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National Education Responses to COVID-19: The Situation of Latin America and the Caribbean 出版年份: 2021 机构作者: UNESCO The COVID-19 pandemic caused the greatest global, simultaneous interruption of education services in recent history. It has impacted over 90% of the worldwide student population from preschool to higher education.Latin American and Caribbean countries have engaged in enormous efforts to promote continuity of teaching and learning in this context. In spite of this, profound inequities persist in school systems that limit the capacity to reach the entire population.It is imperative to have information that contributes to guiding the actions that may mitigate or reverse the pandemic’s negative impacts on learning and educational inequities.This report presents a regional overview based on the results of the “Survey on National Education Responses to COVID-19,” which was implemented by UNESCO, UNICEF and the World Bank between May and October 2020. 
The World in 2030: Public Survey Report 出版年份: 2021 机构作者: UNESCO This report presents the results of the World in 2030 Survey, launched by UNESCO in May 2020 to provide a platform for people to share their views on our world’s most pressing challenges, including what specifically they are worried about, and, most importantly, what solutions they feel are mostneeded. The results of this survey present a clear and systematic framework for action, one that can enrich global reflection over the coming decade as part of a renewed push to achieve the Sustainable Development Goals of the UN 2030 Agenda.Over 15,000 respondents from all regions of the world responded to the survey, providing a clear snapshot of global per- spectives. This survey received particular participation from women and young people. A majority of respondents had a university education, and the top region from which participants hailed was Latin America and the Caribbean.Responses to the World in 2030 Survey indicate clear trends in the concerns felt by global citizens. According to survey respondents, the top challenge facing peaceful societies in the lead up to 2030 was, by far, climate change and loss of biodiversity, ranking in the top four challenges of 67% of respondents, and coming out on top for all regions and demographics. When examining this challenge, people were most concerned about increasing natural disasters and extreme weather, loss of biodiversity and its impact on people, pollution of the ocean and rising sea levels, and risk of conflict or violence. The top proposed solutions were investing in green energy and sustainable economies, teaching sustainability through education, effective international cooperation, and building trust in science and science-based decisions.The next four most highlighted global challenges were violence and conflict (44%), discrimination and inequality (43%), lack of food, water and housing (42%), and health and disease (37%). There was some limited variation in the rankings of the relative importance of these four challenges across regions and demographics. For example, women and minority group respondents both ranked discrimination and inequality as the second most important global challenge, following climate change and biodiversity loss, rather than third, while respondents from indigenous communities and from Asia and the Pacific ranked health and disease as the second most important global challenge, rather than fifth. The World in 2030 survey was an open online questionnaire held from May to September 2020. It was made available in more than 25 languages. This report also analyses results along regional, gender, age and other demographic lines, presenting a complex and valuable portrait of global sentiment on these key issues. 
Mapping the Mainstreaming of Education for Sustainable Development Across SDG 4.7: A Comparative Analysis of the Mainstreaming of ESD in Cyprus, Greece, Malta and Turkey 出版年份: 2020 作者: Devonne Goad 机构作者: UNESCO The objective of the present report is to summarize the state of ESD implementation in Cyprus, Greece, Malta and Turkey. This report summarizes and shares the successes and challenges highlighted within National Implementation Reports, as such a summary could be an important contribution to UNESCO, as the organization is currently facilitating dialogues to establish the direction of the new global programme for ESD. For that reason, these four countries within the regional scope of the UNESCO Regional Bureau in Venice, Italy, were chosen for the preliminary study. For the purpose of this study, the binary data contained within the National Implementation reports of Cyprus, Greece, Malta and Turkey were extracted to summarize the state of ESD implementation. 
Freedom & Creativity: Defending Art, Defending Diversity; Special Edition 出版年份: 2020 作者: Laurence Cuny 机构作者: UNESCO In anticipation of the third edition of Re|Shaping Cultural Policies, this special edition of the Global Report series that monitors the implementation of the 2005 Convention on the Protection and Promotion of the Diversity of Cultural Expressions, focuses on one of the Convention’s overarching goals: the promotion of human rights and fundamental freedoms and, in particular, artistic freedom. Freedom of expression, information and communication, as well as the ability of individuals to choose cultural expressions is a prerequisite for the protection and promotion of the diversity of cultural expressions.Building on the recommendations put forth in the 2018 Global Report, this special edition provides an overview of current advances and challenges in the legal protection of artistic freedom, the protection of the social and economic rights of artists and cultural professionals and the monitoring of artistic freedom at the national, regional and international levels.By producing new evidence and valuable analysis, the 2005 Convention Global Report series is intended as a reference tool for cultural policymaking and advancing creativity for development. 
COVID 19, Technology-Based Education and Disability: The Case of Bangladesh; Emerging Practices in Inclusive Digital Learning for Students With Disabilities 出版年份: 2021 作者: Vashkar Bhattacharjee | Shahriar Mohammad Shiblee 机构作者: UNESCO This study sheds light on Bangladesh’s initiatives in the area of disability-inclusive education. The particu- lar focus is on the role of its Accessible Reading Materials (ARM) initiative and how this has contributed to ensuring disability-inclusive and accessible education during the COVID-19 pandemic in Bangladesh. ARM is a government-led initiative that was launched in 2014 by the then Access to Information (a2i) programme of the Prime Minister’s Office, now the Aspire to Innovate Programme of the Information and Communica- tion Technology (ICT) Division of the Government of Bangladesh. It was launched in recognition of the need for solutions to ensure virtual, as well as regular reading access for all students, including children and young people with barriers to reading. ARM is aimed at satisfying the educational needs of all students including students with print and learning disabilities. 
Women in Higher Education: Has the Female Advantage Put an End to Gender Inequalities? 出版年份: 2021 作者: Daniele Vieira do Nascimento | Takudzwa Mutize | Jaime Felix Roser Chinchilla 机构作者: UNESCO Regardless of encouraging statistics on women access to higher education, women still encounter obstacles when seeking to occupy key academic positions in universities, to be involved with relevant research, and to take leadership roles.Women are overrepresented among teaching staff at lower education levels, while their presence is markedly lower in tertiary education (vertical segregation). The same is true in school management and education policymaking. Women are also still underrepresented as senior faculty and in higher education decision-making bodies in many countries.In the area of research, men publish on average more articles than women showing there is a gender publication gap. Differences in men ́s and women ́s academic publication persist and are most pronounced for publications in top journals.STEM (science, technology, engineering, and mathematics) areas of study show a heavy underrepresentation of female students in most countries. This underrepresentation of female students is closely linked to the underrepresentation of female researchers in those areas. Globally, the percentage of females studying engineering, manufacturing and construction or ICT (information and communications technology) is below 25% in over two- thirds of countries.During the first wave of the COVID-19 pandemic, although submission of academic papers for publication increased in all months during the lockdown period, the rate of increase in submissions by female researchers was significantly less than those by male researchers. This deficit was also found to be especially pronounced among younger cohorts of female academics. 
ICT Transforming Education in Africa: Final Project Report 出版年份: 2020 机构作者: UNESCO ICT Transforming Education in Africa is a project supported by the UNESCO-Korean Funds- in-Trust (KFIT) contribution by the Republic of Korea with a focus on e-school model development, open and distance learning and ICT policy development. In the first phase of the project from 2016 to 2019, Mozambique, Rwanda and Zimbabwe piloted ICT-based innovative approaches to foster human and social development, expanding access to relevant lifelong learning opportunities and enhancing the quality of learning.The aim of this progress report is to highlight the main results of the first phase of the project. These include training of over 1,300 teachers on the pedagogical use of ICT, the development of digital resources for teachers and learners, the establishment of policies on ICT in education, and a variety of activities pilot testing the use of ICT to address fundamental challenges faced at K12- and higher education level in the beneficiary countries. The findings in this progress report inform the implementation strategy for the second phase in Côte d’Ivoire, Ghana and Senegal from 2020 to 2023. 
What’s Next? Lessons on Education Recovery: Findings From a Survey of Ministries of Education Amid the COVID-19 Pandemic 出版年份: 2021 机构作者: 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. 
Caribbean Sheroes Initiative: Civil Society Organizations Advancing Gender Equality; Methods & Tools 出版年份: 2021 作者: Joan Andrea Hutchinson 机构作者: Institute for Gender and Development Studies (IGDS) | UNESCO This Toolkit recognizes the achievements and commitment of women activists that engage in Civil Society Organizations (CSOs). It documents the practice and lessons learned of twelve Jamaican Civil Society Organizations that have worked relentlessly to advance women’s rights and social justice, fostering a less violent society and more equal gender relations grounded on human rights. 
An Unfulfilled Promise: 12 Years of Education for Every Girl 出版年份: 2021 机构作者: Global Education Monitoring Report Team | UNESCO Just over 25 years ago in 1995, 189 governments adopted the Beijing Declaration and Platform for Action – a visionary agenda for women’s empowerment and the most comprehensive global policy framework to advance gender equality to date. Girls’ and women’s education and training featured in the document as one of 12 key areas where urgent action was needed to ensure greater equality.Since Beijing, the international community has emphasized the transformative power of girls’ and women’s education and its benefits – not only for girls and women, but for entire societies and even future generations. Under the 2030 Agenda for Sustainable Development, Sustainable Development Goal (SDG) 4 on inclusive, equitable quality education and lifelong learning sets ambitious targets to ensure equality of opportunity – including a target aiming to ensure that all girls and boys complete 12 years of education by 2030.This short paper explores the evolution of girls’ and boys’ completion rates in primary and secondary education since 1995 – and calls for action to deliver on our commitments to leaving no one behind.