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G7 Global Objectives On Girls’ Education: Baseline Report 出版年份: 2022 机构作者: United Nations Girls' Education Initiative (UNGEI) This publication serves as a baseline report to accompany efforts of the G7 Accountability Working Group to monitor progress towards the two global objectives. It presents evidence on low- and lower-middle-income countries’ progress in achieving the two global objectives and what remains to be done.It is important to stress that the two G7 global objectives on girls’ education are measures of gender parity, which are necessary but not sufficient as measures of gender equality. Assessing progress towards the latter requires information, which tends not to be available systematically enough to allow a comparative perspective. However, this report provides insights to remaining challenges. 
Evaluation of UNESCO's Programme Interventions on Girls' and Women's Education 出版年份: 2017 作者: Michael Reynolds, Martina Rathner, Estelle Loiseau 机构作者: UNESCO Internal Oversight Service (IOS) Since 2008, Gender Equality has been one of two global priorities for UNESCO. In May 2011, UNESCO launched the Global Partnership for Girls’ and Women’s Education, also known as “Better Life, Better Future”, which aims to increase learning opportunities for adolescent girls and women and to find solutions to some of the biggest obstacles to their education. To further advance the global priority of Gender Equality, since 2015 a dedicated Section of Education for Inclusion and Gender Equality specifically addresses the gender dimensions in education that contribute to differential access, participation, completion, and learning outcomes by boys and girls, and men and women. The evaluation examines UNESCO’s programme interventions in girls’ and women’s education during the period 2015 to 2017, in particular to ascertain the relevance, effectiveness, efficiency and sustainability of initiatives, and to clarify the strategic role and positioning of the Organization in supporting girls’ and women’s education at regional and country levels.The evaluation found that although UNESCO’s efforts for enhancing girls’ and women’s education are clearly aligned to SDG 4 and SDG 5 and also broadly in line with the overall principle of leaving no one behind, there is at times a trade-off between targeting the hardest to reach and other donor priorities, and UNESCO needs to more clearly position its efforts in support of girls’ and women’s education and its niche in the 2030 Agenda. Furthermore, continued efforts are required to scale up and/or replicate small-scale interventions, to better ensure sustainability and to consolidate mechanisms for coordination and information sharing among different interventions to seize synergies and enhance organizational learning. 
UNESCO-HNA partnership for girls' and women's education: experience-sharing workshop: enhancing institutional capacity for gender mainstreaming in education; summary report 出版年份: 2016 机构作者: UNESCO International Institute for Capacity-Building in Africa (IICBA) The first experience-sharing workshop was organised on 24-25 November 2016 in Nairobi, Kenya. The objectives of the workshop were to: v Increase awareness on girls' education activities through South-South interaction. v Exchange experiences and lessons on HFIT project implementation. v Enhance institutional networking and interaction on issues related to girls' education. 
Education for sustainable development country guidelines for changing the climate of teacher education to address sustainability: putting transformative education into practice 出版年份: 2011 机构作者: UNESCO Jakarta This document on ESD Country Guidelines for TEIs is the result of the Regional Training Workshop Programme, titled “Developing Capacities of Teacher Education Institutions (TEIs) of Brunei Darussalam, Indonesia, Malaysia, Philippines and Timor-Leste in Reorienting Teacher Education to Address Sustainability” and has been developed by the five cluster countries of the UNESCO Office, Jakarta. The developed guidelines ultimately aim to reorient each country's curriculum, policies, standard practices and programmes to address sustainability and implement it in a tangible way. Although many idealistic descriptions of sustainability and sustainability education exist, faculties of education must decide which themes should receive particular focus and create their own guidelines and design criteria on this specific area. Therefore, these ESD Country Guidelines are significant initial steps to ensuring teacher education programmes fit the environmental, social, cultural and economic conditions and goals of each country's communities, regions and nations. Lignes directrices pour l'éducation au service du développement durable pour changer le climat de la formation des enseignants pour aborder la durabilité: mettre en pratique l'éducation transformatrice 出版年份: 2011 机构作者: UNESCO Jakarta Le présent document sur EDD pour les Institutions de Formations des Enseignants (IFE) est le résultat du Programme régional d'ateliers de formation intitulé «Développer les capacités des établissements d'enseignement de Brunei Darussalam, de l'Indonésie, de la Malaisie, des Philippines et du Timor-Leste pour réorienter la formation des enseignants pour la durabilité» et a été développé par les cinq pays du Bureau de l'UNESCO à Jakarta. Les lignes directrices élaborées visent en fin de compte à réorienter les programmes, les politiques, les pratiques et les programmes standard de chaque pays en vue d'aborder la durabilité et de la mettre en œuvre de façon tangible. Bien que de nombreuses descriptions idéalistes de la durabilité et de l'éducation en matière de durabilité existent, les facultés d'éducation doivent décider quels thèmes devraient recevoir une attention particulière et créer leurs propres lignes directrices et critères de conception dans ce domaine spécifique. Par conséquent, ces EDD directrices sont des étapes importantes pour assurer que les programmes de formation des enseignants correspondent aux conditions et aux objectifs environnementaux, sociaux, culturels et économiques des communautés, des régions et des nations de chaque pays. 
2014 syllabus: character and citizenship education: primary 出版年份: 2014 机构作者: Singapore. Ministry of Education. Student Development Curriculum Division Character and Citizenship Education (CCE) has always been at the heart of Singapore's education system. In CCE, students learn to be responsible to family and community; and understand their roles in shaping the future of nation. The emerging trends and global developments that impact the society, such as social changes, globalisation and technological advancements are taken into consideration in the development of the CCE curriculum.The goal of CCE is to inculcate values and build competencies in students to develop them to be good individuals and useful citizens. Since 1959, various key programmes have been introduced to inculcate values, habits, competencies and skills in students. Some of these programmes include Civics and Moral Education (CME, 1992), National Education (NE, 1997), Social and Emotional Learning (SEL, 2005), and learning experiences such as Co-Curricular Activities (CCA).The new CCE curriculum shifts focus from programmes to a common purpose. The desired outcomes of CCE are aligned to the Key Stage Outcomes (KSOs) and Desired Outcomes of Education (DOE). CCE is central to the Framework for 21st Century Competencies and Student Outcomes. It emphasizes the interconnectedness of the core values, social and emotional competencies and civic literacy, global awareness and cross-cultural skills that are critical for character and citizenship development of students. 2014 syllabus: le caractère et l'éducation à la citoyenneté: primaire 出版年份: 2014 机构作者: Singapore. Ministry of Education. Student Development Curriculum Division Caractère et éducation à la citoyenneté (CEC) a toujours été au cœur du système éducatif de Singapour. En CEC, les élèves apprennent à être responsables de la famille et de la communauté; et de comprendre leurs rôles dans l'élaboration de l'avenir de la nation. Les nouvelles tendances et évolutions mondiales qui influent sur la société, tels que les changements sociaux, la mondialisation et les progrès technologiques sont pris en considération dans l'élaboration du programme d'études du CEC. Le but du CEC est d'inculquer des valeurs et de construire des compétences chez les élèves de les développer pour être de bons individus et des citoyens utiles. Depuis 1959, divers programmes clés ont été mis en place pour inculquer des valeurs, des habitudes, des compétences et des compétences chez les élèves. Certains de ces programmes comprennent l'éducation civique et l'éducation morale (ECM, 1992), l'éducation nationale (NE, 1997), social et apprentissage émotionnel (SPE, 2005), et les expériences d'apprentissage tels que Co-curriculaires Activités (CCA). Les nouveaux changements du curriculum CEC se concentrent des programmes à un but commun. Les résultats escomptés du CEC sont alignés sur les résultats clés de scène (RCS) et résultats souhaités de l'Education (RSE). CEC est au centre du cadre pour les compétences du 21e siècle et résultats des élèves. Il met l'aCECnt sur l'interdépendance des valeurs fondamentales, les compétences sociales et émotionnelles et alphabétisation civique, la sensibilisation mondiale et les compétences interculturelles qui sont critiques pour le caractère et la citoyenneté développement des élèves. 2014 syllabus: character and citizenship education: secondary 出版年份: 2014 机构作者: Singapore. Ministry of Education. Student Development Curriculum Division Character and Citizenship Education (CCE) has always been at the heart of Singapore's education system. In CCE, students learn to be responsible to family and community; and understand their roles in shaping the future of nation. The emerging trends and global developments that impact the society, such as social changes, globalisation and technological advancements are taken into consideration in the development of the CCE curriculum. The goal of CCE is to inculcate values and build competencies in students to develop them to be good individuals and useful citizens. Since 1959, various key programmes have been introduced to inculcate values, habits, competencies and skills in students. Some of these programmes include Civics and Moral Education (CME, 1992), National Education (NE, 1997), Social and Emotional Learning (SEL, 2005), and learning experiences such as Co-Curricular Activities (CCA).The new CCE curriculum shifts focus from programmes to a common purpose. The desired outcomes of CCE are aligned to the Key Stage Outcomes (KSOs) and Desired Outcomes of Education (DOE). CCE is central to the Framework for 21st Century Competencies and Student Outcomes. It emphasizes the interconnectedness of the core values, social and emotional competencies and civic literacy, global awareness and cross-cultural skills that are critical for character and citizenship development of students. 2014 syllabus: le caractère et l'éducation à la citoyenneté: secondaire 出版年份: 2014 机构作者: Singapore. Ministry of Education. Student Development Curriculum Division Caractère et éducation à la citoyenneté (CEC) a toujours été au cœur du système éducatif de Singapour. En CEC, les élèves apprennent à être responsables de la famille et de la communauté; et de comprendre leurs rôles dans l'élaboration de l'avenir de la nation. Les nouvelles tendances et évolutions mondiales qui influent sur la société, tels que les changements sociaux, la mondialisation et les progrès technologiques sont pris en considération dans l'élaboration du programme de la CCE. L'objectif de la CCE est d'inculquer des valeurs et de construire des compétences chez les élèves de les développer pour être de bons individus et des citoyens utiles. Depuis 1959, divers programmes clés ont été mis en place pour inculquer des valeurs, des habitudes, des compétences et des compétences chez les élèves. Certains de ces programmes comprennent l'éducation civique et l'éducation morale (ECM, 1992), l'éducation nationale (NE, 1997), social et apprentissage émotionnel (SPE, 2005), et les expériences d'apprentissage tels que Co-curriculaires Activités (CCA). Les nouveaux changements de curriculum CEC concentrent des programmes à un but commun. Les résultats escomptés de la CEC sont alignés sur les résultats clés de scène (RCS) et résultats souhaités de l'Education (RSE). CEC est au centre du cadre pour les compétences du 21e siècle et résultats des élèves. Il met l'accent sur l'interdépendance des valeurs fondamentales, les compétences sociales et émotionnelles et alphabétisation civique, la sensibilisation mondiale et les compétences interculturelles qui sont critiques pour le caractère et la citoyenneté développement des élèves. 2014 课程标准 品格与公民教育 小学 出版年份: 2014 机构作者: Singapore. Ministry of Education. Student Development Curriculum Division Character and Citizenship Education (CCE) has always been at the heart of Singapore's education system. In CCE, students learn to be responsible to family and community; and understand their roles in shaping the future of nation. The emerging trends and global developments that impact the society, such as social changes, globalisation and technological advancements are taken into consideration in the development of the CCE curriculum.The goal of CCE is to inculcate values and build competencies in students to develop them to be good individuals and useful citizens. Since 1959, various key programmes have been introduced to inculcate values, habits, competencies and skills in students. Some of these programmes include Civics and Moral Education (CME, 1992), National Education (NE, 1997), Social and Emotional Learning (SEL, 2005), and learning experiences such as Co-Curricular Activities (CCA). The new CCE curriculum shifts focus from programmes to a common purpose. The desired outcomes of CCE are aligned to the Key Stage Outcomes (KSOs) and Desired Outcomes of Education (DOE). CCE is central to the Framework for 21st Century Competencies and Student Outcomes. It emphasizes the interconnectedness of the core values, social and emotional competencies and civic literacy, global awareness and cross-cultural skills that are critical for character and citizenship development of students.