Pakistan Annual Report 2020 - UNICEF (2021)

Policy Brief: The Impact of COVID-19 on children - UNICEF (2020)
Effects of COVID-19

Primary and Secondary Impacts of the COVID-19 Pandemic on Children and Women in Ghana - UNICEF (COVID-19 IMPacts on Children, 2020)

Printed materials - Google Drive - UNICEF (2020)

Protecting children online - UNICEF (2022)
Every child must be protected from violence, exploitation and abuse on the internet

Pulse Check on Digital Learning - UNICEF (UNICEF, 2022)

Pulse Check on Digital Learning - UNICEF (2022)

Radio-based learning gets its day in the sun in Mali - UNICEF (2021)
Solar-powered radios are helping conflict-affected and displaced children follow lessons outside of the classroom

Raising Learning Outcomes: the opportunities and challenges of ICT for learning - UNICEF (2018)

Raising learning outcomes : the opportunities and challenges of ICT for learning - Appendix II - UNICEF (2018)

Reimaginar la educación y el desarrollo de habilidades para niños, niñas y adolescentes - UNICEF (2021)
Invertir en niños, niñas y adolescentes a medida que construimos una futura y mejor normalidad en América Latina y el Caribe

Reimagine Education and Skills Development for Children and Adolescents in Latin America and the Caribbean - UNICEF (2020)

Reimagine Education – Summary Case for Investment - UNICEF (2020)

Reimagining Girls' Education - UNICEF (2021)
Solutions to Keep Girls Learning in Emergencies

Republic of Sierra Leone: Education sector analysis: assessing the enabling environment for gender equality - UNICEF (2020)

Review of Education Management Information Systems (EMIS) that Track Individual Student Data - Malaysia - UNICEF (2020)

Review of Education Management Information Systems (emis) That Track Individual Student Data Summary Report - UNICEF (2020)

Review of Education Management Systems (EMIS) that Track Individual Student Data: Mongolia - UNICEF (UNICEF East Asia and the Pacific Regional Office, 2020)

Revised Evaluation Policy of UNICEF - UNICEF (2018)

Safe to Learn during COVID-19: Recommendations to Prevent and Respond to Violence against Children in all Learning Environments - UNICEF (2020)

Safer Chatbots Implementation Guide - UNICEF (2022)

School Mapping - UNICEF (2020)
To map every school in the world and show their connectivity

Schools for more than 2 million children in Pakistan remain inaccessible due to devastating floods – UNICEF - UNICEF (2022)

Sierra Leone Multiple Indicator Cluster Survey - UNICEF (2017)

Situation analysis on children with disabilities in Bangladesh 2014 - UNICEF (UNICEF Bangladesh, 2014)
Keywords: Bangladesh; Children with disabilities

Situation Analysis on Digital Learning in Indonesia - UNICEF (2021)

Situation of women and children in Nigeria - UNICEF (2020)
Challenges faced by women and children in Nigeria

The Case for Better Governance of Children’s Data: A Manifesto - UNICEF (2021)

The Out-of-School Children Initiative (OOSCI) - UNICEF (UNICEF, 2018)

The quality of teaching and learning in Tanzanian primary schools: A baseline study. - UNICEF (UNICEF, 2008)

The role of remote modalities in implementing mental health and psychosocial support programs and services in the education sector - UNICEF (2022)

The State of the World’s Children 2015 - UNICEF (The State of the World’s Children 2015: Reimagine the future, 2015)

Tool for assessing the gender responsiveness of content for digital learning platforms - UNICEF (2021)

Trends in digital personalized learning in low- and middle-income countries: Executive summary - UNICEF (UNICEF, 2022)

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

Unequal access to remote schooling amid COVID-19 threatens to deepen global learning crisis - UNICEF (2020)

UNICEF Data Warehouse - UNICEF (2023)

UNICEF scales up support to keep children learning, as COVID-19 forces schools to close - UNICEF (2020)

UNICEF Yemen Country Office Humanitarian Situation Report (Reporting Period: 1 - 31 March 2020) [EN/AR] - Yemen - UNICEF (ReliefWeb, 2020)
Arabic Situation Report on Yemen about Contributions, Coordination, Children, IDPs, Epidemic, Flash Flood and more; published on 12 May 2020 by UNICEF

Where Are We on Education Recovery? - UNICEF (UNICEF, 2022)

Multi-Sectoral Rapid Needs Assessment: COVID19 - Jordan - UNHCR; UNICEF; WFP (2020)

VASYR 2017: Vulnerability Assessment of Syrian Refugees in Lebanon - Lebanon - UNHCR; UNICEF; WFP (ReliefWeb, 2017)
English Assessment on Lebanon about Coordination, Education and more; published on 15 Dec 2017 by UNHCR, UNICEF and 2 other organizations

Lebanon: Needs at a Glance – 2024 - UNHCR (2024)

Mauritania Fact Sheet - UNHCR (UNHCR, 2020)

Overview of Refugee and Asylum-Seekers Population as of December 31, 2021 - UNHCR (2021)

Pakistan Overview of Refugee and Asylum-Seekers Population as of December 31, 2021 - UNHCR (2021)

Situation Syria Regional Refugee Response - UNHCR (2020)

UNHCR Global Trends 2018 - UNHCR (UNHCR, 2018)

Guidance for developing gender-responsive education sector plans | Documents | Global Partnership for Education - UNGEI; GPE; UNICEF (2018)
The Guidance developed by GPE and UNGEI, with support from UNICEF, has been designed to help deliver on the commitment of the Sustainable Development Goals and Education 2030 to achieve gender equality in education. The tool will help developing countries put in place gender-sensitive policies, plans and learning environments, with a view to transform the way education systems function.

STEM: breaking gender stereotypes - UNGEI (UNGEI, 2021)
In some Western cultures, pink is for girls, blue is for boys. Why? It just is. You might hear mothers remark with wonder that their little girls just love the pink dress (that was given to them). You may have heard fathers insist that their sons not wear pink clothing. It’s interesting to think that at the end of the nineteenth century in the USA, pink was actually the colour preferred for boys, it being a softer version of military red. Things change. The accepted wisdom that stereotypes originally come from a place of truth is erroneous. No credible research has indicated that girls gravitate to pink things without any cultural prompting. Our gendered behaviour is primarily socially conditioned. Research suggests that the idea of a female brain and a male brain is false [1]. Rather, the plasticity of the brain means that it can be moulded – from birth onwards – through learning, engaging in the world and being socially conditioned. This includes learning and absorbing gender stereotyping. Gendered colours are harmless though, right? No, not really. Any gender stereotype will reinforce a gender bias. In 2019, a Fawcett Society study found that 45 per cent of people said that when they were children, they experienced gender stereotyping as they were expected to behave in a certain way [2]. Seven in 10 younger women (18-34s) affected by stereotypes say their career choices were restricted [3].  Around 70 per cent of individuals in 34 countries associated science with males more than with females [4]. © UNICEF/UN0364176/XimendazCaregivers and teachers often reproduce the stereotype that boys are better in science and mathematics than girls, encouraging girls to aspire to ‘female-oriented’ careers instead of ‘male’ STEM related ones [5,6]. To compound this negative reinforcement, curriculum and learning materials reinforce gender stereotypes and unequal gender norms in STEM. In India, illustrations in math and science textbooks in primary school show 6 per cent girls, but more than 50 per cent boys [7]. The stereotyping sanctioned by parents, teachers and the curriculum itself negatively impacts a girl’s self-belief – and her future aspirations [8]. When three women won the Nobel Prize for science in 2020, it was newsworthy partly because not many women have won the prize over the years. But is it also newsworthy because, even today, many would not expect women to be such high achievers in science, technology, engineering and mathematics. Engineering is for boys. Mechanical toys are for boys. Science experiments are for boys. These are the stereotypes we learn. Where does this thinking come from? There’s obviously a lot to unpack here: traditional roles in society born out of a female’s capability to bear children, or stronger upper body strength, on average, amongst males, for example. But they don’t speak to our cognitive and intellectual potential. And I’m sure there would be many who would dispute every particular of the above. Questioning norms that are the foundation of our interaction with the world is difficult for all of us to do. © UNICEF/UN0145559/SchermbruckerAcknowledging that stereotypes exist is straightforward. Deciding that they shouldn’t constrain our behaviour and life path is a little harder. But confronting and actively challenging these stereotypes – indeed, breaking them! – is an altogether more difficult process. How do we do it? How do we take organic and grassroots solutions toward a tipping point of change? This International Girls in ICT Day (22nd April), UNGEI hosted an Instagram Live event to explore these important questions. Transform Education members Maryam and Nivaal and NASA engineer Farah Alibay talked about working with NASA on the Mars 2020 mission, how to drive progress for gender equality in STEM and why representation matters.  Shifting power in STEM starts with listening to the experts and girls themselves, such as the inspiring changemakers on UNICEF’s Teen. Girl. Activist site. Debunking stereotypes is in their very capable hands… The first thing we need to do is recognize that there is a societal bias... let’s recognize that we are treating girls differently and that they are not being given the same opportunities. Now that we’ve started to recognize that problem, I think...normalizing STEM for girls, providing resources, and providing a safe space for girls is really important. Farah Alibay, Systems Engineer, NASA (UNGEI International Girls in ICT IG Live Event) Some choose to tackle stereotypes head-on, like the ‘Talent Viewer’ in the Netherlands, to break the stereotype that girls can’t successfully engage in STEM. Girls and boys in primary school (aged 9 to 12) assign talents to each other, discuss them, then investigate what STEM professions used these talents. This looks at certain talents being appropriate for STEM, not gender. A woman working in a STEM field talks to the classes about her job, effectively role modelling for girls. Critically, parents are encouraged to discuss the talents with their child and teachers participate in professional development on gender awareness, STEM education and talent development. The evaluation of the programme has indicated a positive change in attitude in both girls and boys towards girls’ participation in STEM. Around 46,000 children have engaged in this exciting work to date. © UNICEF/UNI363793/AryanAnother approach is simply to place girls in STEM-related industries, to show that it’s a natural place for both men and women, like the ‘Technogirls’ programme. This is a public-private partnership in South Africa that seeks to enhance the career uptake by disadvantaged girls in STEM fields (which is critical to the country’s economic growth). It identifies school-going young women from disadvantaged communities and places them in corporate mentorship and job-shadowing programmes. So far, 11,241 girls have engaged in structured job-shadowing programmes – and 78 per cent of them who have gone on to study in one of three scarce skills STEM fields in the country. These women become role models for the next generation and many of them are now mentors to new intakes of girls. The best investment is...girls' quality STEM education. And if we can give support to girls for quality STEM education, they will pay back successfully in the future to make a better world. Nasrin Siddiqa, Brookings Echidna Global Scholar (UNGEI@20 Forum) Other education systems have worked on how they teach STEM to ensure that girls aren’t overlooked or left behind. UNICEF in Ghana has worked with the Korea International Cooperation Agency and the Ghana Education Service on the ‘Better Life for Girls’ project. Focused on dismantling gender norms, the project included gender-responsive pedagogy (teaching and learning processes that pay attention to the specific learning needs of girls and boys) in mathematics and science, and providing life skills and leadership training for adolescent girls – helping more than 4,000 girls to stay in school and explore their potential. Training teachers on gender-responsive pedagogy helped to change girls’ perceptions of their own abilities – and this has a knock-on effect in the learning they pursue. If girls had believed the stereotype about not being good at mathematics, what other stereotypes can they challenge? And that is surely a question for all of us. During UNGEI’s 20th Anniversary Forum (UNGEI@20), activists, experts and leaders came together to explore what it will take to close the STEM gender gap in education and thus help girls fulfil their leadership potential. The event concluded that we need a gender-transformative approach to education, increasing opportunities for girls to develop digital skills and building their confidence and aspirations to pursue careers as STEM professionals. Technology is such a useful tool because it doesn't just provide mentors. It provides resources. It provides community. When you take away that access to tech, you take away that access to education as well, that basic human right. Audrey Pe, WiTech Founder (UNGEI@20 Forum) In the pursuit of equity in digital literacy and STEM skills, especially as we look toward a world of work where 9 in 10 jobs will require digital skills, UNICEF is proud to mobilize commitments alongside other public and private partners as an Action Coalition for Technology and Innovation as part of the Generation Equality Forum. These commitments include advancing girl-designed solutions to learning fit for a digital world, and advancing an outcome fund for digital literacy equity that brings together the best of public and private human and financial resources. © UNICEF/UNI363793/AryanIn the context of the Covid-19 crisis, which exposed structural inequalities in education and access to technology, these types of interventions are more important than ever. If we are to deliver on our global commitments to Sustainable Development Goals (SDGs) 4 and 5, we need to understand just how much harm stereotypes of any kind can be, particularly to young, vulnerable, curious children. If we are serious about helping children to achieve their potential – for their own development and so they can contribute to their communities and the world – then we need to minimize the forces that limit that potential. This includes gender stereotyping. We need to start celebrating children for who they are, not who we think they should be, based on a pointless stereotype. Let’s help them to access their rights to be themselves. Let’s help them to wear whatever colour they like.

Framework for reopening schools - UNESCO; UNICEF; World Bank; World Food Programme (2020)

What Have We Learnt? Findings from a survey of ministries of education on national responses to COVID-19 - UNESCO; UNICEF; World Bank (UNICEF, 2020)
At the height of nationwide lockdowns due to the COVID-19 pandemic, more than 1.5 billion children were affected by school closures, causing an unprecedented global learning crisis. Even prior to the pandemic, however, children’s learning was in crisis with half of 10-year-olds in middle- and low-income countries unable to understand a simple written sentence and more than a quarter billion children out of school. The pandemic has only sharpened these inequities, hitting schoolchildren in poorer countries particularly hard. National governments around the world have been quick to implement remote learning, new health protocols and reopening plans, but again these policies have varied widely based on each country’s wealth. According to this new report published by UNESCO (Headquarters and Institute for Statistics), UNICEF (Headquarters and Office of Research) and the World Bank, schoolchildren in low- and lower-middle-income countries have already lost nearly four months of schooling since the start of the pandemic, compared to an average of six weeks among high-income countries. Compiling data from surveys on national education responses to COVID-19 from 149 countries between July and October, the report also finds that schoolchildren in low- and lower-middle income countries were less likely to have access to remote learning or to be monitored on a day-to-day basis by teachers and were more likely to have delays in their schools reopening.

Where are we on education recovery? Taking the global pulse of a RAPID response - UNESCO; UNICEF; World Bank (2022)

More than One-Half of Children and Adolescents Are Not Learning Worldwide - UNESCO; UIS (UNESCO, 2017)
This paper presents the first estimates for a key target of Sustainable Development Goal 4, which requires primary and secondary education that lead to relevant and effective learning outcomes. By developing a new methodology and database, the UIS has produced a global snapshot of the learning situation facing children and adolescents who are in school and out. The data show the critical need to improve the quality of education while expanding access to ensure that no one is left behind. The paper also discusses the importance of benchmarking and the concept of minimum proficiency levels.

The Technological, Economic, and Social Contexts for Educational ICT Policy - UNESCO; Kozma, Robert B. (Transforming education: the power of ICT policies, 2011)

The quality imperative - UNESCO; Education for All (EFA global monitoring report, 2005)

Data centre - UNESCO-UIS (2021)

New methodology shows that 258 million Children, Adolescents and Youth are out of school - UNESCO-UIS (United Nations Educational, Scientific and Cultural Organisation, 2019)

UIS Statistics - UNESCO Institute of Statistics (2020)

6 out of 10 children and adolescents are not learning a minimum in reading and math - UNESCO Institute for Statistics (News, Sustainable Development Goals, 2017)
New data from the UNESCO Institute for Statistics show that 617 million children and adolescents worldwide are not achieving minimum proficiency levels in reading and mathematics. The figure signals “a learning crisis” according to the UIS, which could threaten progress towards the Sustainable Development Goals (SDGs)....

Country Dashboard – Covid-19 Response - UNESCO Institute for Statistics (2022)

Education | Liberia - UNESCO Institute for Statistics (2020)

Global Initiative on Out-of-School Children: Regional Report, West and Central Africa - UNESCO Institute for Statistics (2014)

Global Proficiency Framework for Reading: Grades 1 to 9 - UNESCO Institute for Statistics (2020)

ICT in education statistics: shifting from regional reporting to global monitoring;progress made, challenges encountered, and the way forward - UNESCO Institute for Statistics (2016)

Information and Communication Technology (ICT) in Education in sub-Saharan Africa: A comparative analysis of basic e-readiness in schools. Information Paper No. 25 - UNESCO Institute for Statistics (UNESCO Institute for Statistics, 2015)

International Standard Classification of Education (ISCED) - UNESCO Institute for Statistics (2020)
The world's education systems vary widely in terms of structure and curricular content. Consequently, it can be difficult to compare national education systems with those of other countries or to benchmark progress towards national and international goals. ...

More Than One-Half of Children and Adolescents Are Not Learning Worldwide - UNESCO Institute for Statistics (2017)

New methodology shows that 258 million children, adolescents and youth are out of school - UNESCO Institute for Statistics (UNESCO Institute for Statistics, 2019)

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

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 (2018)
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UIS Statistics - UNESCO Institute for Statistics (2018)
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UIS Statistics - UNESCO Institute for Statistics (2018)
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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)
...

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.

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)

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

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)

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)

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

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.

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)

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)

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.

Chile - UNESCO (2016)
...

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)
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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)

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: 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

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

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)

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)

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

Global Education Monitoring Report 2020: Inclusion and Education - All Means All - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2020)

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

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

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 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)

Inclusion and education: all means all - UNESCO (UNESCO, 2020)

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

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.

Malawi: Education Statistics - UNESCO (2021)
...

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)

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)

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

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

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

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)

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)

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

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)

SDG 4 September 2023 - UNESCO (2023)

Sierra Leone | Education and Literacy Statistics - UNESCO (2020)
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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)

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)

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

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

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 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)

UIS Data - UNESCO (2022)

UNESCO Competency Framework for Teachers Version 3. - UNESCO (2018)

UNESCO ICT Competency Framework for Teachers - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2018)

UNESCO ICT competency framework for teachers version 3 - UNESCO (2018)
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]
Keywords: auto_merged

UNESCO ICT Competency Framework for Teachers: version 3. - UNESCO (2018)
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]

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

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)

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)

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

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 Reports - UNDP (2020)

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)

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)

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)

Convention on the Rights of Persons with Disabilities (CRPD) | United Nations Enable - UNCRPD (2006)
Convention Ratifications/Accessions: 182 Signatories*: 164 Optional Protocol Ratifications/Accessions: 96 Signatories*: 94 (* Signatories include countries or regional integration organizations that have signed the Convention and its Optional Protocol) 10th Anniversary of the adoption of CRPD: 2006 to 2016 Infographic on the CRPD and the COSP (prepared October 2016: (Word, PDF) Status of Ratifications to the CRPD (prepared May 2016) (JPG, […]

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

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