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Mainstreaming SDG4-Education 2030 in sector-wide policy and planning: technical guidelines for UNESCO field offices 出版年份: 2016 机构作者: UNESCO Mainstreaming SDG4-Education 2030 in sector-wide policy and planning offers technical guidelines for UNESCO field offices to ensure adequate technical support to national authorities. The guidelines take into account the different profiles of countries’ need and capacities, thus avoiding a one-size-fits-all approach. The document contains resources and pointers that can be combined and tailored to fit the particular context of each country. In all cases, UNESCO is expected to ensure that all the relevant information about SDG4-Education 2030 is properly disseminated in these guidelines. Field staff will adapt the guidelines provided here to the country they are serving to ensure that UNESCO plays its role as the leading United Nations agency in the field. Integración del ODS 4-Educación 2030 en la formulación de políticas y planeamiento para todo el sector: directrices técnicas para las oficinas de la UNESCO fuera de la Sede 出版年份: 2016 机构作者: UNESCO Mainstreaming SDG4-Education 2030 in sector-wide policy and planning offers technical guidelines for UNESCO field offices to ensure adequate technical support to national authorities. The guidelines take into account the different profiles of countries’ need and capacities, thus avoiding a one-size-fits-all approach. The document contains resources and pointers that can be combined and tailored to fit the particular context of each country. In all cases, UNESCO is expected to ensure that all the relevant information about SDG4-Education 2030 is properly disseminated in these guidelines. Field staff will adapt the guidelines provided here to the country they are serving to ensure that UNESCO plays its role as the leading United Nations agency in the field. Intégrer l'ODD 4-Education 2030 dans les politiques et la planification sectorielles: directives techniques à l'intention des bureaux hors Siège de l'UNESCO 出版年份: 2016 机构作者: UNESCO Mainstreaming SDG4-Education 2030 in sector-wide policy and planning offers technical guidelines for UNESCO field offices to ensure adequate technical support to national authorities. The guidelines take into account the different profiles of countries’ need and capacities, thus avoiding a one-size-fits-all approach. The document contains resources and pointers that can be combined and tailored to fit the particular context of each country. In all cases, UNESCO is expected to ensure that all the relevant information about SDG4-Education 2030 is properly disseminated in these guidelines. Field staff will adapt the guidelines provided here to the country they are serving to ensure that UNESCO plays its role as the leading United Nations agency in the field. 
At a club for teenage girls in Sierre Leone, 18-year-old Mbalu leads by example 出版年份: 2014 作者: Nerina Penzhorn Teenage pregnancy is one of the most pervasive social problems in Sierra Leone today - more than one third of all pregnancies involve teenage girls. UNICEF, in collaboration with the NGO BRAC, is tackling this complex issue through a simple idea -- providing a place where teenage girls enjoy hanging out while they have training in life skills, gain valuable knowledge and access mentoring from peers. Mbalu Bumbuya, 18, a mentor at one such club for adolescent girls called 'the Wharf Club', is changing lives with her passion to teach and motivate her peers. "I tell them how to protect themselves so that they can excel in life," she says. "And I encourage them not to drop out of school." The club has also helped Mbalu stay focused on her education. 
MDG #2: Education 出版年份: 2014 机构作者: United Nations (UN) Malala Yousafzai was shot and almost killed by Taliban militants in Pakistan on her way home from school, yet her survival only made her a greater global advocate for universal education. 
Bridging the education gap in Bangladesh 出版年份: 2015 机构作者: United Nations Children's Fund (UNICEF) “If this school didn’t exist, I wouldn’t be here… I would be forced to work,” Mohammed, 13, says. Mohammed attends an ability-based learning school in Shyamnagar, Bangladesh supported by UNICEF’s Let Us Learn initiative. Many children in Bangladesh are out of school because they never enrolled or dropped out, largely due to poverty and child labour. 
Educating the next generation of a Madagascar family 出版年份: 2015 机构作者: United Nations Children's Fund (UNICEF) One million. That’s how many children are out of school in Madagascar. However, Lantonirina, 11, is focused on finishing school and dreams of becoming a teacher: "I don't plan to marry very early because I want to continue my studies.” Lantonirina’s mother and sister were both married as adolescents and had to leave school so she is determined to break the cycle. 
Diriger et agir pour l’équité, l’inclusion et la justice sociale : boîte à outils pour les directions d’établissement d’enseignement 出版年份: 2020 作者: Julie Larochelle-Audet | Marie-Odile Magnan | Emmanuelle Doré | Maryse Potvin | Lise-Anne St-Vincent | Andréanne Gélinas-Proulx | Anastasie Amboulé Abath 机构作者: Observatoire sur la formation à la diversité et l’équité (OFDE) L’objectif principal de ce document est d’outiller les directions d’établissement, en exercice ou en formation, pour qu’ils puissent contribuer à la mise en œuvre d’une éducation permettant à tous et toutes d’avoir des opportunités équivalentes d’accéder aux services, aux ressourceset aux biens collectifs de la société québécoise et d’y participer en toute égalité et dignité. The main objective of this document is to equip school principals and those in training with the tools they need to contribute to the implementation of an education system that gives everyone equal opportunities to access the services, resources and public goods of Quebec society and to participate in them with full equality and dignity. 
Inclusion and gender equality: brief on inclusion in education 出版年份: 2023 机构作者: UNESCO <Brief on inclusion in education>Gender equality lies at the heart of inclusive education and efforts to ensure equal opportunities for all. To achieve inclusion and gender equality in and through education, governments must eliminate gender biases from curricula and learning materials, expand teacher training on gender-transformative pedagogy, and foster safe and inclusive learning environments to ensure that no one is left behind. This is key for the achievement of the United Nations 2030 Agenda for Sustainable Development and in particular Sustainable Development Goal (SDG) 4 on ensuring the right to inclusive and equitable quality education and lifelong learning and SDG 5 on gender equality.<Introduction>Gender refers to the socially constructed roles and relationships, personality traits, attitudes, behaviours, values, relative power and influence that society ascribes to the two sexes on a differential basis. Gender affects people’s lives every day in myriad ways. Gendered expectations, whether of oneself or of others, impact the choices people make. They structure people’s relationships and have the power to shape what people believe they can and should accomplish. Gendered power structures distribute and influence power, often resulting in systemic inequalities (UNESCO, 2021).Gender also intersects with other characteristics which can exacerbate education exclusion, such as age, geography, poverty, disability, ethnicity, indigeneity, language, religion, and migration or displacement status. Addressing the overlapping differences that create disadvantage and marginalization can help to build more inclusive and equitable education systems.Achieving gender equality in and through education is essential for inclusive education and inclusive societies. It is key to the achievement of the United Nations 2030 Agenda for Sustainable Development and in particular Sustainable Development Goal (SDG) 4 on ensuring the right to inclusive and equitable quality education and lifelong learning and SDG 5 on gender equality. In any country’s context, this means ensuring all learners have equal access to all levels of education, equal educational pathways and equal opportunities to apply the outcomes of their education. A world where inclusion and gender equality in and through education is achieved allows girls and boys, women and men and non-binary people to have equal rights and opportunities to education and the power and agency to shape their lives and futures.This brief discusses how gender equality impacts learners’ inclusion and the ways in which gender equality and inclusion are interconnected in education. 
Spotlight on Basic Education Completion and Foundational Learning in Africa, 2022: Born to Learn 出版年份: 2022 机构作者: UNESCO | Association for the Development of Education in Africa (ADEA) | African Union This publication is the first in a three-part Spotlight series. It is produced by a partnership between the Global Education Monitoring Report, the Association for the Development of Education in Africa and the African Union.The report focuses on why learning levels in the region are low. All children are born to learn yet only one in five children in Africa who reach the end of primary school achieve the minimum proficiency level required to continue their education and fulfil their potential. Combining completion and learning statistics, the report shows that children in Africa are at least five times less likely than children in the rest of the world to be prepared for the future.Given the historically low levels of learning on the continent, fresh thinking is needed to translate the CESA and SDG 4 commitments into focused, coordinated, well-informed and appropriately funded actions. The report contains eight policy-oriented recommendations for driving change.