Curriculum, Teachers and Learning Assessment

Based on forward-thinking concepts of learning, curriculum is meant to equip learners with the knowledge, skills and attitudes they need in order to face the challenges of today’s and tomorrow’s world.

Curriculum spells out the values learning should be based on and reflective of, while emphasizing learning progression, as well as the means of assessing/measuring it.


UNESCO Beirut has been instrumental in carrying out extensive textbook reviews and organizing capacity development workshops to help equip education specialists to elaborate quality textbook. These reviews are necessary to ensure that textbooks are current and in line with forward-thinking learning concepts. They also help to assess if textbooks and other learning resources have been adapted to the learners’ age, experience and learning needs through meaningful learning and assessment activities.

As shown in many recent Reports, the Arab Region is in need of both increasing the number of qualified teachers (both females and males) and enhancing the quality of both pre-service education and in-service teacher continuous development. Following its participation in the 8th International Policy Dialogue Forum - International Task Force on Teachers (Mexico City, March 2016), UNESCO Beirut contributed to the dissemination of the Mexico Declaration on Teachers for ED 2030 in the Arab Region. To this purpose, a Teacher Education Research Group (TERG) was established in 2016 in view of organizing a first SDG4 Conference on Teacher Professional Development in Beirut on 14-15 December, 2017. The Conference contributed to formulating concrete recommendations with regard to enhancing teacher professional development (TPD) as a means of achieving SDG4 targets in the Arab countries. Among such recommendations is the need of improving initial teacher education in the Arab States in compliance with new roles of teachers and forward-thinking concepts of learning as a basis of further professional development.