TECHNOLOGY AND INNOVATION REPORT 2021: Catching technological waves innovation with equity - UNCTAD (2021)
OCLC: 1245847334 KerkoCite.ItemAlsoKnownAs: 2339240:3J8FAXYC 2405685:SSF84XQK

Human Development Indices and Indicators: 2018 Statistical Update: Senegal - UNDP (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:ENN9MWVG

Human Development Report 2009: Overcoming barriers—Human mobility and development - UNDP (United Nations Development Programme (UNDP), 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:JCKNGM3L 2405685:XEIHRBY3

Human Development Reports - UNDP (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:7TS3DJI9

Human Development Reports: Tanzania - UNDP
KerkoCite.ItemAlsoKnownAs: 2339240:2ACUHG6V 2405685:IV7CWVQH

Human Development Summary- Cambodia - UNDP (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:LPS6AL6Z 2405685:WYRBIC2U

Independent Country Programme Evaluation- Cambodia - UNDP (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:7YATNZFX 2405685:YK57R5YE

Inequalities in Human Development in the 21st Century - UNDP (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:V6TNP72D 2405685:9TDAZW6S

Inequalities in Human Development in the 21st Century, Ghana - UNDP (2019)
EdTechHub.ItemAlsoKnownAs: 2405685:HDRIMSCU

Inequalities in Human Development in the 21st Century, Kenya - UNDP (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:392IVFST

Inequality in Human Development in the 21st Century, Jordan - UNDP (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:3EEM6V4S

JP Malawi Girls' Education | MPTF Office - UNDP
KerkoCite.ItemAlsoKnownAs: 2339240:VRRHYHLP 2405685:F8REYPF3

Reaching Cambodia’s last mile with inclusive and sustainable energy access - UNDP (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:VHZEPCM7 2405685:H5W362ZY

The Socio-Economic Implications of the COVID-19 Pandemic: Ideas for Policy Action - UNDP (UNDP Latin America and the Caribbean, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AE944BBK 2405685:KIBI9Y5X

Show me the data: Leveraging digital tools for Nepal’s COVID response - UNDP SURGE (Medium, 2021)
UNDP Nepal joined hands with the Accelerator Labs and SURGE Data Hub to assess the impact of COVID-19 in Gandaki Province
KerkoCite.ItemAlsoKnownAs: 2405685:LY6VBCGI

Syrian Arab Republic: Access to Electricity and Humanitarian Needs - UNDP Syria (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:QT7RKPFI 2405685:ZP8APA5I

Final Version adopted by the High Level Conference on Data Revolution – A side event of the 8th AU-ECA Conference of Ministers - UNECA (United Nations Economic Commission for Africa, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:476PRYPF 2405685:T842KJLB

(untitled) - UNESCO
KerkoCite.ItemAlsoKnownAs: 2339240:NPALPZHM 2405685:MPTT8GQL

School closures caused by Coronavirus (Covid-19) - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:PK3V4ZMD
Keywords: ___working_potential_duplicate; auto_merged

1.3 billion learners are still affected by school or university closures, as educational institutions start reopening around the world, says UNESCO - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KFPUEX4Y 2405685:ZQ3VGX3S

A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2 - UNESCO (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:F3FGM4MU 2405685:YTZK5L7Z

A guide for ensuring inclusion and equity in education - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:MNRGCNLS 2405685:W3TNNLQB

A Lifeline to learning: leveraging mobile technology to support education for refugees - UNESCO (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:EAK955WV 2405685:IEZPLWN9 2405685:JX9L4RWA

A Lifeline to learning: leveraging mobile technology to support education for refugees; 2018 - 261278eng.pdf - UNESCO (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:483NMVU8

Access to information: A New Promise for Sustainable Development - UNESCO (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:TIQ7G37D 2405685:XQQP38SL

Addressing the gender dimensions of school closures - UNESCO Digital Library - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:THX9GCHN 2405685:TWLA4AP2

Adverse consequences of school closures - UNESCO (UNESCO, 2020)
School closures - even when temporary - carry high social and economic costs. The disruptions they cause touch people across communities, but their impact is particularly severe for disadvantaged boys and girls and their families. Some of the reasons why school closures are so harmful are listed below. While the list is far from comprehensive, it helps clarify why school closures should matter to all of us. Interrupted learning: Schooling provides essential learning and when schools close, children and youth are deprived opportunities for growth and development.
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:N9NK3DJF 2339240:UTNECT36 2405685:35ZWVEZ9 2405685:7UZI77DJ

Analyzing and Utilizing Assessment Data for Better Learning Outcomes - UNESCO (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:G6ZY4973 2405685:9STIZJCN

Artificial Intelligence in Education: Challenges and Opportunities for Sustainable Development - UNESCO (Roscongress Building Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:97T2BRUA 2405685:ZJ3KHQP2

Assessment for improved learning outcomes - UNESCO
KerkoCite.ItemAlsoKnownAs: 2405685:4F25FRUE

Audio Lessons Through Radio for Primary Education Set for Launch -With Support from UNESCO CapED Programme for COVID-19 Educational Response for Bangladesh - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:I7MG6YLA 2405685:Q34TK2MX

Back to school: Preparing and managing the reopening of schools - UNESCO (2020)
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:PG7P4SGV 2405685:RVGVDL8M

Background information on education statistics in the UIS database - UNESCO (UNESCO Institute of Statistics, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:HXNGPX3L 2405685:HPLQP9BZ 8836279:67D7XNEP 8836279:E62VYPBG 8836279:ZKI42HRX

Basic Education Equivalency Programme (BEEP) - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:IIZQ47BY 2405685:JZNL3WVY

Broadband “the missing link” in global access to education - UNESCO (2013)
New report from the Broadband Commission highlights strategies for leveraging high-speed networks to realize ‘Education for All’ Broadband connectivity carries unprecedented potential to bridge education divides, transform learning and improve skills for the globalized economy provided that governments make broadband accessible, empower teachers and students to use technology, support the production of local language content and promote open educational resources, says a new report just released by the Broadband Commission for Digital Development.
KerkoCite.ItemAlsoKnownAs: 2339240:LFW4CTLN 2405685:6J5F2H5H

Chile - UNESCO (2016)
...
Last Modified: 2017-04-12 KerkoCite.ItemAlsoKnownAs: 2339240:QLE4E9IH 2405685:P5XV58Y6

Covid-19 Crisis: UNESCO Call to Support Learning and Knowledge Sharing through Open Educational Resources - UNESCO (UNESCO, 2020)
In response to the massive disruption of education due to the Covid-19 pandemic affecting 1.57 billion learners in 191 countries, UNESCO has issued a Call to support learning and knowledge sharing through Open Educational Resources (OER) worldwide. OER are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright released under an open license[1], permitting no-cost access, re-use, re-purpose, adaptation and redistribution by others.
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:8NU6X5GG 2405685:DJV8GAZV

COVID-19 Education Response Education Sector Issue Notes: Conflict-affected, displaced and vulnerable populations - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M4WMJYGZ 2405685:FNNYD47L

COVID-19 education response: Preparing the reopening of schools: resource paper - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LJGZYPFF 2405685:SKFWA932

COVID-19 Educational Disruption and Response - UNESCO (UNESCO, 2020)
A record number of children and youth are not attending school because of closures mandated by governments in an attempt to slow the spread of COVID-19.
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:YPNX4GT6 2405685:CTWSNA8F CTWSNA8F

COVID-19 Impact on Education - UNESCO (UNESCO, 2020)
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:9UEBWM9R 2339240:XHQUDKHH 2405685:8ZF2QQYZ 2405685:DAHHN3D5
Keywords: ___working_potential_duplicate

COVID-19 is a serious threat to aid to education recovery | Global Education Monitoring Report - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8PMPRXLC 2405685:EMKE5928

COVID 19: Senegal intends to ensure #LearningNeverStops - UNESCO (2020)
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:49IWYAZL 2405685:E6GENFZB

COVID 19, Technology-based Education and Disability: The case of Bangladesh - UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:5B34JWFZ 2405685:7K7JA456

Cracking the code: girls' and women's education in science, technology, engineering and mathematics (STEM) - UNESCO Digital Library - UNESCO (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ZYAMHNPT 2405685:5BXPUUTA

Crisis-sensitive teacher policy and planning - UNESCO (UNESCO, Norad, GPE, UNHCR, UNICEF, the World Bank, International Labor Organisation, International Task Force on Teachers for Education, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:P32EXNBF 2405685:W4UZRYIS

Cumulative disadvantage; inter- and within-group inequalities | UNESCO Inclusive Policy Lab - UNESCO (UNESCO Inclusive Policy Lab)
KerkoCite.ItemAlsoKnownAs: 2405685:KNHPL6JQ

Distance Learning - UNESCO
KerkoCite.ItemAlsoKnownAs: 2339240:JQAW8TAM 2405685:UFASTWJL

Distance learning solutions - UNESCO (2020)
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:P4QRHZ6W

Education 2030: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning - UNESCO (UNESCO, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:CJCJGSAX 2339240:DAUTLPDE 2405685:PHY6NTZ3

Education for All by 2015: will we make it? EFA global monitoring report, 2008 - UNESCO (2008)
KerkoCite.ItemAlsoKnownAs: 2339240:6SPS224U 2339240:YBX3GHWA 2405685:E9PR3GI4 2405685:GMYQD3MX 4656463:7WI3RQ4H 4656463:NKLWNZFL

Education For All national review: Bangladesh - UNESCO (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:Y6BD7X9X 2405685:MGHEJJ7F

Education: From disruption to recovery - UNESCO (UNESCO, 2020)
A record number of children and youth are not attending school because of closures mandated by governments in an attempt to slow the spread of COVID-19.
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:4V4S68C2 2339240:D73PGJ2S 2339240:IFLGAKPY 2339240:LJI969V8 2339240:LPZ8IFR3 2339240:NVX8JT95 2339240:XM794Y6N 2339240:ZPPHRZLV 2405685:7D8S87FK 2405685:88X7NTNG 2405685:AM4LIP3K 2405685:DCY79GK8 2405685:HMY9IGAW 2405685:JBQH4NSZ 2405685:NJUUYNJJ 2405685:WBIE66RX
Keywords: ___working_potential_duplicate

Education Sector Analysis - UNESCO
KerkoCite.ItemAlsoKnownAs: 2339240:NAN7JT6L 2405685:QB2YL2IQ

Educational Management Information System (EMIS) - UNESCO (Learning Portal)
KerkoCite.ItemAlsoKnownAs: 2339240:2NKKF4AQ 2405685:87RWJNX9

EFA Global Monitoring Report 2010: Reaching the marginalized - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:GBLL8LEK 2405685:I3MDE3UF

Enhancing Liberia Teacher Education Project through ICT Pedagogy - UNESCO (2017)
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:MRS7JKBU 2405685:ZBXPPYDP

Enhancing social inclusion through innovative mobile learning in Uruguay: case study by the UNESCO-Fazheng project on best practices in mobile learning - UNESCO Biblioteca Digital - UNESCO (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:XAJJS9ZC 2405685:WU8A4HM4

Equivalency Programmes (EPs) for Promoting Lifelong Learning - UNESCO (2006)
KerkoCite.ItemAlsoKnownAs: 2339240:N5KURGZ8 2405685:S256T4H5

Exploiter le potentiel des TIC : Programmes efficaces d'alphabétisation et de numératie utilisant la radio, la télévision, la téléphonie mobile, les tablettes et les ordinateurs - UNESCO (UNESCO Institute for Lifelong Learning, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:PWHDHPIG

Financing Education in sub-Saharan Africa : Meeting the Challenges of Expansion, Equity and Quality - UNESCO (UNESCO Institute for Statistics, 2011)
shortDOI: 10/ghgnfb KerkoCite.ItemAlsoKnownAs: 10.15220/978-92-9189-079-2-en 10/ghgnfb 2339240:EYQZXG2M 2405685:DSSCT5P9

Fixing the Broken Promise of Education for All: Findings from the Global Initiative on Out-of-School Children - UNESCO (2015)
KerkoCite.ItemAlsoKnownAs: 2405685:W7YWANUA

Giving Cambodia’s Marginalized Learners a Second Chance - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VFGAQ9QA 2405685:JDNVSCYQ

Global Education Coalition facilitates free internet access for distance education in several countries - UNESCO (UNESCO)
KerkoCite.ItemAlsoKnownAs: 2339240:65M7EY3B 2405685:K3CYJL48
Keywords: ___working_potential_duplicate

Global Education Coalition facilitates free internet access for distance education in several countries - UNESCO (2020)
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:D8N5ZP96
Keywords: ___working_potential_duplicate

Global Education Coalition members pledge to support emergency response in Beirut - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:P9SSASIC 2405685:SC5NRNY7

Global Education Monitoring Report 2017/8: Accountability in education - meeting our commitments - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:6ZCGI6X6 2405685:79FHCTA5

Global education monitoring report, 2019: Migration, displacement and education: building bridges, not walls - UNESCO (UNESCO, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:K99KZM4I 2405685:DNDZKA6X

Global education monitoring report, 2020: Inclusion and education: all means all - UNESCO (UNESCO)
KerkoCite.ItemAlsoKnownAs: 2339240:MC8T76CI 2405685:HM6UBJS2

Global education monitoring report, 2020: Inclusion and education: all means all - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CHMAUW76 2405685:WZKDEGGG 2534378:5ZB7EYDJ

Global Education Monitoring Report 2020: Inclusion and Education - All Means All - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:42XI45XX 2405685:UGIHX9QY

Global Education Monitoring Report 2023: Technology in education: A tool on whose terms? - UNESCO (GEM Report UNESCO, 2023)

Guidelines for ICT in education policies and masterplans - UNESCO (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:WLPJRG4H 2405685:AP6PSV9Q

High Stakes Assessment - UNESCO (UNESCO Institute for Statistics Glossary, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:RDTR39YN 2405685:NNH8LR6G

ICT competency standards for teachers: policy framework - UNESCO (UNESCO, 2008)
KerkoCite.ItemAlsoKnownAs: 2405685:WJ3FMNHE 2534378:DFXARHI2

ICT Transforming Education in Africa - UNESCO (2017)
EdTechHub.ItemAlsoKnownAs: 2405685:XF84DCD2

ICT Transforming Education in Africa UNESCO-KFIT project update, January-March 2019 - UNESCO (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:5ZL38WL2 2486141:VBBHJJDJ

ICT Transforming Education in Africa UNESCO-KFIT project update, January-March 2019 - UNESCO Digital Library - UNESCO (UNESCO, 2019)
EdTechHub.ItemAlsoKnownAs: 2405685:E6JTI753

If you don't understand, how can you learn? - UNESCO (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:Z58YQUQS 2405685:A6SE7Z9X

If you don't understand, how can you learn? - UNESCO (UNESCO, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:QK94J4GE 2405685:RN3HK9KQ

Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all - UNESCO (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:I73N2HK2 2405685:HAUSH5C6

Inclusion and education: all means all - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CHMAUW76 2405685:EX9FXZIX

Information and Communication Technology (ICT) in Education in Five Arab States. Information paper - UNESCO (UNESCO Institute for Statistics, 2013)
OCLC: 7354004415 KerkoCite.ItemAlsoKnownAs: 2339240:KMAU59ZN 2405685:JXKRRG5B

Learning in the COVID-19 era - UNESCO (UNESCO, 2020)
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:NPU5QD2E 2405685:IP764L4J

Learning through radio and television in the time of COVID-19 - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TDMPEWCF 2405685:NRJGBJFJ

Learning through radio and television in times of COVID-19 - UNESCO (2020)
With an estimated 91.3 percent or 1.57 billion students out of school worldwide, ministers of education are executing their plans for school during disruptions related to COVID-19. Under the banner of learning continuity, many countries have slowly begun to use existing platforms, tools, and technologies for some form of interim learning by distance.
KerkoCite.ItemAlsoKnownAs: 2339240:2HIQHMQZ 2405685:5QX8JYXP

Leave no child behind: global report on boys’ disengagement from education - UNESCO (UNESCO, 2022)
ISBN: 978-92-3-100520-6 KerkoCite.ItemAlsoKnownAs: 2339240:E33FHUU6 2405685:ZZT8CKLI

Malawi Education Rights - UNESCO (UNESCO, 2022)
UNESCO is the United Nations Educational, Scientific and Cultural Organization. It seeks to build peace through international cooperation in education, the sciences, culture and communication. UNESCO’s programmes contribute to the achievement of the Sustainable Development Goals defined in Agenda 2030, adopted by the UN General Assembly in 2015. Serving as a laboratory of ideas, UNESCO helps countries adopt international standards and manages programmes that foster the free flow of ideas and knowledge sharing. In this spirit, it develops educational tools to help people live as global citizens free of hate and intolerance. UNESCO works so that each child and citizen has access to quality education. By promoting cultural heritage and the equal dignity of all cultures, it strengthens bonds among nations. UNESCO fosters scientific programmes and policies that support development and cooperation. UNESCO stands up for freedom of expression, as a fundamental right and a key condition for democracy and development.
KerkoCite.ItemAlsoKnownAs: 2339240:TDR9FIDZ 2405685:RPICI3GC

Materiales de formación en los campos de la planificación y de la administración de la educación y de las construcciones escolares - UNESCO (UNESCO Digital Library, 1985)
KerkoCite.ItemAlsoKnownAs: 2405685:S5H86KHG 4042040:83D3CEF3

Measuring Gender Equality in Science and Engineering : The SAGA Toolkit - UNESCO (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:RSVH2MRM 2405685:76CAR4GW

Minding the data: protecting learners’ privacy and security - UNESCO Digital Library - UNESCO (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:TGMK56YU

Module 3: Improving Education Management Information Systems (EMIS) - UNESCO
KerkoCite.ItemAlsoKnownAs: 2339240:88Z55BIC 2405685:WFS6VCUG

MTB MLE resource kit: Including the excluded: promoting multilingual education - UNESCO (UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:6DDNXJL5 4042040:8ELXSA85

National learning platforms and tools - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TJM3APGX 2405685:5MQYCCFC

New Methodology Shows that 258 Million Children, Adolescents and Youth Are Out of School - UNESCO (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:DFK8M42B 4042040:6Q4K3URI

One year into COVID-19 education disruption: Where do we stand? - UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:LCIHMACX 2405685:Q97KARUR

Out-of-School Children and Youth - UNESCO (2016)
About 258 million children and youth are out of school, according to UIS data for the school year ending in 2018. The total includes 59 million children of primary school age, 62 million of lower secondary school age and 138 million of upper secondary age....
Last Modified: 2020-01-16 KerkoCite.ItemAlsoKnownAs: 2405685:6MYLJ6PF 4042040:MWCR7BIW

Overcoming inequality: why governance matters - UNESCO (2009)
KerkoCite.ItemAlsoKnownAs: 2339240:X7ICVKB8 2405685:3YGT6Z7I
Keywords: EfA; GMR

Pricing the right to education: the cost of reaching new targets by 2030 (Education for All Global Monitoring Report. Policy Paper 18; July 2015 update). - UNESCO (2015)
UNESCO (2015) Pricing the right to education: The cost of reaching new targets by 2030. Education for All Global Monitoring Report, Policy Paper, no. 18. KerkoCite.ItemAlsoKnownAs: 2339240:ED2EZSXD 2405685:ZTNCL6FI

Professional Development for Teachers for Blended Learning and Online Strategies - Pilot Project - UNESCO
KerkoCite.ItemAlsoKnownAs: 2339240:SS5B8S3D 2405685:Q7WSANE3

Proportion of schools with access to basic facilities, all schools - UNESCO (2018)
EdTechHub.ItemAlsoKnownAs: 2405685:ZV8MELAV

Re-imagining the future education management information systems, beyond head counts: leveraging data systems to support inclusive and effective learning for all - UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:5UBF8HJT 2339240:XEWQYE2N 2405685:32I7B2XX 2405685:SA922BN9 2405685:XDKGCG2W 4656463:CD5YN6NM 4656463:NJH4HU8K

Regional overview: Latin America and the Caribbean - UNESCO (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:EYU2PU5A 2405685:4W5YEBIW

Results of the Curricular Analysis of the Fourth Regional Comparative and Explanatory Study (ERCE 2019) - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9ZY9IYW4 2405685:SM5ARVIA

Right to education handbook - UNESCO (UNESCO, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:6YQ6VKH6 2405685:PFS3CXZ3

SDG 4 September 2023 - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2405685:62TKMKGR

Sierra Leone | Education and Literacy Statistics - UNESCO (2020)
...
Last Modified: 2017-04-12 Library Catalog: uis.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:Y6JYY6Q6

Situation analysis on the effects of and responses to COVID-19 on the Education Sector in Asia: Bhutan case study - UNESCO Digital Library - UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:9KDK6Q9R

Supporting teachers with mobile technology: lessons drawn from UNESCO projects in Mexico, Nigeria, Senegal and Pakistan - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:4IAYBJDP 2405685:STDAPH7E

Teaching and learning: achieving quality for all - UNESCO (UNESCO Publishing, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:DVL44GZ9 2405685:P42UPESW Global Monitoring Report
Keywords: AWP2; AWP2-actual; CitedIn:AKFC; CitedIn:OER4S-TPE-HHH2; CitedIn:OER4Schools-2012-HHH1; CitedIn:OER4Schools-HHH3; CitedIn:OER4Schools-HHH3-A; CitedIn:OER4Schools-HHH3-A-PREVIOUS; CitedIn:OER4Schools-HHH3-B; CitedIn:PhD_Thesis; EfA; GMR; RPF-May-2016

The integration of Education Management Information Systems (EMIS) with other information systems - UNESCO (UNESCO, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8L4JHQH4 2405685:VNJBVC5F 4656463:X4SLJ5PL

The National Education Act, 1978 - UNESCO (1978)
KerkoCite.ItemAlsoKnownAs: 2339240:NPP485LF 2405685:ARFKBHL2

The world is off track in achieving the global education goal, SDG4 - UNESCO (UNESCO, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:MY93PCGX 2405685:UVVIK4X9

The world needs almsot 69 million new teachers tp reach the 2030 education goals (UIS Fact Sheet n. 39) - UNESCO (UNESCO, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:Y4UIYEHI 2405685:TC8PNFAI

Training materials in educational planning, administration and facilities, no. 1, 1982-no. 17, 1985 - UNESCO Digital Library - UNESCO
KerkoCite.ItemAlsoKnownAs: 2405685:AGWXDIGL 4042040:DJFPDBB8

Training Trainers on Gender Responsive Pedagogy | UNESCO-IICBA - UNESCO (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:89V62T8K 2405685:6D3Y4NWN

Transforming education from within: current trends in the status and development of teachers; World Teachers’ Day 2022 - UNESCO (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:JY2PTH4J 2405685:JRHINDNV

TVET Country Profile- Cambodia - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XMKUIYI8 2405685:GNGTW52B

UIS Data - UNESCO (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:UJK93Q3X 2405685:PHQ7CW86 4656463:7TLJUGT9

UIS Statistics - UNESCO
KerkoCite.ItemAlsoKnownAs: 2405685:MMX58G94 2534378:BHSM2RYC

UNESCO Competency Framework for Teachers Version 3. - UNESCO (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:LVCY3IUH 2405685:XCXJLMM8

UNESCO Data for the Sustainable Development Goals: Bangladesh - UNESCO
KerkoCite.ItemAlsoKnownAs: 2339240:4T9RZ2PL 2405685:DDQRPTDD

UNESCO figures show two thirds of an academic year lost on average worldwide due to Covid-19 school closures - UNESCO
KerkoCite.ItemAlsoKnownAs: 2339240:87AUP3JP 2405685:WLBLPD2E

UNESCO ICT Competency Framework for Teachers - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:ZPQ2D4G4 2405685:NK8TPJ4U

UNESCO ICT competency framework for teachers version 3 - UNESCO (2018)
UNESCO developed the ICT Competency Framework for Teachers (ICT CFT) as a tool to guide pre and in service teacher training on the use of ICTs across the education system. The ICT CFT is intended to be adapted to support national and institutional goals by providing an up-to-date framework for policy development and capacity building in this dynamic area. The ICT Competency Framework for Teachers (ICT CFT) Version 3 is a response to recent technological and pedagogical developments in the field of ICT and Education, and incorporates in its structure inclusive principles of non-discrimination, open and equitable information accessibility and gender equality in the delivery of education supported by technology. It addresses the impacts of recent technological advances on education and learning, such as Artificial Intelligence (AI), Mobile Technologies, the Internet of Things and Open Educational Resources, to support the creation of inclusive Knowledge Societies. [Publisher summary, ed]
OCLC: 1159401124 KerkoCite.ItemAlsoKnownAs: 2339240:W9EGCLNP 2405685:MVMETXA2
Keywords: auto_merged

UNESCO ICT Competency Framework for Teachers: version 3. - UNESCO (2018)
UNESCO developed the ICT Competency Framework for Teachers (ICT CFT) as a tool to guide pre and in service teacher training on the use of ICTs across the education system. The ICT CFT is intended to be adapted to support national and institutional goals by providing an up-to-date framework for policy development and capacity building in this dynamic area. The ICT Competency Framework for Teachers (ICT CFT) Version 3 is a response to recent technological and pedagogical developments in the field of ICT and Education, and incorporates in its structure inclusive principles of non-discrimination, open and equitable information accessibility and gender equality in the delivery of education supported by technology. It addresses the impacts of recent technological advances on education and learning, such as Artificial Intelligence (AI), Mobile Technologies, the Internet of Things and Open Educational Resources, to support the creation of inclusive Knowledge Societies. [Publisher summary, ed]
OCLC: 1159401124 KerkoCite.ItemAlsoKnownAs: 2339240:3NK2YLT8 2405685:NCYG7P2A

UNESCO ICT COMPETENCY FRAMEWORKFOR TEACHERS - UNESCO (UNESCO, 2011)
zotzenLib.CopiedFrom: 2339240:MVI5VWVN KerkoCite.ItemAlsoKnownAs: 2339240:MVI5VWVN 2405685:4MAR8W2A
Keywords: ⛔ No DOI found

UNESCO laureate Room to Read Cambodia helps girls stay in school - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:WAASFV2G 2405685:U3I44G64

UNESCO schools give hope to Syrian refugees in Lebanon - UNESCO (2019)
“Enrolling in this school gave me hope,” says Asma Al Ahmad who fled the conflict in the Syrian Arab Republic and found refuge in the Bekaa region of Lebanon. The 16-year-old girl was deprived of education for two years, living in a refugee camp in Saadnayel. Last year, she was offered the opportunity to resume her education at a middle school established by UNESCO to provide educational complementary support programmes for young displaced Syrians. "I hope I will have a future and succeed in life, she says.
KerkoCite.ItemAlsoKnownAs: 2339240:HNS7B2C2 2405685:FLTIDLD3

UNESCO | Statistics on Radio - UNESCO (2013)
EdTechHub.ItemAlsoKnownAs: 2405685:XHCDHLWU

UNESCO targets teachers to improve distance and online learning in Zimbabwe - UNESCO (UNESCO)
KerkoCite.ItemAlsoKnownAs: 2339240:7Q7U9BD4 2405685:IW6ZRZYG

What makes a good classroom? New UIS data on school conditions - UNESCO (UNESCO, 2019)
New data from the UNESCO Institute for Statistics (UIS) reveal serious disparities in the schooling conditions facing children and teachers – from access to electricity, clean drinking water and single sex-toilets to Internet access and computers. Classroom conditions are key in providing a quality education for all. For children who struggle to enrol in school, for example due to poverty or discrimination on the grounds of gender or disability, poor school conditions can further undermine their chances of a quality education. What are the new data looking at?
KerkoCite.ItemAlsoKnownAs: 2339240:4DRK8RBZ 2405685:PT5I7FT5

World Data on Education: Bhutan - UNESCO (2011)
KerkoCite.ItemAlsoKnownAs: 2405685:CWJSELZ2

World Inequality Database on Education- Cambodia - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:C8RGQG3K 2405685:GLHNPPCN

Worldreader - Data on Mobile Reading in Africa and Asia - UNESCO (Worldreader, 2014)
See pie charts, graphs, and more from UNESCO's report on Worldreader's users. Study conducted in partnership with Nokia.
KerkoCite.ItemAlsoKnownAs: 2339240:Z3AW9RCX 2405685:FG7YCHIZ

Youth and skills: Putting education to work - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:3EUDIQ9U 2405685:R2TILTNN

Youth and skills: putting education to work, EFA global monitoring report, 2012 - UNESCO (2012)
KerkoCite.ItemAlsoKnownAs: 2405685:N8AHZTDF 2534378:ESWRX9FN

2020 GEM Report – Inclusion and education – All means all - UNESCO GEM (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AG62CBMT 2405685:6N7STLVM

Teachers deployment and retention | Education | IIEP Policy Toolbox - UNESCO-IIEP (2021)
The surge in primary school enrolment and the push for improved quality has resulted in an acute shortage of teachers, making proper deployment and retention policies fundamental.
KerkoCite.ItemAlsoKnownAs: 2129771:NY77RCA2 2405685:GY9P8AJV 4556019:53D54ZXQ
Keywords: C:LMIC

Using data to improve the quality of education - UNESCO IIEP (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8XS4GGUT 2405685:FJ44D2BT

Education sector analysis methodological guidelines - UNESCO-IIEP; World Bank; UNICEF; Global Partnership for Education (2014)
The Methodological Guidelines provide methods for carrying out a comprehensive analysis of the education sector in developing countries. Volume 1 of the guidelines discusses the context for the development of the education sector, enrollment, internal efficiency, out-of-school children, cost and financing, quality, system capacity and management, external efficiency and equity.
KerkoCite.ItemAlsoKnownAs: 2339240:JEZ8LW9X 2339240:R2HMFCUX 2405685:24DM6GFV 2405685:HCLG4ULQ

Education sector analysis methodological guidelines. Vol. 2: Sub-sector specific analysis - UNESCO-IIEP; World Bank; UNICEF; Global Partnership for Education (2019)
The purpose of these guidelines is to provide methods for comprehensive education sector analyses to support the preparation and monitoring of education sector plans. They are an update of a 1999 document that has been used to support the preparation of approximately 70 Education Country Status Reports (CSR) in more than 40 countries. The goal of the guidelines is to strengthen national capacities in order that Government teams can conduct education sector analyses with progressively less external support.
KerkoCite.ItemAlsoKnownAs: 2405685:BRN5TXIS

Handbook on Facilitating Flexible Learning During Educational Disruption - UNESCO IITE (UNESCO IITE, 2020)
As COVID-19 continues spreading in many countries of the world, how to keep learning in disruption has become a major challenge to the global education community. As stated by UNESCO... Read more Handbook on Facilitating Flexible Learning During Educational Disruption
KerkoCite.ItemAlsoKnownAs: 2339240:7MSD482J 2405685:V5AQ7DIR

6 out of 10 children and adolescents are not learning a minimum in reading and math - UNESCO Institute for Statistics (News, Sustainable Development Goals, 2017)
New data from the UNESCO Institute for Statistics show that 617 million children and adolescents worldwide are not achieving minimum proficiency levels in reading and mathematics. The figure signals “a learning crisis” according to the UIS, which could threaten progress towards the Sustainable Development Goals (SDGs)....
KerkoCite.ItemAlsoKnownAs: 2339240:FKXXB57A 2339240:RAUM4LW3 2405685:6JL699EJ 2405685:MX5FKZEQ 2405685:W4Z4CGM6 2534378:RREZYYRL 6JL699EJ RAUM4LW3

Country Dashboard – Covid-19 Response - UNESCO Institute for Statistics (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:WIIBLPYQ 2405685:DDGM8296

Education | Liberia - UNESCO Institute for Statistics (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:V5J8TBAB

Global Initiative on Out-of-School Children: Regional Report, West and Central Africa - UNESCO Institute for Statistics (2014)
KerkoCite.ItemAlsoKnownAs: 2405685:XBHKNRQL

Global Proficiency Framework for Reading: Grades 1 to 9 - UNESCO Institute for Statistics (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:F4UNEXRY 2405685:MBZW7YSR

ICT in education statistics: shifting from regional reporting to global monitoring;progress made, challenges encountered, and the way forward - UNESCO Institute for Statistics (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:A4UYLKQ4 2405685:BGVXSVGS

Information and Communication Technology (ICT) in Education in sub-Saharan Africa: A comparative analysis of basic e-readiness in schools. Information Paper No. 25 - UNESCO Institute for Statistics (UNESCO Institute for Statistics, 2015)
shortDOI: 10/ghgnfg KerkoCite.ItemAlsoKnownAs: 10.15220/978-92-9189-178-8-en 10/ghgnfg 2405685:39HQ5W36 2405685:C49GKVD7

International Standard Classification of Education (ISCED) - UNESCO Institute for Statistics (2020)
The world's education systems vary widely in terms of structure and curricular content. Consequently, it can be difficult to compare national education systems with those of other countries or to benchmark progress towards national and international goals. ...
Last Modified: 2017-09-14 Library Catalog: uis.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:JUZ9FU6T

Malawi: Education Statistics - UNESCO Institute for Statistics (2021)
...
Last Modified: 2017-04-12 KerkoCite.ItemAlsoKnownAs: 2339240:ZU5965YA 2405685:2IXF4RSK

More Than One-Half of Children and Adolescents Are Not Learning Worldwide - UNESCO Institute for Statistics (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:Z46N8L4J 2405685:CLD9CXJY

New methodology shows that 258 million children, adolescents and youth are out of school - UNESCO Institute for Statistics (UNESCO Institute for Statistics, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:8NSWCYW9 2405685:G6XBUYV2

Sierra Leone - UNESCO Institute for Statistics
...
Last Modified: 2017-04-12 KerkoCite.ItemAlsoKnownAs: 2339240:TEDDY4TD 2405685:XMHFDVCZ

Sustainable Development Goal 4 : 4.a.1 Proportion of schools with access to basic facilities, all schools - UNESCO Institute for Statistics (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:ED23IPAV

UIS releases more timely country-level data for SDG 4 on education - UNESCO Institute for Statistics (2020)
The UNESCO Institute for Statistics (UIS) has just updated its global database with more recent country-level data to monitor progress towards the Sustainable Development Goal on education (SDG 4). UIS global education database While the global numbers and regional averages on key indicators such as out-of-school rates have not changed since the previous release in September 2019, we have added new country-level data to provide a more complete and timely picture of the education situation facing children, youth and adults around the world....
Last Modified: 2020-02-26 KerkoCite.ItemAlsoKnownAs: 2339240:8L8U8BDG 2405685:6MUKEWAK

UIS Statistics - UNESCO Institute for Statistics (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:D63GEHHY 2405685:IZ8998MR 2405685:WTPRBCKB
Keywords: ___working_potential_duplicate

UIS Statistics - UNESCO Institute for Statistics (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:7M5AJBD8 2405685:6GUIM4K7
Keywords: ___working_potential_duplicate

UIS Statistics - UNESCO Institute for Statistics (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:PCUFFB5N 2405685:4ZWW73JI

United Republic of Tanzania - UNESCO Institute for Statistics (UNESCO Institute for Statistics website, 2020)
...
Last Modified: 2017-04-12 KerkoCite.ItemAlsoKnownAs: 2339240:AJWSBLZT 2405685:RGQKA6LZ

UIS Statistics - UNESCO Institute of Statistics (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:GNEZCJVG 2339240:N53NEYVG 2405685:MENIPIL3 2405685:WFC6TIDA GNEZCJVG MENIPIL3

United Republic of Tanzania - UNESCO Institute of Statistics
KerkoCite.ItemAlsoKnownAs: 2339240:GESHLWIM 2405685:TGERHI6Q

Factory literacy programme: skills training to empower women for future-ready garment industry in Cambodia - UNESCO Office Phnom Penh (2022)

Data centre - UNESCO-UIS (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:DPXIU8FL 2405685:VNTWEW4U

New methodology shows that 258 million Children, Adolescents and Youth are out of school - UNESCO-UIS (United Nations Educational, Scientific and Cultural Organisation, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:VXZWG9VF 2405685:3NXMC26R

The quality imperative - UNESCO; Education for All (2005)
OCLC: 253877447 KerkoCite.ItemAlsoKnownAs: 2339240:QKLGEX34 2405685:7LX5DJIF

The Technological, Economic, and Social Contexts for Educational ICT Policy - UNESCO; Kozma, Robert B. (Transforming education: the power of ICT policies, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:W6QPK38G 2405685:47SEME47

More than One-Half of Children and Adolescents Are Not Learning Worldwide - UNESCO; UIS (UNESCO, 2017)
This paper presents the first estimates for a key target of Sustainable Development Goal 4, which requires primary and secondary education that lead to relevant and effective learning outcomes. By developing a new methodology and database, the UIS has produced a global snapshot of the learning situation facing children and adolescents who are in school and out. The data show the critical need to improve the quality of education while expanding access to ensure that no one is left behind. The paper also discusses the importance of benchmarking and the concept of minimum proficiency levels.
KerkoCite.ItemAlsoKnownAs: 2339240:6DUGFLZZ 2405685:XXKMEP2N 2534379:JTT2VS2Q

What Have We Learnt? Findings from a survey of ministries of education on national responses to COVID-19 - UNESCO; UNICEF; World Bank (UNICEF, 2020)
At the height of nationwide lockdowns due to the COVID-19 pandemic, more than 1.5 billion children were affected by school closures, causing an unprecedented global learning crisis. Even prior to the pandemic, however, children’s learning was in crisis with half of 10-year-olds in middle- and low-income countries unable to understand a simple written sentence and more than a quarter billion children out of school. The pandemic has only sharpened these inequities, hitting schoolchildren in poorer countries particularly hard. National governments around the world have been quick to implement remote learning, new health protocols and reopening plans, but again these policies have varied widely based on each country’s wealth. According to this new report published by UNESCO (Headquarters and Institute for Statistics), UNICEF (Headquarters and Office of Research) and the World Bank, schoolchildren in low- and lower-middle-income countries have already lost nearly four months of schooling since the start of the pandemic, compared to an average of six weeks among high-income countries. Compiling data from surveys on national education responses to COVID-19 from 149 countries between July and October, the report also finds that schoolchildren in low- and lower-middle income countries were less likely to have access to remote learning or to be monitored on a day-to-day basis by teachers and were more likely to have delays in their schools reopening.
KerkoCite.ItemAlsoKnownAs: 2405685:63WITQ7L 2534379:U9VYJ5N7

Where are we on education recovery? Taking the global pulse of a RAPID response - UNESCO; UNICEF; World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:5HD4DYPE 2405685:3KSVN8EK

Framework for reopening schools - UNESCO; UNICEF; World Bank; World Food Programme (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:R9NRZIAS 2339240:VEDNHWMY 2405685:N3F6B5MP 2405685:TSBLQE9B

World Population Dashboard Cambodia - UNFPA (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:589WI5HI 2405685:5J7TCHIB

Implementation of Kobo Collect in drought-affected Provinces - UNFPA Angola (2022)
Implementation of Kobo Collect in drought-affected Provinces
KerkoCite.ItemAlsoKnownAs: 2405685:SA74XSPP 2486141:GLNA9GCW

STEM: breaking gender stereotypes - UNGEI (UNGEI, 2021)
In some Western cultures, pink is for girls, blue is for boys. Why? It just is. You might hear mothers remark with wonder that their little girls just love the pink dress (that was given to them). You may have heard fathers insist that their sons not wear pink clothing. It’s interesting to think that at the end of the nineteenth century in the USA, pink was actually the colour preferred for boys, it being a softer version of military red. Things change. The accepted wisdom that stereotypes originally come from a place of truth is erroneous. No credible research has indicated that girls gravitate to pink things without any cultural prompting. Our gendered behaviour is primarily socially conditioned. Research suggests that the idea of a female brain and a male brain is false [1]. Rather, the plasticity of the brain means that it can be moulded – from birth onwards – through learning, engaging in the world and being socially conditioned. This includes learning and absorbing gender stereotyping. Gendered colours are harmless though, right? No, not really. Any gender stereotype will reinforce a gender bias. In 2019, a Fawcett Society study found that 45 per cent of people said that when they were children, they experienced gender stereotyping as they were expected to behave in a certain way [2]. Seven in 10 younger women (18-34s) affected by stereotypes say their career choices were restricted [3]. Around 70 per cent of individuals in 34 countries associated science with males more than with females [4]. © UNICEF/UN0364176/XimendazCaregivers and teachers often reproduce the stereotype that boys are better in science and mathematics than girls, encouraging girls to aspire to ‘female-oriented’ careers instead of ‘male’ STEM related ones [5,6]. To compound this negative reinforcement, curriculum and learning materials reinforce gender stereotypes and unequal gender norms in STEM. In India, illustrations in math and science textbooks in primary school show 6 per cent girls, but more than 50 per cent boys [7]. The stereotyping sanctioned by parents, teachers and the curriculum itself negatively impacts a girl’s self-belief – and her future aspirations [8]. When three women won the Nobel Prize for science in 2020, it was newsworthy partly because not many women have won the prize over the years. But is it also newsworthy because, even today, many would not expect women to be such high achievers in science, technology, engineering and mathematics. Engineering is for boys. Mechanical toys are for boys. Science experiments are for boys. These are the stereotypes we learn. Where does this thinking come from? There’s obviously a lot to unpack here: traditional roles in society born out of a female’s capability to bear children, or stronger upper body strength, on average, amongst males, for example. But they don’t speak to our cognitive and intellectual potential. And I’m sure there would be many who would dispute every particular of the above. Questioning norms that are the foundation of our interaction with the world is difficult for all of us to do. © UNICEF/UN0145559/SchermbruckerAcknowledging that stereotypes exist is straightforward. Deciding that they shouldn’t constrain our behaviour and life path is a little harder. But confronting and actively challenging these stereotypes – indeed, breaking them! – is an altogether more difficult process. How do we do it? How do we take organic and grassroots solutions toward a tipping point of change? This International Girls in ICT Day (22nd April), UNGEI hosted an Instagram Live event to explore these important questions. Transform Education members Maryam and Nivaal and NASA engineer Farah Alibay talked about working with NASA on the Mars 2020 mission, how to drive progress for gender equality in STEM and why representation matters. Shifting power in STEM starts with listening to the experts and girls themselves, such as the inspiring changemakers on UNICEF’s Teen. Girl. Activist site. Debunking stereotypes is in their very capable hands… The first thing we need to do is recognize that there is a societal bias... let’s recognize that we are treating girls differently and that they are not being given the same opportunities. Now that we’ve started to recognize that problem, I think...normalizing STEM for girls, providing resources, and providing a safe space for girls is really important. Farah Alibay, Systems Engineer, NASA (UNGEI International Girls in ICT IG Live Event) Some choose to tackle stereotypes head-on, like the ‘Talent Viewer’ in the Netherlands, to break the stereotype that girls can’t successfully engage in STEM. Girls and boys in primary school (aged 9 to 12) assign talents to each other, discuss them, then investigate what STEM professions used these talents. This looks at certain talents being appropriate for STEM, not gender. A woman working in a STEM field talks to the classes about her job, effectively role modelling for girls. Critically, parents are encouraged to discuss the talents with their child and teachers participate in professional development on gender awareness, STEM education and talent development. The evaluation of the programme has indicated a positive change in attitude in both girls and boys towards girls’ participation in STEM. Around 46,000 children have engaged in this exciting work to date. © UNICEF/UNI363793/AryanAnother approach is simply to place girls in STEM-related industries, to show that it’s a natural place for both men and women, like the ‘Technogirls’ programme. This is a public-private partnership in South Africa that seeks to enhance the career uptake by disadvantaged girls in STEM fields (which is critical to the country’s economic growth). It identifies school-going young women from disadvantaged communities and places them in corporate mentorship and job-shadowing programmes. So far, 11,241 girls have engaged in structured job-shadowing programmes – and 78 per cent of them who have gone on to study in one of three scarce skills STEM fields in the country. These women become role models for the next generation and many of them are now mentors to new intakes of girls. The best investment is...girls' quality STEM education. And if we can give support to girls for quality STEM education, they will pay back successfully in the future to make a better world. Nasrin Siddiqa, Brookings Echidna Global Scholar (UNGEI@20 Forum) Other education systems have worked on how they teach STEM to ensure that girls aren’t overlooked or left behind. UNICEF in Ghana has worked with the Korea International Cooperation Agency and the Ghana Education Service on the ‘Better Life for Girls’ project. Focused on dismantling gender norms, the project included gender-responsive pedagogy (teaching and learning processes that pay attention to the specific learning needs of girls and boys) in mathematics and science, and providing life skills and leadership training for adolescent girls – helping more than 4,000 girls to stay in school and explore their potential. Training teachers on gender-responsive pedagogy helped to change girls’ perceptions of their own abilities – and this has a knock-on effect in the learning they pursue. If girls had believed the stereotype about not being good at mathematics, what other stereotypes can they challenge? And that is surely a question for all of us. During UNGEI’s 20th Anniversary Forum (UNGEI@20), activists, experts and leaders came together to explore what it will take to close the STEM gender gap in education and thus help girls fulfil their leadership potential. The event concluded that we need a gender-transformative approach to education, increasing opportunities for girls to develop digital skills and building their confidence and aspirations to pursue careers as STEM professionals. Technology is such a useful tool because it doesn't just provide mentors. It provides resources. It provides community. When you take away that access to tech, you take away that access to education as well, that basic human right. Audrey Pe, WiTech Founder (UNGEI@20 Forum) In the pursuit of equity in digital literacy and STEM skills, especially as we look toward a world of work where 9 in 10 jobs will require digital skills, UNICEF is proud to mobilize commitments alongside other public and private partners as an Action Coalition for Technology and Innovation as part of the Generation Equality Forum. These commitments include advancing girl-designed solutions to learning fit for a digital world, and advancing an outcome fund for digital literacy equity that brings together the best of public and private human and financial resources. © UNICEF/UNI363793/AryanIn the context of the Covid-19 crisis, which exposed structural inequalities in education and access to technology, these types of interventions are more important than ever. If we are to deliver on our global commitments to Sustainable Development Goals (SDGs) 4 and 5, we need to understand just how much harm stereotypes of any kind can be, particularly to young, vulnerable, curious children. If we are serious about helping children to achieve their potential – for their own development and so they can contribute to their communities and the world – then we need to minimize the forces that limit that potential. This includes gender stereotyping. We need to start celebrating children for who they are, not who we think they should be, based on a pointless stereotype. Let’s help them to access their rights to be themselves. Let’s help them to wear whatever colour they like.
KerkoCite.ItemAlsoKnownAs: 2339240:RFBQ67SV 2405685:PWYK67HD

Guidance for developing gender-responsive education sector plans | Documents | Global Partnership for Education - UNGEI; GPE; UNICEF (2018)
The Guidance developed by GPE and UNGEI, with support from UNICEF, has been designed to help deliver on the commitment of the Sustainable Development Goals and Education 2030 to achieve gender equality in education. The tool will help developing countries put in place gender-sensitive policies, plans and learning environments, with a view to transform the way education systems function.
KerkoCite.ItemAlsoKnownAs: 2339240:3944PGWD 2405685:Y8VSWY9V

Lebanon: Needs at a Glance – 2024 - UNHCR (2024)
KerkoCite.ItemAlsoKnownAs: 2405685:3EZCN88R

Libya: How to use KoBo for UNHCR - UNHCR

Mauritania Fact Sheet - UNHCR (UNHCR, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ICIFFS2I 2405685:LTRG5KDJ

Overview of Refugee and Asylum-Seekers Population as of December 31, 2021 - UNHCR (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KL4BMB6C 2405685:2UX5E4SB

Pakistan Overview of Refugee and Asylum-Seekers Population as of December 31, 2021 - UNHCR (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:4GSG5KEM 2405685:MJM5NJKK

Situation Syria Regional Refugee Response - UNHCR (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:EM8YXKEV

UNHCR Global Trends 2018 - UNHCR (UNHCR, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:YY746BJB 2405685:RMY4LZ2G KTRIE8EK

Multi-Sectoral Rapid Needs Assessment: COVID19 - Jordan - UNHCR; UNICEF; WFP (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:U34LB7JG 2405685:BWEZPV5L

VASYR 2017: Vulnerability Assessment of Syrian Refugees in Lebanon - Lebanon - UNHCR; UNICEF; WFP (ReliefWeb, 2017)
English Assessment on Lebanon about Coordination, Education and more; published on 15 Dec 2017 by UNHCR, UNICEF and 2 other organizations
KerkoCite.ItemAlsoKnownAs: 2339240:MWTUTINK 2405685:MJ4CQADU

About RapidPro - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:7V8KQ2R3 2405685:D68XIH4N

Accelerating results for children with technology and digital innovation - UNICEF (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:P5N87XZQ 2405685:4NB8WA2S

Accenture, Dubai Cares, Microsoft and UNICEF launch digital education platform under Generation Unlimited to help address global learning crisis - UNICEF (2021)
‘Passport to Earning’—part of the Generation Unlimited partnership—will provide free, quality, digital education for young people to help prepare them for the world of work
KerkoCite.ItemAlsoKnownAs: 2339240:I4FACV7C 2405685:EPGRAAN8

Accessible Digital Learning Portal - UNICEF (Accessible Digital Learning Portal)
Welcome The Accessible Digital Learning Portal is a hub for technology focused information, content, tools, products and resources that support disability inclusive education in remote and classroom settings. This site provides resources for the production, distribution and implementation of accessible digital content and tools in high and low-resource environments and provides solutions that address user […]
KerkoCite.ItemAlsoKnownAs: 2405685:9HIUAEHX

Around 2 in 3 children are still out of the classroom in Latin America and the Caribbean - UNICEF (2021)
UNICEF urges countries in the region to scale up the return to in-person learning
KerkoCite.ItemAlsoKnownAs: 2339240:FTG6UT9X 2405685:ASVER7KM

Back to school 2020-2021 - UNICEF (UNICEF, 2020)
UNICEF supports children's return to school in a safe and protective environment
KerkoCite.ItemAlsoKnownAs: 2339240:PSE8NJSD 2405685:Z4CMUJ44

Can broadcast media foster equitable learning amid the COVID-19 pandemic? - UNICEF (Evidence for Action)
This post is the second in a series of articles focused on helping children continue to learn at home during the COVID-19 global pandemic, emphasizing the need for multiple remote learning platforms to meet the needs of all students. As discussed in the first post in this series on the impact of the COVID-19 pandemic, school closures around the globe mean that remote learning is now the only option for more than 1.3 billion children across 177 countries. MICS6 data reveal that many of the world’s children do not have internet access at home, particularly among poorer households. In response,…
KerkoCite.ItemAlsoKnownAs: 2339240:23FGEQCJ 2405685:I9AIUA7U

Child disciplinary practices at home: evidence from a range of low- and middle-income countries - UNICEF (2010)
The UNICEF report on Child Disciplinary Practices at Home addresses the development of a national research agenda on violence against children across settings where violence occurs.
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Child Safety Online: Global challenges and strategies - UNICEF (Innocenti Publications, 2011)
The Internet, mobile phones and other electronic media provide children and young people with levels of access to information, culture, communication and entertainment impossible to imagine just 20 years ago. With many of their extraordinary benefits
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