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Educação: um tesouro a descobrir, relatório para a UNESCO da Comissão Internacional sobre Educação para o Século XXI (destaques) 出版年份: 2010 作者: Jacques Delors 机构作者: UNESCO Brasilia Learning: The Treasure Within, commonly referred to as the 'Delors Report', proposes a holistic and integrated vision of education based on the paradigms of lifelong learning, and the four pillars of learning to be, to know, to do, and to live together. 
Situation analysis of out-of-school children in nine southeast Asian countries 出版年份: 2017 机构作者: UNESCO Bangkok In a world that continually aspires for every child and youth to have access to education, there are still large numbers of out-of-school children (OOSC) who are yet to claim their right to basic education. In 2013, the number of children who are not in school, who have dropped out, and who have never been to school have risen to 124 million after seeing the numbers continuously drop for much of the first decade of the 21st century. In much of Southeast Asia, close to seven million children of both primary and lower secondary school-age find themselves in the same situation. In an effort to assist the countries in Southeast Asia to develop more robust policies and programmes for OOSC in their respective countries, this report was commissioned to map out the current legislations, policies, characteristics, and interventions on out-of-school children in nine countries across the region, which include Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, the Philippines, Thailand, Timor-Leste and Vietnam. Using a desk review of available and relevant secondary data, the study covered OOSC of primary and lower secondary school-age. Situation analysis of out-of-school children in nine southeast Asian countries 出版年份: 2017 机构作者: UNESCO Bangkok In a world that continually aspires for every child and youth to have access to education, there are still large numbers of out-of-school children (OOSC) who are yet to claim their right to basic education. In 2013, the number of children who are not in school, who have dropped out, and who have never been to school have risen to 124 million after seeing the numbers continuously drop for much of the first decade of the 21st century. In much of Southeast Asia, close to seven million children of both primary and lower secondary school-age find themselves in the same situation. In an effort to assist the countries in Southeast Asia to develop more robust policies and programmes for OOSC in their respective countries, this report was commissioned to map out the current legislations, policies, characteristics, and interventions on out-of-school children in nine countries across the region, which include Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, the Philippines, Thailand, Timor-Leste and Vietnam. Using a desk review of available and relevant secondary data, the study covered OOSC of primary and lower secondary school-age. Situation analysis of out-of-school children in nine southeast Asian countries 出版年份: 2017 机构作者: UNESCO Bangkok In a world that continually aspires for every child and youth to have access to education, there are still large numbers of out-of-school children (OOSC) who are yet to claim their right to basic education. In 2013, the number of children who are not in school, who have dropped out, and who have never been to school have risen to 124 million after seeing the numbers continuously drop for much of the first decade of the 21st century. In much of Southeast Asia, close to seven million children of both primary and lower secondary school-age find themselves in the same situation. In an effort to assist the countries in Southeast Asia to develop more robust policies and programmes for OOSC in their respective countries, this report was commissioned to map out the current legislations, policies, characteristics, and interventions on out-of-school children in nine countries across the region, which include Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, the Philippines, Thailand, Timor-Leste and Vietnam. Using a desk review of available and relevant secondary data, the study covered OOSC of primary and lower secondary school-age. 
LEARNING to Realize Education’s Promise 机构作者: World Bank The World Development Report 2018 (WDR 2018)—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the timing is excellent: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to place their learning at the center. The 2018 WDR explores four main themes: 1) education’s promise; 2) the need to shine a light on learning; 3) how to make schools work for learners; and 4) how to make systems work for learning. 
تعليم اللاجئين السوريين: إدارة الازمة في تركيا ولبنان والأردن 出版年份: 2015 作者: Shelly Culbertson | Louay Constant 机构作者: RAND Corporation مع وجود أربعة ملايين لاجئ سوري اعتبارًا من سبتمبر 2015 ، هناك حاجة ملحة لتطوير مناهج قصيرة وطويلة الأجل لتوفير التعليم لأطفال هذه الفئة من السكان. يستعرض هذا التقرير تعليم اللاجئين السوريين للأطفال في البلدان الثلاثة المجاورة التي تضم أكبر عدد من اللاجئين - تركيا ولبنان والأردن - ويحلل أربعة مجالات: الوصول والإدارة والمجتمع والجودة. وتشمل آثار السياسة إعطاء الأولوية للحاجة الملحة لزيادة فرص الحصول على التعليم بين اللاجئين ؛ الانتقال من استجابة إنسانية قصيرة المدى إلى استجابة إنمائية طويلة المدى ؛ الاستثمار في كل من قدرة الحكومة على توفير التعليم وفي البدائل الرسمية عالية الجودة لأنظمة المدارس العامة ؛ تحسين البيانات لدعم صنع القرار ؛ تطوير استراتيجية تداولية حول كيفية دمج أو فصل الأطفال السوريين وأطفال الدول المضيفة في المدارس لتعزيز التماسك الاجتماعي ؛ الحد من عمالة الأطفال وتمكين التعليم من خلال وضع سياسات توظيف للبالغين ؛ وتنفيذ خطوات معينة لتحسين جودة التعليم لكل من اللاجئين والمواطنين. 
Smart Education Strategies for Teaching and Learning: Critical Analytical Framework and Case Studies 出版年份: 2022 作者: Shafika Isaacs | Sanjaya Mishra 机构作者: UNESCO Institute for Information Technologies in Education (IITE) | Beijing Normal University This electronic publication about smart education strategies for building the resilience of education and training systems in the postpandemic environment provides a framework to develop appropriate policy and strategy in existing and emerging forms of schooling, higher education, technical and vocational education, and training (TVET), adult education and lifelong learning, including formal, nonformal and informal educational environments. The publication reviews the status of smart education policies in 10 countries. It includes 15 case studies within the six policy themes: infrastructure, curriculum and pedagogy, digital education resources and platforms, skills and competencies, governance, management and administration, and partnership. 
Toward one world or many? A comparative analysis of OECD and UNESCO global education policy documents 出版年份: 2019 作者: Vaccari, Victoria | Gardinier, Meg P. Education policymaking has gone global. The 2030 Agenda for Sustainable Development aims to galvanize efforts to promote sustainable development, decrease global inequalities, and realize universal quality education. Supporting these efforts, two leading international organizations, UNESCO and the OECD, have set out normative frameworks for their vision of global education. This paper examines the policy discourses of these organizations in light of SDG 4–Education. Specifically, through a comparative analysis of selected terms and underlying concepts in key policy documents, the paper distinguishes between UNESCO's notion of global citizenship and the OECD's framework for global competence. Ultimately, the authors discuss whether the organizations' agendas are aimed at a common global vision, or, alternatively, towards two distinct and divergent conceptualizations of an imagined future. 
Reconsidering EU Education Assistance to Central Asia (EUCAM Policy Brief No. 37, June 2019) 出版年份: 2019 作者: Sebastien Peyrouse 机构作者: Europe-Central Asia Monitoring (EUCAM) This paper is based on broader research on education in Central Asia that includes interviews with local stakeholders (teachers, parents and students) in Kazakhstan, Kyrgyzstan and Uzbekistan. Some views were taken from Sebastien Peyrouse, ‘How to Strengthen Western Engagement in Central Asia: Spotlight on EU Education Assistance in Uzbekistan’, PONARS Policy Memo, no. 524, April 2018,http://www.ponarseurasia.org/memo/strengthen-western-engagement-central-asia-spotlight-eu-education-assistance-uzbekistan. 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.