New Ubongo Kids Audio Stories - Ubongo (Ubongo, 2016)
Ubongo Kids recently launched a new mobile service: audio stories told by favourite characters from the show!  Mobile phones are common in East Africa, and audio platforms are extremely popular with users of all ages.  With Ubongo Mobile, children are rewarded for answering questions correctly with incoming songs to their phones from Mama Ndege andRead more

Results - Ubongo Learning - Ubongo (2020)
Research shows that watching Ubongo's edutainment leads to significantly improved learning outcomes for kids and positive behavioural change for caregivers. We are committed to measuring the impact of our content to ensure we are preparing kids for success in school and life.

Toolkits Platform - Ubongo

UBONGO KIDS - Ubongo

Ubongo Kids - Ubongo (2020)

Ubongo Learning - Ubongo (Ubongo)
Ubongo is Africa's leading children's edutainment and media company. As a non-profit social enterprise, Ubongo provides millions of families across Africa with fun, localised and multi-platform educational content that helps kids learn, and leverage their learning to change their lives.

Ubongo Kids - Ubongo Learning (Ubongo)
Ubongo Kids is our educational cartoon show that teaches 7 to 14-year-olds math, science & life skills through fun, animated stories & catchy, original songs. The show follows Kibena, Kiduchu, Koba, Baraka, Amani and their animal friends, as they go on adventures and solve problems in the fictional village of Kokotoa.

Teacher Perspectives on Peer-Peer Collaboration and Education Technologies in Rural Tanzanian Classrooms - Uchidiuno, Judith; Koedinger, Ken; Ogan, Amy (Association for Computing Machinery, 2021)
Teachers’ perspectives are critical for understanding classroom culture. They create and enforce rules in classrooms and are responsible for educating students using methods that they perceive to be most effective. Therefore, creating supplementary education technologies without understanding teachers and the culture they promote may lead to interventions that are underutilized or ineffective. Our research specifically investigates how technologies that foster student collaboration fit into teachers’ views of learning in a rural context with limited existing collaboration scaffolds. We interviewed 24 teachers and observed 39 classrooms in a rural Tanzanian village to understand how teachers value peer-peer collaboration in their teaching practice, and the unique challenges they face educating students in rural classroom settings. We uncover insights that inform the design and deployment of supplementary education technologies to support teachers in rural Tanzania and similar demographics.
Keywords: Early literacy; Sub-Saharan Africa; educational technologies; peer-peer collaboration

Learning from African classroom pedagogy to increase student engagement in education technologies - Uchidiuno, Judith; Yarzebinski, Evelyn; Keebler, Emily; Koedinger, Kenneth; Ogan, Amy (Association for Computing Machinery, 2019)
Tablet-based educational technologies provide a supplement to traditional classroom-based early literacy education, especially in regions with limited schooling resources. Prior work has probed how children generally interact with and learn from these technologies, however, there is limited research on student engagement with applications that utilize valuable input techniques such as automatic handwriting and speech recognition. In our study, we designed and field-tested early literacy speech and handwriting recognition applications with the primary aim of maximizing student engagement. We designed the applications based on prior research insights and classroom observations from our target population and field-tested the applications with 283 children living in rural Tanzania. We found that observing a small set of classrooms can produce design insights that increase engagement on tablet-based learning systems on a much larger scale. We also demonstrate the importance of domain familiarity in students' choice to persist through activities while learning with technology.
Keywords: early literacy; educational technologies; handwriting recognition; speech recognition; sub-saharan africa

Designing appropriate learning technologies for school vs home settings in Tanzanian rural villages - Uchidiuno, Judith; Yarzebinski, Evelyn; Madaio, Michael; Maheshwari, Nupur; Koedinger, Ken; Ogan, Amy (Association for Computing Machinery, 2018)
Smartphone- and tablet-based learning systems are often posited as solutions for closing early literacy gaps between rural and urban regions in emerging economies. These systems are often developed based on experiences with students in urban contexts, limiting their success rates with children from rural areas who have had little to no prior exposure to technology. To explore how such technologies are used in different learning contexts, we deployed an early literacy learning application in school and home settings in a rural village in Tanzania. We use Rogoff's theory of instructional models to understand and describe the interaction between learners, adults, and peers. We found that in the presence of a school teacher, the instructional model was primarily "adult-run" where information was almost entirely disseminated by the teacher, while in home settings, the instructional model was similar to a "community-of-learners" model where children collaborate with other peers and adults to achieve their learning goals. We use these instructional models to surface six themes of support and scaffolding that were expressed differently across settings, and discuss the benefits and drawbacks of the instructional models observed in providing support across these themes.
Keywords: Early Literacy; Educational Technology; Sub-Saharan Africa

The effectiveness of publicly vs. privately assigned group leaders among learners in rural villages in Tanzania - Uchidiuno, Judith; Yarzebinski, Evelyn; Vargas-Vite, Emilio; Koedinger, Ken; Ogan, Amy (International Society of the Learning Sciences (ISLS), 2019)
Keywords: ⛔ No DOI found

Out of school children - UIS (2014)
Millions of children are excluded from school because of poverty, gender and where they live. Closing the gap is vital if we are to achieve Education for All. Data from the Initiative on Out-of-School Children explains: on.unesco.org/oosci-global

SDG: 4.1.4 – Completion rate (primary, lower secondary, upper secondary) - UIS (Technical Cooperation Group on the Indicators for SDG 4, 2020)

Data Protection Act 2018 - UK Data Protection Act (2018)

The National Funding Formulae for schools and high needs – 2022-23 - UK Department for Education (2021)

Complete the school census. Census dates. Guidance - UK Government (2022)
Find out when the school census will open for each term and what to do in unusual circumstances.

School census 2022 to 2023: technical information - UK Government (GOV.UK, 2022)
Technical specification and validation rules for submitting 2022 to 2023 school census data.

School workforce in England, Reporting Year 2020 - UK Government (2021)
This release is largely based on the School Workforce Census. The census collects information from schools and local authorities on the school workforce in state-funded schools in England. Independent schools, non-maintained special schools, sixth-form colleges and further education establishments are not included. The latest data relates to November 2020 and so this is the first data in the series to relate to the coronavirus (COVID-19) pandemic. Coronavirus (COVID-19): Change to statistics To reduce burden on schools and local authorities during the pandemic, data on qualifications and staff absences were not collected in 2020. They will be collected again in 2021. Data on school workforce absence during the pandemic has been collected via the Department's education settings survey. Specific guidance can be found within affected sections of this statistic.

The Green Book: appraisal and evaluation in central government - UK Government (2022)
HM Treasury guidance on how to appraise and evaluate policies, projects and programmes.

Data sharing agreements - UK Information Commissioner's Office (2021)

Online Safety Bill publications - Parliamentary Bills - UK Parliament - UK Parliament (2022)
Documents, and debates for Online Safety Bill

Research on children with disabilities influences education policy in Pakistan - UKFIET; Education, 2019 |; Disabilities | 0 (UKFIET: The Education and Development Forum, 2019)
This impact story was written and produced by the Impact Initiative for International Development Research – a collaboration between the REAL Centre, University of Cambridge and the Institute of Development Studies, University of Sussex. You can download and read the full impact story here.  According to new research generated by the Research for Equitable Access […]

Emergency remote teaching during COVID19: The role of teachers’ online community of practice (CoP) in times of crisis - Ulla, Mark B.; Perales, William F. (Journal of Interactive Media in Education, 2021)
While previous studies in the literature may have used the concept of a community of practice (CoP) to investigate its role for teachers’ professional development, this study identifies the role of a teachers’ CoP in navigating the challenges in online/remote teaching faced by six teachers of English as a foreign language (EFL) in a university in Thailand during the COVID19 pandemic. This study employed a purposive-convenience sampling method with an individual online interview to gather qualitative data. Findings revealed that although teacher-participants pointed out the lack of students’ interaction, lack of time to do assessment and feedback, and the lack of students’ concentration in online teaching, they greatly acknowledged the role of the teachers’ CoP in navigating the demands and challenges of online teaching during the pandemic. Some of the ascribed roles of the teachers’ CoP in online teaching include; a support group, a source of solutions to online teaching issues, and a learning community. Implications are discussed and suggestions for future studies are offered.

A cultural transformation: Pakistani girls outperforming boys in education - Ullah, Hazir; Ullah, Raza; Shoaib, Muhammad (Qlantic Journal of Social Sciences, 2023)
In this paper, we highlight and present a nuanced picture of girls’ outperformance and boys’ underperformance in education in the urban centres of Pakistan. This is a very interesting and remarkable gender reverse trend in education performance in the dominated socio-cultural context of Pakistan. The paper takes into account the annual results of two examination boards: a) Board of Intermediate and Secondary Education (BISE) Peshawar and b) Board of Intermediate and Secondary Education (BISE) Faisalabad, Pakistan. Employing content analysis techniques, we have examined young boys’ and girls’ educational performance in secondary school certificate (SSC) and higher secondary schools certificate (HSSC) examinations from 2002 to 2016. The paper takes into account the first three positions as an indicator of outperformance. The paper simply highlights the trend of structure transformation and does not inquire about reasons for boys’ underperformance and girls’ outperformance. The study findings suggest that girls are outperforming boys in the urban centres of Pakistan.

The impacts of electronic media on academic performance of female student - Ullah, Shakir; Ali, Madad; Nisar, Muhammad; Farid, Tahir; Ali, Iqtidar; Alam, Sadiq (International Journal of Economics, Commerce and Management, 2014)
This study investigates the impacts of electronic media on academic performance of female students in university of agriculture Peshawar Pakistan using questionnaire as a tool for obtaining data while Frequencies distribution of data was conducted to know comprehensively about data layout. It targeted 152 female students between 20 to 25 years age. The study recorded the respondent’s consumption patterns, level of viewing, preferred channels, favorite watching time, respondents residents pattern and marital status. Two third of the sample size opined that electronic media help in cognitive development of students. Furthermore majority of the respondents 105(59.0%) believed that electronic media help in solving academic problems of the students. Apart from these positive effects negative impacts of electronic media outweigh the positive impacts; like 80.2% of the respondents argued that electronic media negatively affect female academic performance. Similarly a sizable sample size were of the view that electronic media leads young female towards delinquencies. 120 (78/9%) disclosed that excessive use of electronic media cause low academic grades. This study recommended that female viewers are required to be alert regarding the use of electronic media. Efforts should be made for the enhancement of media literacy at mass level. There is need for improving the quality of programs contents for student’s especially female viewers. Keywords: Electronic media, performance, literacy, academic performance
Keywords: ⛔ No DOI found

Systems thinking, systems practice, and practical philosophy: A program of research - Ulrich, Werner (Systems Practice, 1988)

Policy brief: Education during COVID-19 and beyond - UN (United Nations, 2020)
The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion l

Policy Brief: The Impact of COVID-19 on children - UN (UN, 2020)
Children are not the face of this pandemic. But they risk being among its biggest victims. While they have thankfully been largely spared from the direct health effects of COVID-19 at least to date – the crisis is having a profound effect on their wellbeing. All children, of all ages, and in all countries, are being affected, in particular by the socio-economic impacts and, in some cases, by mitigation measures that may inadvertently do more harm than good. This is a universal crisis and, for some children, the impact will be lifelong. Moreover, the harmful effects of this pandemic will not be distributed equally. They are expected to be most damaging for children in the poorest countries, and in the poorest neighbourhoods, and for those in already disadvantaged or vulnerable situations. This policy brief provides a deeper analysis of these effects. It identifies also a series of immediate and sustained actions for the attention of governments and policymakers.

Sustainable Development Knowledge Platform - UN (2019)

Country Profiles: Vietnam - UN Department of Economic and Social Affairs (World Urbanization Prospects: The 2018 Revision, 2018)

Inequality in access to information and communication technologies (ICTs) in East and North-East Asia and South-East Asia - UN Economic and Social Commission for Asia and the Pacific (2020)
Keywords: reference source; ⛔ No DOI found; ⛔ No INSPIRE recid found

Fact Sheet: UN Joint Programme on Girls Education (JPGE) - UN Joint Programme on Girls Education (JPGE) (UNDP, UNFPA, and UNICEF, 2020)

Record levels of displacement amid global conflict and environmental disasters - UN News (UN News, 2024)

DigitALL: Innovation and technology for gender equality in Viet Nam - UN Resident Coordinator's Office; UN Women Viet Nam (UN Women Viet Nam, 2023)

Country Fact Sheet | UN Women Data Hub - UN Women
Keywords: ⛔ No INSPIRE recid found

Country Gender Equality Profile Viet Nam 2021 - UN Women (2021)

Online and ICT Facilitated Violence Against Women and Girls during COVID-19 - UN Women (2020)

Review Report on the Implementation of the National Strategy on Gender Equality (NSGE) 2011-2020 - UN Women (2021)

Women in Science, Technology, Engineering and Mathematics (STEM) in the Latin America and the Caribbean Region - UN Women (UN Women | Americas and the Caribbean, 2020)
Women in Science, Technology, Engineering and Mathematics (STEM) in the Latin America and the Caribbean Region

The Scheme: The Minimization of Child Marriage and Consanguineous Marriage in Ethnic Minority Areas Period 2015-2025 - UN Women Viet Nam (UN Women, 2020)

Towards Gender Equality in Viet Nam: Making Inclusive Growth Work for Women - UN Women Viet Nam (2016)

Data Protection and Privacy Legislation Worldwide | UNCTAD - UNCTAD (2022)

Summary of Adoption of E-Commerce Legislation Worldwide - UNCTAD (2020)

Technology and Innovation Report 2021: Catching Technological Waves Innovation with Equity - UNCTAD (2021)

2019–2021 ICT Project Final Report - UNDP

Country programme document for Timor-Leste (2021–2025) - UNDP (2020)

Gender Equality and Women's Empowerment - UNDP (UNDP, 2022)
Keywords: ⛔ No INSPIRE recid found

Human Development Indices and Indicators: 2018 Statistical Update: Senegal - UNDP (2018)

Human Development Report 2009: Overcoming barriers—Human mobility and development - UNDP (United Nations Development Programme (UNDP), 2009)

Human Development Report 2021/2022 - UNDP (2022)
We live in a world of worry. The ongoing Covid-19 pandemic, having driven reversals in human development in almost every country, continues to spin off variants unpredictably. War in Ukraine and elsewhere has created more human suffering. Record-breaking temperatures, fires, storms and floods sound the alarm of planetary systems increasingly out of whack. Together, they are fuelling a cost-of-living crisis felt around the world, painting a picture of uncertain times and unsettled lives. Uncertainty is not new, but its dimensions are taking ominous new forms today. A new “uncertainty complex” is emerging, never before seen in human history. Constituting it are three volatile and interacting strands: the destabilizing planetary pressures and inequalities of the Anthropocene, the pursuit of sweeping societal transformations to ease those pressures and the widespread and intensifying polarization. This new uncertainty complex and each new crisis it spawns are impeding human development and unsettling lives the world over. In the wake of the pandemic, and for the first time ever, the global Human Development Index (HDI) value declined—for two years straight. Many countries experienced ongoing declines on the HDI in 2021. Even before the pandemic, feelings of insecurity were on the rise nearly everywhere. Many people feel alienated from their political systems, and in another reversal, democratic backsliding has worsened. There is peril in new uncertainties, in the insecurity, polarization and demagoguery that grip many countries. But there is promise, too—an opportunity to reimagine our futures, to renew and adapt our institutions and to craft new stories about who we are and what we value. This is the hopeful path forward, the path to follow if we wish to thrive in a world in flux.
Keywords: ⛔ No INSPIRE recid found

Human Development Reports - UNDP (2020)

Human Development Reports: Tanzania - UNDP

Human Development Summary- Cambodia - UNDP (2024)

Independent Country Programme Evaluation – Cambodia - UNDP (2023)

Inequalities in Human Development in the 21st Century - UNDP (2019)

Inequalities in Human Development in the 21st Century, Ghana - UNDP (2019)

Inequalities in Human Development in the 21st Century, Kenya - UNDP (2019)

Inequality in Human Development in the 21st Century, Jordan - UNDP (2019)

JP Malawi Girls' Education | MPTF Office - UNDP

Reaching Cambodia’s last mile with inclusive and sustainable energy access - UNDP (2022)

Sustainable Development Cooperation Framework 2021–2025 - UNDP (2021)

The Socio-Economic Implications of the COVID-19 Pandemic: Ideas for Policy Action - UNDP (UNDP Latin America and the Caribbean, 2020)

The Socio-Economic Implications of the COVID-19 Pandemic: Ideas for Policy Action - UNDP (UNDP Latin America and the Caribbean, 2020)

Timor-Leste National Human Development Report 2018: Planning the Opportunities for a Youthful Population - UNDP (2018)

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

Syrian Arab Republic: Access to Electricity and Humanitarian Needs - UNDP Syria (2022)

Final Version adopted by the High Level Conference on Data Revolution – A side event of the 8th AU-ECA Conference of Ministers - UNECA (United Nations Economic Commission for Africa, 2015)

(untitled) - UNESCO

School closures caused by Coronavirus (Covid-19) - UNESCO (2020)
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)

2023 Global Education Monitoring Report - UNESCO (2023)

A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2 - UNESCO (2018)

A guide for ensuring inclusion and equity in education - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2017)

A Lifeline to Learning: Leveraging Mobile Technology to Support Education for Refugees - UNESCO (2018)
Keywords: ⛔ No INSPIRE recid found

A Lifeline to learning: leveraging mobile technology to support education for refugees - UNESCO (2018)

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

A snapshot of educational challenges and opportunities for recovery in Africa - UNESCO (2021)
Keywords: ⛔ No INSPIRE recid found

Access to information: A New Promise for Sustainable Development - UNESCO (2019)

Addressing the gender dimensions of school closures - UNESCO Digital Library - UNESCO (Education Sector Issue Note, 2020)

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.

AI Competency Framework for Teachers - UNESCO (2024)

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)

Analyzing and Utilizing Assessment Data for Better Learning Outcomes - UNESCO (2017)

Artificial Intelligence in Education: Challenges and Opportunities for Sustainable Development - UNESCO (Roscongress Building Trust, 2020)

Assessment for improved learning outcomes - UNESCO

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)

Back to school: Preparing and managing the reopening of schools - UNESCO (2020)

Background information on education statistics in the UIS database - UNESCO (UNESCO Institute of Statistics, 2021)

Basic Education Equivalency Programme (BEEP) - UNESCO (2023)

Benin | Technology | Education Profiles - UNESCO (UNESCO, 2024)

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.

Cabo Verde | Technology | Education Profiles - UNESCO (UNESCO, 2024)

Cameroon | Technology | Education Profiles - UNESCO (UNESCO, 2023)

Chile - UNESCO (2016)
...

Comores | Technologie | Education Profiles - UNESCO (UNESCO, 2023)

Côte d’Ivoire | Technologie | Education Profiles - UNESCO (UNESCO, 2023)

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.

COVID-19 Education Response Education Sector Issue Notes: Conflict-affected, displaced and vulnerable populations - UNESCO (2020)

COVID-19 education response: Preparing the reopening of schools: resource paper - UNESCO (2020)

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.

COVID-19 Impact on Education - UNESCO (UNESCO, 2020)
Keywords: ___working_potential_duplicate

COVID-19 is a serious threat to aid to education recovery | Global Education Monitoring Report - UNESCO (Global Education Monitoring Report, 2020)

COVID 19: Senegal intends to ensure #LearningNeverStops - UNESCO (2020)

COVID 19, Technology-based Education and Disability: The case of Bangladesh - UNESCO (2021)

Cracking the code: girls' and women's education in science, technology, engineering and mathematics (STEM) - UNESCO Digital Library - UNESCO (2017)

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)

Cumulative disadvantage; inter- and within-group inequalities | UNESCO Inclusive Policy Lab - UNESCO (UNESCO Inclusive Policy Lab)

Distance Learning - UNESCO

Distance learning solutions - UNESCO (2020)

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)

Education for All by 2015: will we make it? EFA global monitoring report, 2008 - UNESCO (2008)

Education For All national review: Bangladesh - UNESCO (2015)

Education for people and planet: creating sustainable futures for all - UNESCO (2016)
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.
Keywords: ___working_potential_duplicate

Education: From disruption to recovery - UNESCO (2022)
Keywords: ⛔ No INSPIRE recid found

Education Sector Analysis - UNESCO

Educational Management Information System (EMIS) - UNESCO (Learning Portal)

EFA Global Monitoring Report 2010: Reaching the marginalized - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2010)

Endline Study Report for Can't-Wait to Learn (CWTL) programme in Refugee Settlements in Uganda - UNESCO

Enhancing Liberia Teacher Education Project through ICT Pedagogy - UNESCO (2017)

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)

Ensuring Effective Distance Learning During Covid-19 Disruption: Guidance for Teachers - UNESCO (2020)

Equivalency Programmes (EPs) for Promoting Lifelong Learning - UNESCO (2006)

Eritrea | Technology | Education Profiles - UNESCO (UNESCO, 2023)

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)

Financing Education in sub-Saharan Africa : Meeting the Challenges of Expansion, Equity and Quality - UNESCO (UNESCO Institute for Statistics, 2011)

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

Gabon | Technologie | Education Profiles - UNESCO (2023)

Gender in Teaching - a Key Dimension of Inclusion - UNESCO (UNESCO, 2020)
Keywords: ⛔ No INSPIRE recid found

Giving Cambodia’s Marginalized Learners a Second Chance - UNESCO (2020)

Global Education Coalition facilitates free internet access for distance education in several countries - UNESCO (UNESCO, 2020)
Keywords: ___working_potential_duplicate

Global Education Coalition facilitates free internet access for distance education in several countries - UNESCO (2020)
Keywords: ___working_potential_duplicate

Global Education Coalition members pledge to support emergency response in Beirut - UNESCO (2020)

Global Education Monitoring Report 2017/8: Accountability in education - meeting our commitments - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2017)

Global education monitoring report, 2019: Migration, displacement and education: building bridges, not walls - UNESCO (UNESCO, 2018)

Global Education Monitoring Report 2020: Inclusion and Education – All Means All - UNESCO (UNESCO, 2020)

Global education monitoring report, 2020: Inclusion and education: all means all - UNESCO Digital Library - UNESCO (UNESCO, 2020)

Global Education Monitoring Report 2023, Southeast Asia: Technology in education: A tool on whose Terms? - UNESCO (2023)
Keywords: ⛔ No INSPIRE recid found

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

Global Education Monitoring Report 2024: Pacific: Technology in education – A tool on whose terms? - UNESCO (GEM Report UNESCO; Commonwealth of Learning, 2024)

Global Education Monitoring Report – Gender Report: Building bridges for gender equality - UNESCO (Paris, UNESCO, 2019)

Guidelines for ICT in education policies and masterplans - UNESCO (2022)

Guidelines for ICT in education policies and masterplans - UNESCO (2022)

Guinea Ecuatorial | Tecnología | Education Profiles - UNESCO (UNESCO, 2023)

Guinée | Technologie | Education Profiles - UNESCO (2023)

Handbook for interactive audio instruction: Planning and implementing radio lessons in sub-Saharan Africa - UNESCO (2021)
Keywords: ⛔ No INSPIRE recid found

High Stakes Assessment - UNESCO (UNESCO Institute for Statistics Glossary, 2022)

ICT competency standards for teachers: policy framework - UNESCO (UNESCO, 2008)

ICT Transforming Education in Africa - UNESCO (2017)

ICT Transforming Education in Africa UNESCO-KFIT project update, January-March 2019 - UNESCO (2019)

ICT Transforming Education in Africa UNESCO-KFIT project update, January-March 2019 - UNESCO Digital Library - UNESCO (UNESCO, 2019)

If you don't understand, how can you learn? - UNESCO (2016)

If you don't understand, how can you learn? - UNESCO (2016)

If you don't understand, how can you learn? - UNESCO (UNESCO, 2016)

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)

Information and Communication Technology (ICT) in Education in Five Arab States. Information paper - UNESCO (UNESCO Institute for Statistics, 2013)

Lao People's Democratic Republic | INCLUSION | Education Profiles - UNESCO (2021)
Keywords: ⛔ No INSPIRE recid found

Learning in the COVID-19 era - UNESCO (UNESCO, 2020)

Learning through radio and television in the time of COVID-19 - UNESCO (UNESCO, 2020)

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.

Leave no child behind: global report on boys’ disengagement from education - UNESCO (UNESCO, 2022)

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.

Mali | Technologie | Education Profiles - UNESCO (UNESCO, 2024)

Materiales de formación en los campos de la planificación y de la administración de la educación y de las construcciones escolares - UNESCO (UNESCO Digital Library, 1985)

Mauritanie | Technologie | Education Profiles - UNESCO (UNESCO, 2023)

Measuring Gender Equality in Science and Engineering : The SAGA Toolkit - UNESCO (2017)

Minding the data: protecting learners’ privacy and security - UNESCO Digital Library - UNESCO (2022)

Module 3: Improving Education Management Information Systems (EMIS) - UNESCO

Mozambique | Technology | Education Profiles - UNESCO (UNESCO, 2023)

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)

Namibia | Technology | Education Profiles - UNESCO (UNESCO, 2023)

National learning platforms and tools - UNESCO (UNESCO, 2020)

New Methodology Shows that 258 Million Children, Adolescents and Youth Are Out of School - UNESCO (2019)

Niger | Technologie | Education Profiles - UNESCO (UNESCO, 2024)

Nigeria | Technology | Education Profiles - UNESCO (2023)

Not Just Hot Air: Putting climate change education into Practice - UNESCO (UNESCO Digital Library, 2015)

One year into COVID-19 education disruption: Where do we stand? - UNESCO (2021)

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....

Overcoming inequality: why governance matters - UNESCO (EFA Global Monitoring Report, 2009)
Keywords: EfA; GMR

Parental support to learning - UNESCO (2021)

Pricing the right to education: the cost of reaching new targets by 2030 (Education for All Global Monitoring Report. Policy Paper 18; July 2015 update). - UNESCO (2015)

Professional Development for Teachers for Blended Learning and Online Strategies - Pilot Project - UNESCO (2020)

Proportion of schools with access to basic facilities, all schools - UNESCO (2018)

Re-imagining the future education management information systems, beyond head counts: leveraging data systems to support inclusive and effective learning for all - UNESCO (2021)

Record levels of displacement amid global conflict and environmental disasters | UN News - UNESCO (UN News, 2024)

Regional overview: Latin America and the Caribbean - UNESCO (2010)

République centrafricaine | Technologie | Education Profiles - UNESCO (2023)

République Démocratique du Congo | Technologie | Education Profiles - UNESCO (UNESCO, 2023)

Results of the Curricular Analysis of the Fourth Regional Comparative and Explanatory Study (ERCE 2019) - UNESCO (UNESCO, 2020)

Right to education handbook - UNESCO (UNESCO, 2019)

São Tomé and Príncipe | Technology | Education Profiles - UNESCO (UNESCO, 2023)

SDG 4 September 2023 - UNESCO (2023)

Sénégal | Technologie | Education Profiles - UNESCO (UNESCO, 2023)

Sierra Leone | Education and Literacy Statistics - UNESCO (2020)
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Sierra Leone | Technology | Education Profiles - UNESCO (UNESCO, 2023)

Situation Analysis of Out-of-School Children in Nine Southeast Asian Countries - UNESCO (2017)
Keywords: ⛔ No INSPIRE recid found

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

South Sudan | Technology | Education Profiles - UNESCO (UNESCO, 2023)

Spotlight on Basic Education Completion and Foundational Learning: Ghana - UNESCO (2022)

Strengthening education management information systems for increased resilience to crises: A synthesis of case studies - UNESCO (UNESCO, 2021)