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

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)

The Investment Case for SDG 4 Data - UNESCO Institute for Statistics (UIS, 2017)

The Use of Learning Assessment Data. Ghana - UNESCO Institute for Statistics (UIS, 2021)

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....

UIS Statistics - UNESCO Institute for Statistics
Keywords: ⛔ No INSPIRE recid found

UIS Statistics - UNESCO Institute for Statistics (2018)
Keywords: ___working_potential_duplicate

UIS Statistics - UNESCO Institute for Statistics (2018)
Keywords: ___working_potential_duplicate

UIS Statistics - UNESCO Institute for Statistics (2018)
Keywords: ___working_potential_duplicate

UIS Statistics - UNESCO Institute for Statistics (2021)

UIS Statistics - UNESCO Institute for Statistics (2021)

United Republic of Tanzania - UNESCO Institute for Statistics (UNESCO Institute for Statistics website, 2020)
...

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)

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

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.

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.

Conceptual Framework for Education in Emergencies Data - UNESCO-IIEP (International Institute for Educational Planning, 2023)

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.
Keywords: C:LMIC

Using data to improve the quality of education - UNESCO IIEP (Monitoring Learning, 2020)

Technology in Disability-Inclusive Education - UNESCO Global Education Monitoring Report Team; SEAMEO Regional Centre for Special Educational Needs (Background paper prepared for the 2023 Global Education Monitoring Report: technology and education, Southeast Asia, 2023)
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)

2020 GEM Report – Inclusion and education – All means all - UNESCO GEM (2020)

(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)
...

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)

Supporting teachers with mobile technology: lessons drawn from UNESCO projects in Mexico, Nigeria, Senegal and Pakistan - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2017)

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

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

Technology | Education Profiles - UNESCO

The digital learning turn in Africa: The role of local ecosystems - UNESCO (2021)
Keywords: ⛔ No INSPIRE recid found

The integration of Education Management Information Systems (EMIS) with other information systems - UNESCO (UNESCO, 2021)

The National Education Act, 1978 - UNESCO (1978)

The world is off track in achieving the global education goal, SDG4 - UNESCO (UNESCO, 2019)

The world needs almsot 69 million new teachers tp reach the 2030 education goals (UIS Fact Sheet n. 39) - UNESCO (UNESCO, 2016)

Training materials in educational planning, administration and facilities, no. 1, 1982-no. 17, 1985 - UNESCO Digital Library - UNESCO

Training Trainers on Gender Responsive Pedagogy | UNESCO-IICBA - UNESCO (2019)

Transforming education from within: current trends in the status and development of teachers; World Teachers’ Day 2022 - UNESCO (2022)

TVET Country Profile- Cambodia - UNESCO (2020)

UIS Data - UNESCO (2022)

UIS Statistics - UNESCO

UNESCO Competency Framework for Teachers: Version 3. - UNESCO (UNESCO, 2018)
Keywords: auto_merged

UNESCO Data for the Sustainable Development Goals: Bangladesh - UNESCO

UNESCO figures show two thirds of an academic year lost on average worldwide due to Covid-19 school closures - UNESCO (2021)

UNESCO ICT COMPETENCY FRAMEWORKFOR TEACHERS - UNESCO (UNESCO, 2011)
Keywords: ⛔ No DOI found

UNESCO laureate Room to Read Cambodia helps girls stay in school - UNESCO (2023)

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

UNESCO | Statistics on Radio - UNESCO (2013)

UNESCO targets teachers to improve distance and online learning in Zimbabwe - UNESCO (UNESCO, 2021)

UNESCO to implement new phase of Actions of ASEAN Declaration for Out-of-School Children and Youth - UNESCO (2024)
Keywords: ⛔ No INSPIRE recid found

UNESCO to implement new phase of Actions of ASEAN Declaration for Out-of-School Children and Youth - UNESCO (UNESCO, 2024)
With the financial support of POSCO 1% Foundation, UNESCO will facilitate access to vocational and transferable skills for out-of-school children and youth in Viet Nam.

Use of AI in education: Deciding on the future we want - UNESCO (2024)
Artificial intelligence tools are being deployed rapidly in education systems across the globe. As much as they offer immense opportunities to enhance and expand learning, their rapid roll out also presents risks: They are being used in the absence of regulatory frameworks needed to protect learners and teachers, and ensure a human-centered approach to using these technologies in education. Stefania Giannini, UNESCO Assistant Director-General for Education, shares her insights on the various implications of AI in education.

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

World Data on Education: Bhutan - UNESCO (2011)

World Inequality Database on Education- Cambodia - UNESCO (2020)

World Inequality Database on Education (WIDE): Vietnam - UNESCO
The World Inequality Database on Education (WIDE) highlights the powerful influence of circumstances, such as wealth, gender, ethnicity and location, over which people have little control but which play an important role in shaping their opportunities for education and life.

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

Youth and skills: Putting education to work - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2012)

Youth and skills: putting education to work, EFA global monitoring report, 2012 - UNESCO (2012)

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)

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

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

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)