@book{unesco_global_2023, address = {Paris}, edition = {1}, title = {Global {Education} {Monitoring} {Report} 2023: {Technology} in education: {A} tool on whose terms?}, isbn = {978-92-3-100609-8}, shorttitle = {Global {Education} {Monitoring} {Report} 2023}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000385723}, urldate = {2023-11-26}, publisher = {GEM Report UNESCO}, author = {{UNESCO}}, month = jul, year = {2023}, doi = {10.54676/UZQV8501}, } @misc{unesco_education_2020, title = {Education: {From} disruption to recovery}, shorttitle = {Education}, url = {https://en.unesco.org/covid19/educationresponse}, abstract = {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.}, language = {en}, urldate = {2020-08-03}, journal = {UNESCO}, author = {UNESCO}, month = mar, year = {2020}, note = {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}, } @techreport{unesco_transforming_2022, title = {Transforming education from within: current trends in the status and development of teachers; {World} {Teachers}’ {Day} 2022}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000383002}, author = {UNESCO}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JY2PTH4J 2405685:JRHINDNV}, } @misc{unesco_global_2018, title = {A {Global} {Framework} of {Reference} on {Digital} {Literacy} {Skills} for {Indicator} 4.4.2}, url = {http://uis.unesco.org/sites/default/files/documents/ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf}, author = {UNESCO}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F3FGM4MU 2405685:YTZK5L7Z}, } @techreport{unicef_global_2018, title = {Global {Initiative} on {Out}-of-{School} {Children}: {Tanzania} {Country} {Report}}, url = {https://www.unicef.org/tanzania/media/596/file/Tanzania-2018-Global-Initiative-Out-of-School-Children-Country-Report.pdf}, author = {UNICEF and Government of Tanzania and UNESCO}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4BFXL5NI 2405685:IRZRMTPE}, } @techreport{unesco-iiep_education_2014, title = {Education sector analysis methodological guidelines}, url = {https://www.globalpartnership.org/sites/default/files/uni-_esa_guide_en_vol1_batmd.pdf}, abstract = {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.}, language = {en}, number = {1}, urldate = {2021-06-23}, author = {{UNESCO-IIEP} and {World Bank} and {UNICEF} and {Global Partnership for Education}}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JEZ8LW9X 2339240:R2HMFCUX 2405685:24DM6GFV 2405685:HCLG4ULQ}, } @techreport{unesco-iiep_education_2019, title = {Education sector analysis methodological guidelines. {Vol}. 2: {Sub}-sector specific analysis}, shorttitle = {Education sector analysis methodological guidelines. {Vol}. 2}, url = {https://www.iiep.unesco.org/en/publication/education-sector-analysis-methodological-guidelines-vol-2-sub-sector-specific-analysis}, abstract = {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.}, language = {en}, number = {2}, urldate = {2022-12-29}, author = {{UNESCO-IIEP} and {World Bank} and {UNICEF} and {Global Partnership for Education}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BRN5TXIS}, } @misc{unesco_global_2020, title = {Global {Education} {Coalition} facilitates free internet access for distance education in several countries}, url = {https://en.unesco.org/news/global-education-coalition-facilitates-free-internet-access-distance-education-several}, language = {en}, urldate = {2020-06-08}, author = {UNESCO}, month = may, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:D8N5ZP96}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{unesco_global_2020, address = {Paris}, title = {Global education monitoring report, 2020: {Inclusion} and education: all means all}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373718}, urldate = {2020-09-01}, institution = {UNESCO}, author = {{UNESCO}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CHMAUW76 2405685:WZKDEGGG 2534378:5ZB7EYDJ}, } @techreport{unesco_mtb_2018, title = {{MTB} {MLE} resource kit: {Including} the excluded: promoting multilingual education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000246278/PDF/246278eng.pdf.multi}, urldate = {2023-02-10}, institution = {UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific}, author = {{UNESCO}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6DDNXJL5 4042040:8ELXSA85}, } @techreport{unesco_integration_2021, title = {The integration of {Education} {Management} {Information} {Systems} ({EMIS}) with other information systems}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000380046_eng}, urldate = {2022-04-25}, institution = {UNESCO}, author = {{UNESCO}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8L4JHQH4 2405685:VNJBVC5F 4656463:X4SLJ5PL}, } @misc{unesco_sdg_2023, title = {{SDG} 4 {September} 2023}, url = {http://sdg4-data.uis.unesco.org/}, urldate = {2023-10-04}, author = {{UNESCO}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:62TKMKGR}, } @misc{unesco_new_2019, title = {New {Methodology} {Shows} that 258 {Million} {Children}, {Adolescents} and {Youth} {Are} {Out} of {School}}, author = {{UNESCO}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DFK8M42B 4042040:6Q4K3URI}, } @misc{unesco_school_2020, title = {School closures caused by {Coronavirus} ({Covid}-19)}, url = {https://en.unesco.org/covid19/educationresponse}, author = {{UNESCO}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PK3V4ZMD}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @techreport{unesco_unesco_2018, title = {{UNESCO} {ICT} competency framework for teachers version 3}, shorttitle = {{UNESCO} {ICT} {Competency} {Framework} for {Teachers}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000265721}, abstract = {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]}, language = {en}, author = {{UNESCO}}, year = {2018}, note = {OCLC: 1159401124 KerkoCite.ItemAlsoKnownAs: 2339240:W9EGCLNP 2405685:MVMETXA2}, keywords = {auto\_merged}, } @misc{unesco_if_2016, title = {If you don't understand, how can you learn?}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000243713}, author = {UNESCO}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z58YQUQS 2405685:A6SE7Z9X}, } @misc{unesco_if_2016, title = {If you don't understand, how can you learn?}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000243713}, author = {UNESCO}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z58YQUQS 2405685:A6SE7Z9X}, } @techreport{unesco_global_2020, address = {Paris}, title = {Global education monitoring report, 2020: {Inclusion} and education: all means all}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373718}, urldate = {2020-09-01}, institution = {UNESCO}, author = {{UNESCO}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CHMAUW76 2405685:WZKDEGGG 2534378:5ZB7EYDJ}, } @techreport{unesco_if_2016, address = {Paris}, title = {If you don't understand, how can you learn?}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000243713}, number = {Policy Paper 24}, institution = {UNESCO}, author = {UNESCO}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QK94J4GE 2405685:RN3HK9KQ}, } @misc{unesco_malawi_2021, title = {Malawi: {Education} {Statistics}}, url = {https://uis.unesco.org/en/country/mw}, abstract = {...}, language = {eng}, urldate = {2022-10-30}, author = {UNESCO}, year = {2021}, note = {Last Modified: 2017-04-12 KerkoCite.ItemAlsoKnownAs: 2339240:ZU5965YA 2405685:2IXF4RSK}, } @misc{unesco_malawi_2022, title = {Malawi {Education} {Rights}}, url = {https://en.unesco.org/education/girls-women-rights/123}, abstract = {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.}, language = {en}, urldate = {2022-10-30}, journal = {UNESCO}, author = {UNESCO}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TDR9FIDZ 2405685:RPICI3GC}, } @misc{unesco_re-imagining_2021, address = {UNESCO Conference, Paris}, title = {Re-imagining the future education management information systems, beyond head counts: leveraging data systems to support inclusive and effective learning for all}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000378048}, urldate = {2022-09-28}, author = {{UNESCO}}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5UBF8HJT 2339240:XEWQYE2N 2405685:32I7B2XX 2405685:SA922BN9 2405685:XDKGCG2W 4656463:CD5YN6NM 4656463:NJH4HU8K}, } @misc{unesco_uis_2022, title = {{UIS} {Data}}, url = {https://apiportal.uis.unesco.org/bdds}, urldate = {2022-11-14}, author = {{UNESCO}}, month = sep, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UJK93Q3X 2405685:PHQ7CW86 4656463:7TLJUGT9}, } @book{unesco_education_2008, title = {Education for {All} by 2015: will we make it? {EFA} global monitoring report, 2008}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000154743}, urldate = {2022-11-11}, author = {{UNESCO}}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6SPS224U 2339240:YBX3GHWA 2405685:E9PR3GI4 2405685:GMYQD3MX 4656463:7WI3RQ4H 4656463:NKLWNZFL}, } @misc{unesco_national_2020, title = {National learning platforms and tools}, url = {https://en.unesco.org/covid19/educationresponse/nationalresponses}, language = {en}, urldate = {2022-08-08}, journal = {UNESCO}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TJM3APGX 2405685:5MQYCCFC}, } @misc{unesco_high_2022, title = {High {Stakes} {Assessment}}, url = {https://learningportal.iiep.unesco.org/es/node/73371}, urldate = {2022-09-02}, journal = {UNESCO Institute for Statistics Glossary}, author = {UNESCO}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RDTR39YN 2405685:NNH8LR6G}, } @misc{unesco_out--school_2016, title = {Out-of-{School} {Children} and {Youth}}, url = {https://uis.unesco.org/en/topic/out-school-children-and-youth}, abstract = {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....}, language = {eng}, urldate = {2022-10-28}, author = {{UNESCO}}, month = nov, year = {2016}, note = {Last Modified: 2020-01-16 KerkoCite.ItemAlsoKnownAs: 2405685:6MYLJ6PF 4042040:MWCR7BIW}, } @techreport{unesco_crisis-sensitive_2022, title = {Crisis-sensitive teacher policy and planning}, institution = {UNESCO, Norad, GPE, UNHCR, UNICEF, the World Bank, International Labor Organisation, International Task Force on Teachers for Education}, author = {UNESCO}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P32EXNBF 2405685:W4UZRYIS}, } @misc{unesco_covid-19_2020, title = {{COVID}-19 {Impact} on {Education}}, shorttitle = {Education}, url = {https://en.unesco.org/covid19/educationresponse}, language = {en}, urldate = {2020-06-09}, journal = {UNESCO}, author = {UNESCO}, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:9UEBWM9R 2339240:XHQUDKHH 2405685:8ZF2QQYZ 2405685:DAHHN3D5}, keywords = {\_\_\_working\_potential\_duplicate}, } @book{unesco_minding_2022, title = {Minding the data: protecting learners’ privacy and security - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000381494}, urldate = {2022-12-29}, author = {{UNESCO}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:TGMK56YU}, } @techreport{unesco_world_2011, title = {World {Data} on {Education}: {Bhutan}}, url = {chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/http://www.ibe.unesco.org/fileadmin/user_upload/Publications/WDE/2010/pdf-versions/Bhutan.pdf}, author = {{UNESCO}}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CWJSELZ2}, } @techreport{unesco_situation_2021, title = {Situation analysis on the effects of and responses to {COVID}-19 on the {Education} {Sector} in {Asia}: {Bhutan} case study - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000379507}, urldate = {2022-12-21}, author = {{UNESCO}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9KDK6Q9R}, } @misc{unesco_sierra_2020, title = {Sierra {Leone} {\textbar} {Education} and {Literacy} {Statistics}}, url = {http://uis.unesco.org/en/country/sl}, abstract = {...}, language = {eng}, urldate = {2020-06-25}, author = {UNESCO}, year = {2020}, note = {Last Modified: 2017-04-12 Library Catalog: uis.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:Y6JYY6Q6}, } @misc{unesco_education_2016, title = {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}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000245656}, urldate = {2019-10-23}, publisher = {UNESCO}, author = {UNESCO}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CJCJGSAX 2339240:DAUTLPDE 2405685:PHY6NTZ3}, } @misc{unesco_one_2021, title = {One year into {COVID}-19 education disruption: {Where} do we stand?}, shorttitle = {One year into {COVID}-19 education disruption}, url = {https://en.unesco.org/news/one-year-covid-19-education-disruption-where-do-we-stand}, language = {en}, urldate = {2022-05-04}, author = {{UNESCO}}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LCIHMACX 2405685:Q97KARUR}, } @misc{unesco_pricing_2015, title = {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).}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000232197}, urldate = {2019-10-18}, author = {UNESCO}, year = {2015}, note = {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}, } @misc{unesco_world_2016, title = {The world needs almsot 69 million new teachers tp reach the 2030 education goals ({UIS} {Fact} {Sheet} n. 39)}, url = {http://uis.unesco.org/sites/default/files/documents/fs39-the-world-needs-almost-69-million-new-teachers-to-reach-the-2030-education-goals-2016-en.pdf}, publisher = {UNESCO}, author = {UNESCO}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y4UIYEHI 2405685:TC8PNFAI}, } @misc{unesco_world_2019, title = {The world is off track in achieving the global education goal, {SDG4}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000368935}, urldate = {2019-10-18}, publisher = {UNESCO}, author = {UNESCO}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MY93PCGX 2405685:UVVIK4X9}, } @book{unesco_financing_2011, title = {Financing {Education} in sub-{Saharan} {Africa} : {Meeting} the {Challenges} of {Expansion}, {Equity} and {Quality}}, isbn = {978-92-9189-097-2}, shorttitle = {Financing {Education} in sub-{Saharan} {Africa}}, url = {http://uis.unesco.org/sites/default/files/documents/financing-education-in-sub-saharan-africameeting-the-challenges-of-expansion-equity-and-quality-en_0.pdf}, language = {en}, urldate = {2020-01-14}, publisher = {UNESCO Institute for Statistics}, author = {{UNESCO}}, year = {2011}, doi = {10.15220/978-92-9189-079-2-en}, note = {shortDOI: 10/ghgnfb KerkoCite.ItemAlsoKnownAs: 10.15220/978-92-9189-079-2-en 10/ghgnfb 2339240:EYQZXG2M 2405685:DSSCT5P9}, } @techreport{unesco_global_2018, address = {Paris}, title = {Global education monitoring report, 2019: {Migration}, displacement and education: building bridges, not walls}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000265866}, urldate = {2019-10-23}, institution = {UNESCO}, author = {UNESCO}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K99KZM4I 2405685:DNDZKA6X}, } @misc{unesco_adverse_2020, title = {Adverse consequences of school closures}, url = {https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures/consequences}, abstract = {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.}, language = {en}, urldate = {2020-03-30}, journal = {UNESCO}, author = {UNESCO}, month = mar, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:N9NK3DJF 2339240:UTNECT36 2405685:35ZWVEZ9 2405685:7UZI77DJ}, } @misc{unesco_covid-19_2020, title = {{COVID}-19 {Educational} {Disruption} and {Response}}, url = {https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures}, abstract = {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.}, language = {en}, urldate = {2020-03-30}, journal = {UNESCO}, author = {UNESCO}, month = mar, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:YPNX4GT6 2405685:CTWSNA8F CTWSNA8F}, } @techreport{unesco_lifeline_2018, title = {A {Lifeline} to learning: leveraging mobile technology to support education for refugees}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000261278}, urldate = {2020-06-02}, author = {UNESCO}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EAK955WV 2405685:IEZPLWN9 2405685:JX9L4RWA}, } @techreport{unesco_lifeline_2018, title = {A {Lifeline} to learning: leveraging mobile technology to support education for refugees; 2018 - 261278eng.pdf}, url = {https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000261278&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_f0bd49d7-366c-45b4-b2bf-7cd143e6bc36%3F_%3D261278eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000261278/PDF/261278eng.pdf#%5B%7B%22num%22%3A29%2C%22gen%22%3A0%7D%2C%7B%22name%22%3A%22XYZ%22%7D%2C0%2C671%2C0%5D}, urldate = {2020-06-04}, author = {UNESCO}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:483NMVU8}, } @techreport{unesco_covid-19_2020, title = {{COVID}-19 education response: {Preparing} the reopening of schools: resource paper}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373401}, urldate = {2020-06-09}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LJGZYPFF 2405685:SKFWA932}, } @misc{unesco_distance_2020, title = {Distance learning solutions}, url = {https://en.unesco.org/covid19/educationresponse/solutions}, urldate = {2020-06-11}, author = {UNESCO}, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:P4QRHZ6W}, } @misc{unesco_proportion_2018, title = {Proportion of schools with access to basic facilities, all schools}, url = {http://data.uis.unesco.org/index.aspx?queryid=3483}, urldate = {2020-06-25}, author = {UNESCO}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:ZV8MELAV}, } @misc{unesco_enhancing_2017, title = {Enhancing {Liberia} {Teacher} {Education} {Project} through {ICT} {Pedagogy}}, url = {https://en.unesco.org/fieldoffice/abuja/teachereducation}, language = {en}, author = {UNESCO}, year = {2017}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:MRS7JKBU 2405685:ZBXPPYDP}, } @techreport{unesco_ict_2017, title = {{ICT} {Transforming} {Education} in {Africa}}, author = {UNESCO}, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:XF84DCD2}, } @techreport{unesco_fixing_2015, title = {Fixing the {Broken} {Promise} of {Education} for {All}: {Findings} from the {Global} {Initiative} on {Out}-of-{School} {Children}}, author = {UNESCO}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:W7YWANUA}, } @techreport{unesco_ict_2019, address = {France}, type = {Periodical}, title = {{ICT} {Transforming} {Education} in {Africa} {UNESCO}-{KFIT} project update, {January}-{March} 2019 - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000367858}, language = {EN}, number = {10069}, urldate = {2020-07-07}, institution = {UNESCO}, author = {{UNESCO}}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:E6JTI753}, pages = {13}, } @misc{unesco_covid_2020, title = {{COVID} 19: {Senegal} intends to ensure \#{LearningNeverStops}}, shorttitle = {{COVID} 19}, url = {https://en.unesco.org/news/covid-19-senegal-intends-ensure-learningneverstops}, language = {en}, urldate = {2020-06-22}, author = {UNESCO}, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:49IWYAZL 2405685:E6GENFZB}, } @misc{unesco_unesco_2013, title = {{UNESCO} {\textbar} {Statistics} on {Radio}}, url = {http://www.unesco.org/new/en/unesco/events/prizes-and-celebrations/celebrations/international-days/world-radio-day-2013/statistics-on-radio/}, urldate = {2020-07-14}, author = {UNESCO}, year = {2013}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:XHCDHLWU}, } @techreport{unesco_exploiter_2017, address = {Hamburg, Allemagne}, title = {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}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000247467/PDF/247467fre.pdf.multi}, urldate = {2020-07-14}, institution = {UNESCO Institute for Lifelong Learning}, author = {UNESCO}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PWHDHPIG}, } @misc{unesco_covid-19_2020, title = {Covid-19 {Crisis}: {UNESCO} {Call} to {Support} {Learning} and {Knowledge} {Sharing} through {Open} {Educational} {Resources}}, shorttitle = {Covid-19 {Crisis}}, url = {https://en.unesco.org/news/covid-19-crisis-unesco-call-support-learning-and-knowledge-sharing-through-open-educational}, abstract = {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.}, language = {en}, urldate = {2020-07-16}, journal = {UNESCO}, author = {{UNESCO}}, month = apr, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:8NU6X5GG 2405685:DJV8GAZV}, } @techreport{unesco_addressing_2020, title = {Addressing the gender dimensions of school closures - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373379}, number = {31}, urldate = {2020-08-05}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:THX9GCHN 2405685:TWLA4AP2}, } @techreport{unesco_covid-19_2020, title = {{COVID}-19 {Education} {Response} {Education} {Sector} {Issue} {Notes}: {Conflict}-affected, displaced and vulnerable populations}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373330}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M4WMJYGZ 2405685:FNNYD47L}, } @book{unesco_youth_2012, title = {Youth and skills: putting education to work, {EFA} global monitoring report, 2012}, copyright = {CC BY-SA 3.0 IGO}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000218003}, language = {EN}, urldate = {2020-09-18}, author = {{UNESCO}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:N8AHZTDF 2534378:ESWRX9FN}, } @misc{unesco_what_2019, title = {What makes a good classroom? {New} {UIS} data on school conditions}, shorttitle = {What makes a good classroom?}, url = {https://en.unesco.org/news/what-makes-good-classroom-new-uis-data-school-conditions}, abstract = {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?}, language = {en}, urldate = {2020-11-25}, journal = {UNESCO}, author = {{UNESCO}}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4DRK8RBZ 2405685:PT5I7FT5}, } @book{unesco_overcoming_2009, series = {{EFA} {Global} {Monitoring} {Report}}, title = {Overcoming inequality: why governance matters}, shorttitle = {Overcoming inequality}, url = {http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2009-governance/}, urldate = {2014-05-14}, author = {UNESCO}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X7ICVKB8 2405685:3YGT6Z7I}, keywords = {EfA, GMR}, } @techreport{unesco_inclusion_2020, address = {Paris, France}, title = {Inclusion and education: all means all}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373718}, urldate = {2020-09-01}, institution = {UNESCO}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CHMAUW76 2405685:EX9FXZIX}, } @misc{unesco_global_2020, title = {Global {Education} {Coalition} members pledge to support emergency response in {Beirut}}, url = {https://en.unesco.org/news/global-education-coalition-members-pledge-support-emergency-response-beirut}, language = {en}, urldate = {2020-09-24}, author = {UNESCO}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P9SSASIC 2405685:SC5NRNY7}, } @misc{unesco_unesco_2019, title = {{UNESCO} schools give hope to {Syrian} refugees in {Lebanon}}, url = {https://en.unesco.org/news/unesco-schools-give-hope-syrian-refugees-lebanon}, abstract = {“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.}, language = {en}, urldate = {2020-09-22}, author = {UNESCO}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HNS7B2C2 2405685:FLTIDLD3}, } @book{unesco_information_2013, title = {Information and {Communication} {Technology} ({ICT}) in {Education} in {Five} {Arab} {States}. {Information} paper}, isbn = {978-92-9189-127-6}, url = {http://uis.unesco.org/sites/default/files/documents/information-and-communication-technology-ict-in-education-in-five-arab-states-a-comparative-analysis-of-ict-integration-and-e-readiness-in-schools-en_0.pdf}, language = {en}, publisher = {UNESCO Institute for Statistics}, author = {UNESCO}, year = {2013}, note = {OCLC: 7354004415 KerkoCite.ItemAlsoKnownAs: 2339240:KMAU59ZN 2405685:JXKRRG5B}, } @misc{unesco_broadband_2013, title = {Broadband “the missing link” in global access to education}, url = {https://en.unesco.org/news/broadband-%E2%80%9C-missing-link%E2%80%9D-global-access-education}, abstract = {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.}, language = {en}, urldate = {2020-09-24}, author = {UNESCO}, month = feb, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LFW4CTLN 2405685:6J5F2H5H}, } @techreport{unesco_supporting_2017, title = {Supporting teachers with mobile technology: lessons drawn from {UNESCO} projects in {Mexico}, {Nigeria}, {Senegal} and {Pakistan}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000251511}, urldate = {2020-12-09}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {UNESCO}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4IAYBJDP 2405685:STDAPH7E}, } @techreport{unesco_unesco_2018, title = {{UNESCO} {Competency} {Framework} for {Teachers} {Version} 3.}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000265721}, urldate = {2021-03-04}, author = {UNESCO}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LVCY3IUH 2405685:XCXJLMM8}, } @techreport{unesco_analyzing_2017, title = {Analyzing and {Utilizing} {Assessment} {Data} for {Better} {Learning} {Outcomes}}, url = {https://img.asercentre.org/docs/Publications/Other%20Publications/analyzingandutilizingassessmentdataforbetterlearningoutcomes.pdf}, urldate = {2021-05-05}, author = {UNESCO}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G6ZY4973 2405685:9STIZJCN}, } @misc{unesco_audio_2020, title = {Audio {Lessons} {Through} {Radio} for {Primary} {Education} {Set} for {Launch} -{With} {Support} from {UNESCO} {CapED} {Programme} for {COVID}-19 {Educational} {Response} for {Bangladesh}}, url = {https://en.unesco.org/news/audio-lessons-through-radio-primary-education-set-launch-support-unesco-caped-programme-covid}, language = {en}, urldate = {2021-06-07}, journal = {UNESCO}, author = {UNESCO}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I7MG6YLA 2405685:Q34TK2MX}, } @book{unesco_unesco_2011, title = {{UNESCO} {ICT} {COMPETENCY} {FRAMEWORKFOR} {TEACHERS}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000213475}, publisher = {UNESCO}, author = {UNESCO}, year = {2011}, note = {zotzenLib.CopiedFrom: 2339240:MVI5VWVN KerkoCite.ItemAlsoKnownAs: 2339240:MVI5VWVN 2405685:4MAR8W2A}, keywords = {⛔ No DOI found}, } @misc{unesco_training_2019, title = {Training {Trainers} on {Gender} {Responsive} {Pedagogy} {\textbar} {UNESCO}-{IICBA}}, url = {http://www.iicba.unesco.org/?q=node/337}, urldate = {2021-06-11}, author = {UNESCO}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:89V62T8K 2405685:6D3Y4NWN}, } @misc{unesco_education_2015, title = {Education {For} {All} national review: {Bangladesh}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000230507}, urldate = {2021-04-26}, author = {UNESCO}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y6BD7X9X 2405685:MGHEJJ7F}, } @techreport{unesco_covid-19_2020, address = {Paris}, title = {{COVID}-19 is a serious threat to aid to education recovery {\textbar} {Global} {Education} {Monitoring} {Report}}, url = {https://en.unesco.org/gem-report/node/3141}, number = {Policy Paper 41}, urldate = {2021-07-14}, institution = {UNESCO}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8PMPRXLC 2405685:EMKE5928}, } @misc{unesco_back_2020, title = {Back to school: {Preparing} and managing the reopening of schools}, shorttitle = {Back to school}, url = {https://en.unesco.org/news/back-school-preparing-and-managing-reopening-schools}, language = {en}, urldate = {2020-07-31}, author = {UNESCO}, month = apr, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:PG7P4SGV 2405685:RVGVDL8M}, } @misc{unesco_learning_2020, title = {Learning in the {COVID}-19 era}, url = {https://en.unesco.org/news/learning-covid-19-era}, language = {en}, urldate = {2020-07-31}, journal = {UNESCO}, author = {UNESCO}, month = jun, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:NPU5QD2E 2405685:IP764L4J}, } @techreport{unesco_guide_2017, address = {Paris, France}, title = {A guide for ensuring inclusion and equity in education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000248254}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {UNESCO}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MNRGCNLS 2405685:W3TNNLQB}, } @techreport{unesco_efa_2010, address = {Paris, France}, title = {{EFA} {Global} {Monitoring} {Report} 2010: {Reaching} the marginalized}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000186606}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {UNESCO}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GBLL8LEK 2405685:I3MDE3UF}, } @techreport{unesco_global_2020, address = {Paris}, title = {Global {Education} {Monitoring} {Report} 2020: {Inclusion} and {Education} - {All} {Means} {All}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373718}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:42XI45XX 2405685:UGIHX9QY}, } @techreport{unesco_global_2017, address = {Paris}, title = {Global {Education} {Monitoring} {Report} 2017/8: {Accountability} in education - meeting our commitments}, url = {https://en.unesco.org/gem-report/report/2017/accountability-education}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {UNESCO}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6ZCGI6X6 2405685:79FHCTA5}, } @techreport{unesco_youth_2012, address = {Paris, France}, title = {Youth and skills: {Putting} education to work}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000218003}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {UNESCO}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3EUDIQ9U 2405685:R2TILTNN}, } @techreport{unesco_incheon_2015, title = {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}, url = {http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for-action-implementation-of-sdg4-2016-en_2.pdf}, author = {UNESCO}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I73N2HK2 2405685:HAUSH5C6}, } @techreport{unesco_ict_2008, address = {Paris}, title = {{ICT} competency standards for teachers: policy framework}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000156210}, institution = {UNESCO}, author = {{UNESCO}}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:WJ3FMNHE 2534378:DFXARHI2}, } @misc{unesco_13_2020, title = {1.3 billion learners are still affected by school or university closures, as educational institutions start reopening around the world, says {UNESCO}}, url = {https://en.unesco.org/news/13-billion-learners-are-still-affected-school-university-closures-educational-institutions}, language = {en}, urldate = {2021-10-03}, author = {{UNESCO}}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KFPUEX4Y 2405685:ZQ3VGX3S}, } @misc{unesco_learning_2020, title = {Learning through radio and television in the time of {COVID}-19}, url = {https://en.unesco.org/news/learning-through-radio-and-television-time-covid-19}, language = {en}, urldate = {2021-10-25}, journal = {UNESCO}, author = {{UNESCO}}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TDMPEWCF 2405685:NRJGBJFJ}, } @misc{unesco_learning_2020, title = {Learning through radio and television in times of {COVID}-19}, url = {https://en.unesco.org/news/learning-through-radio-and-television-time-covid-19}, abstract = {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.}, language = {en}, urldate = {2021-11-02}, author = {{UNESCO}}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2HIQHMQZ 2405685:5QX8JYXP}, } @techreport{unesco_unesco_2018, address = {Paris}, title = {{UNESCO} {ICT} {Competency} {Framework} for {Teachers}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000265721}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {UNESCO}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZPQ2D4G4 2405685:NK8TPJ4U}, } @misc{unesco_cracking_2017, title = {Cracking the code: girls' and women's education in science, technology, engineering and mathematics ({STEM}) - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000253479}, urldate = {2021-12-14}, author = {UNESCO}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZYAMHNPT 2405685:5BXPUUTA}, } @misc{unesco_measuring_2017, title = {Measuring {Gender} {Equality} in {Science} and {Engineering} : {The} {SAGA} {Toolkit}}, url = {https://repositorio.minedu.gob.pe/handle/20.500.12799/5727}, urldate = {2021-12-13}, author = {UNESCO}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RSVH2MRM 2405685:76CAR4GW}, } @book{unesco_unesco_2018, title = {{UNESCO} {ICT} {Competency} {Framework} for {Teachers}: version 3.}, isbn = {978-92-3-100285-4}, shorttitle = {{UNESCO} {ICT} {Competency} {Framework} for {Teachers}}, abstract = {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]}, language = {en}, author = {{UNESCO}}, year = {2018}, note = {OCLC: 1159401124 KerkoCite.ItemAlsoKnownAs: 2339240:3NK2YLT8 2405685:NCYG7P2A}, } @techreport{unesco_background_2021, title = {Background information on education statistics in the {UIS} database}, url = {http://data.uis.unesco.org/ModalHelp/OECD/background-information-education-statistics-uis-database-en.pdf}, urldate = {2022-05-10}, institution = {UNESCO Institute of Statistics}, author = {{UNESCO}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HXNGPX3L 2405685:HPLQP9BZ 8836279:67D7XNEP 8836279:E62VYPBG 8836279:ZKI42HRX}, } @misc{unesco_worldreader_2014, title = {Worldreader - {Data} on {Mobile} {Reading} in {Africa} and {Asia}}, url = {https://www.worldreader.org/learnings/mobile-reading/}, abstract = {See pie charts, graphs, and more from UNESCO's report on Worldreader's users. Study conducted in partnership with Nokia.}, language = {en-US}, urldate = {2022-05-25}, journal = {Worldreader}, author = {UNESCO}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z3AW9RCX 2405685:FG7YCHIZ}, } @techreport{unesco_leave_2022, title = {Leave no child behind: global report on boys’ disengagement from education}, copyright = {CC BY-SA 3.0 IGO [10299]}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000381105}, urldate = {2022-04-29}, institution = {UNESCO}, author = {{UNESCO}}, year = {2022}, note = {ISBN: 978-92-3-100520-6 KerkoCite.ItemAlsoKnownAs: 2339240:E33FHUU6 2405685:ZZT8CKLI}, } @techreport{unesco_access_2019, title = {Access to information: {A} {New} {Promise} for {Sustainable} {Development}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000371485}, urldate = {2022-06-14}, author = {UNESCO}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TIQ7G37D 2405685:XQQP38SL}, } @techreport{unesco_guidelines_2022, address = {Paris, France}, title = {Guidelines for {ICT} in education policies and masterplans}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000380926}, urldate = {2022-06-21}, author = {UNESCO}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WLPJRG4H 2405685:AP6PSV9Q}, } @techreport{unesco_covid_2021, title = {{COVID} 19, {Technology}-based {Education} and {Disability}: {The} case of {Bangladesh}}, url = {https://iite.unesco.org/wp-content/uploads/2021/08/Education-and-disability-The-case-of-Bangladesh.pdf}, urldate = {2022-06-25}, author = {UNESCO}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5B34JWFZ 2405685:7K7JA456}, } @misc{unesco_enhancing_2018, title = {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}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000366324}, urldate = {2021-12-21}, author = {{UNESCO}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XAJJS9ZC 2405685:WU8A4HM4}, } @misc{unesco_right_2019, title = {Right to education handbook}, url = {https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000366556&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_2691991b-d5ca-4449-a0c6-0f638a350b19%3F_%3D366556eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000366556/PDF/366556eng.pdf#1474_19_ED_handbook_right_to_ED_INT_E.indd%3A.48984%3A499}, language = {English}, urldate = {2022-08-21}, publisher = {UNESCO}, author = {UNESCO}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6YQ6VKH6 2405685:PFS3CXZ3}, } @misc{unesco_chile_2016, title = {Chile}, url = {http://uis.unesco.org/en/country/cl}, abstract = {...}, language = {eng}, urldate = {2022-06-06}, author = {UNESCO}, month = nov, year = {2016}, note = {Last Modified: 2017-04-12 KerkoCite.ItemAlsoKnownAs: 2339240:QLE4E9IH 2405685:P5XV58Y6}, } @misc{unesco_artificial_2020, title = {Artificial {Intelligence} in {Education}: {Challenges} and {Opportunities} for {Sustainable} {Development}}, shorttitle = {Artificial {Intelligence} in {Education}}, url = {https://roscongress.org/en/materials/iskusstvennyy-intellekt-v-obrazovanii-problemy-i-vozmozhnosti-dlya-ustoychivogo-razvitiya/}, language = {en}, urldate = {2022-06-07}, journal = {Roscongress Building Trust}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:97T2BRUA 2405685:ZJ3KHQP2}, } @misc{unesco_results_2020, title = {Results of the {Curricular} {Analysis} of the {Fourth} {Regional} {Comparative} and {Explanatory} {Study} ({ERCE} 2019)}, url = {https://en.unesco.org/news/webinar-analisis-curricular}, language = {en}, urldate = {2022-04-19}, journal = {UNESCO}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9ZY9IYW4 2405685:SM5ARVIA}, } @misc{unesco_regional_2010, title = {Regional overview: {Latin} {America} and the {Caribbean}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000186524/PDF/186524eng.pdf.multi}, urldate = {2022-04-19}, author = {UNESCO}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EYU2PU5A 2405685:4W5YEBIW}, } @misc{unesco-iiep_teachers_2021, title = {Teachers deployment and retention {\textbar} {Education} {\textbar} {IIEP} {Policy} {Toolbox}}, url = {https://policytoolbox.iiep.unesco.org/policy-option/teacher-deployment-teacher-retention/}, abstract = {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.}, language = {en-GB}, urldate = {2022-01-05}, author = {UNESCO-IIEP}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NY77RCA2 2405685:GY9P8AJV 4556019:53D54ZXQ}, keywords = {C:LMIC}, } @techreport{unesco_gem_2020_2020, title = {2020 {GEM} {Report} – {Inclusion} and education – {All} means all}, url = {https://gem-report-2020.unesco.org/}, urldate = {2021-03-04}, author = {UNESCO GEM}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AG62CBMT 2405685:6N7STLVM}, } @techreport{unesco_iiep_using_2020, type = {Issue {Brief}}, title = {Using data to improve the quality of education}, url = {https://learningportal.iiep.unesco.org/en/issue-briefs/monitor-learning/using-data-to-improve-the-quality-of-education}, number = {5}, urldate = {2021-05-05}, author = {UNESCO IIEP}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8XS4GGUT 2405685:FJ44D2BT}, } @misc{unesco_iite_handbook_2020, title = {Handbook on {Facilitating} {Flexible} {Learning} {During} {Educational} {Disruption}}, url = {https://iite.unesco.org/news/handbook-on-facilitating-flexible-learning-during-educational-disruption/}, abstract = {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}, language = {en-GB}, urldate = {2021-08-13}, journal = {UNESCO IITE}, author = {UNESCO IITE}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7MSD482J 2405685:V5AQ7DIR}, } @techreport{unesco-uis_new_2019, title = {New methodology shows that 258 million {Children}, {Adolescents} and {Youth} are out of school}, url = {http://uis.unesco.org/sites/default/files/documents/new-methodology-shows-258-million-children-adolescents-and-youth-are-out-school.pdf}, number = {Fact Sheet No. 56}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {UNESCO-UIS}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VXZWG9VF 2405685:3NXMC26R}, } @misc{unicef__unesco_situation_2021, title = {Situation {Analysis} on the {Effects} of and {Responses} to {COVID}-19 on the {Education} {Sector} in {Asia}}, url = {https://www.unicef.org/pakistan/reports/situation-analysis-effects-and-responses-covid-19-education-sector-asia}, abstract = {Case Study from Pakistan}, language = {en}, urldate = {2022-04-08}, author = {{UNICEF \& UNESCO}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PU9A6DBP 2405685:YVTFJUXU}, } @misc{unesco-uis_data_2021, title = {Data centre}, url = {http://data.uis.unesco.org/}, author = {UNESCO-UIS}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DPXIU8FL 2405685:VNTWEW4U}, } @techreport{unesco_more_2017, type = {Fact {Sheet}}, title = {More than {One}-{Half} of {Children} and {Adolescents} {Are} {Not} {Learning} {Worldwide}}, url = {http://uis.unesco.org/sites/default/files/documents/fs46-more-than-half-children-not-learning-en-2017.pdf}, abstract = {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.}, number = {46}, urldate = {2021-10-11}, institution = {UNESCO}, author = {{UNESCO} and {UIS}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6DUGFLZZ 2405685:XXKMEP2N 2534379:JTT2VS2Q}, } @techreport{unesco_institute_for_statistics_new_2019, title = {New methodology shows that 258 million children, adolescents and youth are out of school}, url = {http://uis.unesco.org/sites/default/files/documents/new-methodology-shows-258-million-children-adolescents-and-youth-are-out-school.pdf}, institution = {UNESCO Institute for Statistics}, author = {{UNESCO Institute for Statistics}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8NSWCYW9 2405685:G6XBUYV2}, } @misc{unesco_institute_of_statistics_uis_2020, title = {{UIS} {Statistics}}, url = {http://data.uis.unesco.org/#}, urldate = {2020-03-30}, author = {UNESCO Institute of Statistics}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GNEZCJVG 2339240:N53NEYVG 2405685:MENIPIL3 2405685:WFC6TIDA GNEZCJVG MENIPIL3}, } @misc{unesco_institute_for_statistics_uis_2018, title = {{UIS} {Statistics}}, url = {http://data.uis.unesco.org/#}, urldate = {2020-07-01}, author = {UNESCO Institute for Statistics}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D63GEHHY 2405685:IZ8998MR 2405685:WTPRBCKB}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{unesco_institute_for_statistics_uis_2018, title = {{UIS} {Statistics}}, url = {http://data.uis.unesco.org/#}, urldate = {2020-07-01}, author = {UNESCO Institute for Statistics}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D63GEHHY 2405685:IZ8998MR 2405685:WTPRBCKB}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{unesco_institute_for_statistics_uis_2018, title = {{UIS} {Statistics}}, url = {http://data.uis.unesco.org/#}, author = {UNESCO Institute for Statistics}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7M5AJBD8 2405685:6GUIM4K7}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{unesco_institute_for_statistics_uis_2021, title = {{UIS} {Statistics}}, url = {http://data.uis.unesco.org/#}, urldate = {2021-09-03}, author = {UNESCO Institute for Statistics}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PCUFFB5N 2405685:4ZWW73JI}, } @misc{unesco_institute_for_statistics_uis_2021, title = {{UIS} {Statistics}}, url = {http://data.uis.unesco.org/#}, urldate = {2021-09-03}, author = {UNESCO Institute for Statistics}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PCUFFB5N 2405685:4ZWW73JI}, } @misc{unesco_institute_for_statistics_6_2017, type = {{UNESCO} {Institute} for {Statistics} ({UIS})}, title = {6 out of 10 children and adolescents are not learning a minimum in reading and math}, url = {http://uis.unesco.org/en/news/6-out-10-children-and-adolescents-are-not-learning-minimum-reading-and-math}, abstract = {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)....}, language = {eng}, urldate = {2019-10-18}, journal = {News, Sustainable Development Goals}, author = {{UNESCO Institute for Statistics}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FKXXB57A 2339240:RAUM4LW3 2405685:6JL699EJ 2405685:MX5FKZEQ 2405685:W4Z4CGM6 2534378:RREZYYRL 6JL699EJ RAUM4LW3}, } @techreport{gpe_guidelines_2015, title = {Guidelines for {Education} {Sector} {Plan} {Preparation}}, url = {chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.globalpartnership.org/sites/default/files/document/file/2020-GPE-guidelines-preparation-EN.pdf}, urldate = {2021-10-08}, institution = {UNESCO}, author = {{GPE} and {IIEP-UNESCO}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CWTV3PW6 2339240:NAIGI842 2405685:LPT3UV3S 2405685:RV7S3GC7}, } @book{unesco_institute_for_statistics_information_2015, title = {Information and {Communication} {Technology} ({ICT}) in {Education} in sub-{Saharan} {Africa}: {A} comparative analysis of basic e-readiness in schools. {Information} {Paper} {No}. 25}, isbn = {978-92-9189-178-8}, shorttitle = {Information and {Communication} {Technology} ({ICT}) in {Education} in sub-{Saharan} {Africa}}, url = {http://uis.unesco.org/sites/default/files/documents/information-and-communication-technology-ict-in-education-in-sub-saharan-africa-2015-en.pdf}, language = {en}, urldate = {2020-05-17}, publisher = {UNESCO Institute for Statistics}, author = {{UNESCO Institute for Statistics}}, month = aug, year = {2015}, doi = {10.15220/978-92-9189-178-8-en}, note = {shortDOI: 10/ghgnfg KerkoCite.ItemAlsoKnownAs: 10.15220/978-92-9189-178-8-en 10/ghgnfg 2405685:39HQ5W36 2405685:C49GKVD7}, } @techreport{unesco_institute_for_statistics_ict_2016, title = {{ICT} in education statistics: shifting from regional reporting to global monitoring;progress made, challenges encountered, and the way forward}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000245572}, urldate = {2020-05-08}, author = {UNESCO Institute for Statistics}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A4UYLKQ4 2405685:BGVXSVGS}, } @misc{unesco_institute_for_statistics_international_2020, title = {International {Standard} {Classification} of {Education} ({ISCED})}, url = {http://uis.unesco.org/en/topic/international-standard-classification-education-isced}, abstract = {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. ...}, language = {eng}, urldate = {2020-06-25}, author = {UNESCO Institute for Statistics}, year = {2020}, note = {Last Modified: 2017-09-14 Library Catalog: uis.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:JUZ9FU6T}, } @misc{unesco_institute_for_statistics_education_2020, title = {Education {\textbar} {Liberia}}, url = {http://data.uis.unesco.org/Index.aspx?queryid=156}, urldate = {2020-06-26}, author = {UNESCO Institute for Statistics}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:V5J8TBAB}, } @misc{unesco_institute_for_statistics_sustainable_2018, title = {Sustainable {Development} {Goal} 4 : 4.a.1 {Proportion} of schools with access to basic facilities, all schools}, url = {http://data.uis.unesco.org/index.aspx?queryid=3483}, urldate = {2020-06-29}, author = {UNESCO Institute for Statistics}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ED23IPAV}, } @techreport{unesco_institute_for_statistics_global_2014, title = {Global {Initiative} on {Out}-of-{School} {Children}: {Regional} {Report}, {West} and {Central} {Africa}}, url = {http://uis.unesco.org/sites/default/files/documents/out-of-school-children-west-central-africa-regional-report-education-2014-en.pdf}, urldate = {2020-06-22}, author = {UNESCO Institute for Statistics}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XBHKNRQL}, } @techreport{unesco_institute_for_statistics_more_2017, type = {Fact {Sheet}}, title = {More {Than} {One}-{Half} of {Children} and {Adolescents} {Are} {Not} {Learning} {Worldwide}}, url = {http://uis.unesco.org/sites/default/files/documents/fs46-more-than-half-children-not-learning-en-2017.pdf}, number = {46}, urldate = {2020-08-03}, author = {UNESCO Institute for Statistics}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z46N8L4J 2405685:CLD9CXJY}, } @misc{unesco_institute_for_statistics_uis_2020, title = {{UIS} releases more timely country-level data for {SDG} 4 on education}, url = {http://uis.unesco.org/en/news/uis-releases-more-timely-country-level-data-sdg-4-education}, abstract = {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....}, language = {eng}, urldate = {2021-02-01}, author = {UNESCO Institute for Statistics}, month = feb, year = {2020}, note = {Last Modified: 2020-02-26 KerkoCite.ItemAlsoKnownAs: 2339240:8L8U8BDG 2405685:6MUKEWAK}, } @misc{unesco_institute_for_statistics_united_2020, title = {United {Republic} of {Tanzania}}, url = {http://uis.unesco.org/en/country/tz?theme=education-and-literacy}, abstract = {...}, language = {eng}, urldate = {2020-11-17}, journal = {UNESCO Institute for Statistics website}, author = {{UNESCO Institute for Statistics}}, year = {2020}, note = {Last Modified: 2017-04-12 KerkoCite.ItemAlsoKnownAs: 2339240:AJWSBLZT 2405685:RGQKA6LZ}, } @techreport{world_bank_education_2021, title = {Education {Finance} {Watch} 2021}, url = {https://documents1.worldbank.org/curated/en/226481614027788096/pdf/Education-Finance-Watch-2021.pdf}, urldate = {2021-07-14}, author = {World Bank and UNESCO}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IH8UXUCR 2405685:QQ5SXSCG}, } @misc{unesco_institute_for_statistics_global_2020, title = {Global {Proficiency} {Framework} for {Reading}: {Grades} 1 to 9}, url = {https://gaml.uis.unesco.org/wp-content/uploads/sites/2/2021/03/Global-Proficiency-Framework-Reading.pdf}, author = {UNESCO Institute for Statistics}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F4UNEXRY 2405685:MBZW7YSR}, } @misc{unesco_institute_for_statistics_country_2022, title = {Country {Dashboard} – {Covid}-19 {Response}}, url = {https://covid19.uis.unesco.org/global-monitoring-school-closures-covid19/country-dashboard/}, language = {en-US}, urldate = {2022-05-30}, author = {{UNESCO Institute for Statistics}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WIIBLPYQ 2405685:DDGM8296}, } @book{unesco_quality_2005, edition = {2nd printing}, series = {{EFA} global monitoring report}, title = {The quality imperative}, isbn = {978-92-3-103976-8}, language = {en}, editor = {UNESCO and Education for All}, year = {2005}, note = {OCLC: 253877447 KerkoCite.ItemAlsoKnownAs: 2339240:QKLGEX34 2405685:7LX5DJIF}, } @techreport{international_telecommunication_union_state_2020, address = {Geneva}, title = {The {State} of {Broadband}: {Tackling} digital inequalities {A} decade for action}, url = {https://www.itu.int/dms_pub/itu-s/opb/pol/S-POL-BROADBAND.21-2020-PDF-E.pdf}, urldate = {2021-05-24}, author = {{International Telecommunication Union} and {UNESCO}}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AW6WMVMN 2534379:U8MIKVY2}, pages = {130}, } @techreport{teacher_task_force_distance_2022, title = {Distance {Learning} and {Teacher} {Training} {Strategies}}, url = {https://teachertaskforce.org/knowledge-hub/distance-learning-and-teacher-training-strategies-lessons-caribbean}, language = {en}, institution = {Teacher Task Force}, author = {{Teacher Task Force} and {UNESCO}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7J3GWID6 2405685:UH8ZNZUX}, } @techreport{world_bank_state_2021, address = {Washington D.C., Paris \& New York}, title = {The {State} of the {Global} {Education} {Crisis}: {A} {Path} to {Recovery}.}, shorttitle = {The {State} of the {Global} {Education} {Crisis}}, url = {https://documents1.worldbank.org/curated/en/416991638768297704/pdf/The-State-of-the-Global-Education-Crisis-A-Path-to-Recovery.pdf}, abstract = {"The global disruption to education caused by the COVD-19 pandemic is without parallel and the effects on learning are severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied greatly and were at best partial substitutes for in-person learning. Now, 21 months later, schools remain closed for millions of children and youth, and millions more are at risk of never returning to education. Evidence of the detrimental impacts of school closures on children's learning offer a harrowing reality: learning losses are substantial, with the most marginalized children and youth often disproportionately affected. Countries have an opportunity to accelerate learning recovery and make schools more efficient, equitable, and resilient by building on investments made and lessons learned during the crisis. Now is the time to shift from crisis to recovery - and beyond recovery, to resilient and transformative education systems that truly deliver learning and well-being for all children and youth."--The World Bank website}, language = {en}, urldate = {2022-03-04}, author = {{World Bank} and {UNESCO} and {UNICEF}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2XRTUYDC 2339240:LTHF5A7Z 2339240:YVUFRD28 2405685:6VY4DUDI 2405685:D4UWQ8K9 2405685:ZPIAXKQS}, } @techreport{unesco_where_2022, title = {Where are we on education recovery? {Taking} the global pulse of a {RAPID} response}, url = {https://www.unicef.org/reports/where-are-we-education-recovery}, language = {en}, urldate = {2022-05-04}, author = {{UNESCO} and {UNICEF} and {World Bank}}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5HD4DYPE 2405685:3KSVN8EK}, } @techreport{unicef_monitoring_2016, address = {Geneva}, title = {Monitoring {Education} {Participation}: {Framework} for {Monitoring} {Children} and {Adolescents} who are {Out} of {School} or at {Risk} of {Dropping} {Out}}, url = {http://uis.unesco.org/sites/default/files/documents/monitoring-education-participation.pdf}, number = {Volume 1}, urldate = {2020-11-10}, institution = {UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of Independent States}, author = {{UNICEF} and {UNESCO Institute for Statistics}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EMDB5K4K}, } @book{institut_de_statistique_de_lunesco_guide_2009, address = {Montréal}, title = {Guide to measuring information and communication technologies ({ICT}) in education.}, isbn = {978-92-9189-078-1}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000186547}, language = {English}, publisher = {UNESCO Institute for Statistics}, author = {{Institut de statistique de l'Unesco}}, year = {2009}, note = {OCLC: 757431595 KerkoCite.ItemAlsoKnownAs: 2339240:VDRFQ2BH 2405685:H7DDQDWI}, } @techreport{unicef_covid-19_2020, title = {{COVID}-19 and {School} {Closures}: {Are} children able to continue learning during school closures?}, shorttitle = {{COVID}-19 and {School} {Closures}}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, abstract = {In response to the unprecedented educational challenges created by school closures due to the COVID-19 pandemic, more than 90 per cent of countries have implemented some form of remote learning policy. This factsheet estimates the potential reach of digital and broadcast remote learning responses, finding that at least 463 million students around the globe remain cut off from education, mainly due to a lack of remote learning policies or lack of equipment needed for learning at home. This data primarily stems from the UNESCO-UNICEF-World Bank Survey on National Education Responses to COVID-19 School Closures (June-July 2020), as well as household microdata from sources like Multiple Indicator Cluster Surveys (MICS), Demographic and Health Surveys (DHS). The actual number of students who cannot be reached is likely significantly higher than estimated in this factsheet, which reflects best-case scenarios based on policies that were implemented and the technologies available in households. In many situations, despite remote learning policies and the presence of the necessary technology at home, children may be unable to learn due to skills gaps among their teachers or a lack of parental support. It is important to understand the characteristics and number of children who were not able to benefit from these remote learning policies so that the policies can be improved. By providing insights on which school children did not have access to digital or broadcast remote learning opportunities during school closures, this factsheet seeks to help policymakers make choices that will ensure more children can acquire an education during the COVID-19 pandemic and beyond.}, language = {en-US}, urldate = {2021-05-24}, institution = {UNICEF DATA}, author = {{UNICEF}}, collaborator = {{UNESCO} and {World Bank}}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2N6GU8IU 2534379:Q9ICXBBT}, } @techreport{unesco_what_2020, title = {What {Have} {We} {Learnt}? {Findings} from a survey of ministries of education on national responses to {COVID}-19}, shorttitle = {What {Have} {We} {Learnt}?}, url = {https://data.unicef.org/resources/national-education-responses-to-covid19/}, abstract = {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.}, language = {en-US}, urldate = {2021-05-24}, institution = {UNICEF}, author = {{UNESCO} and {UNICEF} and {World Bank}}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:63WITQ7L 2534379:U9VYJ5N7}, pages = {51}, } @book{unesco_teaching_2014, series = {{EFA} {Global} {Monitoring} {Report}}, title = {Teaching and learning: achieving quality for all}, isbn = {978-92-3-104255-3 92-3-104255-6}, shorttitle = {Teaching and learning}, url = {http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2013/}, language = {English}, publisher = {UNESCO Publishing}, author = {{UNESCO}}, editor = {Rose, Pauline}, year = {2014}, note = {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}, } @incollection{unesco_technological_2011, address = {Paris}, title = {The {Technological}, {Economic}, and {Social} {Contexts} for {Educational} {ICT} {Policy}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000211842}, urldate = {2019-09-20}, booktitle = {Transforming education: the power of {ICT} policies}, publisher = {UNESCO}, author = {Kozma, Robert B.}, editor = {UNESCO}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N2EB24KY 2405685:IEN4NFX3}, pages = {3--18}, } @incollection{unesco_technological_2011, address = {Paris}, title = {The {Technological}, {Economic}, and {Social} {Contexts} for {Educational} {ICT} {Policy}}, booktitle = {Transforming education: the power of {ICT} policies}, publisher = {UNESCO}, author = {UNESCO and Kozma, Robert B.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W6QPK38G 2405685:47SEME47}, pages = {3--18}, } @techreport{ministry_of_education_science_and_technology_unesco_and_unicef_global_2018, title = {Global initiative on out-of-school-children: {Tanzania} country report}, url = {https://www.unicef.org/tanzania/media/596/file/Tanzania-2018-Global-Initiative-Out-of-School-Children-Country-Report.pdf}, urldate = {2021-01-16}, institution = {UNICEF}, author = {Ministry of Education Science {and} Technology, UNESCO {and} UNICEF}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MZX7KWXD 2405685:FZLBUYAH}, } @techreport{unesco_framework_2020, title = {Framework for reopening schools}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373348/PDF/373348eng.pdf.multi}, urldate = {2020-06-10}, author = {{UNESCO} and {UNICEF} and {World Bank} and {World Food Programme}}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R9NRZIAS 2339240:VEDNHWMY 2405685:N3F6B5MP 2405685:TSBLQE9B}, } @techreport{unicef_rosa_situation_2021, title = {Situation analysis on the effects of and responses to {COVID}-19 on the education sector in {Asia}}, url = {https://www.unicef.org/rosa/reports/situation-analysis-effects-and-responses-covid-19-education-sector-asia}, language = {en}, urldate = {2022-02-03}, institution = {UNICEF}, author = {{UNICEF ROSA} and {UNICEF EAPRO} and {UNESCO Bangkok} and {Cambridge Education}}, month = oct, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X4I7DTV2 2405685:8K3IJB8S}, } @techreport{ministry_of_education_and_vocational_training_ict_2015, type = {Programme and meeting document}, title = {{ICT} competency standards for teachers in {Tanzania}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000234822?posInSet=1&queryId=e6c0a829-ce7c-4cb4-b4f9-dfc59668f9c4}, language = {EN}, number = {ED/2014/TLC/LTR/29}, urldate = {2021-01-15}, institution = {United Republic of Tanzania}, author = {{Ministry of Education and Vocational Training} and {UNESCO Office Dar es Salaam}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L5MM9267 2405685:Q4N43P4R}, pages = {37}, } @misc{iiep_unesco_reopening_2020, title = {Reopening schools: {How} to get education back on track after {COVID}-19}, shorttitle = {Reopening schools}, url = {http://www.iiep.unesco.org/en/reopening-schools-how-get-education-back-track-after-covid-19-13424}, abstract = {It is a ‘back to school’ season like no other: countries are beginning to reopen their school gates following weeks of e}, language = {en}, urldate = {2020-09-15}, journal = {IIEP-UNESCO}, author = {IIEP UNESCO and Planning, International Institute for Educational}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5SA26P7G}, } @techreport{unicef_covid-19_2020, title = {{COVID}-19 and {Its} {Implications} for {Protecting} {Children} {Online}}, url = {https://inee.org/system/files/resources/COVID-19%20and%20Its%20Implications%20for%20Protecting%20Children%20Online.pdf}, language = {EN}, author = {{UNICEF} and {UNESCO} and {WHO} and UNODC and {ITU} and {End Violence Against Children} and {We Protect Global Alliance}}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZKXQGBB9}, } @techreport{centre_for_research_and_integrated_development_ministry_of_primary_and_secondary_education_zimbabwe_final_2022, type = {{RTT} {Evaluation}}, title = {Final {Report} for {Evaluation} of {RTT}}, url = {https://docs.opendeved.net/lib/3JMFQDPD}, language = {en}, number = {5}, institution = {OpenDevEd}, author = {{Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe)} and {UNESCO Regional Office for Southern Africa} and {Open Development and Education}}, year = {2022}, doi = {10.53832/opendeved.0283}, note = {ZenodoArchiveID: 6683869 ZenodoArchiveConcept: 6683868 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0283 2339240:HJ56PCHK 2405685:98MKVQ7P}, }