TY - BOOK TI - Global Education Monitoring Report 2023: Technology in education: A tool on whose terms? AU - UNESCO CY - Paris DA - 2023/07/26/ PY - 2023 DP - DOI.org (Crossref) ET - 1 PB - GEM Report UNESCO SN - 978-92-3-100609-8 ST - Global Education Monitoring Report 2023 UR - https://unesdoc.unesco.org/ark:/48223/pf0000385723 Y2 - 2023/11/26/14:57:13 ER - TY - ELEC TI - Education: From disruption to recovery AU - UNESCO T2 - UNESCO AB - 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. DA - 2020/03// PY - 2020 LA - en ST - Education UR - https://en.unesco.org/covid19/educationresponse Y2 - 2020/08/03/17:21:56 KW - ___working_potential_duplicate ER - TY - RPRT TI - Transforming education from within: current trends in the status and development of teachers; World Teachers’ Day 2022 AU - UNESCO DA - 2022/// PY - 2022 UR - https://unesdoc.unesco.org/ark:/48223/pf0000383002 ER - TY - GEN TI - A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2 AU - UNESCO DA - 2018/// PY - 2018 UR - http://uis.unesco.org/sites/default/files/documents/ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf ER - TY - RPRT TI - Global Initiative on Out-of-School Children: Tanzania Country Report AU - UNICEF AU - Government of Tanzania AU - UNESCO DA - 2018/// PY - 2018 UR - https://www.unicef.org/tanzania/media/596/file/Tanzania-2018-Global-Initiative-Out-of-School-Children-Country-Report.pdf ER - TY - RPRT TI - Education sector analysis methodological guidelines AU - UNESCO-IIEP AU - World Bank AU - UNICEF AU - Global Partnership for Education AB - 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. DA - 2014/// PY - 2014 LA - en SN - 1 UR - https://www.globalpartnership.org/sites/default/files/uni-_esa_guide_en_vol1_batmd.pdf Y2 - 2021/06/23/19:43:59 ER - TY - RPRT TI - Education sector analysis methodological guidelines. Vol. 2: Sub-sector specific analysis AU - UNESCO-IIEP AU - World Bank AU - UNICEF AU - Global Partnership for Education AB - 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. DA - 2019/// PY - 2019 LA - en SN - 2 ST - Education sector analysis methodological guidelines. Vol. 2 UR - https://www.iiep.unesco.org/en/publication/education-sector-analysis-methodological-guidelines-vol-2-sub-sector-specific-analysis Y2 - 2022/12/29/22:45:24 ER - TY - ELEC TI - Global Education Coalition facilitates free internet access for distance education in several countries AU - UNESCO DA - 2020/05/27/T15:22:36+00:00 PY - 2020 LA - en UR - https://en.unesco.org/news/global-education-coalition-facilitates-free-internet-access-distance-education-several Y2 - 2020/06/08/13:13:36 KW - ___working_potential_duplicate ER - TY - ELEC TI - Global Education Coalition facilitates free internet access for distance education in several countries AU - UNESCO T2 - UNESCO DA - 2020b PY - 2020b UR - https://en.unesco.org/news/global-education-coalition-facilitates-free-internet-access-distance-education-several KW - ___working_potential_duplicate ER - TY - RPRT TI - Global education monitoring report, 2020: Inclusion and education: all means all AU - UNESCO CY - Paris DA - 2020/// PY - 2020 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000373718 Y2 - 2020/09/01/14:56:54 ER - TY - BOOK TI - Global education monitoring report, 2020: Inclusion and education: all means all AU - UNESCO DA - 2020a PY - 2020a PB - UNESCO SN - 978-92-3-100388-2 UR - https://unesdoc.unesco.org/ark:/48223/pf0000373718 Y2 - 2022/08/22/12:35:29 ER - TY - RPRT TI - MTB MLE resource kit: Including the excluded: promoting multilingual education AU - UNESCO DA - 2018/// PY - 2018 PB - UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific UR - https://unesdoc.unesco.org/ark:/48223/pf0000246278/PDF/246278eng.pdf.multi Y2 - 2023/02/10/11:42:26 ER - TY - RPRT TI - The integration of Education Management Information Systems (EMIS) with other information systems AU - UNESCO DA - 2021/// PY - 2021 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000380046_eng Y2 - 2022/04/25/12:25:50 ER - TY - ELEC TI - SDG 4 September 2023 AU - UNESCO DA - 2023/// PY - 2023 UR - http://sdg4-data.uis.unesco.org/ Y2 - 2023/10/04/00:00:00 ER - TY - ELEC TI - UIS Statistics AU - UNESCO M3 - UNESCO Institute for Statistics (UIS) UR - http://data.uis.unesco.org/ Y2 - 2021/06/16/18:11:10 ER - TY - GEN TI - New Methodology Shows that 258 Million Children, Adolescents and Youth Are Out of School AU - UNESCO DA - 2019/// PY - 2019 ER - TY - ICOMM TI - School closures caused by Coronavirus (Covid-19) AU - UNESCO DA - 2020/// PY - 2020 UR - https://en.unesco.org/covid19/educationresponse KW - ___working_potential_duplicate KW - auto_merged ER - TY - RPRT TI - UNESCO ICT competency framework for teachers version 3 AU - UNESCO AB - UNESCO developed the ICT Competency Framework for Teachers (ICT CFT) as a tool to guide pre and in service teacher training on the use of ICTs across the education system. The ICT CFT is intended to be adapted to support national and institutional goals by providing an up-to-date framework for policy development and capacity building in this dynamic area. The ICT Competency Framework for Teachers (ICT CFT) Version 3 is a response to recent technological and pedagogical developments in the field of ICT and Education, and incorporates in its structure inclusive principles of non-discrimination, open and equitable information accessibility and gender equality in the delivery of education supported by technology. It addresses the impacts of recent technological advances on education and learning, such as Artificial Intelligence (AI), Mobile Technologies, the Internet of Things and Open Educational Resources, to support the creation of inclusive Knowledge Societies. [Publisher summary, ed] DA - 2018/// PY - 2018 DP - Open WorldCat LA - en ST - UNESCO ICT Competency Framework for Teachers UR - https://unesdoc.unesco.org/ark:/48223/pf0000265721 KW - auto_merged ER - TY - ELEC TI - Education Sector Analysis AU - UNESCO UR - https://learningportal.iiep.unesco.org/en/issue-briefs/plan-for-learning/education-sector-analysis-0 ER - TY - GEN TI - If you don't understand, how can you learn? AU - UNESCO DA - 2016/// PY - 2016 UR - https://unesdoc.unesco.org/ark:/48223/pf0000243713 ER - TY - GEN TI - If you don't understand, how can you learn? AU - UNESCO DA - 2016/// PY - 2016 UR - https://unesdoc.unesco.org/ark:/48223/pf0000243713 ER - TY - RPRT TI - Global education monitoring report, 2020: Inclusion and education: all means all AU - UNESCO CY - Paris DA - 2020/// PY - 2020 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000373718 Y2 - 2020/09/01/14:56:54 ER - TY - RPRT TI - If you don't understand, how can you learn? AU - UNESCO CY - Paris DA - 2016/// PY - 2016 PB - UNESCO SN - Policy Paper 24 UR - https://unesdoc.unesco.org/ark:/48223/pf0000243713 ER - TY - BOOK TI - Global education monitoring report, 2020: Inclusion and education: all means all AU - UNESCO DA - 2020a PY - 2020a PB - UNESCO SN - 978-92-3-100388-2 UR - https://unesdoc.unesco.org/ark:/48223/pf0000373718 Y2 - 2022/08/22/12:35:29 ER - TY - ELEC TI - Malawi: Education Statistics AU - UNESCO AB - ... DA - 2021/// PY - 2021 LA - eng UR - https://uis.unesco.org/en/country/mw Y2 - 2022/10/30/23:55:50 ER - TY - ELEC TI - Malawi Education Rights AU - UNESCO T2 - UNESCO AB - 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. DA - 2022/// PY - 2022 LA - en UR - https://en.unesco.org/education/girls-women-rights/123 Y2 - 2022/10/30/20:28:31 ER - TY - SLIDE TI - Re-imagining the future education management information systems, beyond head counts: leveraging data systems to support inclusive and effective learning for all A2 - UNESCO CY - UNESCO Conference, Paris DA - 2021/05/26/ PY - 2021 UR - https://unesdoc.unesco.org/ark:/48223/pf0000378048 Y2 - 2022/09/28/21:43:02 ER - TY - ELEC TI - UIS Data AU - UNESCO DA - 2022/09// PY - 2022 UR - https://apiportal.uis.unesco.org/bdds Y2 - 2022/11/14/19:40:04 ER - TY - BOOK TI - Education for All by 2015: will we make it? EFA global monitoring report, 2008 AU - UNESCO DA - 2008/// PY - 2008 DP - UNESCO Digital Library UR - https://unesdoc.unesco.org/ark:/48223/pf0000154743 Y2 - 2022/11/11/04:55:22 ER - TY - ELEC TI - National learning platforms and tools AU - UNESCO T2 - UNESCO DA - 2020/// PY - 2020 LA - en UR - https://en.unesco.org/covid19/educationresponse/nationalresponses Y2 - 2022/08/08/15:56:39 ER - TY - ELEC TI - High Stakes Assessment AU - UNESCO T2 - UNESCO Institute for Statistics Glossary DA - 2022/// PY - 2022 UR - https://learningportal.iiep.unesco.org/es/node/73371 Y2 - 2022/09/02/19:00:59 ER - TY - ELEC TI - Training materials in educational planning, administration and facilities, no. 1, 1982-no. 17, 1985 - UNESCO Digital Library AU - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000055913 Y2 - 2022/11/18/15:22:24 ER - TY - JOUR TI - Materiales de formación en los campos de la planificación y de la administración de la educación y de las construcciones escolares AU - UNESCO T2 - UNESCO Digital Library DA - 1985/// PY - 1985 UR - https://unesdoc.unesco.org/ark:/48223/pf0000378074 Y2 - 2022/11/18/15:24:10 ER - TY - ELEC TI - Out-of-School Children and Youth AU - UNESCO AB - 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.... DA - 2016/11/18/ PY - 2016 LA - eng UR - https://uis.unesco.org/en/topic/out-school-children-and-youth Y2 - 2022/10/28/15:38:07 ER - TY - RPRT TI - Crisis-sensitive teacher policy and planning AU - UNESCO DA - 2022/// PY - 2022 PB - UNESCO, Norad, GPE, UNHCR, UNICEF, the World Bank, International Labor Organisation, International Task Force on Teachers for Education ER - TY - ELEC TI - COVID-19 Impact on Education AU - UNESCO T2 - UNESCO DA - 2020/// PY - 2020 LA - en ST - Education UR - https://en.unesco.org/covid19/educationresponse Y2 - 2020/06/09/13:52:48 KW - ___working_potential_duplicate ER - TY - BOOK TI - Minding the data: protecting learners’ privacy and security - UNESCO Digital Library AU - UNESCO DA - 2022/// PY - 2022 SP - 49 UR - https://unesdoc.unesco.org/ark:/48223/pf0000381494 Y2 - 2022/12/29/21:49:07 ER - TY - ELEC TI - Assessment for improved learning outcomes AU - UNESCO LA - en UR - https://www.unesco.org/en/education/learning-assessments Y2 - 2022/12/29/19:13:28 ER - TY - RPRT TI - World Data on Education: Bhutan AU - UNESCO DA - 2011/// PY - 2011 UR - chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/http://www.ibe.unesco.org/fileadmin/user_upload/Publications/WDE/2010/pdf-versions/Bhutan.pdf ER - TY - RPRT TI - Situation analysis on the effects of and responses to COVID-19 on the Education Sector in Asia: Bhutan case study - UNESCO Digital Library AU - UNESCO DA - 2021/// PY - 2021 UR - https://unesdoc.unesco.org/ark:/48223/pf0000379507 Y2 - 2022/12/21/12:17:18 ER - TY - ELEC TI - Sierra Leone | Education and Literacy Statistics AU - UNESCO AB - ... DA - 2020/// PY - 2020 LA - eng UR - http://uis.unesco.org/en/country/sl Y2 - 2020/06/25/17:05:02 ER - TY - GEN TI - 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 AU - UNESCO DA - 2016/// PY - 2016 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000245656 Y2 - 2019/10/23/11:23:42 ER - TY - ELEC TI - One year into COVID-19 education disruption: Where do we stand? AU - UNESCO DA - 2021/03/19/T16:27:28+00:00 PY - 2021 LA - en ST - One year into COVID-19 education disruption UR - https://en.unesco.org/news/one-year-covid-19-education-disruption-where-do-we-stand Y2 - 2022/05/04/12:23:41 ER - TY - GEN TI - 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). AU - UNESCO DA - 2015/// PY - 2015 UR - https://unesdoc.unesco.org/ark:/48223/pf0000232197 Y2 - 2019/10/18/12:28:42 ER - TY - GEN TI - The world needs almsot 69 million new teachers tp reach the 2030 education goals (UIS Fact Sheet n. 39) AU - UNESCO DA - 2016/// PY - 2016 PB - UNESCO UR - http://uis.unesco.org/sites/default/files/documents/fs39-the-world-needs-almost-69-million-new-teachers-to-reach-the-2030-education-goals-2016-en.pdf ER - TY - GEN TI - The world is off track in achieving the global education goal, SDG4 AU - UNESCO DA - 2019/// PY - 2019 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000368935 Y2 - 2019/10/18/11:08:06 ER - TY - BOOK TI - Financing Education in sub-Saharan Africa : Meeting the Challenges of Expansion, Equity and Quality AU - UNESCO DA - 2011/// PY - 2011 DP - DOI.org (Crossref) LA - en PB - UNESCO Institute for Statistics SN - 978-92-9189-097-2 ST - Financing Education in sub-Saharan Africa UR - http://uis.unesco.org/sites/default/files/documents/financing-education-in-sub-saharan-africameeting-the-challenges-of-expansion-equity-and-quality-en_0.pdf Y2 - 2020/01/14/12:15:41 ER - TY - RPRT TI - Global education monitoring report, 2019: Migration, displacement and education: building bridges, not walls AU - UNESCO CY - Paris DA - 2018/// PY - 2018 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000265866 Y2 - 2019/10/23/13:15:18 ER - TY - ELEC TI - Adverse consequences of school closures AU - UNESCO T2 - UNESCO AB - 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. DA - 2020/03/10/T08:50:35+00:00 PY - 2020 LA - en UR - https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures/consequences Y2 - 2020/03/30/14:26:18 ER - TY - ELEC TI - COVID-19 Educational Disruption and Response AU - UNESCO T2 - UNESCO AB - 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. DA - 2020/03/04/T15:52:28+00:00 PY - 2020 LA - en UR - https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures Y2 - 2020/03/30/14:23:33 ER - TY - RPRT TI - A Lifeline to learning: leveraging mobile technology to support education for refugees AU - UNESCO DA - 2018/// PY - 2018 UR - https://unesdoc.unesco.org/ark:/48223/pf0000261278 Y2 - 2020/06/02/15:23:07 ER - TY - ELEC TI - Cumulative disadvantage; inter- and within-group inequalities | UNESCO Inclusive Policy Lab AU - UNESCO T2 - UNESCO Inclusive Policy Lab UR - https://en.unesco.org/inclusivepolicylab/policy-marker-social-inclusion-inclusive-policies/cumulative-disadvantage-inter-and-within-group Y2 - 2020/06/03/12:47:18 ER - TY - RPRT TI - A Lifeline to learning: leveraging mobile technology to support education for refugees; 2018 - 261278eng.pdf AU - UNESCO DA - 2018/// PY - 2018 UR - https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000261278&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_f0bd49d7-366c-45b4-b2bf-7cd143e6bc36%3F_%3D261278eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000261278/PDF/261278eng.pdf#%5B%7B%22num%22%3A29%2C%22gen%22%3A0%7D%2C%7B%22name%22%3A%22XYZ%22%7D%2C0%2C671%2C0%5D Y2 - 2020/06/04/09:37:14 ER - TY - RPRT TI - COVID-19 education response: Preparing the reopening of schools: resource paper AU - UNESCO DA - 2020/// PY - 2020 UR - https://unesdoc.unesco.org/ark:/48223/pf0000373401 Y2 - 2020/06/09/13:47:25 ER - TY - ELEC TI - Distance learning solutions AU - UNESCO DA - 2020/// PY - 2020 UR - https://en.unesco.org/covid19/educationresponse/solutions Y2 - 2020/06/11/12:34:12 ER - TY - ELEC TI - Proportion of schools with access to basic facilities, all schools AU - UNESCO DA - 2018/// PY - 2018 UR - http://data.uis.unesco.org/index.aspx?queryid=3483 Y2 - 2020/06/25/17:24:15 ER - TY - ELEC TI - Enhancing Liberia Teacher Education Project through ICT Pedagogy AU - UNESCO DA - 2017/// PY - 2017 LA - en UR - https://en.unesco.org/fieldoffice/abuja/teachereducation ER - TY - RPRT TI - ICT Transforming Education in Africa AU - UNESCO DA - 2017/// PY - 2017 ER - TY - RPRT TI - Fixing the Broken Promise of Education for All: Findings from the Global Initiative on Out-of-School Children AU - UNESCO DA - 2015/// PY - 2015 ER - TY - RPRT TI - ICT Transforming Education in Africa UNESCO-KFIT project update, January-March 2019 - UNESCO Digital Library AU - UNESCO CY - France DA - 2019/// PY - 2019 SP - 13 LA - EN M3 - Periodical PB - UNESCO SN - 10069 UR - https://unesdoc.unesco.org/ark:/48223/pf0000367858 Y2 - 2020/07/07/16:18:14 ER - TY - ELEC TI - COVID 19: Senegal intends to ensure #LearningNeverStops AU - UNESCO DA - 2020/// PY - 2020 LA - en ST - COVID 19 UR - https://en.unesco.org/news/covid-19-senegal-intends-ensure-learningneverstops Y2 - 2020/06/22/14:35:46 ER - TY - ELEC TI - UNESCO | Statistics on Radio AU - UNESCO DA - 2013/// PY - 2013 UR - http://www.unesco.org/new/en/unesco/events/prizes-and-celebrations/celebrations/international-days/world-radio-day-2013/statistics-on-radio/ Y2 - 2020/07/14/12:23:13 ER - TY - RPRT TI - 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 AU - UNESCO CY - Hamburg, Allemagne DA - 2017/// PY - 2017 PB - UNESCO Institute for Lifelong Learning UR - https://unesdoc.unesco.org/ark:/48223/pf0000247467/PDF/247467fre.pdf.multi Y2 - 2020/07/14/17:04:51 ER - TY - ELEC TI - Covid-19 Crisis: UNESCO Call to Support Learning and Knowledge Sharing through Open Educational Resources AU - UNESCO T2 - UNESCO AB - 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. DA - 2020/04/28/ PY - 2020 LA - en ST - Covid-19 Crisis UR - https://en.unesco.org/news/covid-19-crisis-unesco-call-support-learning-and-knowledge-sharing-through-open-educational Y2 - 2020/07/16/15:08:27 ER - TY - GEN TI - The National Education Act, 1978 AU - UNESCO DA - 1978/// PY - 1978 UR - http://www.unesco.org/education/edurights/media/docs/873ae01bc28cf449895950c7cac2a419d3ede5fd.pdf ER - TY - RPRT TI - Addressing the gender dimensions of school closures - UNESCO Digital Library AU - UNESCO T2 - Education Sector Issue Note DA - 2020/// PY - 2020 SN - 31 UR - https://unesdoc.unesco.org/ark:/48223/pf0000373379 Y2 - 2020/08/05/15:22:05 ER - TY - RPRT TI - COVID-19 Education Response Education Sector Issue Notes: Conflict-affected, displaced and vulnerable populations AU - UNESCO DA - 2020/// PY - 2020 UR - https://unesdoc.unesco.org/ark:/48223/pf0000373330 ER - TY - BOOK TI - Youth and skills: putting education to work, EFA global monitoring report, 2012 AU - UNESCO DA - 2012/// PY - 2012 SP - 480 LA - EN UR - https://unesdoc.unesco.org/ark:/48223/pf0000218003 Y2 - 2020/09/18/09:31:55 ER - TY - ELEC TI - UNESCO Data for the Sustainable Development Goals: Bangladesh AU - UNESCO UR - http://uis.unesco.org/en/country/bd ER - TY - ELEC TI - What makes a good classroom? New UIS data on school conditions AU - UNESCO T2 - UNESCO AB - 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? DA - 2019/03/13/T17:29:11+01:00 PY - 2019 LA - en ST - What makes a good classroom? UR - https://en.unesco.org/news/what-makes-good-classroom-new-uis-data-school-conditions Y2 - 2020/11/25/19:01:50 ER - TY - BOOK TI - Overcoming inequality: why governance matters AU - UNESCO T2 - EFA Global Monitoring Report DA - 2009/// PY - 2009 DP - Google Scholar ST - Overcoming inequality UR - http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2009-governance/ Y2 - 2014/05/14/19:49:47 KW - EfA KW - GMR ER - TY - RPRT TI - Inclusion and education: all means all AU - UNESCO CY - Paris, France DA - 2020/// PY - 2020 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000373718 Y2 - 2020/09/01/14:56:54 ER - TY - ELEC TI - Global Education Coalition members pledge to support emergency response in Beirut AU - UNESCO DA - 2020/09/07/T11:15:38+02:00 PY - 2020 LA - en UR - https://en.unesco.org/news/global-education-coalition-members-pledge-support-emergency-response-beirut Y2 - 2020/09/24/13:13:14 ER - TY - ELEC TI - UNESCO schools give hope to Syrian refugees in Lebanon AU - UNESCO AB - “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. DA - 2019/10/29/T11:07:39+01:00 PY - 2019 LA - en UR - https://en.unesco.org/news/unesco-schools-give-hope-syrian-refugees-lebanon Y2 - 2020/09/22/20:03:32 ER - TY - BOOK TI - Information and Communication Technology (ICT) in Education in Five Arab States. Information paper AU - UNESCO DA - 2013/// PY - 2013 DP - Open WorldCat LA - en PB - UNESCO Institute for Statistics SN - 978-92-9189-127-6 UR - http://uis.unesco.org/sites/default/files/documents/information-and-communication-technology-ict-in-education-in-five-arab-states-a-comparative-analysis-of-ict-integration-and-e-readiness-in-schools-en_0.pdf ER - TY - ELEC TI - Broadband “the missing link” in global access to education AU - UNESCO AB - 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. DA - 2013/02/25/T11:12:00+01:00 PY - 2013 LA - en UR - https://en.unesco.org/news/broadband-%E2%80%9C-missing-link%E2%80%9D-global-access-education Y2 - 2020/09/24/14:45:34 ER - TY - RPRT TI - Supporting teachers with mobile technology: lessons drawn from UNESCO projects in Mexico, Nigeria, Senegal and Pakistan AU - UNESCO DA - 2017/// PY - 2017 PB - United Nations Educational, Scientific and Cultural Organisation UR - https://unesdoc.unesco.org/ark:/48223/pf0000251511 Y2 - 2020/12/09/11:09:11 ER - TY - RPRT TI - UNESCO Competency Framework for Teachers Version 3. AU - UNESCO DA - 2018/// PY - 2018 UR - https://unesdoc.unesco.org/ark:/48223/pf0000265721 Y2 - 2021/03/04/15:14:38 ER - TY - RPRT TI - Analyzing and Utilizing Assessment Data for Better Learning Outcomes AU - UNESCO DA - 2017/// PY - 2017 UR - https://img.asercentre.org/docs/Publications/Other%20Publications/analyzingandutilizingassessmentdataforbetterlearningoutcomes.pdf Y2 - 2021/05/05/10:32:18 ER - TY - ELEC TI - Audio Lessons Through Radio for Primary Education Set for Launch -With Support from UNESCO CapED Programme for COVID-19 Educational Response for Bangladesh AU - UNESCO T2 - UNESCO DA - 2020/08/25/T03:47:04+00:00 PY - 2020 LA - en UR - https://en.unesco.org/news/audio-lessons-through-radio-primary-education-set-launch-support-unesco-caped-programme-covid Y2 - 2021/06/07/15:55:47 ER - TY - ELEC TI - UNESCO figures show two thirds of an academic year lost on average worldwide due to Covid-19 school closures AU - UNESCO DA - 2021a PY - 2021a UR - https://en.unesco.org/news/unesco-figures-show-two-thirds-academic-year-lost-average-worldwide-due-covid-19-school ER - TY - ELEC TI - UNESCO targets teachers to improve distance and online learning in Zimbabwe AU - UNESCO T2 - UNESCO DA - 2021b PY - 2021b UR - https://en.unesco.org/news/unesco-targets-teachers-improve-distance-and-online-learning-zimbabwe ER - TY - BOOK TI - UNESCO ICT COMPETENCY FRAMEWORKFOR TEACHERS AU - UNESCO DA - 2011/// PY - 2011 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000213475 KW - ⛔ No DOI found ER - TY - ELEC TI - Training Trainers on Gender Responsive Pedagogy | UNESCO-IICBA AU - UNESCO DA - 2019/// PY - 2019 UR - http://www.iicba.unesco.org/?q=node/337 Y2 - 2021/06/11/13:15:40 ER - TY - ELEC TI - Education For All national review: Bangladesh AU - UNESCO DA - 2015/// PY - 2015 UR - https://unesdoc.unesco.org/ark:/48223/pf0000230507 Y2 - 2021/04/26/13:42:14 ER - TY - RPRT TI - COVID-19 is a serious threat to aid to education recovery | Global Education Monitoring Report AU - UNESCO T2 - Global Education Monitoring Report CY - Paris DA - 2020/// PY - 2020 PB - UNESCO SN - Policy Paper 41 UR - https://en.unesco.org/gem-report/node/3141 Y2 - 2021/07/14/17:09:50 ER - TY - ELEC TI - Back to school: Preparing and managing the reopening of schools AU - UNESCO DA - 2020/04/27/T08:51:25+00:00 PY - 2020 LA - en ST - Back to school UR - https://en.unesco.org/news/back-school-preparing-and-managing-reopening-schools Y2 - 2020/07/31/21:18:17 ER - TY - BLOG TI - Learning in the COVID-19 era AU - UNESCO T2 - UNESCO DA - 2020/06/11/ PY - 2020 LA - en UR - https://en.unesco.org/news/learning-covid-19-era Y2 - 2020/07/31/21:18:06 ER - TY - RPRT TI - A guide for ensuring inclusion and equity in education AU - UNESCO CY - Paris, France DA - 2017/// PY - 2017 PB - United Nations Educational, Scientific and Cultural Organisation UR - https://unesdoc.unesco.org/ark:/48223/pf0000248254 ER - TY - RPRT TI - EFA Global Monitoring Report 2010: Reaching the marginalized AU - UNESCO CY - Paris, France DA - 2010/// PY - 2010 PB - United Nations Educational, Scientific and Cultural Organisation UR - https://unesdoc.unesco.org/ark:/48223/pf0000186606 ER - TY - RPRT TI - Global Education Monitoring Report 2020: Inclusion and Education - All Means All AU - UNESCO CY - Paris DA - 2020/// PY - 2020 PB - United Nations Educational, Scientific and Cultural Organisation UR - https://unesdoc.unesco.org/ark:/48223/pf0000373718 ER - TY - RPRT TI - Global Education Monitoring Report 2017/8: Accountability in education - meeting our commitments AU - UNESCO CY - Paris DA - 2017/// PY - 2017 PB - United Nations Educational, Scientific and Cultural Organisation UR - https://en.unesco.org/gem-report/report/2017/accountability-education ER - TY - RPRT TI - Youth and skills: Putting education to work AU - UNESCO CY - Paris, France DA - 2012/// PY - 2012 PB - United Nations Educational, Scientific and Cultural Organisation UR - https://unesdoc.unesco.org/ark:/48223/pf0000218003 ER - TY - RPRT TI - 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 AU - UNESCO DA - 2015/// PY - 2015 UR - http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for-action-implementation-of-sdg4-2016-en_2.pdf ER - TY - RPRT TI - ICT competency standards for teachers: policy framework AU - UNESCO CY - Paris DA - 2008/// PY - 2008 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000156210 ER - TY - ELEC TI - 1.3 billion learners are still affected by school or university closures, as educational institutions start reopening around the world, says UNESCO AU - UNESCO DA - 2020/04/29/T18:57:06+00:00 PY - 2020 LA - en UR - https://en.unesco.org/news/13-billion-learners-are-still-affected-school-university-closures-educational-institutions Y2 - 2021/10/03/13:03:30 ER - TY - ELEC TI - Learning through radio and television in the time of COVID-19 AU - UNESCO T2 - UNESCO DA - 2020/06/02/T12:49:38+00:00 PY - 2020 LA - en UR - https://en.unesco.org/news/learning-through-radio-and-television-time-covid-19 Y2 - 2021/10/25/18:36:49 ER - TY - BLOG TI - Learning through radio and television in times of COVID-19 AU - UNESCO AB - 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. DA - 2020/06/02/ PY - 2020 LA - en UR - https://en.unesco.org/news/learning-through-radio-and-television-time-covid-19 Y2 - 2021/11/02/01:55:23 ER - TY - RPRT TI - UNESCO ICT Competency Framework for Teachers AU - UNESCO CY - Paris DA - 2018/// PY - 2018 PB - United Nations Educational, Scientific and Cultural Organisation UR - https://unesdoc.unesco.org/ark:/48223/pf0000265721 ER - TY - ELEC TI - Educational Management Information System (EMIS) AU - UNESCO T2 - Learning Portal UR - https://learningportal.iiep.unesco.org/en/glossary/educational-management-information-system-emis Y2 - 2022/01/05/20:00:35 ER - TY - RPRT TI - Module 3: Improving Education Management Information Systems (EMIS) AU - UNESCO CY - Bangkok UR - https://bangkok.unesco.org/sites/default/files/assets/article/Education/files/module-3.pdf ER - TY - BLOG TI - Distance Learning AU - UNESCO DA - n.d PY - n.d UR - https://unevoc.unesco.org/home/distance+learning&context= Y2 - 2022/01/14/09:33:29 ER - TY - ELEC AU - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000253479/PDF/253479eng.pdf.multi Y2 - 2021/12/14/17:13:49 ER - TY - ELEC TI - Cracking the code: girls' and women's education in science, technology, engineering and mathematics (STEM) - UNESCO Digital Library AU - UNESCO DA - 2017/// PY - 2017 UR - https://unesdoc.unesco.org/ark:/48223/pf0000253479 Y2 - 2021/12/14/17:14:13 ER - TY - ELEC TI - Measuring Gender Equality in Science and Engineering : The SAGA Toolkit AU - UNESCO DA - 2017/// PY - 2017 UR - https://repositorio.minedu.gob.pe/handle/20.500.12799/5727 Y2 - 2021/12/13/12:12:06 ER - TY - BOOK TI - UNESCO ICT Competency Framework for Teachers: version 3. AU - UNESCO AB - UNESCO developed the ICT Competency Framework for Teachers (ICT CFT) as a tool to guide pre and in service teacher training on the use of ICTs across the education system. The ICT CFT is intended to be adapted to support national and institutional goals by providing an up-to-date framework for policy development and capacity building in this dynamic area. The ICT Competency Framework for Teachers (ICT CFT) Version 3 is a response to recent technological and pedagogical developments in the field of ICT and Education, and incorporates in its structure inclusive principles of non-discrimination, open and equitable information accessibility and gender equality in the delivery of education supported by technology. It addresses the impacts of recent technological advances on education and learning, such as Artificial Intelligence (AI), Mobile Technologies, the Internet of Things and Open Educational Resources, to support the creation of inclusive Knowledge Societies. [Publisher summary, ed] DA - 2018/// PY - 2018 DP - Open WorldCat LA - en SN - 978-92-3-100285-4 ST - UNESCO ICT Competency Framework for Teachers ER - TY - RPRT TI - Background information on education statistics in the UIS database AU - UNESCO DA - 2021/// PY - 2021 PB - UNESCO Institute of Statistics UR - http://data.uis.unesco.org/ModalHelp/OECD/background-information-education-statistics-uis-database-en.pdf Y2 - 2022/05/10/10:09:20 ER - TY - BLOG TI - Worldreader - Data on Mobile Reading in Africa and Asia AU - UNESCO T2 - Worldreader AB - See pie charts, graphs, and more from UNESCO's report on Worldreader's users. Study conducted in partnership with Nokia. DA - 2014/// PY - 2014 LA - en-US UR - https://www.worldreader.org/learnings/mobile-reading/ Y2 - 2022/05/25/06:46:51 ER - TY - RPRT TI - Leave no child behind: global report on boys’ disengagement from education AU - UNESCO DA - 2022/// PY - 2022 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000381105 Y2 - 2022/04/29/11:27:59 ER - TY - RPRT TI - Access to information: A New Promise for Sustainable Development AU - UNESCO DA - 2019/// PY - 2019 UR - https://unesdoc.unesco.org/ark:/48223/pf0000371485 Y2 - 2022/06/14/23:07:39 ER - TY - RPRT TI - Guidelines for ICT in education policies and masterplans AU - UNESCO CY - Paris, France DA - 2022/// PY - 2022 UR - https://unesdoc.unesco.org/ark:/48223/pf0000380926 Y2 - 2022/06/21/16:32:34 ER - TY - RPRT TI - COVID 19, Technology-based Education and Disability: The case of Bangladesh AU - UNESCO DA - 2021/// PY - 2021 UR - https://iite.unesco.org/wp-content/uploads/2021/08/Education-and-disability-The-case-of-Bangladesh.pdf Y2 - 2022/06/25/21:02:47 ER - TY - ELEC TI - 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 AU - UNESCO DA - 2018/// PY - 2018 UR - https://unesdoc.unesco.org/ark:/48223/pf0000366324 Y2 - 2021/12/21/20:48:06 ER - TY - GEN TI - Right to education handbook AU - UNESCO DA - 2019/// PY - 2019 LA - English PB - UNESCO UR - https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000366556&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_2691991b-d5ca-4449-a0c6-0f638a350b19%3F_%3D366556eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000366556/PDF/366556eng.pdf#1474_19_ED_handbook_right_to_ED_INT_E.indd%3A.48984%3A499 Y2 - 2022/08/21/00:00:00 ER - TY - ELEC TI - Chile AU - UNESCO AB - ... DA - 2016/11/27/ PY - 2016 LA - eng UR - http://uis.unesco.org/en/country/cl Y2 - 2022/06/06/17:20:48 ER - TY - ELEC TI - Artificial Intelligence in Education: Challenges and Opportunities for Sustainable Development AU - UNESCO T2 - Roscongress Building Trust DA - 2020/// PY - 2020 LA - en ST - Artificial Intelligence in Education UR - https://roscongress.org/en/materials/iskusstvennyy-intellekt-v-obrazovanii-problemy-i-vozmozhnosti-dlya-ustoychivogo-razvitiya/ Y2 - 2022/06/07/07:39:14 ER - TY - ELEC TI - Results of the Curricular Analysis of the Fourth Regional Comparative and Explanatory Study (ERCE 2019) AU - UNESCO T2 - UNESCO DA - 2020/// PY - 2020 LA - en UR - https://en.unesco.org/news/webinar-analisis-curricular Y2 - 2022/04/19/10:02:11 ER - TY - ELEC TI - Regional overview: Latin America and the Caribbean AU - UNESCO DA - 2010/// PY - 2010 UR - https://unesdoc.unesco.org/ark:/48223/pf0000186524/PDF/186524eng.pdf.multi Y2 - 2022/04/19/09:57:35 ER - TY - RPRT TI - Professional Development for Teachers for Blended Learning and Online Strategies - Pilot Project AU - UNESCO DA - 2020b PY - 2020b LA - en UR - https://en.unesco.org/online-teacher-capacity-training Y2 - 2022/08/22/19:01:51 ER - TY - BLOG TI - Teachers deployment and retention | Education | IIEP Policy Toolbox AU - UNESCO-IIEP AB - 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. DA - 2021/// PY - 2021 LA - en-GB UR - https://policytoolbox.iiep.unesco.org/policy-option/teacher-deployment-teacher-retention/ Y2 - 2022/01/05/21:52:45 KW - C:LMIC ER - TY - RPRT TI - 2020 GEM Report – Inclusion and education – All means all AU - UNESCO GEM DA - 2020/// PY - 2020 UR - https://gem-report-2020.unesco.org/ Y2 - 2021/03/04/11:10:52 ER - TY - RPRT TI - Using data to improve the quality of education AU - UNESCO IIEP T2 - Monitoring Learning DA - 2020/// PY - 2020 M3 - Issue Brief SN - 5 UR - https://learningportal.iiep.unesco.org/en/issue-briefs/monitor-learning/using-data-to-improve-the-quality-of-education Y2 - 2021/05/05/09:10:41 ER - TY - ELEC TI - Handbook on Facilitating Flexible Learning During Educational Disruption AU - UNESCO IITE T2 - UNESCO IITE AB - 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 DA - 2020/03// PY - 2020 LA - en-GB UR - https://iite.unesco.org/news/handbook-on-facilitating-flexible-learning-during-educational-disruption/ Y2 - 2021/08/13/21:05:07 ER - TY - RPRT TI - New methodology shows that 258 million Children, Adolescents and Youth are out of school AU - UNESCO-UIS DA - 2019/// PY - 2019 PB - United Nations Educational, Scientific and Cultural Organisation SN - Fact Sheet No. 56 UR - http://uis.unesco.org/sites/default/files/documents/new-methodology-shows-258-million-children-adolescents-and-youth-are-out-school.pdf ER - TY - ELEC TI - Situation Analysis on the Effects of and Responses to COVID-19 on the Education Sector in Asia AU - UNICEF & UNESCO AB - Case Study from Pakistan DA - 2021/// PY - 2021 LA - en UR - https://www.unicef.org/pakistan/reports/situation-analysis-effects-and-responses-covid-19-education-sector-asia Y2 - 2022/04/08/12:25:47 ER - TY - ELEC TI - Data centre AU - UNESCO-UIS DA - 2021/// PY - 2021 UR - http://data.uis.unesco.org/ ER - TY - RPRT TI - More than One-Half of Children and Adolescents Are Not Learning Worldwide AU - UNESCO AU - UIS AB - 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. DA - 2017/// PY - 2017 M3 - Fact Sheet PB - UNESCO SN - 46 UR - http://uis.unesco.org/sites/default/files/documents/fs46-more-than-half-children-not-learning-en-2017.pdf Y2 - 2021/10/11/17:40:00 ER - TY - ELEC TI - Sierra Leone AU - UNESCO Institute for Statistics AB - ... LA - eng UR - http://uis.unesco.org/en/country/sl Y2 - 2020/11/23/18:33:31 ER - TY - RPRT TI - New methodology shows that 258 million children, adolescents and youth are out of school AU - UNESCO Institute for Statistics DA - 2019/// PY - 2019 PB - UNESCO Institute for Statistics UR - http://uis.unesco.org/sites/default/files/documents/new-methodology-shows-258-million-children-adolescents-and-youth-are-out-school.pdf ER - TY - ELEC TI - UIS Statistics AU - UNESCO Institute of Statistics DA - 2020/// PY - 2020 UR - http://data.uis.unesco.org/# Y2 - 2020/03/30/14:23:59 ER - TY - ELEC TI - UIS Statistics AU - UNESCO Institute for Statistics DA - 2018/// PY - 2018 UR - http://data.uis.unesco.org/# Y2 - 2020/07/01/09:19:11 KW - ___working_potential_duplicate ER - TY - ELEC TI - UIS Statistics AU - UNESCO Institute for Statistics DA - 2018/// PY - 2018 UR - http://data.uis.unesco.org/# Y2 - 2020/07/01/09:19:11 KW - ___working_potential_duplicate ER - TY - RPRT TI - UIS Statistics AU - UNESCO Institute for Statistics DA - 2018/// PY - 2018 UR - http://data.uis.unesco.org/# KW - ___working_potential_duplicate ER - TY - ELEC TI - UIS Statistics AU - UNESCO Institute for Statistics DA - 2021/// PY - 2021 UR - http://data.uis.unesco.org/# Y2 - 2021/09/03/10:24:41 ER - TY - ELEC TI - UIS Statistics AU - UNESCO Institute for Statistics DA - 2021/// PY - 2021 UR - http://data.uis.unesco.org/# Y2 - 2021/09/03/10:24:41 ER - TY - BLOG TI - 6 out of 10 children and adolescents are not learning a minimum in reading and math AU - UNESCO Institute for Statistics T2 - News, Sustainable Development Goals AB - 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).... DA - 2017/// PY - 2017 LA - eng M3 - UNESCO Institute for Statistics (UIS) UR - http://uis.unesco.org/en/news/6-out-10-children-and-adolescents-are-not-learning-minimum-reading-and-math Y2 - 2019/10/18/12:16:12 ER - TY - RPRT TI - Guidelines for Education Sector Plan Preparation AU - GPE AU - IIEP-UNESCO DA - 2015/// PY - 2015 PB - UNESCO UR - chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.globalpartnership.org/sites/default/files/document/file/2020-GPE-guidelines-preparation-EN.pdf Y2 - 2021/10/08/15:13:31 ER - TY - BOOK TI - Information and Communication Technology (ICT) in Education in sub-Saharan Africa: A comparative analysis of basic e-readiness in schools. Information Paper No. 25 AU - UNESCO Institute for Statistics DA - 2015/08// PY - 2015 DP - DOI.org (Crossref) LA - en PB - UNESCO Institute for Statistics SN - 978-92-9189-178-8 ST - Information and Communication Technology (ICT) in Education in sub-Saharan Africa UR - http://uis.unesco.org/sites/default/files/documents/information-and-communication-technology-ict-in-education-in-sub-saharan-africa-2015-en.pdf Y2 - 2020/05/17/15:33:53 ER - TY - RPRT TI - ICT in education statistics: shifting from regional reporting to global monitoring;progress made, challenges encountered, and the way forward AU - UNESCO Institute for Statistics DA - 2016/// PY - 2016 UR - https://unesdoc.unesco.org/ark:/48223/pf0000245572 Y2 - 2020/05/08/15:01:54 ER - TY - ELEC TI - International Standard Classification of Education (ISCED) AU - UNESCO Institute for Statistics AB - 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. ... DA - 2020/// PY - 2020 LA - eng UR - http://uis.unesco.org/en/topic/international-standard-classification-education-isced Y2 - 2020/06/25/22:29:29 ER - TY - ELEC TI - Education | Liberia AU - UNESCO Institute for Statistics DA - 2020/// PY - 2020 UR - http://data.uis.unesco.org/Index.aspx?queryid=156 Y2 - 2020/06/26/11:44:07 ER - TY - ELEC TI - Sustainable Development Goal 4 : 4.a.1 Proportion of schools with access to basic facilities, all schools AU - UNESCO Institute for Statistics DA - 2018/// PY - 2018 UR - http://data.uis.unesco.org/index.aspx?queryid=3483 Y2 - 2020/06/29/11:48:22 ER - TY - RPRT TI - Global Initiative on Out-of-School Children: Regional Report, West and Central Africa AU - UNESCO Institute for Statistics DA - 2014/// PY - 2014 UR - http://uis.unesco.org/sites/default/files/documents/out-of-school-children-west-central-africa-regional-report-education-2014-en.pdf Y2 - 2020/06/22/14:34:42 ER - TY - ELEC TI - United Republic of Tanzania AU - UNESCO Institute of Statistics UR - http://uis.unesco.org/en/country/tz ER - TY - RPRT TI - More Than One-Half of Children and Adolescents Are Not Learning Worldwide AU - UNESCO Institute for Statistics DA - 2017/// PY - 2017 M3 - Fact Sheet SN - 46 UR - http://uis.unesco.org/sites/default/files/documents/fs46-more-than-half-children-not-learning-en-2017.pdf Y2 - 2020/08/03/17:04:07 ER - TY - ELEC TI - UIS releases more timely country-level data for SDG 4 on education AU - UNESCO Institute for Statistics AB - 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.... DA - 2020/02/25/ PY - 2020 LA - eng UR - http://uis.unesco.org/en/news/uis-releases-more-timely-country-level-data-sdg-4-education Y2 - 2021/02/01/11:09:14 ER - TY - ELEC TI - United Republic of Tanzania AU - UNESCO Institute for Statistics T2 - UNESCO Institute for Statistics website AB - ... DA - 2020/// PY - 2020 LA - eng UR - http://uis.unesco.org/en/country/tz?theme=education-and-literacy Y2 - 2020/11/17/10:59:18 ER - TY - RPRT TI - Education Finance Watch 2021 AU - World Bank AU - UNESCO T2 - Global Education Monitoring Report DA - 2021/// PY - 2021 UR - https://documents1.worldbank.org/curated/en/226481614027788096/pdf/Education-Finance-Watch-2021.pdf Y2 - 2021/07/14/17:12:01 ER - TY - GEN TI - Global Proficiency Framework for Reading: Grades 1 to 9 AU - UNESCO Institute for Statistics DA - 2020/12// PY - 2020 UR - https://gaml.uis.unesco.org/wp-content/uploads/sites/2/2021/03/Global-Proficiency-Framework-Reading.pdf ER - TY - ELEC TI - Country Dashboard – Covid-19 Response AU - UNESCO Institute for Statistics DA - 2022/// PY - 2022 LA - en-US UR - https://covid19.uis.unesco.org/global-monitoring-school-closures-covid19/country-dashboard/ Y2 - 2022/05/30/13:38:51 ER - TY - BOOK TI - The quality imperative T2 - EFA global monitoring report A3 - UNESCO A3 - Education for All DA - 2005/// PY - 2005 DP - Gemeinsamer Bibliotheksverbund ISBN ET - 2nd printing SP - 430 LA - en SN - 978-92-3-103976-8 ER - TY - RPRT TI - The State of Broadband: Tackling digital inequalities A decade for action AU - International Telecommunication Union AU - UNESCO CY - Geneva DA - 2020/09// PY - 2020 SP - 130 UR - https://www.itu.int/dms_pub/itu-s/opb/pol/S-POL-BROADBAND.21-2020-PDF-E.pdf Y2 - 2021/05/24/14:51:32 ER - TY - RPRT TI - Distance Learning and Teacher Training Strategies AU - Teacher Task Force AU - UNESCO T2 - International Task Force on Teachers for Education 2030 DA - 2022/// PY - 2022 DP - Zotero LA - en PB - Teacher Task Force UR - https://teachertaskforce.org/knowledge-hub/distance-learning-and-teacher-training-strategies-lessons-caribbean ER - TY - RPRT TI - The State of the Global Education Crisis: A Path to Recovery. AU - World Bank AU - UNESCO AU - UNICEF AB - "The global disruption to education caused by the COVD-19 pandemic is without parallel and the effects on learning are severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied greatly and were at best partial substitutes for in-person learning. Now, 21 months later, schools remain closed for millions of children and youth, and millions more are at risk of never returning to education. Evidence of the detrimental impacts of school closures on children's learning offer a harrowing reality: learning losses are substantial, with the most marginalized children and youth often disproportionately affected. Countries have an opportunity to accelerate learning recovery and make schools more efficient, equitable, and resilient by building on investments made and lessons learned during the crisis. Now is the time to shift from crisis to recovery - and beyond recovery, to resilient and transformative education systems that truly deliver learning and well-being for all children and youth."--The World Bank website CY - Washington D.C., Paris & New York DA - 2021/// PY - 2021 DP - Open WorldCat LA - en ST - The State of the Global Education Crisis UR - https://documents1.worldbank.org/curated/en/416991638768297704/pdf/The-State-of-the-Global-Education-Crisis-A-Path-to-Recovery.pdf Y2 - 2022/03/04/14:12:16 ER - TY - RPRT TI - Where are we on education recovery? Taking the global pulse of a RAPID response AU - UNESCO AU - UNICEF AU - World Bank DA - 2022/03// PY - 2022 LA - en UR - https://www.unicef.org/reports/where-are-we-education-recovery Y2 - 2022/05/04/12:28:12 ER - TY - RPRT TI - Monitoring Education Participation: Framework for Monitoring Children and Adolescents who are Out of School or at Risk of Dropping Out AU - UNICEF AU - UNESCO Institute for Statistics T2 - Series on Education Participation and Dropout Prevention CY - Geneva DA - 2016/// PY - 2016 PB - UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of Independent States SN - Volume 1 UR - http://uis.unesco.org/sites/default/files/documents/monitoring-education-participation.pdf Y2 - 2020/11/10/11:17:53 ER - TY - BOOK TI - Guide to measuring information and communication technologies (ICT) in education. AU - Institut de statistique de l'Unesco CY - Montréal DA - 2009/// PY - 2009 DP - Open WorldCat LA - English PB - UNESCO Institute for Statistics SN - 978-92-9189-078-1 UR - https://unesdoc.unesco.org/ark:/48223/pf0000186547 ER - TY - RPRT TI - COVID-19 and School Closures: Are children able to continue learning during school closures? AU - UNICEF AB - In response to the unprecedented educational challenges created by school closures due to the COVID-19 pandemic, more than 90 per cent of countries have implemented some form of remote learning policy. This factsheet estimates the potential reach of digital and broadcast remote learning responses, finding that at least 463 million students around the globe remain cut off from education, mainly due to a lack of remote learning policies or lack of equipment needed for learning at home. This data primarily stems from the UNESCO-UNICEF-World Bank Survey on National Education Responses to COVID-19 School Closures (June-July 2020), as well as household microdata from sources like Multiple Indicator Cluster Surveys (MICS), Demographic and Health Surveys (DHS). The actual number of students who cannot be reached is likely significantly higher than estimated in this factsheet, which reflects best-case scenarios based on policies that were implemented and the technologies available in households. In many situations, despite remote learning policies and the presence of the necessary technology at home, children may be unable to learn due to skills gaps among their teachers or a lack of parental support. It is important to understand the characteristics and number of children who were not able to benefit from these remote learning policies so that the policies can be improved. By providing insights on which school children did not have access to digital or broadcast remote learning opportunities during school closures, this factsheet seeks to help policymakers make choices that will ensure more children can acquire an education during the COVID-19 pandemic and beyond. DA - 2020/08/26/T23:01:40+00:00 PY - 2020 LA - en-US PB - UNICEF DATA ST - COVID-19 and School Closures UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ Y2 - 2021/05/24/15:34:00 ER - TY - RPRT TI - What Have We Learnt? Findings from a survey of ministries of education on national responses to COVID-19 AU - UNESCO AU - UNICEF AU - World Bank AB - 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. DA - 2020/10/28/T19:48:39+00:00 PY - 2020 SP - 51 LA - en-US PB - UNICEF ST - What Have We Learnt? UR - https://data.unicef.org/resources/national-education-responses-to-covid19/ Y2 - 2021/05/24/15:29:26 ER - TY - BOOK TI - Teaching and learning: achieving quality for all AU - UNESCO T2 - EFA Global Monitoring Report A3 - Rose, Pauline DA - 2014/// PY - 2014 DP - Open WorldCat LA - English PB - UNESCO Publishing SN - 978-92-3-104255-3 92-3-104255-6 ST - Teaching and learning UR - http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2013/ KW - AWP2 KW - AWP2-actual KW - CitedIn:AKFC KW - CitedIn:OER4S-TPE-HHH2 KW - CitedIn:OER4Schools-2012-HHH1 KW - CitedIn:OER4Schools-HHH3 KW - CitedIn:OER4Schools-HHH3-A KW - CitedIn:OER4Schools-HHH3-A-PREVIOUS KW - CitedIn:OER4Schools-HHH3-B KW - CitedIn:PhD_Thesis KW - EfA KW - GMR KW - RPF-May-2016 ER - TY - CHAP TI - The Technological, Economic, and Social Contexts for Educational ICT Policy AU - Kozma, Robert B. T2 - Transforming education: the power of ICT policies A2 - UNESCO CY - Paris DA - 2011/// PY - 2011 SP - 3 EP - 18 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000211842 Y2 - 2019/09/20/13:13:55 ER - TY - CHAP TI - The Technological, Economic, and Social Contexts for Educational ICT Policy AU - UNESCO AU - Kozma, Robert B. T2 - Transforming education: the power of ICT policies CY - Paris DA - 2011/// PY - 2011 SP - 3 EP - 18 PB - UNESCO ER - TY - RPRT TI - Global initiative on out-of-school-children: Tanzania country report AU - Ministry of Education Science and Technology, UNESCO and UNICEF DA - 2018/// PY - 2018 PB - UNICEF UR - https://www.unicef.org/tanzania/media/596/file/Tanzania-2018-Global-Initiative-Out-of-School-Children-Country-Report.pdf Y2 - 2021/01/16/20:58:57 ER - TY - RPRT TI - Framework for reopening schools AU - UNESCO AU - UNICEF AU - World Bank AU - World Food Programme DA - 2020/04// PY - 2020 UR - https://unesdoc.unesco.org/ark:/48223/pf0000373348/PDF/373348eng.pdf.multi Y2 - 2020/06/10/10:21:51 ER - TY - RPRT TI - Situation analysis on the effects of and responses to COVID-19 on the education sector in Asia AU - UNICEF ROSA AU - UNICEF EAPRO AU - UNESCO Bangkok AU - Cambridge Education DA - 2021/10// PY - 2021 LA - en PB - UNICEF UR - https://www.unicef.org/rosa/reports/situation-analysis-effects-and-responses-covid-19-education-sector-asia Y2 - 2022/02/03/00:00:00 ER - TY - RPRT TI - ICT competency standards for teachers in Tanzania AU - Ministry of Education and Vocational Training AU - UNESCO Office Dar es Salaam DA - 2015/// PY - 2015 SP - 37 LA - EN M3 - Programme and meeting document PB - United Republic of Tanzania SN - ED/2014/TLC/LTR/29 UR - https://unesdoc.unesco.org/ark:/48223/pf0000234822?posInSet=1&queryId=e6c0a829-ce7c-4cb4-b4f9-dfc59668f9c4 Y2 - 2021/01/15/17:07:28 ER - TY - ELEC TI - Reopening schools: How to get education back on track after COVID-19 AU - IIEP UNESCO AU - Planning, International Institute for Educational T2 - IIEP-UNESCO AB - It is a ‘back to school’ season like no other: countries are beginning to reopen their school gates following weeks of e DA - 2020/05/13/ PY - 2020 LA - en ST - Reopening schools UR - http://www.iiep.unesco.org/en/reopening-schools-how-get-education-back-track-after-covid-19-13424 Y2 - 2020/09/15/12:32:18 ER - TY - RPRT TI - COVID-19 and Its Implications for Protecting Children Online AU - UNICEF AU - UNESCO AU - WHO AU - UNODC AU - ITU AU - End Violence Against Children AU - We Protect Global Alliance DA - 2020/04// PY - 2020 LA - EN UR - https://inee.org/system/files/resources/COVID-19%20and%20Its%20Implications%20for%20Protecting%20Children%20Online.pdf ER - TY - RPRT TI - Final Report for Evaluation of RTT AU - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe) AU - UNESCO Regional Office for Southern Africa AU - Open Development and Education CN - 0283 DA - 2022/// PY - 2022 LA - en M3 - RTT Evaluation PB - OpenDevEd SN - 5 UR - https://docs.opendeved.net/lib/3JMFQDPD ER -