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Teachers: changing lives (The UNESCO Courier no. 4, October-December 2019) 出版年份: 2019 机构作者: UNESCO Certainly, everyone recognizes the key role teachers play. On a personal level, we can all name at least one teacher who made a difference – sometimes to such an extent that it redirected our whole lives. At the international level, the United Nations Sustainable Development Goals (SDGs), Goal 4 in particular, recognize the importance of teachers in the implementation of the Sustainable Development Agenda by 2030. Yet, the profession is being undermined. The development of cognitive neuroscience and the many applications of new technologies in the field of education are forcing the profession to adapt and reinvent itself. Docentes que cambian el mundo (El Correo de la UNESCO 4, Octubre-Diciembre 2019) 出版年份: 2019 机构作者: UNESCO Sin duda, todo el mundo reconoce la función esencial que desempeñan los docentes. A título individual, cada uno de nosotros puede mencionar el nombre de al menos un maestro que le influyó decisivamente, a veces hasta el punto de reorientar toda su vida. En el ámbito internacional, los Objetivos de Desarrollo Sostenible (ODS) de las Naciones Unidas, en particular el ODS 4, destacan la importancia del profesorado en la consecución de la Agenda 2030 de desarrollo sostenible.Y, sin embargo, la profesión docente está en crisis. El desarrollo de la neurociencia cognitiva y las múltiples aplicaciones de las nuevas tecnologías en el sector educativo imponen al magisterio la necesidad de adaptarse, de reinventarse. Ces profs qui changent le monde (Le Courrier de l'UNESCO 4, octobre-décembre 2019) 出版年份: 2019 机构作者: UNESCO Certes, tout le monde reconnaît le rôle clé que jouent les enseignants. À titre personnel, chacun peut citer le nom d’au moins un professeur qui a compté, parfois au point de réorienter une vie entière. Sur le plan international, les Objectifs de développement durable (ODD) des Nations Unies, en particulier l’Objectif no 4, reconnaissent l’importance des enseignants dans la mise en œuvre du Programme de développement durable à l’horizon 2030. Pourtant, la profession est mise à mal. Le développement des neurosciences cognitives, les multiples applications des nouvelles technologies dans le domaine de l’éducation obligent la profession à s’adapter, se réinventer. 
UNESCO Strategic Framework for Education in Emergencies in the Arab Region (2018-2021) 出版年份: 2017 机构作者: UNESCO The Strategic Framework consists of four strategic goals that are anchored in the three pillars of education (Access, Quality and System Strengthening) and which emphasize the importance of relevant and inclusive education to meet the challenges confronting learners, educators, and education systems in both crisis and post-crisis settings. The strategic goals are: Strategic Goal 1: Children and youth affected by crisis access inclusive and quality learning opportunitiesStrategic Goal 2: Learners affected by crisis are empowered with values, knowledge, and skills for life and workStrategic Goal 3: Education actors provide quality education for better learning outcomesStrategic Goal 4: Education systems are responsive and resilient to crisis 
Sustainable Development Goal 4: The Dubai Roadmap for Education 2030 in the Arab Region (2017-2018) 出版年份: 2017 机构作者: UNESCO Beirut SDG 4 agenda inspires us to pursue a humanistic vision of education and development based on human rights and dignity, social justice, protection, cultural diversity, and shared responsibility and accountability. Also, it is underpinned by the principle that education is a public good, a fundamental human right and a basis for guaranteeing the realization of other rights. Furthermore, it is essential for peace, human fulfillment and sustainable development. Having adopted the Arab Regional Roadmap for SDG 4 and Education 2030 (Cairo Roadmap) at ARMED I, we, Arab Member States and partners, have since commenced implementation of the Agenda as appropriate and relevant to national contexts. 
Evaluation of the Networks of Mediterranean Youth (NET-MED Youth) Project (2014-2018) 出版年份: 2019 作者: Maksymilian Fras | Yael Ohana | Kimiko Hibri Pedersen | Christophe Dietrich | Mamoun Besaiso 机构作者: UNESCO The Networks of Mediterranean Youth (NET-MED Youth) Project is a regional project funded by the European Union and implemented by UNESCO from 2014 until 2018. It followed a comprehensive approach through interdisciplinary activities in different thematic areas aimed at advancing youth legal and policy frameworks, enhancing youth representation in media, and reinforcing youth employability and skills in response to the challenges experienced by young women and men in the region regarding their transition to full autonomous citizenship in the civic, political, economic, social and cultural spheres. NET-MED Youth contributed to the creation of an enabling environment for young women and men from nine of the Southern countries of the European Neighbourhood Policy (i.e. Algeria, Israel, Jordan, Lebanon, Libya, Morocco, Palestine, Syria and Tunisia) to develop their competencies, to exercise their rights and meaningfully engage as active citizens in the development and implementation of national strategies on youth. The evaluation found that, overall, the NET-MED Youth Project was a successful initiative and created a momentum for Youth empowerment in the respective beneficiary countries. Its high relevance in the context of the Agenda 2030 resulted not least from UNESCO’s longstanding experience and good practices in working with youth organizations and youth-related stakeholders through youth engagement as partners and beneficiaries. The Project thus constituted a significant contribution to the UNESCO Operational Strategy on Youth 2014-2021. Gender equality was a central concern of NET-MED Youth, and systematically embedded throughout all activities as a transversal feature. In line with the Agenda 2030 commitment of leaving no one behind, several activities focused on issues of disadvantaged or traditionally underserved groups, such as youth with disabilities. Challenges identified are mainly related to the often difficult and in some countries unstable political environments. Together with the needs-based and rather context-specific approach in each country, this also affected to some extent the full implementation of the regional perspective. Furthermore, in the absence of a coherent and explicit longer-term exit strategy, the structures and results achieved risk not to be maintained, or scaled up over time, despite the strong local commitment and ownership created over the project duration. Through successfully incorporating youth aspirations in its design and implementation, the NET-MED Youth Project represented a new and innovative approach to youth engagement and empowerment in an interdisciplinary fashion, and should thus be considered as a basis for new thinking on which to build in the future. The high potential for replication of the NET-MED Youth Project, as a continuation or as an example of good practice for a comprehensive and interdisciplinary approach is thus to be further explored. 
九个人口大国关于2015年后教育的联合声明 : 伊斯兰堡声明 出版年份: 2014 机构作者: UNESCO This statement is adopted by the participants of the 10th E-9 Ministerial Review Meeting held in Islamabad, Pakistan, on November 27-28, 2014. They have taken stock of the progress made since 2000 and challenges remaining in the nine countries in achieving the six Education for All (EFA) goals, and reflected on the priorities and prospects for each country to sustain and further advance educational development beyond 2015. Their deliberations were based on a careful examination of the National EFA 2015 Reviews of the countries concerned, the Muscat Agreement adopted at the Global Education for All Meeting (Muscat, Oman, 12-14 May 2014), the Outcome Document of the United Nations General Assembly Open Working Group on Sustainable Development Goals, and took into account the Aichi-Nagoya Declaration on Education for Sustainable Development as well as the changing global environment that shapes the cooperation among the E-9 countries. البيان المشترك للبلدان التسعة ذات الأعداد الضخمة فيما يخص التعليم في مرحلة ما بعد عام 2015 出版年份: 2014 机构作者: UNESCO This statement is adopted by the participants of the 10th E-9 Ministerial Review Meeting held in Islamabad, Pakistan, on November 27-28, 2014. They have taken stock of the progress made since 2000 and challenges remaining in the nine countries in achieving the six Education for All (EFA) goals, and reflected on the priorities and prospects for each country to sustain and further advance educational development beyond 2015. Their deliberations were based on a careful examination of the National EFA 2015 Reviews of the countries concerned, the Muscat Agreement adopted at the Global Education for All Meeting (Muscat, Oman, 12-14 May 2014), the Outcome Document of the United Nations General Assembly Open Working Group on Sustainable Development Goals, and took into account the Aichi-Nagoya Declaration on Education for Sustainable Development as well as the changing global environment that shapes the cooperation among the E-9 countries. Declaración Conjunta del Grupo E-9 sobre la Educación Después de 2015: Declaración de Islamabad 出版年份: 2014 机构作者: UNESCO This statement is adopted by the participants of the 10th E-9 Ministerial Review Meeting held in Islamabad, Pakistan, on November 27-28, 2014. They have taken stock of the progress made since 2000 and challenges remaining in the nine countries in achieving the six Education for All (EFA) goals, and reflected on the priorities and prospects for each country to sustain and further advance educational development beyond 2015. Their deliberations were based on a careful examination of the National EFA 2015 Reviews of the countries concerned, the Muscat Agreement adopted at the Global Education for All Meeting (Muscat, Oman, 12-14 May 2014), the Outcome Document of the United Nations General Assembly Open Working Group on Sustainable Development Goals, and took into account the Aichi-Nagoya Declaration on Education for Sustainable Development as well as the changing global environment that shapes the cooperation among the E-9 countries. 
Country Commitments to Gender Equality in Education 出版年份: 2018 作者: Erica Murphy 机构作者: UNESCO The international community has committed through legal and political frameworks to achieving gender equality in all spheres, including education. These frameworks include obligations to protect and secure women and girls' right to education through the elimination of discriminatory barriers, whether they exist in law or in everyday life, and to undertake positive measures to bring about equality, including in access of, within, and through education.This paper firstly sets out the legal and political frameworks on gender equality in education to which states have committed and then describes how they have committed.In the second section, the content of states’ commitments to achieve gender equality in education is explained, including the normative content of relevant provisions found in international and regional human rights treaties and the 2030 Agenda for Sustainable Development. This section also includes a classification of states according to what legal commitments to women and girls’ right to education they have made.The final section details how states can be held accountable for failure to meet their legal commitments to gender equality in education, including what mechanisms are available and examples of how these mechanisms have been used to hold states accountable.This paper is also background paper prepared for the 2018 Global education monitoring report gender review: Meeting our commitments to gender equality in education.