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Good Practices in South-South and Triangular Cooperation: Transforming Education and Delivering on SDG 4 出版年份: 2023 机构作者: UNESCO | United Nations Children's Fund (UNICEF) | UN. Office for South-South Cooperation (UNOSSC) Quality Education: South-South cooperation as a lever for action. This publication showcases 40 innovative solutions on how South-South and Triangular Cooperation can transform education.South-South and triangular cooperation is at the heart of SDG4 implementation on Quality Education. As demonstrated in the last few years, this kind of cooperation can mobilize action, ambition, solidarity and solutions to transform education in a rapidly changing world. From the inclusive approach to digital learning in Lao People’s Democratic Republic to distance learning and teacher training strategies in Caribbean SIDS, South-South cooperation is a key modality of cooperation for transforming education and supporting internationally agreed development goals, including the 2030 Agenda. This publication showcases 40 innovative solutions on how South-South and Triangular Cooperation can transform education.This publication presents forty innovative solutions from around the world which showcase how South-South and triangular cooperation can support the development of more efficient, equitable and resilient education systems that are adapted to the challenges of the 21st century. Countries of the South, with the support of partners, must enhance South-South and triangular cooperation to exchange resources, technology, skills and knowledge to realize the promise of making inclusive, quality education available to all. 
Global Education Meeting: Fortaleza Declaration; Unlocking the Transformative Power of Education for Peaceful, Equitable and Sustainable Futures 出版年份: 2024 机构作者: UNESCO | Brazil. Ministry of Education The 2024 Global Education Meeting (GEM), held in Fortaleza, Brazil, marked a significant milestone in the global pursuit of education equity and financing, with the adoption of the powerful Fortaleza Declaration by over 650 participants including over 50 Ministers from across the globe. Reunión mundial sobre la educación: Declaración de Fortaleza; Aprovechar el poder transformador de la educación para forjar futuros pacíficos, equitativos y sostenibles 出版年份: 2024 机构作者: UNESCO | Brazil. Ministry of Education Este documento recoge la declaración de los ministros, los jefes y los miembros de las delegaciones nacionales, los representantes de los organismos de las Naciones Unidas, los asociados humanitarios y para el desarrollo, las organizaciones internacionales y regionales, las organizaciones de la sociedad civil, la profesión docente, los jóvenes y los estudiantes, el sector privado y las fundaciones, a partir de su participación en la Reunión Global sobre Educación (GEM) 2024, llevada a cabo los días 31 de octubre y 1° de noviembre. Esta reunión, organizada por la UNESCO y con sede en Brasil, tuvo el propósito de trazar la ruta para que la educación sea la prioridad de las naciones, las regiones y el mundo como un elemento clave para alcanzar todos los ODS, adoptando un enfoque integrado y de aprendizaje permanente, centrado en el fortalecimiento y la transformación de la educación. 
Education Finance Watch 2024 出版年份: 2024 机构作者: Global Education Monitoring Report Team | UNESCO Institute for Statistics (UIS) | World Bank The Education Finance Watch (EFW) is a collaborative effort between the World Bank, the GEM Report, and the UNESCO Institute for Statistics (UIS). The EFW aims to provide an analysis of trends, patterns, and issues in education financing around the world. The EFW uses various sources of education, economic, and financial data from the World Bank, UIS, the International Monetary Fund, and the Organization of Economic Co-operation and Development (OECD). 
Literacy for Empowerment and Transformation: Report of the Secretary-General 出版年份: 2024 机构作者: United Nations | UNESCO The present report is submitted in fulfilment of the request made by the General Assembly, in its resolution 77/192, that the Secretary-General, in cooperation with the Director General of the United Nations Educational, Scientific and Cultural Organization (UNESCO), submit to the Assembly at its seventy-ninth session a report on the implementation of the resolution. The Assembly also invited UNESCO to continue its mandated role to lead and coordinate the Education 2030 Agenda and requested UNESCO to continue its coordinating and catalysing role through the implementation of the strategy of the Global Alliance for Liter acy and by continuing to provide support to Member States. The present report provides an overview of the global literacy landscape, highlighting progress, key challenges and recommendations for further promotion of literacy as part of the 2030 Agenda for Sustainable Development, the follow-up to the Transforming Education Summit and beyond. 
Transforming Education Towards SDG4: Report of a Global Survey on Country Actions to Transform Education; Highlights 出版年份: 2024 机构作者: UNESCO In 2022, the United Nations Transforming Education Summit responded decisively to mobilize action, ambition and solidarity as well as to elevate education to the top of the political agenda. This powerful mobilization led to 143 countries presenting national statements of commitment, demonstrating their political resolve to reimagine and transform their education systems. On the Summit’s fi rst anniversary, UNESCO invited its Member States to participate in the Survey on Country Actions to Transform Education and report on how they have translated their commitments into actions. This document presents highlights from the Transforming Education Towards SDG 4: Report of a global survey on country actions to transform education. It showcases transformative actions that countries have undertaken to accelerate progress towards SDG 4. The report emphasizes that education must adopt a holistic, lifelong and comprehensive approach that addresses the development and well-being of individual learners and society. Transforming education requires placing inclusion, equity and gender equality at the core of policies and interventions. It also requires more and better education fi nancing, and investments in the teaching profession. 
SDG-Education 2030 Steering Committee: Making Higher Education More Inclusive, July 2020 出版年份: 2020 机构作者: UNESCO The rapid expansion of higher education in the past two decades, as well as the growing diversity of providers and technological models for delivering education, have made higher education accessible to more students globally. Yet significant barriers remain for many vulnerable groups, and women still lag behind in science, technology, engineering and mathematics. A better understanding of inequality as well as new paradigms, strategies and a renewed political will for ‘leaving no one behind’ are required. Structural equity policies at all levels throughout the education system, as well as extraordinary measures when needed, should ensure that students from any background with the potential to succeed are fully integrated with equal opportunities into higher education. This policy paper reviews the current literature and sets out findings and recommendations to increase and strengthen equity and inclusion in higher education in a lifelong learning perspective. It provides a conceptual framework for equity and inclusion, analyses the urgent need to improve funding and its efficiency, provides insight into the challenges for teaching and teachers, and recommends policy measures for establishing higher education systems that are more equitable and more inclusive. 
SDG 4 Midterm Review: Monitoring Implementation of SDG 4 Target 4.1. ~ 4.c. in Rep. of Korea 出版年份: 2023 作者: Hunwoo Joo | Mikyung Kim | Mugyeong Moon | Jeongwon Hwang | Kirak Ryu | Hyeseung Cho | Yunjeong Choi | Hyosook Shin | Kyungsook Kang | Minseon Park | Eunju Lee | Jonghun Kim | Nayoung Kim | Hwanbo Park | Hannah Kim 机构作者: National Consultative Group on Education 2030 | Korean National Commission for UNESCO This report presents the compiled work from the National Consultative Group and Working Groups on Education 2030 of the Republic of Korea regarding the midterm review on the implementation of SDG 4. 
SDG4 High-Level Steering Committee’s Key Messages for the Pact for the Future 出版年份: 2024 机构作者: SDG4 High-Level Steering Committee Education is a fundamental human right and a public good. Quality education and lifelong learning provides individuals with knowledge, skills, and values to lead a meaningful and productive life, and thus it is essential for personal development, empowerment and wellbeing. Education has a transformative power and drives progress across all Sustainable Development Goals. Investing more, more equitably and more efficiently in education transforms the future of humanity and the planet. The Pact for the Future must put education at its center. 
سجّل الأداء بشأن تحقيق هدف التنمية المستدامة 4: التقرير المرحلي عن المؤشرات المرجعية الوطنية 出版年份: 2024 机构作者: Global Education Monitoring Report Team | UNESCO Institute for Statistics (UIS) يتضمن هذا التقرير نتائج عملية التقييم الثانية للتقدم المحرز على الصعيد القطري نحو تحقيق المؤشرات المرجعية، أو الأهداف الوطنية، التي حددتها البلدان المساهمة في أهداف التنمية المستدامة بهدف تحديد مساهمتها في تحقيق الأهداف العالمية في مجال التعليم. وتغطي عملية التقييم هذه الفترة منذ عام 2015، وتقيّم مدى احتمال بلوغ البلدان المؤشر المرجعي الخاص بكل بلد لعام 2025، أو القيمة التي كان باستطاعة البلدان الوصول إليها في حال واصلت وتيرة التقدم المحرز فيها خلال الفترة 2000-2015.وأظهر شكل التقييم لعام 2024 أن معظم البلدان تتقدم ببطء نحو بلوغ الأهداف الوطنية المرجوة منها. بل إن البلدان تتراجع عن تحقيق هدفين اثنين – أحدهما التفاوت بين الجنسين لمصلحة الفتيات في إتمام التعليم الثانوي الكامل، والآخر الإنفاق العام على التعليم كنسبة مئوية من الإنفاق العام الإجمالي.وعلى ذلك، سجّل البلدان تقدّمًا متسارعًا في بلوغ المؤشر المرجعي الثامن، ألا وهو الاتصال بالإنترنت في المدارس، الذي أضيف نتيجةً للأولوية التي أُعطيت للتحول الرقمي في قمة التحول في التعليم لعام 2022. وقد وضعت ثلث البلدان أهدافًا وطنية بشأن هذا المؤشر في عام ٢٠٢٣. ويجري في هذا الإصدار من التقرير تقييم التقدم في هذا المجال لأول مرة.وتستمر البلدان كذلك في تحقيق تقدّم سريع نسبيًا بالنسبة للمؤشر المتعلق بالنسبة المئوية للمعلمين الذين يستوفون الحد الأدنى من المؤهلات. وقد أولى هذا الإصدار اهتمامًا خاصًا لهذا المؤشر. ويعرض التقرير بيانات جديدة بشأن الأطر الوطنية المتعلقة بالحد الأدنى من المؤهلات المطلوبة للالتحاق بمهنة التدريس، وكذلك القواعد والمعايير الخاصة بالتطوير المهني المستمر الإلزامي للمعلمين، إضافة إلى التدريب على استخدام الوسائل التكنولوجية في مجال التعليم.