This framework is based on Results-based Management (RBM) to strengthen transparency and accountability, as well as help track outcomes systematically according to objectives.
This guidance emphasizes that in the process of National ACE Strategy development, special attention must be given to stakeholder participation. A central component of all phases, it must be equitable and broad-based, ensuring marginalized groups are given a voice.
The guidelines also provide an overview of ACE funding sources, and an explanation of ‘climate readiness’ for countries to more easily access financing for ACE activities. Finally, guidance is provided on monitoring, evaluation and reporting, emphasizing the importance of linking to the SDGs and GAP on ESD.
Free PDF published by UNESCO in 2016
UNESCO together with UNICEF, the World Bank, UNFPA, UNDP, UN Women and UNHCR organized
the World Education Forum 2015 in Incheon, Republic of Korea, from 19 – 22 May 2015, hosted by the Republic of Korea. Over 1,600 participants from 160 countries, including over 120 Ministers, heads and members of delegations, heads of agencies and officials of multilateral and bilateral organizations, and representatives of civil society, the teaching profession, youth and the private sector, adopted the Incheon Declaration for Education 2030, which sets out a new vision for education for the next fifteen years.
Text of the 2015 Incheon Declaration from UNESCO Education for All 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
This first Ocean Literacy MOOC aims to sensitise and enable teachers and students to incorporate ocean literacy into educational programmes.
Education in its broader understanding (in both formal and informal settings) serves as a high potential channel to reach young citizens. As a lack of sufficient ‘Ocean Literacy’ has been identified in many countries, this clearly presents a barrier for citizens to engage in ocean responsible behaviour or consider ocean-related careers.
To overcome this, it is recommended to develop education to provide the capacity to understand environmental issues, to participate in decision-making processes and to bring about changes in behaviour.
Ocean Literacy can be seen as a way of incorporating scientific literacy in practice in education, whereby scientific literacy not only refers to a person’s knowledge of science but also to his or her ability to use this knowledge in making socially responsible decisions.
The 2016 Global Education Monitoring Report (GEM Report) is both masterful and disquieting. This is a big report: comprehensive, in-depth and perspicacious. It is also an unnerving report. It establishes that
education is at the heart of sustainable development and the Sustainable Development Goals (SDGs), yet it also makes clear just how far away we are from achieving the SDGs. This report should set off alarm bells around the world and lead to a historic scale-up of actions to achieve SDG 4.
The GEM Report provides an authoritative account of how education is the most vital input for every dimension of sustainable development. Better education leads to greater prosperity, improved agriculture, better health outcomes, less violence, more gender equality, higher social capital and
an improved natural environment. Education is key to helping people around the world understand why sustainable development is such a vital concept for our common future. Education gives us the key tools – economic, social, technological, even ethical – to take on the SDGs and to achieve them.
These facts are spelled out in exquisite and unusual detail throughout the report. There is a wealth of information to be mined in the tables, graphs and texts.
by UNEVOC, the UN VET organisation
The TVETipedia glossary is a collection of terms that are commonly used in the area of Technical and Vocational Education and Training. This glossary provides definitions and background information from various trustworthy sources.
UNESCO believes that mobile technologies can expand and enrich educational opportunities for learners in diverse settings.
Today, a growing body of evidence suggests that ubiquitous mobile devices
– especially mobile phones and, more recently, tablet computers – are being used by learners and educators around the world to access information, streamline administration and facilitate learning in new and innovative ways.
This set of guidelines seeks to help policy-makers better understand what
mobile learning is and how its unique benefits can be leveraged to advance
progress towards Education for All.
Developed in consultation with experts in over twenty countries, the
guidelines below have broad application and can accommodate a wide range of institutions, including K–12 schools, universities, community centres, and technical and vocational schools.
Policy-makers are encouraged to adopt UNESCO’s policy recommendations, tailoring them as necessary to reflect the unique needs and on-the-ground realities of local contexts.
Teaching and Learning for a Sustainable Future is a multimedia teacher education programme published by UNESCO. It contains 100 hours (divided into 27 modules) of professional development for use in pre-service teacher courses as well as the in-service education of teachers, curriculum developers, education policy makers, and authors of educational materials.
UNESCO, and the international community in general, believes that we need to foster – through education – the values, behaviour, and lifestyles required for a sustainable future. Teaching and Learning for a Sustainable Future is rooted in a new vision of education that helps students better understand the world in which they live, addressing the complexity and interconnectedness of problems such as poverty, wasteful consumption, environmental degradation, population, health, conflict and human rights that threaten our future.
Unleashing the Potential Transforming Technical and Vocational Education and Training
by P.T.M. Marope, B. Chakroun and K.P. Holmes
2015 free download
This book will be of interest to the broad TVET community and beyond. It is intended as a resource for policy-makers to analyse contextual trends and intersecting demands on education and training systems. I hope that the experience shared and the integrated analytical approach proposed will help UNESCO Member States transform their TVET systems to more effectively meet the development needs of present and future generations.