Situation of women and children in Nigeria - UNICEF (2020)
Challenges faced by women and children in Nigeria
Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2405685:UQ5PZ7WE

Situational Analysis on Digital Learning in Indonesia - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:62U8RGK4 2339240:G35N8PXX 2405685:RZ4IXFCP 2405685:YNI7AT77
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

The Case for Better Governance of Children’s Data: A Manifesto - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:7GEM65T2 2405685:Y7BQTTLM

The future of 800 million children across Asia at risk as their education has been severely affected by the COVID-19 pandemic - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:CH7FKL4R 2405685:LWHC49W9
Keywords: ⛔ No INSPIRE recid found

The Impacts of COVID-19 on Children in Mozambique - UNICEF (UNICEF Mozambique, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NUL2PVMD 2405685:39PZYV6R
Keywords: ⛔ No INSPIRE recid found

The Out-of-School Children Initiative (OOSCI) - UNICEF (UNICEF, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:9WQBZ8CN 2405685:YGK8YT6I

The quality of teaching and learning in Tanzanian primary schools: A baseline study. - UNICEF (UNICEF, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:NVXUG589 2405685:5GITRF8Z

The role of remote modalities in implementing mental health and psychosocial support programs and services in the education sector - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:BRF8CHGE 2405685:W69J3H2I

The State of the World’s Children 2015 - UNICEF (The State of the World’s Children 2015: Reimagine the future, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:IBR4DL2A 2405685:UPD2FIB9

Timor-Leste at a Glance 2023 - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:N5EMDZA2 2405685:CD6WQL6D

Tool for assessing the gender responsiveness of content for digital learning platforms - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:K9AZY7KG 2405685:ZXCPZH4J

Towards an Equal Future: Reimagining Girls’ Education Through Stem - UNICEF (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:4CYJZ28U 2405685:9QM9QUGU
Keywords: ⛔ No INSPIRE recid found

Transforming Education with Equitable Financing - UNICEF (UNICEF, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:4YHEX9SQ 2405685:48BJTSEZ

Trends in digital personalized learning in low- and middle-income countries: Executive summary - UNICEF (UNICEF, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:FERS7AKI 2405685:YRI363EA

Trends in Digital Personalized Learning in Low- and Middle-Income Countries: Executive Summary - UNICEF (UNICEF, 2022)
Landscape review | Taking stock of personalized learning solutions in low and middle-income countries
KerkoCite.ItemAlsoKnownAs: 2339240:HTAHFL44 2405685:HX7HTXGW

Trends in Digital Personalized Learning: Taking stock of personalized learning solutions in low and middle-income countries - UNICEF (Office of Global Insight and Policy United Nations Children’s Fund, 2022)
Landscape review | Taking stock of personalized learning solutions in low and middle-income countries
KerkoCite.ItemAlsoKnownAs: 2339240:7YPUC8SV 2405685:I9W4LKLS

Unequal access to remote schooling amid COVID-19 threatens to deepen global learning crisis - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:HYMM3U8S 2405685:CW6H4JR4

UNICEF and STEAM for Viet Nam Foundation announce partnership to bring equitable STEAM learning opportunities for children in Viet Nam - UNICEF (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KALJFWLR 2405685:AIDIK3YA

UNICEF Data Warehouse - UNICEF (2023)
KerkoCite.ItemAlsoKnownAs: 2405685:8ZJYGFWF

UNICEF Education COVID-19 case study: Malaysia – Empowering teachers to deliver blended learning after school reopening | UNICEF Evaluation - UNICEF (2020)
In Malaysia, schools were closed on 18 March 2020, disrupting learning for five million students. To keep children learning, the Ministry of Education launched an online teaching and learning platform nationwide. The national platform has kept 3 million children learning during school closures and will continue to play an important role after gradual school reopening starting 24 June 2020 as part of the country’s approach of blending face-to-face and online learning. A critical part of the platform is the Komuniti Guru Digital Learning or Teacher Digital Learning Community, established with support from UNICEF, that aims to equip teachers with the skills and knowledge required to deliver distance classes effectively and efficiently through a five-module online teacher training course that includes notes, video tutorials, and quizzes on how to plan, build and launch digital content for remote teaching and learning. To date, around 2,400 teachers from over 1,600 schools all over the country have participated in the online teacher training. Originally published OCHA Humanitarian Response and ReliefWeb
KerkoCite.ItemAlsoKnownAs: 2405685:Y84V6ZY6

UNICEF Global Database on Information and Communication Technology (ICT) Skills - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:YL9BXDTN 2405685:VU7YGIHC

UNICEF scales up support to keep children learning, as COVID-19 forces schools to close - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:7R2QCCFC 2405685:A5P8SUV9

UNICEF Sierra Leone - UNICEF (2022)
Learn how we are supporting children across the country to reach their full potential.
KerkoCite.ItemAlsoKnownAs: 2339240:GFGZWUTT 2405685:LX8UD5MZ

UNICEF warns of Nigerian education crisis as world celebrates International Day of Education amid COVID-19 concerns - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:QR5YSVVP 2405685:77TQIKI5

UNICEF Yemen Country Office Humanitarian Situation Report (Reporting Period: 1 - 31 March 2020) [EN/AR] - Yemen - UNICEF (ReliefWeb, 2020)
Arabic Situation Report on Yemen about Contributions, Coordination, Children, IDPs, Epidemic, Flash Flood and more; published on 12 May 2020 by UNICEF
Library Catalog: reliefweb.int KerkoCite.ItemAlsoKnownAs: 2339240:9WVBZ6I8 2405685:XX8CEXCK 4803016:YA9YRQ3L

Viet Nam SDGCW Survey 2020-2021: Mass Media, Communications and Internet - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:AEIT6RVD 2405685:RW6U7PXU

Where Are We on Education Recovery? - UNICEF (UNICEF, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:RZ8I4BEK 2405685:I72X2FSZ

Why are Boys Leaving Lower Secondary School in Cambodia? - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FCV9MW9K 2405685:2V497KTT

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

Principles of Digital Learning for Refugee-host Communities - UNHCR; UNICEF (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:GC9THSKP 2405685:J53RTAAC

Closing the Gap: Asia Education Update - UNHCR Regional Bureau for Asia and the Pacific (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:IQIJFJAT 2405685:PXM4YI2C
Keywords: ⛔ No INSPIRE recid found

Coming Together for Refugee Education - UNHCR (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QS3GKNBD 2405685:NPA6IYQN

Education 2030: A strategy for refugee education - UNHCR (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:C8RXY86T

Figures at a glance - UNHCR (UNHCR UK, 2024)
At least 122.6 million people were forcibly displaced at the end of June 2024. View the latest statistics and graphs of the number of refugees and other people forced to flee.
KerkoCite.ItemAlsoKnownAs: 2339240:C6N954YQ 2405685:S8PXF83C

Funding for Impact - UNHCR (Global Compact on Refugees, 2022)
With almost half of school-aged refugees out of school and a pre-pandemic projected annual cost of $4.85 billion for inclusion of all refugees into host-country national education systems, how do we spur growth in investment and target high-impact investment opportunities?
KerkoCite.ItemAlsoKnownAs: 2339240:36U6TP72 2405685:D69H6CYC

Kenya: Registered refugees and asylum-seekers as of 31 March 2025 - UNHCR (UNHCR Kenya, 2025)
KerkoCite.ItemAlsoKnownAs: 2339240:WI34EICY 2405685:7ZNKUUAL

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

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

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

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

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

The state of the global education crisis: A path to recovery - UNESCO; World Bank; United Nations Children's Fund (UNESCO, 2021)
KerkoCite.ItemAlsoKnownAs: 10.54675/JLUG7649 2339240:W7BZTFMN 2405685:LQKWRKQD

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

What Have We Learnt? Findings from a survey of ministries of education on national responses to COVID-19 - UNESCO; UNICEF; World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:YQI5AGWM 2405685:952VBSR6

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

Lao TVET Country Profile - UNESCO; UNEVOC (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M6DVD5ZM 2405685:GJ7YAFEY
Keywords: ⛔ No INSPIRE recid found

Asia-Pacific regional synthesis: climate change, displacement and the right to education - UNESCO Digital Library - UNESCO; UNESCO Multisectoral Regional Office in Bangkok; United Nations University Institute for the Advanced Study of Sustainability (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:B3G7KR9I 2405685:YZFBUIXS

Situation analysis of out-of-school children in nine southeast Asian countries — UNESCO Digital Library - UNESCO; UNESCO Bangkok Office (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:BTETF956 2405685:R6K57ZYH

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

TVET Country Profile Timor-Leste - UNESCO; SEAMEO VOCTECH (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SD2IV4N3 2405685:ND9WIDWC
Keywords: ⛔ No INSPIRE recid found

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

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

TVET Country Profile — Timor Leste - UNESCO‐UNEVOC International Centre for Technical and Vocational Education and Training; SEAMEO‐VOCTECH Regional Centre (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:7R9ETTVH 2405685:JH94SZK8
Keywords: ⛔ No INSPIRE recid found

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

Factory Literacy Programme: Skills Training to Empower Women for Future-Ready Garment Industry in Cambodia - UNESCO Office Phnom Penh (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:5SCXD3D9

Global Report on Teachers: Addressing teacher shortages and transforming the profession. - UNESCO & International Task Force on Teachers for Education 2030 (Paris: UNESCO., 2024)
Teachers are central to unlocking every learner's potential and achieving Sustainable Development Goal 4 of inclusive, equitable and quality education for all. Regrettably, worldwide teacher shortages have been endangering the future of education. New data collected for the Global Report on Teachers indicates that 44 million additional teachers are needed to achieve universal primary and secondary education by 2030. Shortages are widespread, with sub-Saharan Africa needing 15 million more teachers, while higher-income countries face retention challenges, resulting in teachers massively leaving the profession. Echoing calls from the International Commission on the Futures of Education and the 2022 Transforming Education Summit, this report advocates for dignifying, diversifying, and valorizing the teaching profession. It emphasizes the importance of improved working conditions, enhanced professional development, and increased teacher involvement in decision-making to bridge the gap. This report is a tool to mobilize international and country efforts to empower, recruit, train, and support teachers within resilient education systems for a collaborative, innovative, and cohesive teaching profession. It is a roadmap, aiming to elevate the status of the teaching profession and ensure quality education for all learners, urging immediate action
KerkoCite.ItemAlsoKnownAs: 2339240:4JG8SWCP 2405685:3LQH2SBN

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

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

Data for Education. a Guide for Policymakers to Leverage Education Data - UNESCO Institute for Statistics (UIS, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:D6W74EL9 2405685:BJV962J3

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

Out-of-school children, adolescents and youth - UNESCO Institute for Statistics (2020)
Definition: Number of children and young people in the official age range for the given level of education who are not enrolled in pre-primary, primary, secondary or higher levels of education.Data sourceAdministrative data from schools or household survey data on enrolment by single year of age; population censuses and surveys for population estimates by single year of age (if using administrative data on enrolment); administrative data from ministries of education on the structure (entrance age and duration) of the education system....
Last Modified: 2023-09-12 KerkoCite.ItemAlsoKnownAs: 2339240:CWC5DW4H 2405685:FJU7AS27
Keywords: ⛔ No INSPIRE recid found

SDG 4 Dashboard - UNESCO Institute for Statistics (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:5TAP3D32 2405685:JVXRXP26

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

Sustainable Development Goal 4 : 4.c.1 Proportion of teachers who have received at least the minimum organized teacher training - UNESCO Institute for Statistics (Sustainable Development Goal 4, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:NHPAFI8E 2405685:3FRX2EUN

The Investment Case for SDG 4 Data - UNESCO Institute for Statistics (UIS, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:CUAC4EJ7 2405685:GZQ4MRGU

The Use of Learning Assessment Data. Ghana - UNESCO Institute for Statistics (UIS, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:V6M9FYDV 2405685:Q8QGX967

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

Leveraging innovative technology in literacy and education programmes for refugees, migrants and internally displaced persons - UNESCO Institute for Lifelong Learning; Zholdoshalieva, Rakhat; Xi Teng, Jian; Ayyappan, Annapurna; Tu, Boxuan (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:Q25WA8BP 2405685:S289U387

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

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

Conceptual Framework for Education in Emergencies Data - UNESCO-IIEP (International Institute for Educational Planning, 2023)
KerkoCite.ItemAlsoKnownAs: 2405685:493VUCUL

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

Technology in Disability-Inclusive Education - UNESCO Global Education Monitoring Report Team; SEAMEO Regional Centre for Special Educational Needs (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:WISL429K 2405685:U9RHMCM3
Keywords: ⛔ No INSPIRE recid found

Technology in Education: A Case Study on Timor-Leste - UNESCO Global Education Monitoring Report Team; SEAMEO Regional Centre for Quality Improvement for Teacher and Education Personnel in Science (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:2WMNVB74 2405685:TXI2CPWV

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

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

2023 Global Education Monitoring Report - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:ECQUWCGL 2405685:K3KHG3I8

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:I7LPQ9PA 2405685:5FTT3RYZ
Keywords: ⛔ No INSPIRE recid found

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

A snapshot of educational challenges and opportunities for recovery in Africa - UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:ZEZLGCRU 2405685:U277VM6A
Keywords: ⛔ No INSPIRE recid found

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

AI Competency Framework for Teachers - UNESCO (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:Z7LGR89F 2405685:F2FBQ5DU

An Ed-Tech Tragedy? Educational technologies and school closures in the time of COVID-19 - UNESCO (United Nations Educational, Scientific and Cultural Organization (UNESCO), 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:5U643BBF 2405685:2U4WRAJU

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

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

Benin | Technology | Education Profiles - UNESCO (UNESCO, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:C86EI6Q7 2405685:NLLUJJ7Z

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

Cabo Verde | Technology | Education Profiles - UNESCO (UNESCO, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:6F4WUFEK 2405685:7P27Z2AZ

Cameroon | Technology | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:L3E2LANV 2405685:QE6D578N

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

Comores | Technologie | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:32E643W9 2405685:GBYEAM3C

Côte d’Ivoire | Technologie | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:43HRRSK2 2405685:BQM7PQFN

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

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: 2339240:9WADN4H9 2339240:CJCJGSAX 2339240:DAUTLPDE 2405685:PCEMQ84A 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 for people and planet: creating sustainable futures for all - UNESCO (2016)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5521479 10.5281/zenodo.5521482 10.5281/zenodo.5521636 2339240:QA9TDYJ2 2405685:4I9G4MUN 2405685:BTUXGINQ 2405685:KUZZEJM7 2405685:M8II5D5S
Keywords: ___working_potential_duplicate; _r:AddedByZotZen

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: From disruption to recovery - UNESCO (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:53FVJMYR 2405685:K7IBHLCA
Keywords: ⛔ No INSPIRE recid found

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

Ensuring Effective Distance Learning During Covid-19 Disruption: Guidance for Teachers - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DK83HQJZ 2405685:R5CHJ6JJ

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

Eritrea | Technology | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:BVIUTANS 2405685:PEWAHUDZ

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

Gabon | Technologie | Education Profiles - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:PE9UP4I8 2405685:MT9U7UWD

Gender in Teaching - a Key Dimension of Inclusion - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PGGAIM6B 2405685:767KLGTZ
Keywords: ⛔ No INSPIRE recid found

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 (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, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:42XI45XX 2339240:CHMAUW76 2405685:EX9FXZIX 2405685:UGIHX9QY

Global education monitoring report, 2020: Inclusion and education: all means all - UNESCO Digital Library - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CHMAUW76 2339240:M685R5MY 2339240:MC8T76CI 2405685:49QZEUVL 2405685:HM6UBJS2 2405685:WZKDEGGG 2534378:5ZB7EYDJ

Global Education Monitoring Report 2023, Southeast Asia: Technology in education: A tool on whose Terms? - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:4VJ9EU2N 2339240:E8ZGUYFI 2339240:EJ68N2Y9 2339240:L87JJPJZ 2339240:Z4QTVM9P 2405685:2XRYSW93 2405685:4RSN6K3Q 2405685:DLCVX3ZD 2405685:QH4H9WNX 2405685:TZGBVL5R 2405685:XV7PXR7J
Keywords: ⛔ No INSPIRE recid found

Global Education Monitoring Report 2023: Technology in Education: A tool on whose terms? - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:WLDUAVSG 2405685:BMFQI9CG

Global Education Monitoring Report 2024: Pacific: Technology in education – A tool on whose terms? - UNESCO (GEM Report UNESCO; Commonwealth of Learning, 2024)
KerkoCite.ItemAlsoKnownAs: 10.54676/FILL2531 2339240:DXBAKU7K 2405685:ZBSTNVNC

Global Education Monitoring Report – Gender Report: Building bridges for gender equality - UNESCO (Paris, UNESCO, 2019)
KerkoCite.ItemAlsoKnownAs: 10.54676/QTBO2301 2339240:VB5GA7BS 2405685:2JY7UCMS

Guidelines for ICT in education policies and masterplans - UNESCO (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:JW3Y7EEJ 2405685:NWSWZH92

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

Guinea Ecuatorial | Tecnología | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:N7NRN3ZH 2405685:K3IWGYRN

Guinée | Technologie | Education Profiles - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:2IQHAW5P 2405685:WT42DJG9

Handbook for interactive audio instruction: Planning and implementing radio lessons in sub-Saharan Africa - UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:VDH9N8QZ 2405685:26WIARR2
Keywords: ⛔ No INSPIRE recid found

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

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

Lao People's Democratic Republic | INCLUSION | Education Profiles - UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:PSQ98E9A 2405685:ILAEKQIZ
Keywords: ⛔ No INSPIRE recid found

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.
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Mali | Technologie | Education Profiles - UNESCO (UNESCO, 2024)
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Mauritanie | Technologie | Education Profiles - UNESCO (UNESCO, 2023)
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Measuring Gender Equality in Science and Engineering : The SAGA Toolkit - UNESCO (2017)
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Minding the data: protecting learners’ privacy and security - UNESCO Digital Library - UNESCO (2022)
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Mozambique | Technology | Education Profiles - UNESCO (UNESCO, 2023)
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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)
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Namibia | Technology | Education Profiles - UNESCO (UNESCO, 2023)
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National learning platforms and tools - UNESCO (UNESCO, 2020)
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New Methodology Shows that 258 Million Children, Adolescents and Youth Are Out of School - UNESCO (2019)
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Niger | Technologie | Education Profiles - UNESCO (UNESCO, 2024)
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Nigeria | Technology | Education Profiles - UNESCO (2023)
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Not Just Hot Air: Putting climate change education into Practice - UNESCO (UNESCO Digital Library, 2015)
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One year into COVID-19 education disruption: Where do we stand? - UNESCO (2021)
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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