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 ...

recognizing the competences of Syrian refugees in Egypt, Iraq, Jordan, Lebanon and Turkey
This publication is the result of close collaboration between the UNESCO Institute for Lifelong Learning (UIL), in Hamburg, Germany, and the UNESCO Beirut Office and Regional Bureau for Education in the Arab States. The idea o ...

UNESCO Beirut and Regional Bureau for Education in the Arab States
As a Regional Bureau for Education, UNESCO Beirut (UBO) provides support to the Arab Region to improve the quality and relevance of education and learning and promote a holistic approach to education encompassing all levels, pathways and modes of del ...

The CapED Programme is UNESCO’s key operational arm and delivery platform in the framework of the Education 2030 agenda. With a capacity development approach focused on system strengthening, it supports least developed and fragile countries in the ...

This case study seeks to provide current information on the state of WBL in Jordan by examining the national context, the nature and extent of WBL, policies and legislations, employer and employee organizations, resources to improve the quality of WB ...

The report covers assessments on labor market studies’ methodologies, data collection, and interest in LMIS in Lebanon. The interviews identified barriers for data collection but producers expressed interest in gathering data from a national LMIS t ...

October 2018
The ninth issue of the Shanghai Update newsletter puts in focus the Better Education for Africa’s Rise (BEAR) initiative as well as a Learning Forum on Managing skills in times of disruption.

Migration, displacement and education: Building bridges, not walls
The 2019 Global Education Monitoring Report examines the education impact of migration and displacement across all population movements: within and across borders, voluntary and forced, for employment and education. It also reviews progress on educat ...

Linking technical and vocational education and training with post-secondary education
Until recently, few graduates of technical and vocational education and training (TVET) aspired to further learning, particularly higher education. But higher-level qualifications are now a common expectation among young people, reflecting increased ...

Version 3
The ICT Competency Framework for Teachers (ICT CFT) Version 3 is a tool to guide pre- and in- service teacher training on the use of ICTs across the education system. It is intended to be adapted and contextualized to support national and institution ...

Implications for the recognition of learning across borders
Digital technologies are creating new opportunities and challenges for skills development and recognition globally. Changes in modalities of access and learning methods, massification and internationalization, are taking place at an increasingly rapi ...

Report of the UNESCO Mobile Learning Week 2018, 26-30 March 2018
All over the world, the way we educate and are educated is changing. New technologies, platforms and ways of reading the world are transforming the philosophies underpinning education pedagogies and modes of delivery. New voices, hitherto unheard, ar ...

Today, technical and vocational skills development is considered to be a crucial vehicle for sustainable development. Many ministries of government, the private sector and other stakeholders, have an interest in technical and vocational skills develo ...

What conclusions can we draw from international comparative indicators?
This report looks at the conditions impacting the development of digital skills based on five international comparative surveys, the results of which reveal a sample group of twelve countries whose population have particularly high levels of digital ...

The private sector contribution
The international community has set an ambitious 2030 Agenda for Sustainable Agenda and education and training are central to its achievement. In this context, the international community also adopted a framework for action “Education 2030 Agenda†...

This discussion paper concerns recent trends and major challenges in developing effective and trustworthy representation of skills, competencies and qualifications. It starts with the recognition that today’s learning opportunities are limitless, b ...

Mars 2018
Ce bulletin fournit une vue d’ensemble des activités engagées par l’UNESCO et l’UNEVOC en réponse aux recommandations adressées à l’UNESCO par ses États membres à Shanghai.

This publication is designed as a guide for education professionals on the use of ESD in learning for the SDGs, and consequently to contribute to achieving the SDGs. The guide identifies indicative learning objectives and suggests topics and learning ...

The Education 2030 Agenda highlights the need to rethink technical and vocational education and training (TVET) and skills development. Out of the seven targets to achieve by 2030, two are directly linked to TVET. They aim to “ensure equal access t ...

As part of the GAP on ESD Partner Network 4 on mobilizing and engaging youthaction plan, and in collaboration with UNESCO Beirut office and UNESCO Headquarters, ODDD ngo (UNESCO GAP on ESD Key partner) is ...

UNESCO’s country plan for Jordan, is a costed, two year plan (2018-2019), which aims to respond to the education needs of the country. It is in line with the UNESCO Strategic Framework for Education in Emergencies in t ...

Capacity building for transformational TVET leaders: Vision, knowledge and skills
The following report gives an overview of UNESCO-UNEVOC's TVET Leadership Programme for Southern and Eastern Africa, held in Harare, Zimbabwe, 23-27 October 2017. The programme was implemented together with the UNESCO Regional Office for Southern ...

Regional Report
The Sixth International Conference on Adult education(CONFINTEA VI), held in Brazil in December 2009, closed with the adoption of the Belém Framework for Action, which recorded the commitments of Member States and presented a strategic gui ...

For UNESCO, education is a priority because it is a human right and a force for development progress. Education saves lives, delivers hope, builds dignity, prevents extremism, brings about social inclusion and fosters social mobility. The interna ...

5–6 December 2016 - Lilongwe, Malawi
The European Union (EU) is partnering with the Government of Malawi and UNESCO to expand and improve equitable and gender-balanced technical, entrepreneurial and vocational education and training (TEVET) through the Skills and Technical Education ...