 Pandemic Год публикации: 2021 Организация-автор: UNESCO | United Nations Children's Fund (UNICEF) | World Bank | Organisation for Economic Co-operation and Development (OECD) United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Children’s Fund (UNICEF), the World Bank and the Organisation for Economic Co-operation and Development (OECD) have collaborated in the third round of the Survey on National Education Responses to COVID-19 School Closures, administered by the UNESCO Institute for Statistics (UIS) and OECD to Ministry of Education officials. The questions covered four levels of education: preprimary, primary, lower secondary and upper secondary. While the first two rounds of the survey were implemented during the periods May–June and July–October 2020, respectively, the third round was implemented during the period February–June 2021. In total, 143 countries responded to the questionnaire. Thirty-one countries submitted responses to the OECD (“OECD survey”) and 112 countries responded to the UIS (“UIS survey”). Seven countries responded to both surveys. In these instances, the more complete set responses were used in analysis. 
Educate Girls: Improving the Quality and Outcomes of Girls’ Learning Год публикации: 2017 Организация-автор: World Bank In India, women and girls, especially in rural areas, are particularly affected by the country’s illiteracy problem, since they face discrimination based on their sex and need for childbearing. In Rajasthan, the north- western Indian state that borders Pakistan, 9 out of 26 districts have the worst gender gap in India for girls’ education.Established in 2007, Educate Girls is holistically tackling issues at the root cause of gender inequality in India’s education system that has helped to ensure over 90% enrollment and significantly higher attendance for all girls as well as improved school infrastructure, quality of education and learning outcomes for all children.As a result of Educate Girls’ efforts to date, an army of “girls champions” has been created to combat cultural issues and support systemic change. More than 150,000 out-of-school girls have been enrolled in school and the program has benefitted around 3.8 million of beneficiaries. Continuing to address the social and cultural barriers in girls’ education can bring about real transformation, such as improvement in health, income levels, and overall livelihoods in rural populations. 
Global Guidance on Reopening Early Childhood Education Settings Год публикации: 2020 Организация-автор: United Nations Children's Fund (UNICEF) | World Bank | UNESCO This guidance note outlines key principles and practical measures for decision-makers to consider before, during and after the transition from closure to reopening. It focuses on safe operations in ECE settings, staff training and support, child well-being and development, and parental communication and support.