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Strengthening Quality Assurance in Higher Education UNESCO-Shenzhen Project Update, June 2019 出版年份: 2019 机构作者: UNESCO In 2016, UNESCO and the Shenzhen Municipal People’s Government of China joined hands with 10 African countries, and initiated the UNESCO-Shenzhen Project, with an aim to strengthen higher education systems by developing quality assurance mechanisms. The three-year project implemented since 2017 represents the commitment of UNESCO to the realization of Target 4.3 of the Sustainable Development Goals to “ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university” and the Education 2030 agenda. 
Report of the regional training for Anglophone Africa, Cracking the code: quality, gender-responsive STEM education 出版年份: 2019 机构作者: UNESCO The African Union recognized the importance of science, technology, research and innovation in stimulating socio-economic development in Africa in its Agenda 2063, and even earlier in the 2007 Addis Ababa Declaration on Science, Technology and Scientific Research for Development. There is a growing demand for professionals with science, technology, engineering and mathematics (STEM) skills in Africa, and the so-called fourth industrial revolution is expected to create a wide range of new jobs in these fields. However, unless efforts are made to address the mismatch between current skills and what will be needed for the future, this revolution will leave a large part of the continent behind. One of the concerns of many African countries is the low participation and academic performance of girls in STEM studies. UNESCO, with the financial support of the Government of Japan and in collaboration with the Rwanda Ministry of Education, the Rwanda Education Board, and the Rwanda National Commission for UNESCO, as well as numerous partners, organized a regional training to strengthen the capacities of education systems to provide gender-responsive STEM education where all children can learn, grow and develop to their full potential. This brief report presents the results and next steps. 
Gender-responsive STEM education: Empowering girls and women for the jobs of today and tomorrow 出版年份: 2019 机构作者: UNESCO More girls are in school today than ever before, but they do not always have the same opportunities as boys to complete and benefit from an education of their choice. Too many girls and women are held back by biases, social norms and expectations influencing the quality of the education they receive and the subjects they study. They are particularly under-represented in science, technology, engineering and mathematics (STEM) education, and consequently in STEM careers. UNESCO is giving special attention to this issue as part of its efforts to promote the empowerment of girls and women through education and as a response to its Member States’decisionon UNESCO’s role in encouraging girls and women to be leaders in STEM, including arts and design. 
Десятое совещание Группы высокогоуровня по образованию для всех (ОДВ): Джомтьенское заявление 出版年份: 2011 机构作者: UNESCO This statement is the outcome of 10th meeting of the High-level Group on Education for All. The meeting was held from 22 to 24 March 2011 in Jomtien, Thailand to urge to progress towards the EFA goals. 
Futures of Education: learning to become 出版年份: 2019 机构作者: UNESCO UNESCO’s Futures of Education initiative aims to rethink education and shape the future. The initiative is catalyzing a global debate on how knowledge, education and learning need to be reimagined in a world of increasing complexity, uncertainty, and precarity. Looking to 2050 and beyond, the Futures of Education initiative seeks to reimagine how education and knowledge can contribute to the global common good. The initiative will catalyze a global debate on how knowledge and learning can shape the future of humanity and the planet. Tenth Meeting of the High-level Group on Education for All (EFA), 22-24 March 2011, Jomtien, Thailand: Jomtien Statement 出版年份: 2011 机构作者: UNESCO This statement is the outcome of 10th meeting of the High-level Group on Education for All. The meeting was held from 22 to 24 March 2011 in Jomtien, Thailand to urge to progress towards the EFA goals. Dixième Réunion du Groupe de Haut Niveau sur l'Éducation pour Tous (EPT), 22-24 Mars 2011, Jomtien, Thaïlande: Déclaration de Jomtien 出版年份: 2011 机构作者: UNESCO Cette déclaration est le résultat de la 10e réunion du Groupe de haut niveau sur l'éducation pour tous. La réunion a eu lieu du 22 au 24 Mars 2011 à Jomtien, en Thaïlande pour pousser à progresser vers les objectifs de l'EPT. Ответные меры системы образования на буллинг, вызванный гомофобией 出版年份: 2014 机构作者: UNESCO This publication is part of a Good Policy and Practice series that addresses key themes of UNESCO’s work with the education sector including HIV and AIDS and safe, healthy educational environments for all learners. This volume, on the theme of homophobic bullying in educational institutions, builds on UNESCO’s work on gender, discrimination and violence in schools. 
동성애혐오성 괴롭힘 없는 학교 出版年份: 2013 机构作者: UNESCO 이 책은 2012년 유네스코가 발간한 ‘HIV 및 보건 교육 우수 정책과 사례’ 시리즈(전8권) 중 제8권 『Education Sector Responses to Homophobic Bullying』을 번역한 것입니다. 이 책은 동성애혐오성 괴롭힘을 '모두를 위한 교육'을 실현하기 위해 해소해야 하는 걸림돌 중 하나로 지적하면서 그 해결방법을 제시하고 있습니다. مرحلة ما بعد عام 2015: التعليم الذي نصبو إليه 出版年份: 2014 机构作者: UNESCO | United Nations Children's Fund (UNICEF) The post-2015 education agenda should be aspirational, transformative and holistic, and an integral part of the broader post-2015 development agenda. It should be of universal relevance and mobilize all stakeholders in all countries. Education must be a stand-alone goal in the broader post-2015 development agenda and should be framed by a comprehensive overarching goal, with measurable global targets and related indicators. In addition, education must be integrated into other development goals. The future education agenda should be rights-based and reflect a perspective based on equity and inclusion, with particular attention to gender equality and to overcoming all forms of discrimination in and through education, ensuring that no-one is left behind. It must support free and compulsory basic education. It should expand the vision of access for all to reflect relevant learning outcomes through the provision of quality education at all levels, from early childhood to higher education, in safe and healthy environments. It should take a holistic and lifelong learning approach, and provide multiple pathways of learning using innovative methods and information and communication technologies. It should reinforce approaches such as global citizenship education and education for sustainable development, which foster attitudes and behaviours that promote peace, conflict resolution and mutual understanding, tolerance, critical thinking, and respect for cultural diversity and for the environment.