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Education Sector Analysis: Methodological Guidelines (Vol. 3) 出版年份: 2021 机构作者: UNESCO International Institute for Educational Planning (IIEP) | United Nations Children's Fund (UNICEF) | Global Partnership for Education (GPE) | Foreign, Commonwealth & Development Office (UK) This present volume is the third in a series of education sector analysis (ESA) guidelines following two volumes published in 2014. The series provides methodologies and applied examples for diagnosing education systems and informing national education policies and plans. This volume proposes guidelines to strengthen national capacities in analyzing education systems in four areas: inclusive education system for children with disabilities, risk analysis for resilient education systems, functioning and effectiveness of the educational administration, and stakeholder mapping and problem-driven analysis (governance and political economy). 
SDG-4: Flexible Learning Pathways in Higher Education – from Policy to Practice: An International Comparative Analysis 出版年份: 2022 作者: Michaela Martin | Uliana Furiv 机构作者: UNESCO International Institute for Educational Planning (IIEP) Higher education systems across the world are currently faced with a massive influx of learners with more diverse needs. They are expected to respond to this growing diversity through a more flexible learning offer and pathways that allow all learners, including those from disadvantaged groups, to access, progress through, and complete, higher education.To enhance knowledge on how to provide increased flexibility in higher education, IIEP–UNESCO undertook an international research project on SDG-4: Planning for Flexible Learning Pathways (FLPs) in Higher Education. The project included a stocktaking of policies, instruments, and practices, an international survey among UNESCO Member States, and eight in-depth country studies on Chile, Finland, India, Jamaica, Malaysia, Morocco, South Africa, and the UK.This book presents the findings from the research, including a cross-country analysis of available FLP policies and practices, and how they enhance equitable higher education systems. It also presents a series of country experiences with innovative approaches to alternative entry, flexible progression, and governance systems in support of FLPs. 
Información y transparencia: cuadros de indicadores de las escuelas en América Latina 出版年份: 2019 作者: Alejandra Brito 机构作者: UNESCO International Institute for Educational Planning (IIEP) ¿La publicación de indicadores sobre cada escuela y compartirlos con los actores escolares mejoran la transparencia y la rendición de cuentas y ayudan a combatir la corrupción de manera eficaz? Mientras que los cuadros de indicadores de las escuelas se están desarrollando en un número creciente de países de América Latina, esta pregunta aparece particularmente aguda; la información y las evaluaciones disponibles sobre el tema siguen siendo parcelarias.Este estudio muestra un panorama de la situación a nivel regional, revisando los sistemas de información e indicadores escolares de acceso público de 15 países de América Latina. Además, examina en profundidad siete cuadros de indicadores de información escolar en cuanto a su contenido, periodicidad, mecanismos de relevamiento y difusión de la información, diseño, uso e impacto en temas de transparencia, rendición de cuentas y lucha contra la corrupción.En conclusión, formula recomendaciones detalladas para los encargados de la toma de decisiones, entre las que se incluyen: considerar la utilidad, claridad y accesibilidad de los cuadros; mejorar la validez y vigencia de los datos; fomentar la comprensión y uso de la información; vincular los cuadros con los sistemas de rendición de cuentas actuales; incluirlos en los canales de comunicación en uso; proporcionar consecuencias o sanciones en caso de corrupción; asegurar la comprensión y difusión de los resultados por los padres de familias, así como su participación en los planes de mejora. 
Reforms and Changes in Governance of Higher Education in Africa 出版年份: 2016 作者: N.V. Varghese 机构作者: UNESCO International Institute for Educational Planning (IIEP) Higher education in Africa has received favourable political attention and funding support in the period following independence. The rationale for state funding was questioned in the 1980s, and the higher education reforms in the 1990s centred on finding alternative ways of financing and on improving the managerial efficiency of universities. This focus was reflected in the market-friendly reforms that led to the privatization of public institutions and the promotion of private institutions. These reforms resulted in substantial changes in the governance and management of higher education. IIEP initiated a research study to analyse the reforms and to understand their effects on the governance of higher education at institutional and national levels. Based on studies carried out in Ethiopia, Ghana, Kenya, Nigeria, and South Africa, this book shows how the reforms have effected changes in the governance and management of institutions of higher education in Africa. 
Education for conflict prevention and peacebuilding: meeting the global challenges of the 21st century 出版年份: 2012 作者: Phyllis Kotite 机构作者: UNESCO International Institute for Educational Planning (IIEP) The 21st century is witnessing global concern over the interrelated effects of climate change, the economic crisis, energy depletion, food and water shortages, natural disasters and conflicts all of which have devastating effects on humanity and the future of the planet. These events impact education systems and can impair the ability of governments to provide quality education for their citizens. However, when governments and ministries of education analyse and anticipate the risk of such events through careful planning, education can play an important role in preventing violent conflict, and in supporting peacebuilding efforts. An estimated 1.5 billion people live in countries affected by repeated cycles of political and other forms of violence, and the same population is often affected by hunger and poverty. Furthermore, such countries have difficulty meeting development goals. For example, no low-income fragile or conflict-affected country has yet achieved a single MDG (World Bank, 2011). In 2010 world military expenditures reached US$1.6 trillion as a result of fifteen ongoing conflicts (SIPRI, 2011). Yet, it is estimated that only US$16 billion is needed to fill the education gap to reach the EFA goals (UNESCO, 2011b: 11). This paper argues that we have the knowledge, legal instruments and mechanisms to prevent conflict and to transfer resources to sustainable development and education to meet the challenges of the 21st century. The paper describes a range of conflict prevention initiatives and examines the role of policy-makers, youth, women, and the media in maintaining and restoring peace as part of a holistic vision of education. International institutions, governments and civil society are increasingly developing conflict prevention mechanisms and utilizing political and economic incentives to avoid conflicts. They are also creating new technology for sustainable development, adaptation to climate change and renewable forms of energy. Educational planning must therefore go beyond traditional mechanisms. It must take into consideration the unpredictable nature of our times; be flexible and rapid in implementation and responsive to local needs. Training and research in sustainable development; and skills for peaceful inter-human relations, good governance, the prevention of conflict and peacebuilding are priorities elaborated in the paper. In addition, specific recommendations are highlighted such as: capacity development for conflict prevention within the education sector and other ministries, analysing the root causes of conflict and the role that education can play in mitigating tensions. This paper is an elaboration of Chapter 1.2 of the IIEP-UNESCO Guidebook for Planning Education in Emergencies and Reconstruction (IIEP-UNESCO, 2010). A brief treatment of additional global challenges (e.g. water scarcity, food insufficiency, energy depletion and economic instability), which are beyond the educational focus of this paper, may be found in Annex I. Education for conflict prevention and peacebuilding: meeting the global challenges of the 21st century 出版年份: 2012 作者: Phyllis Kotite 机构作者: UNESCO International Institute for Educational Planning (IIEP) Le 21ème siècle est témoin de préoccupation mondiale sur les effets interdépendants du changement climatique, la crise économique, l'épuisement de l'énergie, la pénurie de nourriture et d'eau, les catastrophes naturelles et les conflits qui ont tous des effets dévastateurs sur l'humanité et l'avenir de la planète. Ces événements influent sur les systèmes d'éducation et peuvent nuire à la capacité des gouvernements à fournir une éducation de qualité pour leurs citoyens. Toutefois, lorsque les gouvernements et les ministères de l'éducation analysent et anticipent le risque de ces événements à travers une planification minutieuse, l'éducation peut jouer un rôle important dans la prévention des conflits violents, et à soutenir les efforts de consolidation de la paix. On estime que 1,5 milliard de personnes vivent dans des pays touchés par des cycles répétés de formes politiques et autres de la violence, et la même population est souvent affectée par la faim et la pauvreté. En outre, ces pays ont des difficultés à atteindre les objectifs de développement. Par exemple, aucun pays à faible revenu fragiles ou touchés par un conflit n'a encore atteint un seul OMD (Banque mondiale, 2011). En 2010 dépenses militaires mondiales ont atteint US $ 1,6 trillions en raison de quinze conflits en cours (SIPRI, 2011). Pourtant, on estime que seulement 16 milliards $ US est nécessaire pour combler le déficit de l'éducation pour atteindre les objectifs de l'EPT (UNESCO, 2011b: 11). Ce document fait valoir que nous avons les connaissances, les instruments juridiques et des mécanismes de prévention des conflits et de transférer des ressources pour le développement durable et l'éducation pour relever les défis du 21e siècle. Le document décrit une série d'initiatives de prévention des conflits et examine le rôle des décideurs politiques, les jeunes, les femmes et les médias dans le maintien et le rétablissement de la paix dans le cadre d'une vision holistique de l'éducation. Les institutions internationales, les gouvernements et la société civile sont de plus en plus de développer des mécanismes de prévention des conflits et de l'utilisation des incitations politiques et économiques pour éviter les conflits. Ils créent également une nouvelle technologie pour le développement durable, l'adaptation aux changements climatiques et les énergies renouvelables. Planification de l'éducation doit donc aller au-delà des mécanismes traditionnels. Il doit prendre en considération la nature imprévisible de notre temps; être flexible et rapide et répondre aux besoins locaux. Formation et recherche dans le développement durable; et les compétences pour les relations inter-humaines pacifiques, la bonne gouvernance, la prévention des conflits et de consolidation de la paix sont des priorités élaborées dans le document. En outre, des recommandations spécifiques sont mis en évidence, tels que: le renforcement des capacités de prévention des conflits dans le secteur de l'éducation et d'autres ministères, l'analyse des causes profondes des conflits et le rôle que l'éducation peut jouer pour atténuer les tensions. Ce document est une élaboration du Chapitre 1.2 du Guide de l'IIPE-UNESCO pour l'Éducation de la Planification en situation d'Urgence et de Reconstruction (IIPE-UNESCO, 2010). 
Guide pour l'évaluation d'un plan sectoriel d'éducation 出版年份: 2015 机构作者: UNESCO International Institute for Educational Planning (IIEP) | Global Partnership for Education (GPE) At the World Education Forum, in Dakar in 2000, the international community pledged that no country with a credible plan to achieve the Education for All goals would be thwarted by a lack of resources. Since then, the development of an education sector plan (ESP) has become a priority in many countries. ESPs present the policies and strategies for national education reform, and are a powerful tool for coordinating partners and for mobilizing additional domestic and external resources. They have become a critical instrument for governments to signal to all potential investors that their education policies are credible, sustainable, and worthy of investment.The consensus on the need for credible ESPs is strong. However, what does a credible plan require in terms of government leadership, knowledge and data, institutional and human capacities, and dialogue among the education stakeholders? What are the criteria that establish the credibility of a plan? The purpose of these guidelines is to assist education stakeholders in appraising the soundness, relevance, and coherence that form the credibility of ESPs. The primary objective of an appraisal report is to support the finalization of a credible ESP. It provides a fair review of the ESP strengths and areas in need of improvement before the endorsement by partners which signifies their commitment to support the implementation of the ESP. These guidelines are meant to be adapted to national contexts and needs. The stakeholders should discuss the scope and the methodology of the appraisal to be used, and develop a common vision of the whole process. The appraisal process should be participatory, and grounded in the political and technical dialogue for ESP development. It should involve consultations, interviews with key stakeholders, and field visits, in addition to a desk review of the ESP and any other relevant documents. It is good practice to organize a validation workshop of the appraisal report’s findings, conclusions, and recommendations to feed into the ESP finalization. The appraisal process should occur early enough in the ESP development process to allow time for decision-makers to open consultations on these conclusions and recommendations in order to improve the final version of the ESP. Nepal: lessons from integrating peace, human rights, and civic education into social studies curricula and textbooks 出版年份: 2015 作者: Melinda Smith 机构作者: UNESCO International Institute for Educational Planning (IIEP) | United Nations Children's Fund (UNICEF) | Education Above All (Qatar) This case study examines the process undertaken by the Ministry of Education (MoE) in collaboration with development partners to revise the social studies curriculum in Nepal. The aim was to promote education for peace, human rights, and civic education (PHRCE) in the wake of a 10-year Maoist insurgency and the transition to a democratic republic. It provides a critical analysis of the process, synthesizing information from two assessments of the initiative, and makes recommendations for the future based on challenges and gaps identified by stakeholders. The study also provides recommendations to countries in post-conflict transition which are interested in undertaking similar curriculum reform initiatives.Information is drawn from a number of reports and programme documents developed by the implementing partners, as well as 12 interviews with individuals involved in the process of curriculum reform. Interviewees included representatives of the major agencies involved in the revision process: the MoE’s Curriculum Development Centre, the National Centre for Education Development, Save the Children, UNESCO, and UNICEF. In addition, interviews were conducted with representatives of civil society and non-governmental agencies supporting peace education and representing marginalized groups, and the external international consultant who provided technical assistance. Népal: leçons tirées de l'intégration de la paix, des droits de la personne et de l'éducation civique dans les programmes d'études et les manuels scolaires 出版年份: 2015 作者: Melinda Smith 机构作者: UNESCO International Institute for Educational Planning (IIEP) | United Nations Children's Fund (UNICEF) | Education Above All (Qatar) Cette étude de cas examine le processus entrepris par le Ministère de l'Éducation (MdE) en collaboration avec les partenaires au développement pour réviser le programme d'études sociales au Népal. L'objectif était de promouvoir l'éducation pour la paix, les droits humains et l'éducation civique (PDHEC) à la suite d'une insurrection maoïste de 10 ans et la transition vers une république démocratique. Il fournit une analyse critique du processus, synthétise l'information à partir de deux évaluations de l'initiative et formule des recommandations pour l'avenir en fonction des défis et des lacunes identifiés par les intervenants. L'étude fournit également des recommandations aux pays en transition post-conflit qui sont intéressés à entreprendre des initiatives de réforme du curriculum similaires. L'information provient d'un certain nombre de rapports et de documents de programme élaborés par les partenaires d'exécution, ainsi que de 12 entrevues avec des personnes impliquées dans le processus de réforme du curriculum. Les personnes interrogées comprenaient des représentants des principaux organismes impliqués dans le processus de révision: Centre de développement, le Centre national pour le développement Education Curriculum MdE, Save the Children, l'UNESCO et l'UNICEF. En outre, des entrevues ont été menées avec des représentants de la société civile et les organisations non gouvernementales qui soutiennent l'éducation de la paix et représentant des groupes marginalisés, et le consultant international externe qui a fourni une assistance technique. Planning education with and for youth 出版年份: 2015 作者: Anja Hopma | Lynne Sergeant 机构作者: UNESCO International Institute for Educational Planning (IIEP) As a central stakeholder in education, young people should be involved in educational planning. This publication focuses on the rationale for and obstacles to youth involvement, as well as the efforts of ministries of education to engage youth in their planning work. It is based on discussions and recommendations that emerged from the high-level international policy forum on ‘Engaging youth in planning education for social transformation’ organized by the UNESCO International Institute for Educational Planning (IIEP) in Paris from 16 to 18 October 2012. This policy forum set out to explore the following broad themes: (i) youth engagement in planning education for conflict transformation and peace building; (ii) strengthening young people’s skills and opportunities for civic engagement within formal and non-formal education systems; and (iii) enhancing the relevance of education systems for young people in their transition to employment. This publication draws on the exchanges during the pre-forum online debates, discussions among participants during the forum, and testimonials from practitioners and youth.