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Quatrième Réunion du Comité directeur ODD-Education 2030, Paris, 28 février-02 mars 2018: rapport de la reunion 出版年份: 2018 机构作者: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Le présent rapport résume les débats qui ont eu lieu lors de la quatrième réunion du Comité directeur ODD – Éducation 2030 (Paris, 28 février – 2 mars 2018) et reprend les principales recommandations et décisions adoptées.La réunion s’était fixé les objectifs suivants : Définir les positions et les recommandations du Comité directeur ODD – Éducation 2030 dans des domaines stratégiques clés. Convenir d’une stratégie globale portant sur le processus d’examen, de suivi et d’établissement de rapports en vue de l’examen du HLPF 2018 et 2019. Affiner la stratégie du Comité directeur ODD – Éducation 2030 en matière de plaidoyer, de communication et de sensibilisation. Définir les prochaines étapes du Comité directeur ODD – Éducation 2030 (prochaine réunion, renouvellement des membres et Réunion mondiale sur l’éducation 2018). 
Making evaluation work for the achievement of SDG 4 target 5: equality and inclusion in Education 出版年份: 2019 机构作者: UNESCO The adoption of the Sustainable Development Goals (SDGs) and the Education 2030 Framework for Action has placed gender parity, equality and inclusion in education at the heart of the international development agenda and is specifically formulated in SDG 4 Target 5. Now, as never before, relevant and contextualised evidence, driven in part by robust evaluation data, is needed to track and strengthen progress on educational equity. To this end, a group of international organisations, led by UNESCO, have combined efforts to explore how their education evaluations can better support Member States to strengthen progress on gender parity, equality and inclusion in education. The following report synthesises evidence from publicly available independent evaluations from 13 organisations, highlighting evidence gaps and summarising ‘what works’ for whom and in what contexts for advancing gender equality and equity for vulnerable groups. The study also reports on responses to the synthesis from national stakeholders in five countries: Ghana, Guatemala, Lebanon, Nepal and Peru. The report culminates in a discussion and recommendations, which outline the need for greater coordination and collaboration in four key areas to further enhance the contribution of evaluations to global and country level progress on SDG 4 Target 5. 
YouthXchange: green skills and lifestyles guidebook 出版年份: 2016 作者: Ryder. Guy, Steiner. Achim 机构作者: UNESCO | United Nations Environment Programme (UNEP) | UNESCO. Director-General, 2009-2017 (Bokova, I.G.) The YouthXchange Green Skills and Lifestyles Guidebook fills this gap. Developed by UNEP and UNESCO, in collaboration with the International Labour Organization (ILO), this Guidebook helps young people connect the talk about the green economy, green societies and green jobs to theirlifestyles. It focuses on the skills required to make these transitions – providing case studies and insight on green jobs and the skills they will require in terms of social innovation and entrepreneurship, the role of different stakeholders (government and private sector) and life skills. Young men and women are already driving change across the world. We must provide them with the skills they need to create new lifestyles and develop green jobs. Building a green future must start with training and education. It must start by listening to young people, by engaging their creativity and acting together. 
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. 
The IIEP letter: news and analysis on educational planning and management, vol. 35, no. 1 出版年份: 2019 机构作者: UNESCO This issue is dedicated to addressing the challenges and opportunities for quality secondary education for all. It addresses the necessary structural and curricular changes secondary education must undergo in order to address long histories of segregation and inequality. Experiences from Latin America illustrate some key takeaways on how to match commitment with meaningful change. 
Review of UNESCO’s work on curriculum development 出版年份: 2019 机构作者: UNESCO In response to a request from the UNESCO Executive Board in Spring 2019, the UNESCO Internal Oversight Service (IOS) Evaluation Office has undertaken this Review to provide a mapping and analysis of UNESCO’s activities in curriculum; to provide an overview of the roles typically played by other national, regional and international actors in the field of curriculum, and to assess the demand for services from UNESCO Member States and donors in the area of curriculum. The review found that curriculum is widely considered as the foundational building block of the education system, resulting from a pedagogical and political consensus with regard to what is important in learning and why, according to both the learner’s needs and societal visions. In light of challenges of the 21st century and the need to strengthen the role of the humanities in a context dominated by technology and data, the redefinition of curriculum has become one of the main concerns of national education authorities around the world. It is also widely accepted that quality curricula can support the attainment of Sustainable Development Goal 4 (SDG 4). The review concluded that curriculum, particularly curriculum development and reform processes, should remain an area of UNESCO’s education programme as it addresses a clear need from Member States. As curriculum implies both technical and political dimensions, UNESCO can act as a neutral broker, to facilitate informed and inclusive policy dialogue. It also has a long-term tradition in facilitating complex curriculum processes in often difficult and sensitive contexts. In addition, UNESCO has the capacity to serve as a platform for international exchanges and comparative research, including through networks such as UNESCO Chairs, and coordinating knowledge hubs and communities of practice. To address curriculum with added value in the future, UNESCO should focus on providing methodological technical assistance, capacity development, standard-setting and policy advice to support the curriculum processes, products and competences in Member States while ensuring a coordinated and holistic perspective. Complementary to work on curriculum from a methodological point of view, thematic Sections at Headquarters should continue elaborating content on specific crosscutting topics. Looking to the future, the review recommends (i) maintaining a specialized category 1 institute as a lead entity on curriculum development; (ii) refining the offer of technical assistance and capacity development to Member States on curriculum development and reform; (iii) developing and maintaining a knowledge base of materials and a roster of experts on curriculum; (iv) providing a platform for policy dialogue and exchange of experience among Member States; and (v) systematizing the inclusion of curriculum in standard-setting and normative work. 
#CommitToEducation 出版年份: 2019 机构作者: UNESCO In December 2018, building on a series of regional consultations, the education community struck a common chord at the Global Education Meeting in Brussels, the first gathering of its kind since the adoption of the 2030 Agenda. Ministers, representatives of government, multilateral organizations, civil society and other stakeholders agreed on a set of priorities for collective action. These include an overarching focus on the right to inclusive quality education; eradicating illiteracy; including migrants, displaced persons, refugees and stateless persons in education; quality gender-responsive education and training; strengthened education for global citizenship and sustainable development; more flexible and open learning systems providing a broader range of knowledge, skills and competences at all levels; qualified teachers and domestic and international resource mobilization. This set the ground for the first review of SDG 4 by the July 2019 High level Political Forum, the UN apex platform for the follow-up and review of Agenda 2030. As the UN agency responsible for the coordination of SDG 4, mandated by the World Education Forum in Incheon (Republic of Korea, 2015), UNESCO provided an analysis of where the world stands on SDG 4, how countries have taken up the goal in their policies, and made recommendations to act better, differently and collaboratively. 
Annual Report 2019: UNESCO Institute for Lifelong Learning 出版年份: 2020 机构作者: UNESCO Institute for Lifelong Learning (UIL) This report shows how, in 2019, UIL worked to fulfil its mission, with a focus on youth and adults and a special emphasis on UNESCO’s priority areas of Africa and gender equality. UIL’s vision is for all children, young people and adults to benefit from quality lifelong learning opportunities, within the framework of sustainable development and peace. We promote lifelong learning as the leading educational paradigm for inclusive and sustainable learning societies in the context of the United Nations’ 2030 Agenda for Sustainable Development, which provides an ambitious set of goals and targets for Member States that together form a coherent, universal framework of reference for our activities. Working to this framework, and recognizing lifelong learning’s important transversal role not only with respect to Sustainable Development Goal (SDG) 4 on education but across all 17 SDGs, UIL has made an impact across a range of fronts, including in the areas of policy advice, capacity development, research, monitoring, and networking and advocacy. Rapport annuel 2019: Institut de l’UNESCO pour l’apprentissage tout au long de la vie 出版年份: 2020 机构作者: Institut de l’UNESCO pour l’apprentissage tout au long de la vie (UIL) Ce rapport décrit la façon dont l’Institut a opéré en 2019 pour remplir sa mission en concentrant ses activités sur les jeunes et les adultes, et en mettant particulièrement l’accent sur les domaines prioritaires de l’UNESCO que sont l’Afrique et l’égalité des genres. L’UIL nourrit la vision d’un monde où tous les enfants, tous les jeunes et tous les adultes bénéficient d’offres d’apprentissage de qualité tout au long de leur vie, dans le cadre d’un développement durable et dans un monde en paix. Nous assurons la promotion de l’apprentissage tout au long de la vie en tant que paradigme éducatif majeur de sociétés apprenantes inclusives et durables dans le contexte du Programme de développement durable des Nations unies à l’horizon 2030. Ce programme fournit aux États membres une série d’objectifs et de cibles ambitieux qui, dans leur ensemble, constituent un cadre de référence universel et cohérent pour nos activités. Œuvrant à la réalisation de ce cadre et reconnaissant le rôle important de l’apprentissage tout au long de la vie, non seulement dans l’optique de l’Objectif de développement durable 4 (ODD 4) sur l’éducation, mais aussi, de façon plus générale pour réaliser les 17 ODD, l’UIL s’est engagé sur différents terrains tels que la formulation des politiques et leur mise en œuvre, le développement des capacités, la recherche, le pilotage et suivi ainsi que la mise en réseau et le plaidoyer.