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Новый взгляд на содействие ЕС образовательному сектору в Центральной Азии (Брифинг EUCAM No. 37, сентябрь 2019) 出版年份: 2019 作者: Sebastien Peyrouse 机构作者: Europe-Central Asia Monitoring (EUCAM) Этот брифинг основан на более углубленном исследовании системы образования в Центральной Азии, которое включает интервью в регионе (с учителями, родителями и учащимися) в Казахстане, Кыргызстане и Узбекистане.Ряд выводов позаимствованы из работы Себастьяна Пейруза ‘How to Strengthen Western Engagement in Central Asia: Spotlight on EU Education Assistance in Uzbekistan’, PONARS Policy Memo, no. 524, апрель 2018,http://www.ponarseurasia.org/memo/strengthen-western-engagement-central-asia-spotlight-eu-education-assistance-uzbekistan. 
Learner-Centred Teaching in Technical and Vocational Education and Training: Perspectives and Reviews of Six Asia-Pacific Countries 出版年份: 2023 机构作者: UNESCO Bangkok Learner-centred Teaching in Technical and Vocational Education and Training: Perspectives and Reviews of Six Asia-Pacific Countries A learner-centred approach to teaching in Technical and Vocational Education and Training (TVET) is based on learner engagement, autonomy and outcome-based activities to support professional development. This report analyses the status of learner-centred TVET teaching in six selected countries across Asia and the Pacific, including China, Republic of Korea, Samoa, Sri Lanka, Thailand, and Uzbekistan. The countries were selected because of their geographic diversity, access to national experts, and potential around learner-centred TVET.The first part of the study is a review of the theoretical background on the learner-centred approach and TVET teaching with an international scope. A total of 25 indicators were used to assess three components of TVET teaching in the region. The analysis includes 17 examples corresponding to the selected indicators. The findings showcase lessons learned and recommendations for countries to self-assess their TVET teaching strategies. These examples will help to inform future projects and capacity building in each sub-region of Asia-Pacific.As a result, seven proposals are identified and discussed to promote the development of learner-centred TVET teaching in the region. These proposals include: 1) supporting national reform of the pedagogy based on the results of pilot projects; 2) increasing two-way communication between students and teachers; 3) producing learning materials adapted to learner-centred methods; 4) using technology in the learning process; 5) implementing competency-based learning to support the learner-centred pedagogy; 6) integrating transversal and core skills; and 7) developing teachers’ capacities by employing a learner-centred approach. These proposals (on reform, teaching method, use of materials, etc.) also address gender dimensions throughout the planning, implementation and review process. Conclusions from the study provide lessons learned as well as proposals for further research and implementation of learner-centred TVET teaching in Asia-Pacific. 
Beyond commitments 2019: how countries implement SDG 4 出版年份: 2019 机构作者: Global Education Monitoring Report Team Almost one-third of the time set to achieve the Sustainable Development Goals (SDGs) has elapsed. The 2019 High-level Political Forum (HLPF), the global SDG follow-up and review mechanism, represents a major stock-taking moment for countries, especially as regards SDG 4, the education goal, which is being reviewed for the first time. The international community relies primarily on quantitative measures to assess progress towards the SDGs. Acompanion publication by the UNESCO Institute for Statistics and the Global Education Monitoring Report for the 2019 HLPF, titled ‘Meeting commitments: Are countries on track to achieve SDG 4?’, shows that there are major challenges ahead. But increasingly, member states demand more than quantitative information. They ask for guidance on how to respond when their education systems do not reach their targets. To respond to this demand, this publication has the following purposes: Understand countries’ perceptions of SDG 4 based on responses to a questionnaire prepared for this publication, which asked countries to report on their flagship SDG 4 policies Distil those perceptions into a framework of the types of national policies that are best aligned with SDG 4 and whose implementation should be monitored Communicate the framework succinctly and provide a complementary input for the review of SDG 4 at the 2019 HLPF Provide an opportunity for countries to engage in dialogue on how they approach SDG 4. An analysis of the questionnaires submitted by 72 governments shows that most countries refer to SDG 4 as a framework in which they place their education planning. A core recommendation is that countries should align their education plans and policies with their international commitments. 
Meeting commitments: are countries on track to achieve SDG 4? 出版年份: 2019 机构作者: Global Education Monitoring Report Team | UNESCO Institute for Statistics (UIS) The world is a third of the way towards the deadline of the 2030 Agenda for Sustainable Development, which includes the fourth Sustainable Development Goal on education, SDG 4. But it is behind on its commitments. This joint publication by the UNESCO Institute for Statistics and the Global Education Monitoring Report for the 2019 High-level Political Forum on Sustainable Development captures concisely how far the world is from achieving its education targets. This is the year that the generation of students that should finish secondary school by 2030 should be entering school for the first time. Yet, in low-income countries, only 60% of children complete primary school, while in some regions the percentage of students who achieve minimum proficiency in reading is even falling. There is no denying that the world is off track. It is time to put an end to complacency. The international community relies on data to report on the SDG 4 monitoring framework to assess progress. While clear improvements have been made in data collection, data gaps remain a major concern. This publication makes a call for countries and their international development partners to coordinate and finance the collection of data to monitor and deliver on SDG 4. Respecter les engagements: les pays sont-ils en bonne voie d'atteindre l'ODD 4? 出版年份: 2019 机构作者: Global Education Monitoring Report Team | UNESCO Institute for Statistics (UIS) Le monde a parcouru un tiers du chemin vers l’échéance de l’Agenda de développement durable 2030, qui inclut le quatrième Objectif de développement durable (ODD 4), mais il est en retard sur la réalisation de ses engagements. Cette publication conjointe de l’Institut de statistique de l’UNESCO et du Rapport mondial de suivi sur l’éducation pour le Forum politique de haut niveau sur le développement durable 2019 expose de manière concise le retard dans la réalisation des cibles de l’éducation. Cette année est celle où la génération d’élèves qui terminera l’enseignement secondaire d’ici 2030 doit commencer l’école pour la toute première fois. Pourtant, dans les pays à revenu faible, seuls 60 % des enfants achèvent l’enseignement primaire, tandis que dans certaines régions, le pourcentage d’élèves qui possèdent les compétences minimales en lecture est même en baisse. On ne peut nier le fait que le monde est en retard. Il est temps de cesser ce laxisme. La communauté internationale dépend des données pour établir les rapports sur le cadre de suivi de l’ODD 4 afin d’évaluer les progrès accomplis. Des améliorations ont clairement été accomplies en matière de collecte de données mais les déficits de données demeurent une préoccupation majeure. Cette publication exhorte les pays et leurs partenaires internationaux du développement à coordonner et à financer la collecte de données pour suivre et réaliser l’ODD 4. Cumplir los compromisos: ¿van los países por el buen camino para alcanzar el ODS 4? 出版年份: 2019 机构作者: Global Education Monitoring Report Team | UNESCO Institute for Statistics (UIS) El mundo ya ha recorrido un tercio del camino hacia la fecha límite para el cumplimiento de la Agenda 2030 para el Desarrollo Sostenible, que incluye el Objetivo de Desarrollo Sostenible 4, relativo a la educación, pero aún está muy atrasado en el cumplimiento de sus compromisos. Esta publicación conjunta del Instituto de Estadística de la UNESCO y el Informe de Seguimiento de la Educación en el Mundo para el Foro Político de Alto Nivel sobre el Desarrollo Sostenible de 2019 refleja de manera concisa lo lejos que está el mundo de alcanzar sus objetivos en materia de educación. Este es el año en que la generación de estudiantes que debería finalizar la educación secundaria en 2030 tendría que ingresar a la escuela. Sinembargo, en los países de ingresos bajos, solo el 60% de los niños terminan la educación primaria, mientras que en algunas regiones el porcentaje de estudiantes que alcanzan un nivel mínimo de competencia en lectura está incluso en disminución. No se puede negar que el mundo no está bien encaminado. Ya es hora de que cese la apatía. La comunidad internacional se apoya en los datos para informar al marco de seguimiento del ODS 4 con el fin de evaluar los progresos realizados. Si bien se han realizado claras mejoras en la producción de datos, los faltantes de información siguen siendo motivo de gran preocupación. En esta publicación se hace un llamado a los países y a sus asociados internacionales para que coordinen y financien la producción de datos para el seguimiento y a la consecución del ODS 4. 
Gender Report 2020: A New Generation; 25 Years of Efforts for Gender Equality in Education (Global Education Monitoring Report) 出版年份: 2020 机构作者: UNESCO | Global Education Monitoring Report Team Building on the 2020 Global Education Monitoring Report, this report investigates how inclusion in education can advance gender equality in and through education, which is critical to make progress towards gender equality in society. The goal of gender equality is, of course, not new. It was enshrined in the 1979 Convention on the Elimination of All Forms of Discrimination Against Women and was at the core of the 1995 Beijing Declaration and Platform for Action, whose 25th anniversary is marked in 2020. 
Global Education Monitoring Report 2024/5: Leadership in Education; Lead for Learning 出版年份: 2024 机构作者: Global Education Monitoring Report Team Leadership matters in education. Strong leaders are needed to help institutions, systems and societies change for the better. Strong leaders work in collaboration with other actors towards the same goals. At the school level, they are the principals but also those who surround them, in the school and in the community, in positions of responsibility. At the system level, they are civil servants working as district officers, supervisors or planners. At the societal level, they are political leaders, as well as a very broad range of actors who help shape education goals, from unions and researchers to civil society and the media.Entitled Lead for learning, this report argues that, in pursuing specific goals, education leaders are more than just managers. They are change agents, who need the time, trust and support to focus on setting a vision and developing the people they serve and work with. The report calls for investment in and empowerment of school and system leaders. There should be fair hiring processes and growth opportunities that recognize the full scope of leaders’ roles. Moreover, leadership works best when it is shared, empowering others to lead as they can within their roles.There is no one leadership style that works. Different contexts, capacities and personalities mean that styles vary, and rightfully so. This, combined with the different goals that each leader is trying to achieve, means that their impact is hard to fully assess. Yet, all research points towards the critical need for strong leaders to continuously improve education quality. School leaders are second only to teachers for transforming student outcomes. Meanwhile, politicians wield huge influence in making equitable and inclusive education a national priority.Supporting this seventh Global Education Monitoring Report is a new series of country profiles on PEER, an online resource supporting policy dialogue and describing policies and regulations on school principal selection, preparation and development in the world’s education systems. 
Rapport mondial de suivi sur l'éducation 2024/5, Leadership dans l'éducation : diriger pour apprendre 出版年份: 2025 机构作者: Global Education Monitoring Report Team Le Rapport mondial de suivi sur l'éducation 2024/5 évalue les progrès accomplis dans la réalisation des objectifs du Programme 2030 et montre que, si le nombre d'enfants scolarisés et achevant l'enseignement secondaire n'a jamais été aussi élevé, de nombreux domaines connaissent une stagnation. Le leadership joue un rôle central pour y remédier. Aucune école n’améliore les résultats des élèves sans un bon leader pour montrer la voie. Sur la base d’un examen des lois et politiques concernant la sélection, la préparation et les conditions de travail des chefs d'établissement de 211 systèmes éducatifs, le rapport analyse les leviers stratégiques permettant d'attirer et de retenir des leaders de talent.Les possibilités d’exercer un leadership ne se limitent pas aux dirigeants des écoles, elles s’étendent à des personnes qui occupent d’autres postes dans le système éducatif et en dehors de celui-ci, telles que les directeurs adjoints, les enseignants et les élèves lorsque le leadership est partagé, les responsables politiques, la société civile, les organisations internationales, les syndicats et les médias, qui contribuent à définir les objectifs en matière d’éducation.Le rapport préconise que des efforts soient faits pour former des leaders dans quatre dimensions essentielles : fixer des objectifs, donner la priorité à l’apprentissage, encourager la collaboration et faire évoluer les personnes. Pour que ces dimensions se concrétisent, il faut faire confiance aux personnes occupant des postes de direction et leur donner les moyens d’agir ; il faut les recruter grâce à des pratiques d’embauche équitables ; les soutenir dans leur évolution ; et les encourager à mettre en place une culture de collaboration. Le rapport appelle également à investir dans la capacité des responsables de l'éducation à jouer un rôle de leader au sein du système, en mettant particulièrement l'accent sur la direction pédagogique et l'assurance qualité 
Informe de seguimiento de la educación en el mundo, 2024/5: Liderazgo en la educación: liderar por el aprendizaje 出版年份: 2025 机构作者: Global Education Monitoring Report Team El Informe de seguimiento de la educación en el mundo 2024-2025 evalúa los avances hacia el logro de las metas de 2030 y muestra que, aunque hay más niños escolarizados y que finalizan la educación secundaria que nunca, en muchos ámbitos hay estancamientos. El liderazgo es fundamental para abordar esta cuestión. Ninguna escuela puede mejorar los resultados de los alumnos sin un buen líder que muestre el camino a seguir. Partiendo de un examen de la legislación y las políticas relativas a la selección, preparación y condiciones laborales de los directores de escuela de 211 sistemas educativos, el informe analiza instrumentos de política para atraer y retener a líderes talentosos.El potencial de liderazgo no se limita a los líderes escolares, sino que abarca también a las personas que ocupan otros puestos en el sistema educativo, así como fuera de él, desde subdirectores, docentes y alumnos, cuando el liderazgo es compartido, hasta líderes políticos, la sociedad civil, organizaciones internacionales, sindicatos y medios de comunicación, que contribuyen a definir los objetivos de la educación.El informe insta a adoptar medidas para que los líderes desarrollen sus capacidades en las cuatro dimensiones fundamentales del liderazgo: establecer expectativas, centrarse en el aprendizaje, fomentar la colaboración y favorecer el perfeccionamiento personal. Para llevar a la práctica estas dimensiones, es esencial confiar en quienes ocupan puestos de liderazgo y empoderarlos; reclutarlos mediante prácticas de contratación justas; brindarles apoyo para que se perfeccionen; y motivarlos a fomentar culturas de colaboración. Asimismo, el informe pide que se invierta en fortalecer las capacidades de los funcionarios de educación para que actúen como líderes del sistema, especialmente en el liderazgo pedagógico y la garantía de la calidad.