Inclusion and education: All means all
The 2020 Global Education Monitoring Report looks at social, economic and cultural mechanisms that discriminate against disadvantaged children, youth and adults, keeping them out of education or marginalized in it. Spurred by their commitment to fulf ...

The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was convened by UNESCO in 2008 to ensure a good coordination of activities by the key international organisations involved in the delivery of policy advice, programme ...

The COVID-19 pandemic is severely affecting technical and vocational education and training (TVET) systems and labour markets. This issue note gives an overview of the challenges faced and some practical tips for designing policy interventions.

This publication is a guide for teachers and teacher trainers on transformative pedagogy so that they are able to empower youth with peace-building knowledge, skills and competencies necessary to develop into advocates and actors of peace. The guide ...

November 2019
The tenth issue of the Shanghai Update newsletter puts in focus the reporting on UNESCO's TVET Recommendation concerning TVET (2015) as well as the Youth Employment in the Mediterranean project. It also includes an interview with Shyamal Majumdar, pr ...

National and regional cases
The fourth edition of the Global Inventory of Regional and National Qualifications Frameworks gathers knowledge and insights from a range of contexts in which regional and national qualifications frameworks operate. In continuing this observatory fun ...

UNESCO and the Commonwealth of Learning have been working directly with governmental agencies and institutions to support the development of national and institutional OER policies. This publication is the culmination of this. It is meant to be refer ...

A Comparative and Longitudinal Analysis
This report is based on eight country case studies and seeks to inform policymakers and practitioners in the Arab States, including private sector and civil society about how to design and manage effective work-based learning programmes targeting you ...

The 2019 Gender Report is based on a monitoring framework first introduced in the 2016 Global Education Monitoring Report. In addition to focusing on gender parity in education participation, attainment and learning achievement, the framework examine ...

Artificial Intelligence is a booming technological domain capable of altering every aspect of our social interactions. In education, AI has begun producing new teaching and learning solutions that are now undergoing testing in different contexts. Thi ...

Education reforms can only be effective if countries have the capacities to make them operational, with not just trained staff, but with effective organizational processes, functioning institutions and the existence of tools and resources to plan, im ...

Work-Based Learning Study
This report, a UNESCO initiative, under Youth Employment in the Mediterranean (YEM) Project funded by EU, examines Work-Based Learning programmes for young people in Lebanon. The information collected and research conducted follows the methodology an ...

WBL Study
This report, a UNESCO initiative, under Youth Employment in the Mediterranean (YEM) Project funded by EU, examines Work-Based Learning programmes for young people in Palestine. The information collected and research conducted follows the methodology ...

Thematic chapters
The fourth edition of the Global Inventory of Regional and National Qualifications Frameworks gathers knowledge and insights from a range of contexts in which regional and national qualifications frameworks operate. In continuing this observatory fun ...

Une des voies reconnues pour améliorer l’efficacité des systèmes de formation professionnelle est le développement de partenariats entre acteurs publics, acteurs privés et société civile. Mais qu’entend-t-on précisément par partenariats ...

Closing gender divides in digital skills through education
This publication seeks to expose some of these biases and put forward ideas to begin closing a digital skills gender gap that is, in most parts of the world, wide and growing. Today, women and girls are 25 per cent less likely than men to know how to ...

Borhene Chakroun, Chief of Section of Youth, Literacy and Skills Development at UNESCO, and James Keevy, CEO at JET Education Services, write that the use of digital technologies in education and training supports the development of learning material ...

Ensuring an inclusive and gender-responsive learning environment is a goal of technical and vocational institutions in Malawi. Outlined are guidelines intended for administrators and instructors in technical, entrepreneurial and vocat ...

En el siguiente informe, se ofrece un panorama general del Programa Regional de Liderazgo en EFTP de UNEVOC para América Latina, el cual fue celebrado en la ciudad de Panamá (Panamá) del 27 al 31 de agosto del 2018.

The guidebook on Education for Sustainable Development for Educators: Effective teaching and learning in teacher education institutions in Africa has been conceived as a tool to mainstream sustainability into all aspects of teacher ed ...

In order to do justice to the richness and complexity of the ESD concept and ESD practices, this publication is divided into two parts: Understanding Education for Sustainable Development and Implementing Education for Sustainable Development. The fi ...

The report is organized into five sections. The first section synthesizes the key points from the Brussels Declaration as well as the debates and discussions from GEM 2018, clustering them around some of the main characteristics of education in the 2 ...

This booklet contains profiles of the current 96 members (also called Key Partners) of the GAP Partner Networks. Each Key Partner is listed in alphabetical order within one of the five Partner Networks. Each profile ...

The UNESCO Operational Strategy on Youth for 2014-2021 (OSY) guides the Organization’s work on Youth in the different strands of work within UNESCO’s mandate. It aims to ensure that young women and men are engaged in policies and programmes that ...

Recognizing that education is a fundamental human right and reiterating that Education 2030 agenda is inextricably linked with, and contributes to, the realization of our aspirations as set out in the Agenda 2030 for Sustainable Developm ...