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Situation Analysis of Education in Iraq 2003

This document details the state of education in Iraq right up to the war in 2003, at the different levels of study and in the various regions. Taking advantage of UNESCO’s long and close involvement in the country, it provide a baseline for further action.

"This is a time to be ambitious, rather than merely optimistic, about the intellectual development of Iraq," says UNESCO's Assistant Director-General for Education, John Daniel. "Rehabilitation and reconstruction are necessary stages, but the real focus must be on renewal".

In practical terms this implies renewing all levels of education, from universities to kindergartens, simultaneously. It means working determinedly to attract back to Iraq the best elements of its enormously talented intellectual Diaspora. More

 

REVISITING TECHNICAL AND VOCATIONAL EDUCATION IN SUB-SAHARAN AFRICA

An update on Trends, Innovations and Challenges.
By David Atchoarena and André Delluc.

The situation of technical and vocational education varies widely across sub-Saharan countries. Delivery systems are diverse, combining school-based provision with various non-formal training arrangements. Unfortunately, this diversity is also associated with glaring disparities. Differences in historical, political, cultural and economic contexts largely account for such variations in structures, operating conditions and outcomes. Order online

 

INTEGRATING LIFELONG LEARNING PERSPECTIVES

This book contains the major papers presented during the International Conference on Lifelong Learning: Global Perspectives on Education, held in Beijing, China, from 1 to 3 July 2001. Almost 200 participants from government agencies, academic institutions, research organizations, multilateral agencies and non-government organizations from 40 countries, shared their policies and practices on lifelong learning in their respective contexts. Order online

 

Information and Communication Technology in Education: A Curriculum for Schools and Programme of Teacher DevelopmentInformation and Communication Technology in Education: A Curriculum for Schools and Programme of Teacher Development

Information and communication technology (ICT) has become, within a very short time, one of the basic building blocks of modern society. Many countries now regard understanding ICT and mastering the basic skills and concepts of ICT as part of the core of education, alongside reading, writing and numeracy.

This book deals with ICT in secondary schools and with the changing competencies required of both students and teachers if they are to function effectively in today's society. It sepecifies an ICT curriculum for secondary schools and outlines an accompanying programme of teacher development to implement such a curriculum.

It is currently available in English

For more information, please contact Mariana Patru (m.patru@unesco.org)

 

Education in a multilingual worldEducation in a multilingual world

UNESCO is launching this year a new series of Education Position Papers with a focus on relecting the Organization's views, policies, proposals and practices in key areas of educational thinking at an international level. The Papers complement other more specialized publications coming from UNESCO and are intended as core reference documents, reflecting UNESCO's leadership worldwide in the field of education. The first of these is Education in a Multilingual World dealing with the issue of Languages and Education.

It is currently available in English

 

<b><font size="1" face="Verdana, Arial, Helvetica, sans-serif">Information Information and Communication Technologies in Teacher Education: A Planning Guide

The document proposes a framework for ICTs in teacher education, describes the essential conditions that must be met for successful technology integration and provides guidelines for the development of a strategic planning process.It also identifies important strategies for managing the change process in the teacher education programme as technology becomes a catalyst for trans- forming the teaching-learning process.

It is currently available in English (PDF)

For more information, please contact Mariana Patru

 

Children in difficult circumstances Children in difficult circumstances

More than 100 million of the world's children live in the street, threatened by hunger, violence, drugs, sexual exploitation and HIV/AIDS. The risks that they face are often over-shadowed by the precariousness of their situation and the necessity of survival. They suffer from exclusion and are frequently victims of discrimination. Because they are infected by HIV/AIDS or threatened by it, they are further marginalized.

Download the whole brochure (PDF)

For more information, please contact Livia Saldari

 

Guidelines for education in situations of emergency and crisis: EFA strategic planning Guidelines for education in situations of emergency and crisis: EFA strategic planning

Education in situations of emergency and crisis is one of the Education for All 'flagship programmes'. In order to support this component, this guideline outlines major key points to be considered in developing an emergency response in education. It provides orientations and recommendations and strategic planning for achieving EFA in situation of emergency, crisis and reconstruction. The target groups are education planners, government officials, NGOs, civil society and other partners involved in the EFA process at national and international levels.

It is currently available in English (PDF)

 

 

Globalization and the Market in Higher Education
How are governments and universities responding to the challenge of a global market and the growing privatization in higher education?

As higher education opens up to world markets and the World Trade Organization turns its attention towards universities, quality, accreditation and qualifications are becoming issues of major concern to university leaders, governments, students and parents. What are the possibilities of dealing with these issues in a concerted way? What are national and regional authorities doing to tackle what promises to be most important issues since the development of mass higher education?

Drawing on contributions from scholars, leaders and practitioners, this book entitled Globalization and the Market in Higher Education, Quality, Accreditation and Qualifications examines if it is possible to create an international framework in quality assurance and accreditation.

The 224-page book is edited by Stamenka Uvalic-Trumbic of the UNESCO Higher Education Division and is published by UNESCO Publishing/Economica, with the co-operation of the International Association of Universities

(ISBN: 92-3-103870-2/ also ISBN 2 7178 4467 - 8) - Click here to buy it!

Open and Distance Learning: Trends, Policy and Strategy Considerations
The present paper aims to review open and distance learning in the context of present challenges and opportunities, describe relevant concepts and contributions, outline some significant current global and regional trends, suggest policy and strategy considerations and identify UNESCO's initiatives in this area, including its role in capacity building and international co-operation.

The globalization of distance education provides many opportunities for developing countries for the realization of their education system-wide goals. Two main factors have led to an explosion of interest in distance learning: the growing need for continual skills upgrading and retraining; and the technological advances that have made it possible to teach more and more subjects at a distance.

Download the full print document in PDF

 

2002 Education For All Global Monitoring Report: Is the World on Track?2002 Education for All Global Monitoring Report: Is the world on track?
This Report is about opportunities to learn.
Its primary purpose is to assess the extent to which the benefits associated with education are being extended to all children, youths and adults around the world and whether the commitments made two years ago in April 2000 at the World Education Forum in Dakar are being met.
It offers an interim answer to the question as to whether the world is on track to achieve Education for All (EFA) in 2015.

Get the full print document in PDF

 

 

Best Practices on non-violence Conflict Resolution in and out of schoolBest Practices on Non-Violent Conflict Resolution In & Out of School
In the context of our activities concerning education for non-violence, UNESCO is planning to produce a collection of texts dealing with non-violence and conflict resolution in the formal and non-formal school environment.

This document is designed for teachers of primary and secondary education, teacher trainers, as well as students and young people. Continue

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