Education is a fundamental human right and a public good Quality education and lifelong learning provides individuals with knowledge skills and values to lead a meaningful and productive life and thus it is essential for personal development empowerment and wellbeing  Education has a transformative power and drives progress across all Sustainable Development Goals Investing more more equitably and more efficiently in education transforms the future of humanity and the planet The Pact for the Future must put education at its center

The Youth Advocacy Toolkit is developed by Plan International UNICEF and other organizations to inform the youth consultation process following the Transforming Education Summit  This toolkit is for anyone who believes passionately in the power of education as a force for good in the world and the right for all children to get a good quality education no matter where they are and what the circumstances  If you are just beginning to think about taking action on education you can work your way through the toolkit from start to finish But you can also dip in to pick up useful hints or activities to help you carry out your existing plans We know this toolkit doesnt cover everything you might need and weve tried to signpost you to other resources where possible  Included in here are lots of real stories of change led by young people from all over the world We hope they inspire you The young global movement for education is growing and you can be part of it

PreSummit video playlist PreSummit Photos

The Transforming Education Summit was convened in September 2022 in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit provided a unique opportunity to elevate education to the top of the global political agenda and to mobilize action ambition solidarity and solutions to recover pandemicrelated learning losses and sow the seeds to transform education in a rapidly changing world Among many indepth reports and consultations two outputs of the Summit involving significant dialogue and research are  The Youth Declaration  The UN Secretary Generals vision statement   The SDG 4 HighLevel Steering Committee chaired by UNESCO and Sierra Leone will play a key role in the Summits followup It will ensure local regional and global cooperation align education partners actions and support policy monitoring and financing with the Global Education Monitoring report and UNESCOs Instite for Statistics Watch Summit webcast replay see  the programme   Read the press release More about  the Summit

Over 130 countries heed call to reboot education systems offering new hope to worlds children for a better future

This document presents the Recommendations of the United Nations SecretaryGenerals HighLevel Panel on the Teaching Profession and a summary of its deliberations which drew on the Panel members personal expertise relevant literature and the preparatory work of the Transforming Education Summit in particular action track 3 on teachers teaching and the teaching profession

The Highlevel Political Forum on Sustainable Development HLPF will be held from 

The EDURES Toolkit addresses the capacity of an educational ecosystem to withstand recover adapt and persist in the face of crises The strategies designed with the support of EDURES focus on institutional preparedness and recovery but also seek to strengthen the performance of public authorities and improve overall levels of quality education

The rapid expansion of higher education in the past two decades as well as the growing diversity of providers and technological models for delivering education have made higher education accessible to more students globally Yet significant barriers remain for many vulnerable groups and women still lag behind in science technology engineering and mathematics A better understanding of inequality as well as new paradigms strategies and a renewed political will for leaving no one behind are required Structural equity policies at all levels throughout the education system as well as extraordinary measures when needed should ensure that students from any background with the potential to succeed are fully integrated with equal opportunities into higher education This policy paper reviews the current literature and sets out findings and recommendations to increase and strengthen equity and inclusion in higher education in a lifelong learning perspective It provides a conceptual framework for equity and inclusion analyses the urgent need to improve funding and its efficiency provides insight into the challenges for teaching and teachers and recommends policy measures for establishing higher education systems that are more equitable and more inclusive

This brief paper follows the broad methodological approach of the two previous SDG4 costing exercises and their main assumptions It introduces the SDG4 benchmarking process and how to estimate the cost of achieving these targets set by countries largely based on their sector plans Finally it presents the revised assumptions of the model and the key findings Despite lowering ambition there is still an average national financing gap of USD 78 billion per year in the 44 low and lowermiddleincome countries in Africa

In this second installment of Leading SDG4 conversations we will engage with education decisionmakers and experts who are at the forefront of the Transforming Education movement in Africa  This conversation will unravel the continents successes and strategies in placing the teaching profession at the heart of its efforts to build resilient education systems and in ensuring that every African learner is equipped for the challenges and opportunities of the 21st Century

Setting SDG4 benchmarks is a novel process It has involved countries specifying their contribution to the achievement of the global targets based on their national plans and policies Overall 79 of countries have submitted benchmarks or national targets to be achieved by 2025 and 2030 for at least one of eight SDG4 indicators This process supported by the UIS and the GEM Report responds to the Education 2030 Framework for Action which had called on countries to establish appropriate intermediate benchmarks for addressing the accountability deficit associated with longerterm targets In total 54 of the potential 2025 benchmark values ie for all 8 indicators and the 23 disaggregation possibilities have been submitted Apart from the public expenditure indicators for which there is a common benchmark for all countries the two benchmark indicators with the highest submission rates are the early childhood education participation rate 72 and the completion rate 65 The two indicators with the lowest submission rates are the gender gap in upper secondary completion 36 and school internet connectivity32 The latter is a new benchmark indicator and countries may have had too little time to set a target if they did not already have one

Policymakers use solid and reliable data and evidence to ensure that countries progress towards their education targets and understand policies and programmes that could improve their educational outcomes However the use of evidence is still limited in many countries due to two broken feedback loops Between researchers and policymakers and between global and local levels  This strategic review analyses the current practice and challenges in evidence use It also provides recommendations for the Sustainable Development Goal 4 HighLevel Steering Committee to promote evidencebased policy formulation and implementation as a critical lever for countries advancement towards their education targets The review draws on a global survey individual and group interviews and a comparator case study with the public health sector It reveals that there is a surplus of research and evidence sources in education the survey respondents identified 654 organizations and initiatives The review calls for reforming existing research and evidence utilization practices by promoting the use of locally relevant evidence fostering partnerships and building regional bridges between global and local levels It also recommends using advocacy and resource mobilization to support these activities

The SDG 4 Goal Profile uses a mix of global and proxy indicators from thematic indicator set to measure the progress as not all the global indicators are available in the region or the coverage of available global indicators are limited except for target 42 and target 4c For example for target 41 only 19 countries have data for the global indicator whereas the proxy indicator out of school rate for primary schoolage children has a coverage of 43 countries The coverage of indicators used is high for targets 41 42 43 46 and 4c whereas the indicators for targets 44 and 4a have limited coverage Targets 47 and 4b also do not have enough data to monitor the progress in the region The UNESCO Institute for Statistics UIS is the custodian agency for collecting compiling generating and disseminating SDG 4 indicators The main source of data used for analyzing the progress come from UIS For the purpose of this Goal Profile UNESCAP received the data from UIS and made them available to UNESCO Bangkok and UISAIMS for analysis 

Towards transformative education Open letter from young people to the Ministers of Education of Latin America and the Caribbean

In 2015 the UNESCO Offices in San José Costa Rica Mexico and Guatemala in collaboration with the Central American Educational and Cultural Coordination of the Central American Integration System CECCSICA and the support of the Central American Parliament proposed to join forces around an SDG4 Academy EDUCA Mesoamerica for the educational inclusion of all people throughout life which aims to offer middle and high level officials decision makers and technical advisors in charge of strategic areas of the right to education

Towards a Regional Framework for Educational Reactivation Recovery and Transformation

The Transforming Education PreSummit will be organized in Paris on 2830 June 2022 A Global Engagement Day on 28 June will include technical meetings on Thematic Action Tracks and engagements with key stakeholders The Highlevel segment consisting of Ministerial and Stakeholder engagement will take place from 2930 June 2022 The overall objective of the PreSummit is to harness the evolving discussions on transforming education elaborate initial content and establish shared vision and suggested actions for the Summit and generate greater momentum in the lead up to September  More specifically the PreSummit aims to provide an inclusive and open forum for    Countries having advanced their national consultations to present preliminary outcomes of their consultations and share key elements of their commitment to transform education to inspire other countries to come forward with bold commitments and actions at the Summit in September   Each Thematic Action Track to present spotlight initiatives emerging from the initial discussion papers and explore potential coalitions and partnerships to bring these to scale in the lead up to the PreSummit Creating momentum and serving as a key milestone towards a global movement for education showcasing countries and education leaders offering a platform for children young people students parents and teachers to share their vision and make their voices heard and allowing stakeholders to come together and join forces to transform education

The 2021 edition of the SDG4 Data Digest National SDG4 Benchmarks Fulfilling Our Neglected Commitment by the UIS and the Global Education Monitoring Report GEMR presents the idea behind benchmark setting in education and the steps taken since 2017 to fulfil this commitment including the selection of SDG4 benchmark indicators It also reviews what these benchmark values mean for the probability of achieving SDG4 by 2030 The discussion serves as a stark reminder to all parties of the importance of setting national education targets and of properly financing them particularly in the face of the difficulties brought upon the sector by COVID19

Complete list of SDG4 indicators

The 

This report aims to broaden understanding of the multitude of institutional and sociocultural barriers youth face in realizing their potential It uses findings revealed by a primary research project in six countries in the AsiaPacific region covering over 10000 youth aged 1824 and providing a unique wealth of information from youth talking firsthand about their situation concerns and hopes Motivated by requests of ESCAP member States the report aims to provide insight into the most pressing issues that affect youth inclusion in social economic and civic domains The findings are derived from analyzing data collected through a comprehensive questionnaire and a series of focus group discussions in 12 cities in the six countries However relevance of the findings extends beyond the context of the areas surveyed Throughout Asia and the Pacific significant numbers of youth are excluded from the impressive socioeconomic advances of recent decades This report sheds light on these people and how they differ from those who are more privileged The findings reveal that gender remains a large contributor to inequality often restricting access to education and employment and participation in political activities Nevertheless those of low wealth ethnic minorities certain castes or religious groups are often even more excluded from such spheres while also receiving fewer opportunities to increase social and human capital such as through access to associations and the Internet The report considers the options many developing countries face as they seek to more effectively tap into the potential of youth and progress along the pathways delineated by the 2030 Agenda for Sustainable Development and the Sustainable Development Goals SDGs It further calls upon policymakers and other stakeholders to pay more attention to the evolving needs and aspirations of youth and work closely with them for a more prosperous inclusive and shared future

Youth2030 Progress Report 2023 represents a significant milestone marking five years since the launch of Youth2030 the UN Youth Strategy The report offers a comprehensive overview of progress in the implementation of Youth2030 By comparing baseline data from UNCTs 2020 and UN entities 2021 with the latest reported data in 2022 the report shows the strides made by the UN system in advancing global youth commitments and youth focus in UN strategic planning processes The report also thoroughly examines the organizational architecture and capacities essential for implementing the goals set forth in Youth2030 The report strongly emphasizes meaningful youth engagement within the UN system Recognizing the invaluable insights and perspectives of young people it highlights the significant progress made in ensuring their active involvement in decisionmaking processes and their substantial contributions to advancing UN work for and with youth

On 11 January 2024 the Group of Friends for Education and Lifelong Learning submitted a letter to the cofacilitators of the Summit of the Future Germany and Namibia requesting that the Summit of the Futures Political Declaration prioritizes education as a global public good and a driver of sustainable development

Generative AI and the future of education by Stefania Giannini Assistant DirectorGeneral for Education UNESCO

This leaflet is a summary of the 2018 Youth Stocktaking Report an analysis of what OECD countries do on youth issues how they involve young people and how they can best improve their work with and for young people

The Meaningful Youth Participation Toolkit provides background information and suggestions for tools and methods that guide you in ensuring that youth voices are heard It is not a blueprint rather an inspiration and guidebook

This paper analyses why youth participation is considered important how youth participation has been seen and what models have been created and how youth participation is connected to different views about democracy The paper also involves some critical remarks about how promoting youth participation could be made better

The policy brief elaborates on the ideas first proposed in Our Common Agenda taking into account subsequent guidance from Member States and over one year of intergovernmental and multistakeholder consultations and rooted in the purposes and the principles of the Charter of the United Nations the Universal Declaration of Human Rights and other international instruments

This Policy Brief examines how public institutions can more effectively engage youth and promote their participation in decisionmaking and public service delivery to build more inclusive and resilient societies It first examines the challenges public institutions face in meaningfully engaging youth in decisionmaking and public service delivery as well as the behaviors and characteristics of young people that can be relevant to policy dialogue and participation It then explains how digital technologies can be harnessed to effectively engage young people in decisionmaking and delivering public services Lastly it provides a set of policy recommendations on how public institutions can overcome engagement challenges and build an enabling ecosystem for youth participation

The monitoring of UNESCOs Operational Strategy on Youth 201 EX4INF2 and subsequent evaluations of the UNESCO Youth Forum revealed shortcomings in UNESCOs engagement with youth In response the DirectorGeneral proposed a thorough discussion on this issue both at the 10th UNESCO Youth Forum and the 39th session of the General Conference This document informs Member States of the context and challenges of UNESCOs engagement with youth and seeks to frame the debate on Rethinking Youth Engagement with UNESCO and on the Draft Resolution proposed by the 10th UNESCO Youth Forum

This toolkit is intended for researchers policymakers direct service providers and technical assistance providers interested in working with and engaging young people in a meaningful way that is mutually beneficial

This module looks at youth participation in policymaking processes via associations often designated as informal participation which stands in contrast to traditional avenues of civic participation eg voting and party affiliation Youth participation in policymaking processes is an actionoriented process involving young people in institutions initiatives and decisions and affording them control over resources that affect their lives This section describes different levels and forms of youth participation in the policymaking cycle

Young people fear for their future Pandemics conflict climate change inequality these are the issues defining their reality Yet their potential to provide solutions to the multiple crises is not realized From low representation and tokenistic approaches to institutional obstacles to participation and limited civic spaces young people are disconnected from influencing decisions and actions that affect their lives They need real opportunities to participate in decisionmaking and contribute to practical solutions  Policymakers public officials and practitioners as well as development sector and civil society actors can and should create such opportunities for youth This Toolbox is a comprehensive goto resource to make that possible It is intended to support these stakeholders in designing and implementing effective policies and programmes to address the multidimensional needs of youth at national and local levels It consists of A guide for participatory youth policy design Intergenerational dialogue tools on holistic youth development and youth civic engagement and A training tool on meaningful youth engagement Together we can prove that youth perspectives matter Read more

We the SDG4Education 2030 HighLevel Steering Committee representing the global education community call on all Heads of State and Government to take decisive actions to invest in and transform education as the clearest pathway to our shared goals of peace prosperity and sustainability

Preparations for the 2022 Summit will be guided by four overarching principles Countryled The Summit will be guided by the 2030 Agenda the 2015 Incheon Declaration for Education 2030 and recent outcomes of the UNESCO Global Education Meeting including the 2021 Paris Declaration A global call for investing in the Futures of Education A significant emphasis will be placed on engagement at the national level and member states will be actively engaged throughout the process Inclusive The Summit will embody the inclusive networked and effective multilateralism envisioned by the Political Declaration marking the 75th anniversary of the United Nations and the Secretary Generals report on Our Common Agenda The TES will therefore bring together the full range of stakeholders that are relevant to the advancement of the 2030 Agendas commitments on education and lifelong learning including youth and children teachers academia international organizations civil society and the private sector Youthinspired The Summit will be prepared by with and for youth Steps will be taken to ensure that youth help to shape the Summit and participate in all Summit work streams Building on existing efforts The Summit will seek to reinforce and strengthen global cooperation around education at all levels including by ensuring effective integration of the Summits outcomes into existing SDG4 arrangements It will be prepared with the full engagement of UNESCO and other relevant UN entities and seek to further strengthen existing efforts and initiatives including those that emerged in response to the COVID19 pandemic The Summit will for instance ensure strong synergies with the work of the newly established SDG4Education 2030 HighLevel Steering Committee helping to ignite its work for the future

Explanation about the process

UNEVOC acts as a clearinghouse for innovative and promising practices in Technical and Vocational Education and Training TVET Each practice here shows how TVET can be designed and delivered to address contextual challenges presents the enabling conditions for success and provides a snapshot of the positive impact on communities You can search by keyword region or theme

The SDG4 Youth Student Network led by Olga Devic Felipe Gómez Gallo and Ilan Enverga provided a written submission towards the zero draft of the Pact for the Future The Pact aims to outline a new vision to address emerging challenges and is a key document of the 2024 Summit of the Future  

The Transforming Education Summit is a onceinageneration opportunity to come together to drive a new pathway for education by listening to and working with young people answering the call of the Our Common Agenda report an agenda of action designed to accelerate the implementation of existing agreements including the Sustainable Development Goals With that in mind young people are leading an inclusive and representative process to gather their collective views recommendations and commitments on transforming education captured in the Youth Declaration The Youth Declaration on Transforming Education

The SDG 4 HighLevel Steering Committee HLSC responsible for coordinating global efforts to achieve the Sustainable Development Goal 4 and leading the TES followup presents this guidance note for Member States to translate national commitments made at the Transforming Education Summit into action and to transform their education systems    Leading up to the Summit 163 Member States convened national consultations bringing together government leaders teachers students civil society academia and other stakeholders and partners As of November 2023 143 Member States submitted national statements of commitment and 65 Heads of State and Government delivered their statements during the Summit    The UN SecretaryGeneral in his Vision Statement entrusted the SDG4 HighLevel Steering Committee with leading and ensuring the effective followup of the Summit The note provides Member States and partners with guiding principles Section 3 and suggests four interconnected paths for action Section 4 On each of these paths the guidance note offers strategic advice and suggestions on what governments and partners may wish to do The note also offers some of the global and regional support mechanisms that are available to Member States Section 5  For more information contact the HLSCs InterAgency Secretariat education2030unescoorg   

In this first installment of Leading SDG4 conversations we speak with a panel of climate education advocates and assess how climate education was tackled during COP28

The Global Platform for Gender Equality brings together governments donors partners and civil society to

Education is a fundamental right enshrined in the Malaysian constitution and vital for the development of a sustainable just and harmonious Malaysian societyRead the National Statement of Commitment from Malaysia below

Thematic Action Tracks are key levers to transform education by focusing on five areas that need attention The Action Tracks seek to mobilize new commitments by highlighting policy interventions that work and leveraging existing initiatives and partnerships including those that emerged in response to the COVID19 pandemicThe discussion papers were prepared by the CoLeads of the Thematic Action Track with the support of UN Support Teams and in consultation with countries and partnersRead the discussion paper on inclusive equitable safe and healthy schoolsYou can also join the online community conversation on Thematic Action Track 1 Inclusive equitable safe and healthy schools

Thematic Action Tracks are key levers to transform education by focusing on five areas that need attention The Action Tracks seek to mobilize new commitments by highlighting policy interventions that work and leveraging existing initiatives and partnerships including those that emerged in response to the COVID19 pandemicThe discussion papers were prepared by the CoLeads of the Thematic Action Track with the support of UN Support Teams and in consultation with countries and partnersRead the discussion paper on learning and skills for life work and sustainable developmentYou can also join the online community conversation on Thematic Action Track 2 Learning and skills for life work and sustainable development

Thematic Action Tracks are key levers to transform education by focusing on five areas that need attention The Action Tracks seek to mobilize new commitments by highlighting policy interventions that work and leveraging existing initiatives and partnerships including those that emerged in response to the COVID19 pandemicThe discussion papers were prepared by the CoLeads of the Thematic Action Track with the support of UN Support Teams and in consultation with countries and partnersRead the discussion paper on teachers teaching and the teaching professionYou can also join the online community conversation on Thematic Action Track 3 Teachers teaching and the teaching profession

Thematic Action Tracks are key levers to transform education by focusing on five areas that need attention The Action Tracks seek to mobilize new commitments by highlighting policy interventions that work and leveraging existing initiatives and partnerships including those that emerged in response to the COVID19 pandemicThe discussion papers were prepared by the CoLeads of the Thematic Action Track with the support of UN Support Teams and in consultation with countries and partnersRead the discussion paper on Digital learning and transformation discussion paper July 2022You can also join the online community conversation on Thematic Action Track 4 Digital learning and transformation

Call to Action Investing More More Equitably and More Efficiently

Call to Action Addressing the Learning Crisis

This call to action builds on the Thematic Focus Area 1 paper on inclusive equitable safe and healthy schools the Freetown Manifesto for GenderTransformative Leadership in Education related G7 and G20 declarations and communiqués the Generation Equality Forum and other normative frameworks and commitments made by governments and partners to girls´ and women´s education and gender equality

Call to Action Greening Education

Call to Action Quality public digital learning for all

Rewiring Education for People Planet  Education Commission Dubai Cares  We are grappling with an unprecedented series of critical challenges The devastating effects of the pandemic rising food and energy costs new and ongoing conflicts and the impacts of climate change are deepening poverty and vulnerability worldwide These compounding global crises are underscored by a silent crisis in education where the expansion of learning poverty and skills deprivation means SDG4 is off track and threatens acute and potentially chronic consequences for individuals communities and nations  An education transformation would dramatically change this picture Education is not just the birthright of every child it is also a powerful catalyst for progress in poverty reduction health and sustainable development and progress in these areas can accelerate advances in education Amidst competing priorities and limited resources the time has come to stop thinking in silos and to start recognizing the interconnectedness of the SDGS and the powerful benefits of linking education to efforts across other sectors to fuel a virtuous cycle of progress We need deep and substantive crosssectoral collaboration within and outside of education to create a more sustainable prosperous and equitable world This does not just mean working together to address symptoms of the challenge it requires thinking together to reimagine how our systems education health agriculture child protection energy and others can deliver on our promises to this and future generations  Governments aid donors and international financial institutions must act decisively to challenge the status quo of sector silos and competition for resources We must forge new and meaningful and partnerships to seize winwin opportunities for transformative results  The side meeting sought to mobilize support for winwin solutions for education and explore how governments and other stakeholders inside and outside of education can take these solutions forward Watch it here

Watch the video

The Transforming Education Summit convened in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit of 16 17 and 19 September 2022 elevates education to the top of the global political agenda and mobilizes action ambition solidarity and solutions to recover pandemicrelated learning losses and sows the seeds to transform education in a rapidly changing world  Watch the video

The Transforming Education Summit convened in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit of 16 17 and 19 September 2022 elevates education to the top of the global political agenda and mobilizes action ambition solidarity and solutions to recover pandemicrelated learning losses and sows the seeds to transform education in a rapidly changing world  Watch the video

The Transforming Education Summit convened in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit of 16 17 and 19 September 2022 elevates education to the top of the global political agenda and mobilizes action ambition solidarity and solutions to recover pandemicrelated learning losses and sows the seeds to transform education in a rapidly changing world  Watch the video

The Transforming Education Summit convened in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit of 16 17 and 19 September 2022 elevates education to the top of the global political agenda and mobilizes action ambition solidarity and solutions to recover pandemicrelated learning losses and sows the seeds to transform education in a rapidly changing world  Watch the video

A Report by the Youth Sounding Board for EU International Partnerships Consultations for the Youth Action Plan

The Transforming Education Summit convened in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit of 16 17 and 19 September 2022 elevates education to the top of the global political agenda and mobilizes action ambition solidarity and solutions to recover pandemicrelated learning losses and sows the seeds to transform education in a rapidly changing world  Watch the video

The Transforming Education Summit convened in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit of 16 17 and 19 September 2022 elevates education to the top of the global political agenda and mobilizes action ambition solidarity and solutions to recover pandemicrelated learning losses and sows the seeds to transform education in a rapidly changing world  Watch the video

The Transforming Education Summit convened in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit of 16 17 and 19 September 2022 elevates education to the top of the global political agenda and mobilizes action ambition solidarity and solutions to recover pandemicrelated learning losses and sows the seeds to transform education in a rapidly changing world Watch the video

The Transforming Education Summit convened in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit of 16 17 and 19 September 2022 elevates education to the top of the global political agenda and mobilizes action ambition solidarity and solutions to recover pandemicrelated learning losses and sows the seeds to transform education in a rapidly changing world  Watch the video

The Transforming Education Summit convened in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit of 16 17 and 19 September 2022 elevates education to the top of the global political agenda and mobilizes action ambition solidarity and solutions to recover pandemicrelated learning losses and sows the seeds to transform education in a rapidly changing world  Watch the video

The Transforming Education Summit convened in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit of 16 17 and 19 September 2022 elevates education to the top of the global political agenda and mobilizes action ambition solidarity and solutions to recover pandemicrelated learning losses and sows the seeds to transform education in a rapidly changing world  Watch the video

The Transforming Education Summit convened in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit of 16 17 and 19 September 2022 elevates education to the top of the global political agenda and mobilizes action ambition solidarity and solutions to recover pandemicrelated learning losses and sows the seeds to transform education in a rapidly changing world  Watch the video

The Transforming Education Summit convened in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit of 16 17 and 19 September 2022 elevates education to the top of the global political agenda and mobilizes action ambition solidarity and solutions to recover pandemicrelated learning losses and sows the seeds to transform education in a rapidly changing world  Watch the video

The Transforming Education Summit convened in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit of 16 17 and 19 September 2022 elevates education to the top of the global political agenda and mobilizes action ambition solidarity and solutions to recover pandemicrelated learning losses and sows the seeds to transform education in a rapidly changing world  Watch the video

The Transforming Education Summit convened in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit of 16 17 and 19 September 2022 elevates education to the top of the global political agenda and mobilizes action ambition solidarity and solutions to recover pandemicrelated learning losses and sows the seeds to transform education in a rapidly changing world Watch the video

The Transforming Education Summit convened in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit of 16 17 and 19 September 2022 elevates education to the top of the global political agenda and mobilizes action ambition solidarity and solutions to recover pandemicrelated learning losses and sows the seeds to transform education in a rapidly changing world  Watch the video

The Transforming Education Summit convened in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit of 16 17 and 19 September 2022 elevates education to the top of the global political agenda and mobilizes action ambition solidarity and solutions to recover pandemicrelated learning losses and sows the seeds to transform education in a rapidly changing world Watch the video

The Transforming Education Summit convened in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit of 16 17 and 19 September 2022 elevates education to the top of the global political agenda and mobilizes action ambition solidarity and solutions to recover pandemicrelated learning losses and sows the seeds to transform education in a rapidly changing world  Watch the video

The Transforming Education Summit convened in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit of 16 17 and 19 September 2022 elevates education to the top of the global political agenda and mobilizes action ambition solidarity and solutions to recover pandemicrelated learning losses and sows the seeds to transform education in a rapidly changing world  Watch the video

The Transforming Education Summit convened in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit of 16 17 and 19 September 2022 elevates education to the top of the global political agenda and mobilizes action ambition solidarity and solutions to recover pandemicrelated learning losses and sows the seeds to transform education in a rapidly changing world  Watch the video

The Transforming Education Summit convened in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit of 16 17 and 19 September 2022 elevates education to the top of the global political agenda and mobilizes action ambition solidarity and solutions to recover pandemicrelated learning losses and sows the seeds to transform education in a rapidly changing world  Watch the video

The Transforming Education Summit convened in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit of 16 17 and 19 September 2022 elevates education to the top of the global political agenda and mobilizes action ambition solidarity and solutions to recover pandemicrelated learning losses and sows the seeds to transform education in a rapidly changing world Watch the video or read the speech below

The Transforming Education Summit convened in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit of 16 17 and 19 September 2022 elevates education to the top of the global political agenda and mobilizes action ambition solidarity and solutions to recover pandemicrelated learning losses and sows the seeds to transform education in a rapidly changing world Watch the video or read the speech

The Transforming Education Summit convened in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit of 16 17 and 19 September 2022 elevates education to the top of the global political agenda and mobilizes action ambition solidarity and solutions to recover pandemicrelated learning losses and sows the seeds to transform education in a rapidly changing world  Watch the video

The Transforming Education Summit convened in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit of 16 17 and 19 September 2022 elevates education to the top of the global political agenda and mobilizes action ambition solidarity and solutions to recover pandemicrelated learning losses and sows the seeds to transform education in a rapidly changing world  Watch the video

The Transforming Education Summit convened in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit of 16 17 and 19 September 2022 elevates education to the top of the global political agenda and mobilizes action ambition solidarity and solutions to recover pandemicrelated learning losses and sows the seeds to transform education in a rapidly changing world Watch the video or read the speech

The Transforming Education Summit convened in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit of 16 17 and 19 September 2022 elevates education to the top of the global political agenda and mobilizes action ambition solidarity and solutions to recover pandemicrelated learning losses and sows the seeds to transform education in a rapidly changing world  Watch the video

The Transforming Education Summit convened in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit of 16 17 and 19 September 2022 elevates education to the top of the global political agenda and mobilizes action ambition solidarity and solutions to recover pandemicrelated learning losses and sows the seeds to transform education in a rapidly changing world Watch the video

The Transforming Education Summit convened in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit of 16 17 and 19 September 2022 elevates education to the top of the global political agenda and mobilizes action ambition solidarity and solutions to recover pandemicrelated learning losses and sows the seeds to transform education in a rapidly changing world  Watch the video

The Transforming Education Summit convened in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit of 16 17 and 19 September 2022 elevates education to the top of the global political agenda and mobilizes action ambition solidarity and solutions to recover pandemicrelated learning losses and sows the seeds to transform education in a rapidly changing world Watch the video

UNESCO Communication and Information and Education Sector The Transforming Education Summit to be held at the UN General Assembly for which this preMeeting is being organized aims to forge towards a roadmap for education system to be modernized and  connected making learning more dynamic inclusive and collaborative   The objective of this side event on Media and Information Literacy and Digital Competencies Networks Tools Empowerment for Learning Transformation was to advance the dialogue related to digital capacity building specifically in the areas of media and information literacy and of open content The side event consisted of an Opening panel on leveraging networks for education transformation followed by two sessions Multistakeholder dialogue on partnerships to leverage the contributions of media to media and information literacy nonformal and informal learning Technical discussion on scaling up open education resources for education transformation The expected outcome of this side event was a set of recommendations and actionoriented commitments to form the basis for future proposals They also were carried forward to the Transforming Education Summit in September 2022 at the United Nation General Assembly Watch the video

International Telecommunication Union UNICEF UNESCO and Ministers of Education in Ghana Egypt Ethiopia Cote dIvoire Senegal and Huawei This meeting called on countries and partners to take an integrated approach to the implementation of the recommendation put forth by the Discussion Paper of Action Track 4 on Digital Learning and Transformation to leverage digital technologies in building resilient open digital school systems The meeting convened countries UN agencies and partners to work towards a Network of Champion Countries and Partners on Digital Open Schools and discussed how the Network can support countries to integrate digital learning platforms digital education content teachers digital competencies and pedagogical innovation to develop diverse modes of provision of school education programmes The objectives were to  Establish a Network of Champions on Digital Open Schools to support countries and NGOs to build inclusive crisisresilient learning systems The Champions will include countries NGOs UN agencies and key partners Discuss terms of references of the Network of Champions and midterm action plans Share knowledge on diverse digital open schooling models and elicit comments on a guiding framework on digital open schooling models Showcase good practices in planning integrated digital learning policies national digital learning platforms public digital resources that cover all subject areas and grade levels development of digital competencies and innovative pedagogies  Plan an annual event on open digital learning as a rebranding of MLW  Watch the video

Agence Française de Développement Center for Mediterranean Integration Policy Center for the New South Qatar Foundation and Union for the Mediterranean In a global economic context where the changes brought about by the green and digital transitions are creating new opportunities there are also many uncertainties regarding the jobs of the future and the skills that will be needed for these new jobs The current situation is already worrying especially in the Mediterranean region since young people are graduating without having acquired the right mix of knowledge and skills that could allow them to integrate properly into changing labor markets Having an academic qualification is no longer enough to ensure privileged access to more options to the job market as access to jobs require more and more an active role by universities governments and industry creating a paradoxically increasing relationship between having a university degree and being unemployed This is a wicked problem with many dimensions such as the number of graduates increasing when compared to the absorption capacity of the economies and a gap between competences and skills offered by education and those demanded by enterprises These factors among others have resulted in structural youth under and unemployment rates with extremely high rates in the MENA region at around 26 the highest in the world especially amongst graduates and researchers affecting those that would be best placed to contribute to the economic growth of Mediterranean countries Moreover the rate of young people aged between 15 to 24 in NEET situations Not in Employment Education or Training is very high throughout the region at around 30 in Morocco for example It is thus essential to invest massively in education by focusing on skills development including skills for work through stronger links between the labor markets private sector and the tertiary education system including vocational training and the socalled 21st century skills such as socioemotional skills problem solving teamwork empathy compassion mutual and intercultural understanding Indeed these skills allow not only for a better integration into labor markets and a greater ability to adapt to current and future changes but also to strengthen the citizenship of individuals through a greater ability to participate in public life The session focused on skills development including ways to foster it through mobility of individuals knowledge and skills and skills recognition at all levels including vocational training and informal systems Experts from institutions and governments in the Mediterranean provided concrete recommendations for tertiary education institutions and policymakers to promote skills development in education to enhance youth employability

WB UNICEF GATES FCDO The Accelerator program is an initiative together with governments that demonstrate strong political and financial commitment to fighting learning poverty The purpose of this preSummit Ministerial Exchange was to center Accelerator governments that are taking significant action to improve their foundational learning outcomes to share their experiences and lessons to guide and inspire others While country challenges vary a set of evidencebased interventions have successfully improved foundational learning across contexts This session shared knowledge and lessons learned from these interventions to ensure that more countries are ready and motivated to take significant action to accelerate foundational learning outcomes    The meeting discussed the Accelerator Program process of target setting and building a realistic and costed investment case and elaborated on the actions that can be taken to improve reading proficiency levels rapidly and atscale in the key areas of      Assuring political and technical commitment to making all children literate     Ensuring adequate amounts of effective literacy instruction by supported teachers     Providing high quality ageappropriate books and texts to children     Teaching children first in the language they speak and understand best     Fostering childrens language abilities and love of books and reading

Sustainable Development Solutions Network SDG Academy The Permanent Mission of Ireland to the United Nations Center for Sustainable Development Columbia University and Mission 47 This event brought forth speakers from Governments the UN Academia and the private sector to discuss the importance of Digital Innovation and Diamond Partnerships around FAIR Open Educational Resource Repositories OERRs We made recommendations on their applications as the basis for the achievement of SDG Target 47 create access to SDG education and training at any stage of life in any corner of the planet The purpose of the meeting was to Facilitate dialogue on transformative digital innovation for ESD bringing together experts and knowledge from around the world Highlight evidencebased practice and potential of FAIR OEERs Digital Innovation and Diamond Partnerships   Encourage commitments in planning and investments in FAIR OEERs Digital Innovation and Diamond Partnerships

UNESCO Global Education Monitoring GEM Report and UNESCO Institute of Statistics As technical coleads of Functional Area 2 on data and monitoring for the HighLevel Steering Committee feeding into the Summit the GEM Report and UIS are continuing their work helping countries set SDG4 benchmarks for progress for seven indicators between now and 2030 At the presummit a sideevent discussed benchmarking for progress featuring insights from countries on their experiences aligning their benchmarks with their education sector plans and using them for reporting filling data gaps and promoting dialogue with others The PreSummit provided a key moment for countries and key SDG 4 stakeholders to take stock of progress towards SDG 4 This side event cohosted by the UIS and the GEM Report offered an opportunity to build momentum around the development of national benchmarks for measuring progress towards SDG 4 by reporting back on the progress made the lessons learned and the ways forward for monitoring education systems and policies in 2022 and beyond especially in view of the Transforming Education Summit convened to take place in September 2022  The event featured the voices of education policy makers and representatives from countries and regional organizations tasked with implementing monitoring and reporting on the implementation of education policies and plans to achieve SDG 4 Speakers shared insights on the process of setting national benchmarks and their alignment with education sector plans and the future use of benchmarks for reporting filling data gaps and promoting policy dialogue within countries and between countries

Right to Education Initiative UNESCO OMEP Human Rights Watch CLADE UN Special Rapporteur on the Right to Education ActionAid and Global Campaign for Education Education has drastically changed since the adoption of the UNESCO Convention against Discrimination in Education 1960 and other UN treaties that guarantee the right to education   The development of distance learning and the use of edtech accentuated by the Covid19 pandemic the increasing human movement and the alarming impacts of climate change are rapidly transforming the education landscape In addition SDG4 gave a new impetus to lifelong learning which is recognized by the Futures of education Report as taking place across different times and spaces At the same time major challenges remain including huge inequalities across all levels of education   As UNESCO is reflecting on the evolving dimensions of the right to education this sidemeeting proposed to focus on the need to expand the international legal framework to address the existing and emerging education challenges in order to build the foundation for the transformation of education highlighting areas that are required to be urgently addressed Its specific objective were to foster this dialogue in the context of transformation of education    For  more information

UNESCO International Task Force on Teachers for Education 2030 Education International EI the International Labor Organization ILO and the International Commission on the Futures of Education To ensure that education best helps us build peaceful just and sustainable futures a set of cultural shifts are needed This panel discussion aimed to advance and exchange knowledge on how to create the conditions to support teachers to transform education It advanced the transformation agenda by highlighting the key elements within and beyond the formal education system needed for the transformation of education and for a new social contract for education to be collectively built  Panelists discussed topics such as   Strengthening of education as a public endeavor and common good especially in light of the diversification of educational actors and the displacement of education into domestic spaces  Prioritizing student and teacher wellbeing particularly in relation to accountability regimes and highstakes standardized testing found in many education systems globally  Expanding the role of the teacher who is now often expected to be social worker climate activist health provider and more  Supporting families in their own effort to ensure educational success and the ways this crosses with the need for decent work worklife balance and equity of access to education  Connecting learners to employment and a variety of viable and dignified lifepaths TVET apprenticeships alternative learning paths  Advancing relational and humancentered education in a digital world 

Aga Khan Foundation Global School Leaders Learning Planet Alliance and Teach for All This was the first inperson meeting of a community of practice Circle that feeds into the Glasgow Work Programme on Action for Climate Empowerment The meeting brought together existing members of the Circle and opened its doors to others attending the PreSummit who wanted to join the conversation It also served as a preparatory event for the meeting proposed by Earthday and partners on the 30th of June This Circle exists to grow a great powerful community for pushing towards real impact across different levels system level classroomcapacity level leadership level with tangible outputs that transform education towards climate action and leadership culminating at COP28 for the advancement of climate action and leadership through education  This Circle itself is a spotlight initiative bringing together key organisations and individuals around the world who are working in climate and education two fields which are still too separate to make the rapid systemic changes that are needed to save the planet This meeting contributed to thematic action tracks 2 and 3 working closely with teachers the teaching profession and policy makers at a national level to contribute to skills for life and sustainable development The Circle meeting created momentum towards a global change in climate education and showcased leaders and champions in this area while offering a platform for teachers and the teaching profession alongside climate and other education experts to share their vision and make their voices heard in particular focusing on the role of and space for climate education at the TES in September with a view to making sure this is heard clearly and acted upon at COP28  Watch the video

UNICEF Bill and Melinda Gates Foundation and FCDO To raise awareness about foundational literacy and numeracy its dire state in SubSaharan Africa and what can be done to help improve the situation Nine out of ten children in SubSaharan Africa are unable to read a simple sentence by the age of ten HCA its partners and many in the global education community are now laser focused on ensuring this changes The TES aspires to renew the collective commitment towards ensuring education and lifelong learning is a preeminent public good Activities to Ensure improving learning at the foundation level becomes the key takeaway for decision makers across the world Ensure that the meeting leads to actual renewed interest and commitment towards making learning at the foundational level a priority for countries Put data evidence and best practice at the heart of education reform Ensure the world is aware that Africas foremost champions are demanding that we put an end to this injustice that is leaving our children without a promising future

UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development MGIEP Kuwait Saint Lucia In 2021 the World Bank highlighted that learning poverty among students the world over was at 53 and as high as 80 in poor countries and set to increase by at least 10 post the pandemic School dropouts that currently range between 36 were expected to increase to 58 Thus despite increased enrolments in school global educational goals in terms of quality of learning could be in serious jeopardy Moreover learning assessments that are diagnostic in nature could prove to be insufficient as learners do not receive targeted remedial action However both learning poverty and school dropout rates can be dramatically reduced if learner needs can be identified and addressed early The International Science and Evidence based Education Assessment ISEEA recommends introduction of early universal screening intervention and monitoring through structured protocols in education systems  The ISEE Assessment report was written by a transdisciplinary group of over 300 experts from over 45 countries UNESCO MGIEP has formulated a set of guidelines to support member states implement universal screening within their education systems This meeting was conceived to be interactive and engaging with hands on guidelines that can serve the Member States to understand what universal screening is its costs and benefits and how it can practically support learning recovery in the postpandemic era   

This session allowed teachers students and experts to interact and share their thoughts on future pedagogies Facilitator Ms Un Wa Lok Language Exchange Culture Promotion Association LECPA Ms Adriana Figueredo Tertiary Refugee Student Network regional leader DAFI scholar Mr Petr Franc Organising Bureau of European School Student Unions Dr Jamie Frost winner of the Global Teacher Prize 2020 Covid Hero Award Mr Yao Ydo Director for the UNESCO International Bureau of Education Watch now

Action Aid Right to Education Initiative Oxfam UNESCO and UN Special Rapporteur on the Right to Education The Transformative Education Summit and PreSummit offer a unique opportunity to rethink education to take stock of what works and does not to discuss potential solutions to chronic and recent problems in education Dr Boly Barry Dr Antoninis and representatives from ActionAid Oxfam Education International and Right to Education Initiative and TaxEd Alliance critically analyzed the increasing role of private providers in education and discussed different approaches to improve public education to increase inclusion and equity offering a gendertransformative education to meet SDG4 The panel will explore actionable solutions to reduce teacher shortages and improve access and quality of education through adequate and sustainable financing and equity and efficiency of spending on education  By engaging different constituencies from UN agencies to INGOs teacher unions and other education experts from around the world this side meeting provided a space for reflection and discussion of transformative solutions for education As such it informed the work of action tracks 1 3 and 5  

UNICEF Executive Office of the SecretaryGeneral Government of Singapore EdTech Hub UNESCO AT4 Members The meeting was a deep dive into the recommendation of the Digital Learning TES background paper on the need for free high quality digital learning resources The main objective of the meeting was to determine the way forward for a Coalition for Action on Digital Public Resources for Education moving from policy and plans to implementation and addressing key bottlenecks that have hindered progress thus far Digital technologies in education can contribute to wider systemic efforts to improve learning for all and help address the learning crisis which has been greatly exacerbated by the pandemic Digital public resources for education in particular can decrease the cost of education and catalyse more equitable collaborative and effective approaches to teaching and learning However while much progress has been made over the past 20 years towards advancing this agenda huge gaps remain for example the dearth of freely accessible public educational resources such as reading books or videos in most of the worlds languages and tools which promote more active and collaborative teaching learning and problemsolving   Objectives Establish a Coalition for Action on Digital Public Resources for Education to move from policy to action and implementation and address the key bottlenecks that have hindered progress This Coalition will include Champion Countries as well as international organisations and experts working in this area Reflect on progress to date and discuss how the key bottlenecks can be addressed This would build upon previous work including the international standardsetting instruments adopted by UN agencies and Member States Identify a set of realistic goals for Digital Public Resources How can we collaborate to address the gap in availability of openly licensed high quality literacy numeracy and science resources across different languages as well as collaborative learning and teaching tools

Arigatou International Indonesia National Commission for UNESCO Kenya National Commission for UNESCO and Children Representatives

Government of United Kingdom and Rwanda UNICEF World Humanitarian Forum and UNESCO This side event brought global education leaders together to highlight urgent actions and to drive transformative leadership and accountability to improve education outcomes for marginalized adolescent girls We are far from achieving the Sustainable Development Goal 4 target of 12 years of quality and inclusive education for every child Adolescent girls particularly those living in lowincome countries and fragile contexts face monumental barriers to accessing quality education Girls facing intersecting forms of discrimination such as those living in poverty or rural areas girls with disabilities and girls who are displaced among others face compounded multiple barriers and require wholesystem efforts to secure their right to education The COVID19 pandemic has only exacerbated the challenges with increases in child marriage early and unintended pregnancy and genderbased violence In this context we are making a global call for urgent and atscale action across three areas Identify outofschool girls and support their return to learning Fitforpurpose learning pathways for girls that addresses the foundational learning crisis and leads to skills for employment Make schools safe promote health and wellbeing   We know that focused leadership can make real change and this side event mobilized education leaders around five enablers  Leadership Build connections between Ministers Young People First Ladies Education UN Civil Society and Private Sector Accountability Use the global commitment to transform education through the Transforming Education Summit and other commitments goals and targets to drive action Innovation Share scalable and transferable multisectoral digital costeffective solutions and innovations to accelerate impact Data Improve the quality and use of national and subnational data on outofschool children and the learning progress of the most marginalised children and young people Financing Invest to get learning back on track for millions of girls across lowincome countries and fragile contexts   The meeting aimed to Build alliances amongst governments international partners civil society and the private sector to secure accountable transformative action and investment for girls in lowincome countries and fragile contexts Set out scalable impactful solutions that countries are taking forward and Set the stage for the main TES in September 2022 to convene a platform for Ministers and partners to advancing girls education

WB UNICEF GATES FCDO USAID This event centered on the question how can countries accelerate and sustain foundational learning in a context of high learning losses The session created a shared understanding of the actions countries can take to advance foundational learning and offered lessons learned by countries that have led successful programs to improve reading and math Expert speakers put forth evidencebased principles for policymaking and a small panel of Ministers of education shared lessons challenges and key insights for future action  Before COVID19 low and middleincome countries were already experiencing a deep learning crisis an estimated 57 of children in these countries could not read and understand a simple text by age ten COVID19 disruptions have only exacerbated the issue causing this figure to rise to an estimated 70  Discussions centered on policy options for effective instruction and sustainable implementation at scale in the postCOVID era for instance targeting instruction to students learning levels in the learning trajectory prioritizing foundational learning literacy and numeracy in the curriculum to ensure adequate amounts of instruction for accelerated recovery supporting teachers with continuous professional development ensuring that children are taught in their home language first and following the science of reading by focusing instruction on the critical subskills for learning to read The presentations and discussion were anchored around the principles of the Literacy Policy Package a framework of critical policies to promote literacy for all children as well as the policy actions presented in the Guide for Learning Recovery and Acceleration a new publication by the World Bank the Bill Melinda Gates Foundation FCDO UNICEF USAID and UNESCO that offers a menu of evidencebased policy options for addressing COVID19 learning losses and building forward better 

Guinea Guillaume Hawing Minister of PreUniversity Education and Literacy on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Generation Unlimited Global Business Coalition for Education Global Education Coalition UN Global Compact As the world is experiencing a global learning crisis leaving SDG 4 well off track conventional education systems are struggling to deliver the values knowledge skills and outlooks needed for children young people and adults The role of the Private Sector is becoming more and more important as governments looks to transform their education systems   Private Sector engagement in education and training already has a long tradition including collaboration for workbased learning digital learning financing research and innovation Private Sector involvement during the pandemic proved key in advancing solutions by sharing new methods and tools to address education challenges and brought significant contributions and results to education and to the creation and sustainability of local ecosystems As the world emerges from the Covid19 crisis it is clearer now than ever that the Private Sector can play an important role in achieving SDG 4 and success requires multistakeholder partnerships between public and private sectors civil societies media and academia This Round Table brought together a diverse range of Private Sector actors for an open discussion of what educational transformation looks like how we could achieve this and contribution from the sector The panel was moderated by AnneBirgitte Albrectsen CEO of the LEGO Foundation in an open floor format where quickpaced conversations could take place with three rounds of questions All participants were encouraged and welcomed to take the floor and provide short responses in each round  The overall ambition was explore the following questions   What does Transforming Education look like to you and what role should the Private Sector have  Looking at education today to transform it what should we keep and what should we discard or do differently   From your perspective if there was one thing that could unlock education transformation what would it be  Watch now

UNESCO Institute for Lifelong Learning and Kingdom of Morocco From 15 to 17 June 2022 participants from across the globe came together for the Seventh International Conference on Adult Education CONFINTEA VII in Marrakech Morocco They took stock of achievements in adult learning and education discussed challenges and developed a new framework for action to make adult learning and education a reality around the world the Marrakech Framework for Action   CONFINTEA VII is one of the key conferences preparing the ground for the Transforming Education Summit TES and the renewal of the commitment by member states to education and lifelong learning as a preeminent public good The Marrakech Framework for Action will guide Member States in their policies and actions in adult learning and education over the next decade which is particularly relevant for the TES Action Track 2 focusing on learning and skills for life work and sustainable development  Moderated by Ms Stefania Giannini Assistant DirectorGeneral UNESCO the meeting hosted by the UNESCO Institute for Lifelong Learning together with the Kingdom of Morocco presented outcomes of CONFINTEA and discussed how the implementation of the Marrakech Framework for Action can contribute to transforming education over the next decade The event particularly focused on the call of UN SecretaryGeneral Antonio Guterres for the formal recognition of a universal entitlement to lifelong learning and reskilling translated into practice through legislation policy and effective lifelong learning systems Our Common Agenda 2021 p28

This engaging youthled session allowed the audience to share their thoughts on the theme of Transforming Education

Education Commission and UN Special Envoy for Global Education Fifty lowermiddleincome countries LMICs are home to the largest number of outofschool children and youth as well as the largest number of children not learning of any income group The International Finance Facility for Education IFFEd has been designed to address the critical needs of LMICs at this urgent time By maximizing scarce donor resources in an unprecedented way IFFEd allows LMICs to finance education priorities more affordably without having to make difficult tradeoffs This session showcased a moderated panel discussion by key IFFEd partners to introduce IFFEd to a broad audience ahead of the launch at TES in September 2022  Fifty lowermiddleincome countries LMICs are home to more than 700 million children and youth the largest number of outofschool children and the largest number not learning of any income group Even under the most optimistic prepandemic scenarios of increased domestic budgets and more efficient spending it was estimated that LMICs will face a financial shortfall to address these challenges likely rising to 80 percent of the total global financing gap by 2030 The pandemic has further compounded fiscal pressures forcing some governments to cut education investments at exactly the time they are most needed for recovery and growth The financing gap in LMICs is much too large to be solved by traditional grant aid which is not even enough to address the needs of the poorest countries A global financing compact is needed to resolve underlying tension for both lower income and lowermiddleincome countries The International Finance Facility for Education  IFFEd has been designed to address the critical needs of LMICs at this urgent time By maximizing scarce donor resources in an unprecedented way IFFEd allows LMICs to finance education priorities more affordably without having to make difficult tradeoffs  IFFEd is currently under final development with a core group of donor MDB and recipient partners and will launch at the Transforming Education Summit this September 2022 as called for by the  UN SecretaryGeneral and other global leaders   The session objective was to introduce IFFEd to a broad audience ahead of the anticipated IFFEd launch at TES in September 2022 leveraging direct perspectives from key IFFEd partners The session was a moderated panel discussion by key IFFEd partners including representatives of sovereign and philanthropic donors MDBs and potential partner countries This was followed by open discussion QA with participants 

Global Campaign for Education David Archer Civil Society Representative Thematic Action Track 5 Updates Session on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Khalifa Al Suwaidi Hamdan Bin Rashid Al Maktoum Foundation Action Track colead Closing Speech on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Transforming ED Talks Action Track 4 Tania Rosas Cofounder Origin Learning Fund and Olab app on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Singapore Siew Hoong Wong Advisor to Ministry of Education Thematic Action Track 1 colead Updates Sessionon the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Transforming ED Talks Action Track 3 Ilan Enverga Founder Youth for Better International School for Better Beginnings on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022 

Namibia Sanet Steenkamp Executive Director Ministry of Education Thematic Action Track 1 colead Updates Session on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Open conversation private sector perspective on Transforming Education The objective of the session was to bring together various private sector perspectives to evolve our thinking and understanding about what we mean by transforming education private sector involvement and what and how transforming education should look like Moderator Mr Simon Sommer CoCEO of the Jacobs Foundation SDG4 HighLevel Steering Committee Foundations Representative Ms Aashti Zaidi Hai CEO Global Schools Forum Mr William Florance Government Relations Program Lead EMEA Google Ms Tara Chklovski CEO and Founder Technovation Mr Taha Bawa CEO and cofounder of Goodwall and World Economic Forum Global Shaper Akustina Morni Senior Adviser and Education Specialist the International Organisation of Employers IOE  Watch now

Maria Nguyen Ulises Brengi Alice Mukashyaka moderators of AT1 on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

WorldSkills Chris Humphries President and Chair of the Board on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

UNFPA Diene Keita Deputy Executive Director of Programme on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

UNICEF Frank van Cappelle Senior Adviser Education Digital Learning on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

UNICEF Catherine Russell Executive Director Chair of Summit UN Taskteam Opening Speech on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

UNESCO Xing Qu Deputy DirectorGeneral Closing Session on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

UNESCO Executive Board Tamara Rastovac Siamashvili Chairperson Closing Session on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

UNESCO General Conference Santiago Irazabal Mourão President of the 41st Session Opening Speech on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

UNESCO Sobhi Tawil Director Future of learning and innovation on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

UNESCO Audrey Azoulay DirectorGeneral Opening Speech bilingual version on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

UN Special Envoy for Education Gordon Brown on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

UN General Assembly Abdulla Shahid President Opening Speech on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

UN Amina J Mohammed DeputySecretaryGeneral Closing Remarks on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Technovation Tara Chklovski CEO and Founder on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Moderator  Ms Shireen Nawal Chaya Program Technical Advisor Dubai Cares Panel discussion  HRH Princess Abze Djigma Chair of the HRH Princess Abze Djigma Foundation and Chair of the International Jury for 2021 UNESCOJapan Prize on ESD Burkina Faso HE Mr EnkhAmgalan Luvsantseren Minister of Education and Science Mongolia  HE Mr Wendkouni Joël Lionel Bilgo Minister of National Education Literacy and Promotion of National Language Burkina Faso HE Mr Markus González Undersecretary Ministry of Universities Spain  HE Ms Anna Brandt Ambassador and Permanent Representative of Sweden to the OECD and UNESCO Mr Chris Humphries President and Chair of the Board WorldSkills  Mr JeanFrançois Plard Head of International Development Pix Watch now

Transforming ED Talks Action Track 2 Amanda Bennett Rivera Youth Coordinator at Earth Charter International on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022 

Transforming ED Talks Action Track 1 Nir Shrestha President at Blind Youth Association Nepal Kathmandu Valley on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022 

World Bank Mamta Murthi VP for Human Development on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Special Rapporteur on the Right to Education Koumba Boly Barry on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

SDG4 HighLevel Steering Committee Kenisha Arora Youth Representative Opening Speech on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

International Organisation of Employers IOE Akustina Morni Senior Adviser Education Specialist International Organisation of Employers on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Google William Florance Government Relations Program Lead EMEA on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Goodwall Taha Bawa CEO and cofounder of Goodwall and World Economic Forum Global Shaper on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

EdTech Hub Verna Lalbeharie Executive Director Action Track co lead on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Albert Einstein German Academic Refugee Initiative DAFI scholar Adriana Elizabeth Figueredo Costero on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

SDG4 HighLevel Steering Committee Sherpa Chairs Sierra Leones D Sengeh and UNESCOs S Giannini on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

SDG4 HighLevel Steering Committee coChair UNESCO Audrey Azoulay DirectorGeneral on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

SDG4 HighLevel Steering Committee Chairs Sierra Leones President Bio UNESCOs DG A Azoulay on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

International Telecommunication Union ITU Houlin Zhao SecretaryGeneral on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

International Labour Organization ILO Alette van Leur Director Sectoral Policies Department on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Global Schools Forum Aashti Zaidi Hai CEO on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Ericsson Zohra Yermeche Program Director Sustainability and Corporate Responsibility on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Education International Haldis Holst Deputy General Secretary on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Pix JeanFrançois Plard Head of International Development on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Remote video URL Partnership for Advancing Innovative Sustainability Karyna Radchenko Founder on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

LEGO Foundation AnneBrigitte Albrechtson CEO on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Education Above All Ayan Said Poet on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Agence française de développement AFD Remy Rioux CEO on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Zambia Nkandu Luo former Minister of Higher Education Gender Health on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Uzbekistan Usman Sharifkhodjaev First Deputy Minister of Public Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Uzbekistan Komiljon Karimov First Deputy Minister of Higher and Secondary Special Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Uruguay Pablo Da Silveira Minister of Education and Culture on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Sweden Anna Brandt Ambassador and Permanent Representative of Sweden to the OECD and UNESCO on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Spain Markus González Undersecretary Ministry of Universities on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Singapore Siew Hoong Wong Advisor to Ministry of Education Action Track colead on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Sierra Leone Julius Maada Bio President on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Portugal represents Western European and North American States on the SDG4 HighLevel Steering Committee for 20222023  Watch João Miguel Marques da Costa Minister of Education of Portugal SDG4 HighLevel Steering Committee Leader at the Transforming Education PreSummit on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

UNESCO Stefania Giannini Assistant DirectorGeneral for Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022  

Nigeria Malam Adamu Adamu Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Namibia Sanet Steenkamp Executive Director Ministry Education ArtsCulture Action Track colead on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Namibia Ester Anna Nghipondoka Minister of Education Arts and Culture on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Malawi Agnes Nyalonje Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Japan Tetsuya Kimura Ambassador Permanent Mission of Japan to the UN Action Track colead on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Jamaica Nigel Clarke Minister of Finance on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Italy Patrizio Bianchi Minister of Education Action Track 1 colead Closing Remarks on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Italy Patrizio Bianchi Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Haiti Nesmy Manigat Minister of Education and Vocational Training on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Guyana Priya Manickchand Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Greece Zetta Makri Deputy Minister of Education and Religious Affairs Action Track colead on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Finland Li Andersson Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Fiji Premila Kumar Minister for Education Heritage and Arts Action Track 5 CoLead on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

European Commissioner for International Partnerships Jutta Urpilainen on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Ethiopia SahleWork Zewde President and Chair of the International Commission Futures of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Egypt Tarek Shawki Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Côte d´Ivoire Mariatou Koné Minister for National Education and Literacy on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

UN Amina J Mohammed Deputy SecretaryGeneral on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

UN Antonio Guterres SecretaryGeneral on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Zimbabwe Evelyn Ndlovu Minister of Primary and Secondary Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Zambia Douglas Syakalima Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Burkina Faso Princess Abze Djigma Chairof the HRH Princess Abze Djigma Foundation on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Updates from the Thematic Action Track sessions UN SecretaryGeneral´s Special Adviser for the Transforming Education Summit Leonardo Garnier on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

UNESCO Audrey Azoulay DirectorGeneral on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Viet Nam Nguyễn Văn Phúc Deputy Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Venezuela Wuikelman Angel Paredes Vice minister of Educational Communities on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Uzbekistan Agrippina Shin Minister of Preschool Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

United Arab Emirates Ahmad Belhoul Al Falasi Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Turkey Mahmut Özer Minister of National Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Thailand Trinuch Thienthong Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Tanzania Lela Muhamed Mussa Minister of Education and Vocational Training on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Ukraine Serhiy Shkarlet Minister of Education and Science on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Tajikistan Rahim Saidzod Minister of Education and Sciences on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Syria Darem Tabbaa Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Sri Lanka Susil Premajayanth Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Spain María Pilar Alegría Continente Minister for Education and Vocational Training on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Somalia Abdullahi Abukar Haji Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Serbia Anamarija Viček State Secretary at the Ministry of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Senegal Mamadou Talla Minister of National Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Saudi Arabia Hamad M AlSheikh Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

São Tomé et Principe Julieta Izidro Rodrigues Minister of Education and Higher Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Rwanda Twagirayezu Gaspard Minister of State Primary and Secondary Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Russia Sergey Kravtsov Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Romania Daniela Gitman Deputy Minister of Foreign Affairs on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Philippines Leonor Briones Secretary of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

North Macedonia Jeton Shaqiri Minister of Education and Science on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Mongolia EnkhAmgalan Luvsantseren Minister of Education and Science on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Palestine Marwan Awartani Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Oman Abdullah Ambusaidi Undersecretary of Ministry of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Nepal Devendra Paudel Minister for Education Science and Technology on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Mozambique Manuel Bazo Deputy Minister of Education and Human Development on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Morocco Chakib Benmoussa Minister of National Education Preschool and Sports on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Montenegro Miomir Vojinovic Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Malaysia Radzi Jidin Senior Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Libya Mussa Hamad Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Liberia Ansu Soni Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Lesotho Mamookho Phiri Minister of Education and Training on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Lebanon Abbas ElHalabi Minister of Education and Higher Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Lao PDR Sisouk Vongvichit Vice Minister of Education and Sports on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Kyrgyzstan Almazbek Beishenaliev Minister of Education and Science on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Kuwait Ali AL Mudhaf Minister of Education and Minister of Higher Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Kenya George Magoha Minister for Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Kazakhstan Kuanysh Yergaliyev ViceMinister of Higher Education and Science on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Jordan Wajih Owais Minister of Education Higher Education and Scientific Research on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Japan Hiroshi Yoshimoto Vice Minister of Education Culture Sports Science and Technology on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

TeachersTransform

Iran Mahdi Fayyazi Vice Minister of Education for International Affairs´ representative on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Iraq Adil alBasisi Deputy Minister of Education for Scientific Affairs on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Indonesia Suharti Suharti Deputy Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

India Rajkumar Ranjan Singh Minister of State for Education and External Affairs on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Iceland Ásmundur Einar Daðason Minister of Education and Children on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Ghana John Ntim Fordjour Deputy Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Gambia Claudiana A Cole Minister of Basic and Secondary Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Gabon Camélia Ntoutoume Leclarcq Minister of National Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Ethiopia Fenta Mandefro Abate State Minister for General Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Equatorial Guinea C E N Onguene Minister of Education Higher Education Sports´ representative on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Dominican Republic Dixi Lee Julissa Hernandez Vice minister of Educational Planning Development on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Djibouti Mohamed Abdallah Mahyoub Vice Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Cuba Cira Piñeiro Alonso First Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Congo Delphine Edith Emmanuel Adouki Minister of Higher Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Comoros Youssouf Takiddine Minister of National Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Brazil Victor Godoy Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Bosnia and Herzegovina Ankica Gudeljević Minister of Civil Affairs on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Cameroon Laurent Serge Étourdi Ngoa Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Bolivia Edgar Pary Chambi Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Benin Salimane Karimou Minister of Nursery and Primary Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Bahrain Majed AlNoaimi Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Azerbaijan Mukhtar Mammadov Deputy Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Armenia Artur Martirosyan Deputy Minister of Education Science Culture and Sport on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Transforming Education PreSummit 29 June 2022 UNESCO HQ

Andorra Ester Vilarrubla Minister of Education and Higher Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Algeria Belabed Abdelhakim Minister of National Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Albania Evis Kushi Minister of Education and Sports on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Angola Luísa Grilo Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

Updates from the Thematic Action Track 3 colead and the way forward at the PreSummit UNESCO 2830 June 2022 Watch Ligia Deca Presidential Adviser Education Research Department Romania

Updates from the Thematic Action Track 2 colead and the way forward at the PreSummit UNESCO 2830 June 2022Watch María Victoria Angulo González Minister of National Education Colombia

Good practice example Watch Maria Brown the Minister of Education of Ecuador at the PreSummit

Canada Anita Vandenbeld Parliamentary Secretary to the Minister of International Development on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022

France represents Western European and North American States on the SDG4 HighLevel Steering Committee 20222023 Watch HE Mr Pap Ndiaye Minister of National Education Youth and Sports of the French Republic SDG4 HighLevel Steering Committee Leader member in an interview with SDG4Youth member Armel Azihar at the Transforming Education Summit September 2022  httpsyoutubesvYDUjRya4s

UNHCR UNESCO Taskforce on Teachers for 2030 the Interagency Network for Education in Emergencies and Education International Teachers in areas affected by emergencies and forced displacement are often invisible in national education sector planning and budgets Yet in refugeehosting contexts refugee teachers count more than any other schoollevel factor for children and youths learning and wellbeing Despite this fact too many refugee teachers who are experiencing the trauma of displacement themselves contend with a lack of recognition inadequate compensation and poor working conditions Where refugee teachers are needed most barriers to entry and inflexible and inconsistent financing mechanisms continue to compound the global teacher shortage In protracted crises current approaches lead to a lack of predictable multiyear funding and tangible support that would enable refugee teachers to become qualified and enter national systems With the aim of including these issues on the Transforming Education Summit Action Track 3 Agenda and working towards a harmonized understanding of refugee teachers and teaching in refugee hosting settings this meeting brought together representatives from UNHCR UNESCO Taskforce on Teachers for 2030 the Interagency Network for Education in Emergencies Education International teachers youth representatives and member state representatives to discuss and debate three key provocations Who do we consider to be teachers in refugee hosting settings Might new definitions and preconditions for entry into the profession address the global teacher shortage  How if at all do we recognize community and refugee teachers as part of the professional teacher workforce in refugee hosting settings What are the limitations or barriers of current financing mechanisms and what innovative approaches exist to overcome financing challenges  This session also was an opportunity to give refugee teachers and youth a voice to share their experiences and inform the agenda for transforming education provision in crisis settings  A key outcome of this meeting was a memo of recommendations produced by INEE and UNHCR meeting moderators and submitted to the International Task Force on Teachers for Education 2030 in its role of colead of the Thematic Action Track 3 for consideration and inclusion in subsequent Transforming Education Summit statements Watch the video

UNESCO Education and Priority Africa and External Relations Sector The HighLevel Breakfast Meeting held under the theme Transforming Africa through Education and the valuing of its History will highlight the strategic role of education in the context of the implementation of UNESCO Operational Strategy for Priority Africa 20222029 The event provided an opportunity to exchange on the educationrelated UNESCO Priority Africa Flagship Programmes Campus Africa and the General History of Africa showcase voices from the ground and provide a platform for NorthSouthSouth cooperation in reinforcing higher education in Africa and the integration of the General History of Africa in education systems in Africa and in the diaspora

This session was dedicated to demanding and amplifying the shared commitment to young people as equal partners at the table in the transformation of education A strategic dialogue conversationback forth between UNICEF EU and three young people Facilitator Ms Rana Bou Jaber Social activist and youth advocate Ms Catherine M Russell Executive Director UNICEF  HE Mr David Sengeh Minister of Basic and Senior Secondary Education Sierra Leone CoChair of the Summit Advisory Committee and the SDG4 HighLevel Steering Committee Ms Renate Adriaansens President of Young Feminist AmbassadorsNetherlands Mr Crédo Gansou Director NGO Pauly Afrique BioBenin Ms Shamah Bulangis CoChair of Transform Education Watch the video

ProtectEiENow Transforming Education in Crisis Contexts This session highlights how youth can be central to transforming Education in Emergencies and launch a Call to action to ProtectEiENow Facilitator Mr Nhial Deng Summer Associate for Policy Advocacy at Plan International Canada  Ms Yasmine Sherif Director Education Cannot Wait  Ms Asma Rabi Youth Researcher  Mr Ratin Sazedul Global Campaign for Education Youth Ambassador  Mr Jibril Ahmed Sudan Arab Campaign for Education  Ms Vicky Mogeni Youth and Students Engagement Learning Coordinator Global Campaign for Education  httpsyoutube2JZ4yMxnqks

Updates from the Thematic Action Track 1 colead and the way forward at the PreSummit UNESCO 2830 June 2022  Watch Sanet Steenkamp Executive Director Ministry of Education Arts and Culture Namibia

Building on the global momentum generated by the UN Transforming Education Summit TES in September 2022 this years International Day of Education called for maintaining strong political mobilization around education and chart the way to translate commitments and global initiatives into action In that context the Ministry of Education and the UN in Jordan jointly organized a postTES Conference on 24th January 2023 Jordan is the lead country in the Arab region for TES followups The International Day of Education was a unique opportunity to keep up the pressure building on TES national vision statements global initiatives and the global youth movement to accelerate transformation and progress towards SDG4 In Jordan it was an opportunity to bring together the Ministry of Education government and nongovernment stakeholders working in education UN agencies donors civil society organizations and youth As a direct followup to the TES convened by the UN Secretary General last September this postTES event supported promoting and showcasing of the Jordan national statement of commitment at country level and aimed to mobilize further support and partnerships for translating it into action The national commitments of Jordan were unpacked and priority actions presented for discussion and validation This was done over three panels covering three overall thematic comprising of all national commitments presented by Jordan at the TES in September 2022  Under system strengthening transforming education was discussed related for instance to adopting preventive measures for future potential crises through risk and crisis management to optimizing the planning of school infrastructure maintenance and resources to accommodate increased demand safety and accessibility for all to further investing in Jordans Education Management Information System for evidencebased policy making to continuing into translating SDG4 priorities into national planning and monitoring or to further investing in education as key to the transformation of education agenda  Under inclusion and diversity in education transforming education was discussed as it related to laying the foundations of learning through universalization of Kindergarten to addressing learning losses particularly for the most vulnerable or to providing enabling safe healthy and accessible learning environments and support systems for all children particularly for the most vulnerable such as children with disabilities and refugee children  Under technical and vocational education and training TVET transforming education was discussed as it related to reforming the TVET system to enhance quality and relevance and respond to the requirements of the labor market to skills for all individuals to learn work and live to develop skills for inclusive and sustainable economies or to youth engagement Inclusion and diversity in education has been at the heart of the transforming education agenda for Jordan The Conference was also an opportunity to discuss relevant global commitments that support this agenda such as the Global Compact on Refugees GCR which represents a unique and transformative opportunity to build on positive trends and strengthen refugee responses for the benefit of both refugees and host communities Transforming Education in Jordan

Gender Transformative Education Reimagining education for a just and inclusive world

French Presidency of the Council of the European Union and the European Commission Drawing on examples of cooperation and partnerships by the European Union and its Member States as Team Europe the event put the spotlight on promising gamechanging opportunities and solutions through a regional lens in the context of the Transforming Education Summit in September and beyond The event brought together education and foreign affairsdevelopment cooperation ministers from EU Member States and partner countries as well as youth representatives  The high level roundtable underlined the added value of Team Europe regional approach and brought education and foreigndevelopment ministers together to present added value based on EU and MS flagships on education under the new the Global Gateway strategy This part was guided by the different action tracks of the Summit  

Transforming ED Talks Action Track 5 Ranja Diab GPE Youth Leader on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022  httpsyoutubeO436ZZSuYFk

Youth intervention Action track 2 Daria Chekalskaia Hammed Kayode Alabi on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022  httpsyoutubeCgxMqgjQr8

Introducing the Youth Declaration and Closing Youth Forum This session presented progress on the Youth Declaration took stock of the day and paved the way to the Summit  Ms Jayathma Wickramanayake UN SecretaryGenerals Envoy on Youth  Ms Doris Mwikali SDG4Youth Representative to the SDG4 Education 2030 HighLevel Steering Committee  HE Santiago Irazabal Mourão President of UNESCO´s General Conference  Mr Leonardo Garnier Special Adviser of the SecretaryGeneral on the Transforming Education Summit Watch the video

Video Voices of Transformation Youth at the Transforming Education PreSummit 28 June 2022 httpsyoutubeHN6o2vJPUs

Introducing The Youth Declaration Jayathma Wickramanayake Doris Mwikali Sofia Bermudez on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022 Introducing the Youth Declaration process and how youth voices and innovative ideas will fit into the Summit process  Ms Jayathma Wickramanayake UN SecretaryGeneral´s Envoy on Youth Message  Ms Doris Mwikali SDG4Youth Representative to the SDG4 HighLevel Steering Committee  Ms Sofia Bermudez SDG4Youth Representative httpsyoutubeJma1n5fxns

Kenisha Arora Youth Representative to the SDG4 HighLevel Steering Committee Opening Youth Forum Speech on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022 Watch the video

Refugee Youth Advocate Nhial Deng on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022 Watch the video

Czech Republic Jaroslav Miller Deputy Minister of Education Youth and Sports on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022 httpsyoutube1ytE5tewim4

The Action Group is representative in terms of regional representation and age of participation and is youthled by youth representatives UN Next Generation Fellows of both Restless Development Alice Mukashyaka and the World Organization of the Scout Movement Thaís Queiroz It allows young people to meaningfully and effectively voice their opinion in the run up to the Transforming Education Summit

Consultation with Young People on the Youth Declaration on Transforming Education  Office of the SecretaryGeneral´s Envoy on Youth httpsyoutubesM8lCTETdrM

Introducing the Youth Declaration Closing ASalfo UNESCO Goodwill Ambassador on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022  httpsyoutubeLnrC3mfE7mI

Côte Ivoire National Consultation Report

Saint Kitts and Nevis National Statement of Commitment

Côte dlvoire National Statement of Commitment

The International Commission on the Futures of Education met on 28 June and issued a call for education to serve our shared needs and common futures in new ways Under the leadership of Her Excellency Madam SahleWork Zewde President of Ethiopia Commmissioners met in Paris at UNESCO headquarters in the context of the Transforming Education PreSummitThe Commission released a statement proposing that forging a new social contract for education offers both the vision and process for transforming educationTransforming education means supporting teaching and learning that is transformative for learners To achieve this we need fundamental changes to educational processes and opportunities worldwide The Commission urges us to see this as less a complete overturning than a metamorphosis Read the Statement

The people who are crazy enough to think they can change the world are the ones who do And we the nine authors of this piece believe it As a result a few months ago we banded together and formed the Transforming Education Summit youth advisory group We´ve been working hard together since that day with commitment and hope to achieve the change we want to see in the world And here we are today writing our collective opinion for you so please join us on our transformational journey 

Recognizing that education is a human right and a foundation for peace tolerance other human rights and sustainable development the United Nations UN SecretaryGeneral is convening world leaders for a Transforming Education Summit TES on Monday 19 September 2022 as a key milestone in the advancement of Our Common Agenda The Summit will be preceded by engagements on Mobilization and Solutions on Friday 16 and Saturday 17 September respectively in which ministerialparticipation is encouraged Read the Information Note for more details

TES Solutions Day 17 September 2022 Call for Proposals 

Transforming Education Summit National Convenor Handbook explains the roles and responsibilities of the Convenor

Lawyer and SDG4Youth Network advocate Cynthia Nyongesa participated in discussions with ministers and government representatives on how young people can take forward the commitments of Transformation Education Summit TES and advance on SDG4 at the 2023 Economic and Social Council ECOSOC Youth Forum in New York Cynthia´s passion for education and justice took root eight years ago I was 19 years old when I realised how young people in my local village in Western Kenya were missing out on education I then began to look for ways to change that by volunteering as a mentor with the Equity Wings to Fly a financial program in Kenya that sponsors needy students to school My journey then transitioned to other organizations such as UNICEF Generation Unlimited and Global Partnership for Education shares Cynthia who is currently studying International Law at the University of Cape Town as a Mandela Rhodes Scholar  Cynthia took part in the 2023 ECOSOC Youth Forum held from 2527 April which focused on accelerating the recovery from COVID19 and achieving full implementation of the 2030 Agenda with the active involvement of young people During the Ministerial Segment Cynthia had the opportunity to speak on how youth are partnering to meet TES commitments and advance SDG4 She provided several examples including the Global Youth Initiative which was developed with youth and student networks UN and Civil Society partners and is the first multistakeholder global initiative aimed at ensuring meaningful youth engagement and leadership in education policymaking  Cynthia Nyongesa reflects on the session stating Practical solutions and good practices on youth engagement in development and governance were shared For example several Member States engage young people through national youth council and advisory boards She continues Similar to the guidance note for Member States to translate national commitments made at the Transforming Education Summit into action and to transform their education systems the SDG4Youth Network is currently coordinating the development of a guidance note for youth  Cynthia expressed optimism for the future and states It is important to maintain the momentum and incorporate the perspectives of young people not only in highlevel UN fora such HighLevel Political Forum and the Summit of the Future but more importantly in the plans and policies to implement TES commitments and advance SDG4 at country level

Transforming Education Together Chile Marco Antonio Ávila Lavanal Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022  Watch here

Next Wednesday at 0800 EDT the  LeadingSDG4  Youth Network will meet in an online side event taking place on the margins of the  ECOSOC  Youth Forum The objective of this event named  Build up and Scale up Safe Education Facilities NonFormal YouthLed Organizations and FutureProof Skills  is to demonstrate the interlinkages between the Youth Declaration and SDGs 9 11 and 17 The event is designed for policymakers educators civil society organizations and young people who are interested in improving education quality and understanding the important role of youth and students in achieving SDG4 Registrations are now opened we encourage you to enroll now and share it within your network  httpsunescoorgzoomusmeetingregistertZcuce6gqjMrHdUyApyXXKo9sE5szLYQjrUregistration   Discover the key moments of the SDG4 Youth Network at the  ECOSOC Youth Forum

The SDG4 HighLevel Steering Committee calls on Member States regional organizations donors and all other stakeholders to endorse and find concrete opportunities to support the Global Youth Initiative led by the SDG4Youth Network to be launched at the January 2023 International Day of Education  Learn more about the initiative by watching this video

Transforming Education Together Refugee youth advocate and digital educator Jean Marie Ishimwe on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022 Watch here

Transforming Education Together International Telecommunication Union ITU Houlin Zhao SecretaryGeneral on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022  Watch here

Transforming Education Together International Commission Futures of Education António Nóvoa Chair of Research Drafting Committee on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022 Watch here

Transforming Education Together Dubai Cares Tariq Al Gurg CEO on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022​​​​​​​  Watch here

Transforming Education Together Citizenship teacher Michelle CodringtonRogers on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022  Watch here

Transforming Education Together Centro del Culturas Indigenas del Peru Tarcila Rivera Zea Executive Director on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022  Watch here

Transforming Education Together Blind Youth Association Nepal Nir Shrestha President on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022  Watch here

Transforming Education Together Norway Bjørg Sandkjær Deputy Minister of Foreign Affairs on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022  Watch here

Transforming Education Together Latvia Anita Muižniece Minister for Education and Science on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022  Watch here

Transforming Education Together African Union Commission Hambani Masheleni Head of Education Division on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022  Watch here

Transforming Education Together China Huai Jinpeng Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022  Watch here

Transforming Education Together Argentina Jaime Perczyk Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022  Watch here

Transforming Education Together Bangladesh Dipu Moni Minister of Education on the occasion of the Transforming Education PreSummit UNESCO HQ Paris 2830 June 2022 Watch here

The UNESCO International Institute for Educational Planning IIEP supports educational policy planning and management It plays a key role in promoting transforming education systems and adopting new forms of learningIIEP issues the PlanED podcast featuring experts who reflect on education systems worldwide and how they impact communities for a more equitable and sustainable future 

Ahead of this years International Day of Education IDE join us on social media to call on member states to turn their commitments into action and invest in education Here are the steps you can follow to join the activation  1 Head to the EducationDay filter and take a photo  2 Download it and open your social media accounts  3 Post it tag someone a friend or world leader to pass the message use LeadingSDG4 hashtag 4 During the 24th of January an Open Letter will be shared at the United Nations Headquarters in New York City It will be posted here on that date  5 Follow our campaign on Twitter and LinkedIn

Call to Action Education in Crisis Situations

Thematic Action Tracks are key levers to transform education by focusing on five areas that need attention The Action Tracks seek to mobilize new commitments by highlighting policy interventions that work and leveraging existing initiatives and partnerships including those that emerged in response to the COVID19 pandemicThe discussion papers were prepared by the CoLeads of the Thematic Action Track with the support of UN Support Teams and in consultation with countries and partnersRead the discussion paper on Financing of education discussion paper July 2022You can also join the online community conversation on Thematic Action Track 2 Learning and skills for life work and sustainable development

These guidelines seek to support countries to convene inclusive national consultations in advance of the September 2022 Transforming Education Summit They recognize that education systems in every country are unique and shaped by the local context They recognize also that many countries have preexisting strategic plans or ongoing education policy processes Yet both the pandemic and the ongoing global learning crises demonstrate that without a solid commitment to transform education the goals established in every country and in the 2030 Agenda will not be reached Countries are therefore encouraged to view these guidelines as a support tool to promote a national consultation process that is both responsive to their own unique circumstances and capable of reimagining the futures of education

The Broadband Commission for Sustainable Development recognizes the critical roles of digital connectivity capacity and content in transforming education and lifelong learning systemsThe Commission´s 4th Advocacy Target Promote Digital Skills Development states that 60 of youth and adults should have achieved at least a minimum level of proficiency in sustainable digital skills by 2025 which are fundamental to ensuring meaningful participation and quality experiences in increasingly digitalized education systemsRead the Broadband Commission´s Open Statement

Remarks by Lazarus McCarthy President of Malawi on behalf of Least Developed Countries September 2022

Statement by G77 and China at TES Leaders Roundtable 19 September 2022

Transforming Education An urgent political imperative for our collective future

Following up on the transformative commitments made at the SummitA call to action by the SDG 4 Highlevel Steering CommitteeThe Transforming Education Summit aims to mobilize solutions to accelerate national and global efforts to achieve Sustainable Development Goal 4 Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all Seven new Global Initiatives launched at the Summit will focus on such solutions to transform education1 Greening Education to get every learner climateready 2 Connecting every child and young person to digital solutions 3 Addressing the crisis in foundational learning among young learners 4 Transforming education systems to enable all crisisaffected children and youth to access inclusive quality safe learning opportunities and continuity of education5 Advancing gender equality and girls´ and women´s empowerment 6 Transforming the financing of education by investing more more equitably more efficiently more innovatively7 Empowering young people to be effective leaders in reshaping educationTo ensure accountability the Calls to Action emerging from the Global Initiatives must be monitored and followed up We call on countries to build on the national SDG 4 benchmarking process by 1 Agreeing to set a small number of indicators linked to the Global Initiatives which will be added to the list of SDG 4 benchmark indicators 2 Setting national targets for these indicators for 2025 and 2030 These will represent the transformation countries want to see coming out of this SummitProgress towards them will be reviewed on an annual basisIn addition selected policy areas and the volume of financing linked to the Global Initiatives will also be monitored to assess whether country and development partner efforts are in the right direction This followup mechanism will be led by the SDG 4 Highlevel Steering Committee and coordinated by UNESCO with the UNESCO Institute for Statistics and the Global Education Monitoring Report continuing their mandate for SDG 4 monitoring and reportingSocial media resources

In order to ensure inclusive and equitable quality education The Disability Inclusive Education Call to Action below was launched by civil society organizations at the Transforming Education Summit TES in support of all TES Action Tracks and has since been endorsed by approximately 200 stakeholdersincluding civil society governments multilateral institutions and advocates from around the globeDownload the Call to Action below

Cash transfers can have large effects on reducing inequalities in education and have been successful in increasing secondary school participation of girls children from rural areas and the poorest

This project strived to promote better understanding between two involved groups preservice teacher groups in Korea and inservice teachers and students in Tanzania

Supporting Newly Qualified Female Teachers Learning AssistantStudent Teacher Model Sierra LeoneThe project was designed to break the negative cycle involving a shortage of female teachers low quality of education and low aspirations for girls and young women in their communities by providing young women with an accessible route to becoming qualified teachers whilst at the same time including more women working in rural schools to inspire the next generation of girls and help them learn and achieve their full potential

Enfants non scolarisés et déscolarisés afin qu´ils trouvent ou retrouvent le chemin de l´écoleformelle Bonne pratique car les enfants grâce aux dispositions particulières prises peuvent deveniracteurs de leur apprentissage Le temps passé à l´école est alors un vrai temps d´apprentissage

Centralized admission processes for teachers such as the ones conducted in Peru and Ecuador can improve transparency efficiency and equity in the assignment of teachers across schools With respect to transparency centralized admission processes can reduce discretion and corruption in teacher admission processes by ensuring equal access to information about rules and regulations as well as by implementing objective mechanisms to define outcomes eg assignment algorithms With respect to efficiency and equity in centralized processes one can more easily identify areas of congestion that is more applicants than vacancies and of shortage vacancies without applicants and design policies to attract teachers to hardtostaff school At the IDB we have explored lowcost interventions in centralized teacher admission processes in Peru and Ecuador that proved to be successful at encouraging teachers to apply to more remote and disadvantaged vacancies which often suffer from shortage of good professionals

There has been increased access to essential skills formal and nonformal education pathways for refugees and host community adolescents in and out of school in Nakivale Refugee settlement Isingiro District through Integrated Accelerated Education Program AEP It has enabled child and youth mothers attend school comfortably as their children are in safehands at the ECD centers

The combined programmes take a holistic approach to mainstreaming gender equality Teaching and learning are strengthened through gender responsive teacher professional development for over 3000 teachers 47 women basic classroom materials and new systems for learner assessment through the establishment of the Balochistan Assessment and Examination Commission School management is strengthened through gender balanced ParentTeacher School Management Committees PTSMCs who have produced over 1300 inclusive school development plans and received small grants for WASH repairs and conducted menstrual hygiene management training that has benefitted over 30000 girls 3400 teachers and 4200 mothers This best practice focuses on how Balochistan´s Education Management Information System BEMIS and Real Time School Monitoring RTSM developed through BBEP and BES II have used gender disaggregated data for evidencebased planning and resourcing for girls´ basic education in an efficient equitable transparent and accountable way

Due to disruption in learning in the year 2020 due to the COVID 19 Pandemic food delivered to schools for consumption for the first and second terms was distributed to learners as takehome rations The THR exercise was unique and an activity that was undertaken for the first time in Kenya under very special circumstances It offers opportunity for scalability under similar circumstances

Involving local community parents teachers and even older students in the development and use of reading materials for primaryaged children storybooks comics digital books etc in the language that the children speak both builds upon existing reading interventions and helps to fill the gap in ongoing learning that such interventions tend to leave Through this communities are empowered to contribute in a specific tangible way to their children´s learning the divide between community knowledge and school knowledge is broken down so that effective learning and tangible family support become possible for the child

The following results make this initiative a best practice 46 million children reached until December 2020 482 female and 518 male and 51501 children with disabilities were reached ECW has also responded to the pandemic successfully and swiftly in 2020 rapidly disbursing over US$45 million in two rounds of COVID19 funding and was also able to reach over 292 million girls and boys who were already suffering from the impact of forced displacement and natural disasters In doing so ECW proved that its FER grants are an essential investment modality in crisis context

School Meals for All investment in effective learning and wellbeing School meals free of charge for all are the most widely provided form of social protection for well being as well as by eating together assure learning Schools provide a unique opportunity to coherently address the different causes and consequences of malnutrition while at the same time facilitating children´s access to school increasing enrolment and attendance rates globally and improving their cognitive developmentRead more at School Meals for All

GPE Variable Part financingThe variable part was introduced within the context of GPE´s broader approach of supporting and financing country progress toward largescale and sustainable education outcomesoutlined in GPEs strategic plan GPE 2020 Under this model it was expected that countries propose strategies deemed likely to lead to substantial progress in the mediumterm linked to indicators and targets judged to be a stretch but achievable and integrated within the broader ESP framework of developing country partner governments

KiVa Antibullying Program KiVa antibullying program is the most widely used and most thoroughly researched bullying prevention program in the world It has been found to be feasible possible to rollout in a large scale even nationwide in Finland sustainable effective and costeffective The effects have been found in several randomized controlled trials both in Finland and in other countries After the wide rollout of the program in Finland in 2009 the prevalence of students bullying others and those bullied by others have been decreasing steadily according to several independent largescale surveys

The Transforming Education Summit is open to all and it belongs to all The Summit is inclusive and brings together the full range of stakeholders that are relevant to the advancement of the 2030 Agenda´s commitments on education and lifelong learning including youth and children teachers academia international organizations civil society and the private sector

A framework for global education transformation by Dubai CaresThis framework is based on a new system of partnerships and participation of new education actors so that each community city or country can adopt adapt customise and transform their systems in ways that meet their aspirations As a result education transformation is not only a conversation for education experts or policy makers but a space where teachers education officials ministries of economy finance labour and youth as well as entrepreneurs and members of the private sector not only communicate with each other but contribute directly to the contextualisation of education while striving to create opportunities for children and young people both in the classroom and in the world beyond

These notes are based on ideas principles and proposals contained in the report of the International Commission on the Futures of Education Reimagining our futures together a new social contract for educationThey cover the following topics in line with the five thematic action tracks of the UN Transforming Education Summit process Briefing Note 1 Inclusive equitable safe and healthy school Briefing Note 2 Learning and skills for life work and sustainable development Briefing Note 3 Teachers teaching and the teaching profession Briefing Note 4 Digital Learning and transformation Briefing Note 5 Financing of education

The Transforming Education PreSummit will take place at UNESCO Headquarters in Paris Fontenoy buildingThis document provides practical information for those attending in person including venue registration meeting times languages restauration hotels transport and weather

The purpose of this note is to describe the process for proposing side events and meetings during the PreSummit to take place at UNESCO Headquarters in Paris on 2830 June 2022All events will be taking place on UNESCO premises with varying access to interpretation and hybrid modalities While side meetings will take place in UNESCO´s meeting rooms side events will be held at UNESCO´s PreSummit Village in spaces dedicated to each Thematic Action Tracks All proposals for side meetings and side events must be submitted through the side events and meetings proposals form by Friday 10 June 2022 5pm CEST All proposals will undergo a strict selection process Selected proposals for the PreSummit will be announced by Wednesday 15 June 2022

Read the National Statement of Commitment of the Kyrgyz Republic

Let´s CodeLet´s Code seeks to help students in Jammu Kashmir India learn computer science The curriculum is a contextualized culturally responsive and inclusive computer science curriculum for the K12 students with a special intention of broadening participation among minority girls and underrepresented students in India

Using children´s clubs to protect and empower girls and boys in education in emergenciesThis best practice looks at how BRiCE used children´s clubs to protect and empower vulnerable girls and boys in these emergency education settings It examines how clubs and networks for girls and boys were established in all seven countries and the impact the clubs had on promoting gender equality and child rights in emergency settings

La ejecución del Plan Nacional de Formación Permanente se plantea para pensar a la formación docente como un proceso continuo de reflexión crítica que permita observar la práctica en las aulas desde un enfoque pedagógico de adaptación metodológica y curricular Promulgando y pensando en itinerarios formativos pertinentes que lograrán dar cuenta de rutas formativas contextualizadas

EU Budget Support in fragile and transitional situations in subSaharan Africa protecting education finances and education system deliveryThis best practice contributes to protecting education finances and education system delivery in fragile and transitional situations

The Inclusive and Resilient Digital Open Schooling model promotes equitable access for all to quality education it has received support from national leadership and relevant national or local authorities and it involves partnerships and collaboration between several education stakeholders while involving the participation of beneficiary groups and affected communitiesThe proposed Inclusive and Resilient Digital Open Schooling model addresses priority education challenges including in relation to education in emergencies and demonstrates practical solutions and approaches leading to digital transformation The projects achieved their intended results with a reasonable level of resources and time are sustained and replicable in other lowincome countries of the region or elsewhereRead more at Inclusive and Resilient Digital Open Schools

SABER offers education leaders and stakeholders an opportunity to see inside the black box between education inputs and outcomes so that they can use evidence to strengthen education systems and outcomes it also provides an extensive dataset on learning assessments outcomes that are not only comparable crosssectionally but are an indication of the quality of a particular nation´s education systemRead more about Saber School Finance

The majority of PETS have been implemented in the Africa region and in the human development sector Most of the followup studies Education and health have been the most common sectors in which PETS were implemented although there are examples of the water sanitation and agriculture sectors Uganda was the first country to implement a PETS in 1996 The study was motivated by the observation that despite a substantial increase in public spending on education official reports showed no increase in primary enrolment The hypothesis was that actual service delivery proxied by primary enrolment was worse than budgetary allocations implied as public funds were subject to capture by local politicians and public officials and did not reach the intended facilities schools To test this hypothesis a PETS was conducted to compare budget allocations to actual spending at various tiers of government including primary schoolsRead more about Public Expenditure Tracking Surveys

Resultsbased financing RBF is an umbrella term referring to any program or intervention that provides rewards after the credible verification of an achieved result These rewards can be monetary or nonmonetary and can be partial such as a bonus on top of a salary or whole such as the cost of training a teacher under outputbased aid There are differing opinions on what actually constitutes resultsbased financing with much of the debate centred on what constitutes a result These can be outputs such as the implementation of a new teacher training system intermediate outcomes final outcomes such as learning or more likely a mixture Importantly the dividing line between inputs and outputs can depend on which particular bottleneck the RBF is being used to resolve and on the objectives of each specific projectRead more about Results Based Financing

True Cost Accounting helps decision makers understand the full value of school meal programs Equipped with this new data and analysis policymakers food professionals advocates communities and individuals can work together to maximize the benefitsUsing True Cost Accounting to Support Investment in School Meals

A learning community for sustainability consisting of a network of almost 1100 kindergartens throughout HungaryWholeinstitutional ESD kindergarten network

Home Grown School Feeding with inclusion of Nutritious Biofortified CropsPractice is about biofortified crops grown in the school fields for school meals consumption With better nutrition children can lead healthier and more productive lives

Schoolbased food and nutrition education SFNE fosters healthier and more sustainable diets impacts the school community´s food outlooks practices and behaviours Young generations learn about food systems and act upon the effects that these have on the health of people and the planet and on the sociocultural structure of communitiesAssessing systemic capacities for integrating effective food and nutrition education into school systems

Empowers young people to make informed decisions and live healthy reproductive lives while attaining positive educational outcomesComprehensive Sexuality Education

Removing primary and secondary school fees combined with school grants and scholarships to offset costs and increases enrolment and extends years of schooling especially for children from lowincome householdsRead Remove fees and other hidden costs of education

Communityfamily engagement to tackle social normsstigma and discrimination that prevent certain marginalized groups from accessing education and to consult on policies that affect themEquipping influential local leaders and parents caregivers as child advocates who can help children and youth with disabilities access schools tuition support vocational training and career counselingCommunities are empowered to contribute in a specific tangible way to their children´s learning the divide between community knowledge and school knowledge is broken down so that effective learning and tangible family support become possible for the childRead more at Inclusive and empowering education programs

From a longitudinal mixed methods research trial after one year with controls provide evidence for 1 reduced corporal punishment 2 reduced multiple times bullying prevalence for boys 3 emerging evidence of SEL improvement when combining quantitative results higher gains in SEL but very slow effect size and no statistical significant 10 differences and qualitative findings very strong and consistent comments from teachers and learners on improved relational dynamics in schools more student participation more reporting and many other qualitative findings related to SE competencies kindness friendliness mutual support etc Also see Georgetown Case Study on Journeys Process for improving Gender NormsRead more at Journeys

The Good School Toolkit is a proven whole school approach to prevent all forms of violenceagainst children in schools An RCT found a 42 reduction in corporal punishment over 18months of implementation The GST is a phased approach that fits within school timetables andtransforms the operational culture of the school by involving teachers students administratorsand the surrounding community to collectively prevent VACRead more about the The Good School Toolkit

Rooted in genderresponsive education sector planning Gender at the Centre Initiative brings together diverse national stakeholders young feminist activists CSOs ministries community groups to build social demand for education and make education systems more gender responsiveRead more about Gender at the Centre Initiative

The Learner Guide Model was introduced in 2013 in Tanzania and Zimbabwe and has since expanded to all five countries where CAMFED operates including Zambia Malawi and GhanaIt has positively impacted marginalized girls at the secondary school level It is associated with a reduction in school dropout numbers and improvements in learning outcomes and academic selfesteem It also has a significant positive impact on the educated young women trained as Learner Guides by developing their status and political capital within their communities and enabling them to transition into postschool employment and other opportunitiesRead more about The Learner Guide Model

Central Asian Leadership Programme on Environment for Sustainable Development CALP as a flagship ESD initiative empowering youth to promote sustainable development SD in Central Asia According to the Agenda2030 and SDGs it is assumed that by 2030 young people will be provided with the opportunity to acquire the knowledge and skills necessary for SD The Central Asian Leadership Programme on Environment for Sustainable Development CALP builds on achievements and lessons of the CAREC Young Leaders Programme of 20062008 and UNEP Leadership Program implemented in Tongji University Shanghai China In 2010 1st CALP was designed for midlevel officials and comprised of three dimensions human environment and SD Nowadays CALP became one of the successful examples of multipair partnership cross sectoral capacity building initiative the region of Eastern Europe the Caucasus and Central Asia After 12 years CALP remains a recognized platform for youth´ regional cooperationRead more about Central Asian Leadership Programme on Environment for Sustainable Development

Sustainable development were integrated into a formal construction TVET curriculum from selecting building materials to gender equality in the field to the right to organize unionsIn the Northern European region there is a solid sustainable forestry tradition When building with wood as the building material carbon emissions are lower than building with conventional building materials A cubic metre of conventional building material involves emissions of 12 to 15 tonnes of CO2 during production On the other hand a cubic metre of wood as building material can store 07 to 10 tonnes of CO2 Træ Information nd In other words there is a great potential for a green transformation of the construction and building industry if wood is used as a sustainable building material This transformation starts in the educational system by developing teaching materials on building methods using wood in order to reduce carbon emissionsRead more about Vocational training for sustainable construction methods

The Think Equal program directly addresses the problem of discriminatory mindsets that perpetuate racial genderbased religious and ableist stereotypes allowing children to deconstruct the foundations of these mindsets and form inclusive empathetic and open mindsets Think Equal contributes to fostering Social and Emotional Learning in the early years through two types of intervention Materials include over 60 narrative picture books 270 lesson plans with prescriptive instructions and over 200 resources covering 25 essential skills and competencies provided to teachers implementing the program Think Equal also provides comprehensive training sessions for educators and Master Trainers either online or in person For each of the three ageappropriate levels that are available the classroom implementation occurs over 30 weeks The program is taught in three 30minute sessions per weekRead more about Think Equal

MISTT is a best practice because of its catalytic impact whereby 21 million people have already been trained The GSMA Mobile Internet Skills Training Toolkit MISTT is a set of free resources to teach people the basic skills they need to access and use mobile internet It uses a train the trainer´ approach and consists of short lessons available in PDF and video format that can be easily adapted to local needs and languagesRead more about The GSMA Mobile Internet Skills Training Toolkit

The project Green People´s Energy implemented by GIZ reduces energy poverty and promotes productive use of energy in rural Africa Technologies like solar power irrigation systems solar cooling systems solar dryers or mills have high potential to boost the productivity and incomes of rural enterprises Based on local market assessments the project aims to increase the number of rural enterprises acquiring and using such highpotential renewable energy technologies By building the capacities of farmers cooperatives sales agents and technicians and giving private solar companies incentives to extend their services in rural areas productive use of energy is promoted and brought to scale Upskilling professionals to design finance sell install operate and maintain systems is crucial The project thus has a special focus on skills development It cooperates with training institutes and vocational training centres in 7 out of 9 target countries to provide the needed training offers While other development projects may focus only on skills or private sector development Green People´s Energy´ pursues a holistic market development approach and with this strives to create transformative impacts for rural communities It is implemented in Ethiopia Benin Côte d´Ivoire Ghana Mozambique Namibia Zambia Senegal and UgandaRead more about Green People´s Energy

In 2016 the world generated 242 million tonnes of plastic waste The visibility of plastic waste is increasing because of its accumulation in recent decades and its negative impact on the surrounding environment and human health TTC teaches youth on the many ways to curb plastic wasteby producing less consuming less and better managing the waste that already exists to prevent contamination or leakage Taking these actions requires engagement from numerous stakeholders in society including citizens governments community organizations businesses and manufacturers Policy solutions increased awareness and improved design and disposal processes among others can minimize the impact of plastic waste on societyRead more about Tide Turners Plastic Challenge Badge

The project has extensive knowledge of gendertransformative approaches critical analysis of gender norms and stereotypes to dismantle structural inequalities in agricultural vocational education and training and is feeding this experience from six AU member states into the continentwide dialogue In the partner countries the project targets women who are already in formal vocational training female smallholders who lack access to training and women who run small or micro businessesKey starting points in this project include promoting onthejob training as part of formal training courses joboriented nonformal training measures and cooperation between training providers and the private sectorBusiness models and employment opportunities for women such as the agribusiness course Gender makes Business Sense´ help to promote entrepreneurship through equal gender rolesRead more about Agricultural Technical Vocational Education and Training for Women in Africa

The Regional Learning Hub RLH is designed to be a platform where digital learning content has been prealigned with curriculum frameworks The need for this platform was pinpointed during the Covid19 pandemic when governments in subSaharan Africa and other regions were required to shift to remote education but had limited means to do so This submission reflects the development of a proof of concept for the RLHRegional Learning Hub

Children with disabilities remain one of the most marginalized and excluded groups and face multiple barriers and challenges related to accessing quality education Additionally when considering the SDG 4 goal to leave no child behind in learning and recognition that students learn differently it is important to note that the onesizefitsall approach to education fails to recognize the learning styles that benefit different learners The lack of these essential components can result in students not enrolling in schools dropping out or remaining in school but not achieving their full academic potentialAccessible digital textbooks ADT can help address the issue of accessible learning materials which is one of many elements needed to promote an inclusive environment for students with disabilities This project is about appreciating learners´ diversity valuing their wellbeing respecting their inherent dignity and autonomy It is also about recognizing individuals´ needs and their ability to effectively participate be included in and contribute to societyRead more at Accessible Digital Textbooks for All

The Inclusive and Resilient Digital Open Schooling model promotes equitable access for all to quality education it has received support from national leadership and relevant national or local authorities and it involves partnerships and collaboration between several education stakeholders while involving the participation of beneficiary groups and affected communitiesThe proposed Inclusive and Resilient Digital Open Schooling model addresses priority education challenges including in relation to education in emergencies and demonstrates practical solutions and approaches leading to digital transformation The projects achieved their intended results with a reasonable level of resources and time are sustained and replicable in other lowincome countries of the region or elsewhereRead more at Inclusive and Resilient Digital Open Schools

SABER offers education leaders and stakeholders an opportunity to see inside the black box between education inputs and outcomes so that they can use evidence to strengthen education systems and outcomes it also provides an extensive dataset on learning assessments outcomes that are not only comparable crosssectionally but are an indication of the quality of a particular nation´s education systemRead more about Saber School Finance

The majority of PETS have been implemented in the Africa region and in the human development sector Most of the followup studies Education and health have been the most common sectors in which PETS were implemented although there are examples of the water sanitation and agriculture sectors Uganda was the first country to implement a PETS in 1996 The study was motivated by the observation that despite a substantial increase in public spending on education official reports showed no increase in primary enrolment The hypothesis was that actual service delivery proxied by primary enrolment was worse than budgetary allocations implied as public funds were subject to capture by local politicians and public officials and did not reach the intended facilities schools To test this hypothesis a PETS was conducted to compare budget allocations to actual spending at various tiers of government including primary schoolsRead more about Public Expenditure Tracking Surveys

Resultsbased financing RBF is an umbrella term referring to any program or intervention that provides rewards after the credible verification of an achieved result These rewards can be monetary or nonmonetary and can be partial such as a bonus on top of a salary or whole such as the cost of training a teacher under outputbased aid There are differing opinions on what actually constitutes resultsbased financing with much of the debate centred on what constitutes a result These can be outputs such as the implementation of a new teacher training system intermediate outcomes final outcomes such as learning or more likely a mixture Importantly the dividing line between inputs and outputs can depend on which particular bottleneck the RBF is being used to resolve and on the objectives of each specific projectRead more about Results Based Financing

Practice supports evidencebased planning and decisionmaking and a decentralized EMIS Data must speak to allBuilding a Functional Education Management Information System EMIS

Initiated as a bottomup approach then mainstreamed in public education this 22 yearold network has lessons of transformation selfreflection and a story of growing from a handful of local schools to a national network It is completely voluntary building on school communities´ ownership dedication to become learning organisations for sustainability at a local level and supporting them by providing opportunities for sharing and building knowledge at national levelWholeinstitutional ESD school network

Model canteensIn order to improve the quality of the program WFP has introduced in 2019 a project called Model Canteens which aims to strengthen the Home Grown School Feeding HGSF approach and promote the sustainability of school canteens capitalizing on the various initiatives previously developed by WFP with other partners

Schoolbased food and nutrition education SFNE fosters healthier and more sustainable diets impacts the school community´s food outlooks practices and behaviours Young generations learn about food systems and act upon the effects that these have on the health of people and the planet and on the sociocultural structure of communitiesAssessing systemic capacities for integrating effective food and nutrition education into school systems

There are limited programmes targeting out of school young people specifically young people living with HIV YPLHIV in Ghana This approach ensures no one is left in reaching young people with CSERead Reaching those most left behind through comprehensive sexuality education for out of school young people

Removing primary and secondary school fees combined with school grants and scholarships to offset costs and increases enrolment and extends years of schooling especially for children from lowincome householdsRead Remove fees and other hidden costs of education

Palestinian adolescents are highly vulnerable and exposed to multiple sources of deprivation and distress with potentially severe and longterm impacts on their nutritional status and wellbeing To address malnutrition among adolescents the Ministries of Education and Health collaborated to implement a NutritionFriendly Schools Initiative which was piloted across 24 primary schools in Gaza and the West Bank in 2019 and has now been scaledupRead NutritionFriendly School Initiative

Communityfamily engagement to tackle social normsstigma and discrimination that prevent certain marginalized groups from accessing education and to consult on policies that affect themEquipping influential local leaders and parents caregivers as child advocates who can help children and youth with disabilities access schools tuition support vocational training and career counselingCommunities are empowered to contribute in a specific tangible way to their children´s learning the divide between community knowledge and school knowledge is broken down so that effective learning and tangible family support become possible for the childRead more at Inclusive and empowering education programs

My Voice PVAC Reporting and Response Boxes in schools HakiElimu in collaboration with students introduced an anonymous box where children in school and those of school write cases of violence and drop them in the box which is located at place selected by the children The box has three padlocks and is opened periodically in the presence of three keyholders student school head matron patron The cases are opened analyzed and sent to the respectiveparty for action community leader police gender desk community development officer social welfare officer health care provider The students children receive responses and action is taken against perpetrators This reporting mechanism has been selected by the ministry responsible for community development and children as the best practice and is now included in the national guidelines for prevention of violence against women and children Read My Voice

The following results make this initiative a best practice 46 million children reached until December 2020 482 female and 518 male and 51501 children with disabilities were reached ECW has also responded to the pandemic successfully and swiftly in 2020 rapidly disbursing over US$45 million in two rounds of COVID19 funding and was also able to reach over 292 million girls and boys who were already suffering from the impact of forced displacement and natural disasters In doing so ECW proved that its FER grants are an essential investment modality in crisis context

What makes this a best practice is that it is innovative financing mechanism that aims to unlock at least US$10 billion of new funding by 2030 making it possible to get every child into school Is it designed to encourage middleincome countries to borrow for education from multilateral banksRead more at International Finance Facility for Education

GPE Variable Part financingThe variable part was introduced within the context of GPE´s broader approach of supporting and financing country progress toward largescale and sustainable education outcomesoutlined in GPEs strategic plan GPE 2020 Under this model it was expected that countries propose strategies deemed likely to lead to substantial progress in the mediumterm linked to indicators and targets judged to be a stretch but achievable and integrated within the broader ESP framework of developing country partner governments

KiVa Antibullying Program KiVa antibullying program is the most widely used and most thoroughly researched bullying prevention program in the world It has been found to be feasible possible to rollout in a large scale even nationwide in Finland sustainable effective and costeffective The effects have been found in several randomized controlled trials both in Finland and in other countries After the wide rollout of the program in Finland in 2009 the prevalence of students bullying others and those bullied by others have been decreasing steadily according to several independent largescale surveys

The results framework is the primary tool for measuring progress towards the goals and objectives of GPE 2020 improving program implementation and holding all members of the Partnership accountable It is also the vehicle for testing the effectiveness of GPE´s operating model and the validity of its theory of change

KiVa Antibullying Program KiVa antibullying program is the most widely used and most thoroughly researched bullying prevention program in the world It has been found to be feasible possible to rollout in a large scale even nationwide in Finland sustainable effective and costeffective The effects have been found in several randomized controlled trials both in Finland and in other countries After the wide rollout of the program in Finland in 2009 the prevalence of students bullying others and those bullied by others have been decreasing steadily according to several independent largescale surveys

Orientations on Collecting and Analyzing Data on Attacks on Education brings together key partners from government humanitarian organizations and local civil society to 1harmonize and standardize definitions of attacks on education and military use 2 discussexisting barriers and opportunities for collaboration on monitoring attacks on education andreporting them 3 using data to ensure safe access to education in emergencies Collaboration between Education and Protection Clusters along with government is a best practice in ensuring that school environments are protective The trainings also highlight best practices in ethical data collection to ensure that no harm is done to schools educators or data collectorsRead more about Orientations on Collecting and Analyzing Data on Attacks on Education

Rooted in genderresponsive education sector planning Gender at the Centre Initiative brings together diverse national stakeholders young feminist activists CSOs ministries community groups to build social demand for education and make education systems more gender responsiveRead more about Gender at the Centre Initiative

The Learner Guide Model was introduced in 2013 in Tanzania and Zimbabwe and has since expanded to all five countries where CAMFED operates including Zambia Malawi and GhanaIt has positively impacted marginalized girls at the secondary school level It is associated with a reduction in school dropout numbers and improvements in learning outcomes and academic selfesteem It also has a significant positive impact on the educated young women trained as Learner Guides by developing their status and political capital within their communities and enabling them to transition into postschool employment and other opportunitiesRead more about The Learner Guide Model

Central Asian Leadership Programme on Environment for Sustainable Development CALP as a flagship ESD initiative empowering youth to promote sustainable development SD in Central Asia According to the Agenda2030 and SDGs it is assumed that by 2030 young people will be provided with the opportunity to acquire the knowledge and skills necessary for SD The Central Asian Leadership Programme on Environment for Sustainable Development CALP builds on achievements and lessons of the CAREC Young Leaders Programme of 20062008 and UNEP Leadership Program implemented in Tongji University Shanghai China In 2010 1st CALP was designed for midlevel officials and comprised of three dimensions human environment and SD Nowadays CALP became one of the successful examples of multipair partnership cross sectoral capacity building initiative the region of Eastern Europe the Caucasus and Central Asia After 12 years CALP remains a recognized platform for youth´ regional cooperationRead more about Central Asian Leadership Programme on Environment for Sustainable Development

The purpose of the project is to contribute to the consolidation of a sustainable society through young people who replicate models and initiatives on sustainable lifestyles in their communities through the development of daily activities workshops and exemplary behaviors The expected result is to articulate initiatives so that young people in Bogotá understand and appropriate the concepts of sustainable lifestyles that allow them to reduce their carbon footprint through the participatory identification of priority actions and definition of replication models The project in question seeks to enhance the understanding of the opportunities to develop sustainable low carbon lifestyles for the urban youth of Bogotá and thus facilitate their adoption and inclusion in urban policiesRead more about How urban youth can be an engine to achieve low carbon sustainable lifestyles beginning in Bogota

The Think Equal program directly addresses the problem of discriminatory mindsets that perpetuate racial genderbased religious and ableist stereotypes allowing children to deconstruct the foundations of these mindsets and form inclusive empathetic and open mindsets Think Equal contributes to fostering Social and Emotional Learning in the early years through two types of intervention Materials include over 60 narrative picture books 270 lesson plans with prescriptive instructions and over 200 resources covering 25 essential skills and competencies provided to teachers implementing the program Think Equal also provides comprehensive training sessions for educators and Master Trainers either online or in person For each of the three ageappropriate levels that are available the classroom implementation occurs over 30 weeks The program is taught in three 30minute sessions per weekRead more about Think Equal

MISTT is a best practice because of its catalytic impact whereby 21 million people have already been trained The GSMA Mobile Internet Skills Training Toolkit MISTT is a set of free resources to teach people the basic skills they need to access and use mobile internet It uses a train the trainer´ approach and consists of short lessons available in PDF and video format that can be easily adapted to local needs and languagesRead more about The GSMA Mobile Internet Skills Training Toolkit

i The representatives of civil society organisations and local municipalities who received capacity building workshops and training of trainers and children between the age of 1317 and adults who received the dissemination trainingsii The problem was the absence of environmental education in formal schools in Turkey and the absence of capacity in CSOs and municipalities in terms of promoting environmental and sustainability literacy as well as knowledge of campaigning and advocating in those issuesiii Disseminating knowledge around environmental literacy and building capacity for the network members so that they can disseminate the knowledge themselves was adopted as the main approach 57 organisations became members of the network so far 1000 adults and 150 children have been reached so far by the dissemination trainings 2 capacity building workshops on campaigning and communication have been conducted and 50 representatives were reachedRead more about the Environmental Literacy Project

The project Green People´s Energy implemented by GIZ reduces energy poverty and promotes productive use of energy in rural Africa Technologies like solar power irrigation systems solar cooling systems solar dryers or mills have high potential to boost the productivity and incomes of rural enterprises Based on local market assessments the project aims to increase the number of rural enterprises acquiring and using such highpotential renewable energy technologies By building the capacities of farmers cooperatives sales agents and technicians and giving private solar companies incentives to extend their services in rural areas productive use of energy is promoted and brought to scale Upskilling professionals to design finance sell install operate and maintain systems is crucial The project thus has a special focus on skills development It cooperates with training institutes and vocational training centres in 7 out of 9 target countries to provide the needed training offers While other development projects may focus only on skills or private sector development Green People´s Energy´ pursues a holistic market development approach and with this strives to create transformative impacts for rural communities It is implemented in Ethiopia Benin Côte d´Ivoire Ghana Mozambique Namibia Zambia Senegal and UgandaRead more about Green People´s Energy

In 2016 the world generated 242 million tonnes of plastic waste The visibility of plastic waste is increasing because of its accumulation in recent decades and its negative impact on the surrounding environment and human health TTC teaches youth on the many ways to curb plastic wasteby producing less consuming less and better managing the waste that already exists to prevent contamination or leakage Taking these actions requires engagement from numerous stakeholders in society including citizens governments community organizations businesses and manufacturers Policy solutions increased awareness and improved design and disposal processes among others can minimize the impact of plastic waste on societyRead more about Tide Turners Plastic Challenge Badge

Results in Education for All Children REACH is an initiative that seeks to help countries strengthen their education services by focusing programs and initiatives on results with the ultimate goal of boosting learning outcomes especially among the most vulnerable populations Established in 2015 the World Bank program funds resultsbased financing projects and provides technical support and advice on resultsbased financing in education to other World Bank teams and development partners One of its main goals is to contribute to the evidence base around resultsbased financing in education gathering data and knowledge that can be used to develop better education programs and policies with the goal of boosting education outcomes REACH is funded by the Government of Norway through NORAD the Government of the United States of America through USAID and the Government of Germany through the Federal Ministry for Economic Cooperation and Development GPE among othersRead more about RESULTS IN EDUCATION FOR ALL CHILDREN

The Regional Learning Hub RLH is designed to be a platform where digital learning content has been prealigned with curriculum frameworks The need for this platform was pinpointed during the Covid19 pandemic when governments in subSaharan Africa and other regions were required to shift to remote education but had limited means to do so This submission reflects the development of a proof of concept for the RLHRegional Learning Hub

The Sandbox is a cocreated Open Distance and eLearning ODeL initially aiming at supporting teachers in transitioning to remote and hybrid teaching approaches as a fasttrack response to ensure continuity of learning in times of disruption Covid19 New technologies were introduced in the National Teachers Colleges by organizing innovative Communities of Practice and training sessions conducted by ICT champions for their peers By conducting these weekly trainings the initiative built on teacher trainers´ capacities to develop lessons using digital tools and this digitalized content was then collected on an online platform the Teacher Education OneStop PortalRead more about the Teacher Education Sandbox

Children with disabilities remain one of the most marginalized and excluded groups and face multiple barriers and challenges related to accessing quality education Additionally when considering the SDG 4 goal to leave no child behind in learning and recognition that students learn differently it is important to note that the onesizefitsall approach to education fails to recognize the learning styles that benefit different learners The lack of these essential components can result in students not enrolling in schools dropping out or remaining in school but not achieving their full academic potentialAccessible digital textbooks ADT can help address the issue of accessible learning materials which is one of many elements needed to promote an inclusive environment for students with disabilities This project is about appreciating learners´ diversity valuing their wellbeing respecting their inherent dignity and autonomy It is also about recognizing individuals´ needs and their ability to effectively participate be included in and contribute to societyRead more at Accessible Digital Textbooks for All

This project creates sustainable social networks within andor between community groupsto facilitate mentorship and knowledge exchange while improving social cohesion and sense of belonging This model enhanced quality education in Nepal

The following results make this initiative a best practice 46 million children reached until December 2020 482 female and 518 male and 51501 children with disabilities were reached ECW has also responded to the pandemic successfully and swiftly in 2020 rapidly disbursing over US$45 million in two rounds of COVID19 funding and was also able to reach over 292 million girls and boys who were already suffering from the impact of forced displacement and natural disasters In doing so ECW proved that its FER grants are an essential investment modality in crisis context

Support to National Capacity Building to Realize Girls´ Right to Education Programme GREP in Pakistan The programme focuses on Girls´ Education in most marginalized and isolated parts of the country It is a holistic programme catering to both demand and supply sides of the education system It has strong partnership with government counterparts and women leadership is at the heart of the programmeRead Support to National Capacity Building to Realize Girls´ Right to Education Programme

La dotación es una necesidad funcional del sistema educativo teniendo en cuenta la diversidad de los alumnos tanto en tallas como de entornos sociales es decir que la dotación requiere estar adaptada a la antropometría de los usuarios ya que hace posible el desarrollo de actividades pedagógicas en un sinfín de disposiciones acordes con las diferentes prácticas énfasis especialidades afines con los proyectos educativos asegurando la disponibilidad necesaria para la labor educativa El ministerio de educación viene trabajando en mejorar las condiciones técnicas de las dotaciones escolares desde el 2018 para lo cual fueron estructuradas dentro de un concepto de sostenibilidad en el marco de la implementación de los diecisiete objetivos de desarrollo sostenible de la Organización de Naciones Unidas ONU a partir de la integración de varios parámetros que contribuyen ya sea directa o tangencialmente al cumplimiento de ellos con las acciones relacionadas a continuación Reducción del uso de madera no cultivada o certificada de manera sostenible Materiales certificados de fuentes reciclables en mono materiales que permiten su reutilización Mejora de las características técnicas de los bienes para alargar el ciclo de vida en los establecimientos educativos Compras masivas para ampliar cubrimiento Estandarización de procesos y productosRead more at Manual de dotaciones escolares para la sostenibilidad ambiental de los recursos educativos

RtL supports children ages 415 in regaining access to education that addresses the needs of the whole child It uses a playbased approach to develop basic literacy numeracy and social emotional skills contributing to children´s school readiness learning and wellbeing By providing quick access to education as longerterm opportunities are identified RtL reduces the amount of time displaced children spend out of the classroom The program includes a toolkit of playbased learning activities for children and the Holistic Assessment of Learning and Development Outcomes HALDO that gives frontline staff an overview of children´s development so they can make informed programming decisionsRead more about Return to Learning Lessons across programming and advocacy

Children with disabilities remain one of the most marginalized and excluded groups and face multiple barriers and challenges related to accessing quality education Additionally when considering the SDG 4 goal to leave no child behind in learning and recognition that students learn differently it is important to note that the onesizefitsall approach to education fails to recognize the learning styles that benefit different learners The lack of these essential components can result in students not enrolling in schools dropping out or remaining in school but not achieving their full academic potentialAccessible digital textbooks ADT can help address the issue of accessible learning materials which is one of many elements needed to promote an inclusive environment for students with disabilities This project is about appreciating learners´ diversity valuing their wellbeing respecting their inherent dignity and autonomy It is also about recognizing individuals´ needs and their ability to effectively participate be included in and contribute to societyRead more at Accessible Digital Textbooks for All

The Inclusive and Resilient Digital Open Schooling model promotes equitable access for all to quality education it has received support from national leadership and relevant national or local authorities and it involves partnerships and collaboration between several education stakeholders while involving the participation of beneficiary groups and affected communitiesThe proposed Inclusive and Resilient Digital Open Schooling model addresses priority education challenges including in relation to education in emergencies and demonstrates practical solutions and approaches leading to digital transformation The projects achieved their intended results with a reasonable level of resources and time are sustained and replicable in other lowincome countries of the region or elsewhereRead more at Inclusive and Resilient Digital Open Schools

SABER offers education leaders and stakeholders an opportunity to see inside the black box between education inputs and outcomes so that they can use evidence to strengthen education systems and outcomes it also provides an extensive dataset on learning assessments outcomes that are not only comparable crosssectionally but are an indication of the quality of a particular nation´s education systemRead more about Saber School Finance

The majority of PETS have been implemented in the Africa region and in the human development sector Most of the followup studies Education and health have been the most common sectors in which PETS were implemented although there are examples of the water sanitation and agriculture sectors Uganda was the first country to implement a PETS in 1996 The study was motivated by the observation that despite a substantial increase in public spending on education official reports showed no increase in primary enrolment The hypothesis was that actual service delivery proxied by primary enrolment was worse than budgetary allocations implied as public funds were subject to capture by local politicians and public officials and did not reach the intended facilities schools To test this hypothesis a PETS was conducted to compare budget allocations to actual spending at various tiers of government including primary schoolsRead more about Public Expenditure Tracking Surveys

Resultsbased financing RBF is an umbrella term referring to any program or intervention that provides rewards after the credible verification of an achieved result These rewards can be monetary or nonmonetary and can be partial such as a bonus on top of a salary or whole such as the cost of training a teacher under outputbased aid There are differing opinions on what actually constitutes resultsbased financing with much of the debate centred on what constitutes a result These can be outputs such as the implementation of a new teacher training system intermediate outcomes final outcomes such as learning or more likely a mixture Importantly the dividing line between inputs and outputs can depend on which particular bottleneck the RBF is being used to resolve and on the objectives of each specific projectRead more about Results Based Financing

HTAC is a schoolbased peace education and a communitybased intervention to change harmful social norms and practices related to gender and the use of violence in conflict resolution to reduce violence It is targeting children and parents and broader communityPrevention of Violence against Children

Anticipatory action to mitigate the negative effects of drought shocks on the education of vulnerable populations in Debub A´ari and Dassenech Woredas of South Omo ZoneEthiopiaAnticipatory Action reduced school drop out before the eruption of a climate shock It reduced impact on education disruption The program integrated multiple elements to address children well being from a multisectoral perspective promoting integrated outcomes It operated on the demand side but had effects also on the supply side mitigating effects on the school system Prevention of risks decreased the cost of responding to exacerbated needsRead more at Anticipatory Action

Comprehensive Sexuality Education

Schoolbased food and nutrition education SFNE fosters healthier and more sustainable diets impacts the school community´s food outlooks practices and behaviours Young generations learn about food systems and act upon the effects that these have on the health of people and the planet and on the sociocultural structure of communitiesAssessing systemic capacities for integrating effective food and nutrition education into school systems

Removing primary and secondary school fees combined with school grants and scholarships to offset costs and increases enrolment and extends years of schooling especially for children from lowincome householdsRead Remove fees and other hidden costs of education

Multisectoral programme to prevent anemia among adolescent girls empowering and engaging adolescents to make healthier food choicesRead Multisectoral programme to improve nutrition of adolescents

Communityfamily engagement to tackle social normsstigma and discrimination that prevent certain marginalized groups from accessing education and to consult on policies that affect themEquipping influential local leaders and parents caregivers as child advocates who can help children and youth with disabilities access schools tuition support vocational training and career counselingCommunities are empowered to contribute in a specific tangible way to their children´s learning the divide between community knowledge and school knowledge is broken down so that effective learning and tangible family support become possible for the childRead more at Inclusive and empowering education programs

Removing primary and secondary school fees combined with school grants and scholarships to offset costs and increases enrolment and extends years of schooling especially for children from lowincome householdsRead Remove fees and other hidden costs of education

Communityfamily engagement to tackle social normsstigma and discrimination that prevent certain marginalized groups from accessing education and to consult on policies that affect themEquipping influential local leaders and parents caregivers as child advocates who can help children and youth with disabilities access schools tuition support vocational training and career counselingCommunities are empowered to contribute in a specific tangible way to their children´s learning the divide between community knowledge and school knowledge is broken down so that effective learning and tangible family support become possible for the childRead more at Inclusive and empowering education programs

The following results make this initiative a best practice 46 million children reached until December 2020 482 female and 518 male and 51501 children with disabilities were reached ECW has also responded to the pandemic successfully and swiftly in 2020 rapidly disbursing over US$45 million in two rounds of COVID19 funding and was also able to reach over 292 million girls and boys who were already suffering from the impact of forced displacement and natural disasters In doing so ECW proved that its FER grants are an essential investment modality in crisis context

HOMEGROWN SCHOOL MEALS PROGRAMME CASH TRANSFER AND THE MOBILE PHONE PLATFORMWhat makes it a best practice The end users of the innovation teachers and farmers have given positive feedback citing ease and reduction of the workload for food procurement process when using a mobile phone application Farmers have for the first time supplied food to schools through the platform The food items are availed to the learners in time because of the ease of the procurement processRead Homegrown school meals cash transfer programme

Transformation grant being piloted in 5 countries to fund programs that enable system transformation particularly in the education realmRead more at GPE Systems Transformation Grant

KiVa Antibullying Program KiVa antibullying program is the most widely used and most thoroughly researched bullying prevention program in the world It has been found to be feasible possible to rollout in a large scale even nationwide in Finland sustainable effective and costeffective The effects have been found in several randomized controlled trials both in Finland and in other countries After the wide rollout of the program in Finland in 2009 the prevalence of students bullying others and those bullied by others have been decreasing steadily according to several independent largescale surveys

Orientations on Collecting and Analyzing Data on Attacks on Education brings together key partners from government humanitarian organizations and local civil society to 1harmonize and standardize definitions of attacks on education and military use 2 discussexisting barriers and opportunities for collaboration on monitoring attacks on education andreporting them 3 using data to ensure safe access to education in emergencies Collaboration between Education and Protection Clusters along with government is a best practice in ensuring that school environments are protective The trainings also highlight best practices in ethical data collection to ensure that no harm is done to schools educators or data collectorsRead more about Orientations on Collecting and Analyzing Data on Attacks on Education

Rooted in genderresponsive education sector planning Gender at the Centre Initiative brings together diverse national stakeholders young feminist activists CSOs ministries community groups to build social demand for education and make education systems more gender responsiveRead more about Gender at the Centre Initiative

The Learner Guide Model was introduced in 2013 in Tanzania and Zimbabwe and has since expanded to all five countries where CAMFED operates including Zambia Malawi and GhanaIt has positively impacted marginalized girls at the secondary school level It is associated with a reduction in school dropout numbers and improvements in learning outcomes and academic selfesteem It also has a significant positive impact on the educated young women trained as Learner Guides by developing their status and political capital within their communities and enabling them to transition into postschool employment and other opportunitiesRead more about The Learner Guide Model

Central Asian Leadership Programme on Environment for Sustainable Development CALP as a flagship ESD initiative empowering youth to promote sustainable development SD in Central Asia According to the Agenda2030 and SDGs it is assumed that by 2030 young people will be provided with the opportunity to acquire the knowledge and skills necessary for SD The Central Asian Leadership Programme on Environment for Sustainable Development CALP builds on achievements and lessons of the CAREC Young Leaders Programme of 20062008 and UNEP Leadership Program implemented in Tongji University Shanghai China In 2010 1st CALP was designed for midlevel officials and comprised of three dimensions human environment and SD Nowadays CALP became one of the successful examples of multipair partnership cross sectoral capacity building initiative the region of Eastern Europe the Caucasus and Central Asia After 12 years CALP remains a recognized platform for youth´ regional cooperationRead more about Central Asian Leadership Programme on Environment for Sustainable Development

An RCE is a network of existing formal nonformal and informal organisations that facilitate learning towards sustainable development in local and regional communities An RCE involves school teachers professors at higher education institutions environmental NGOs scientists researchers museums zoos botanical gardens local government officials representatives of local enterprises volunteers media civic associations or individuals who work in the spheres of sustainable development such as economic growth social development and environmental protection students and learners at all levelsThe goals of the RCE network are to 1 Reorient education towards SD tailoring ESD curriculum to address issues and local context of the community in which they operate 2 Deliver trainers´ training programmes and develop methodologies and learning materials for them and 3 Lead advocacy and awarenessraising efforts in the public about the importance of educators and the essential role of ESD in achieving a sustainable futureRead more about Regional Centres of Expertise on ESD

FLP has strengthens relationships between schools and communities through improved collaborative synergy among parents and guardians of Grade 1 The programme provides an opportune to parents to be acquainted with various learning styles that are suitable for learners at that age group The programme offers a platform for consolidating and reinforcing classroom lessons with lessons at home Given the current dynamics of changes associated with the disruptions caused by outbreaks of pandemics and other natural disasters the FLP concept becomes necessary tool to mitigate learning and provide the necessary support to learners at homeRead more about the Family Literacy Programme in Namibia

The Think Equal program directly addresses the problem of discriminatory mindsets that perpetuate racial genderbased religious and ableist stereotypes allowing children to deconstruct the foundations of these mindsets and form inclusive empathetic and open mindsets Think Equal contributes to fostering Social and Emotional Learning in the early years through two types of intervention Materials include over 60 narrative picture books 270 lesson plans with prescriptive instructions and over 200 resources covering 25 essential skills and competencies provided to teachers implementing the program Think Equal also provides comprehensive training sessions for educators and Master Trainers either online or in person For each of the three ageappropriate levels that are available the classroom implementation occurs over 30 weeks The program is taught in three 30minute sessions per weekRead more about Think Equal

MISTT is a best practice because of its catalytic impact whereby 21 million people have already been trained The GSMA Mobile Internet Skills Training Toolkit MISTT is a set of free resources to teach people the basic skills they need to access and use mobile internet It uses a train the trainer´ approach and consists of short lessons available in PDF and video format that can be easily adapted to local needs and languagesRead more about The GSMA Mobile Internet Skills Training Toolkit

i The representatives of civil society organisations and local municipalities who received capacity building workshops and training of trainers and children between the age of 1317 and adults who received the dissemination trainingsii The problem was the absence of environmental education in formal schools in Turkey and the absence of capacity in CSOs and municipalities in terms of promoting environmental and sustainability literacy as well as knowledge of campaigning and advocating in those issuesiii Disseminating knowledge around environmental literacy and building capacity for the network members so that they can disseminate the knowledge themselves was adopted as the main approach 57 organisations became members of the network so far 1000 adults and 150 children have been reached so far by the dissemination trainings 2 capacity building workshops on campaigning and communication have been conducted and 50 representatives were reachedRead more about the Environmental Literacy Project

The project Green People´s Energy implemented by GIZ reduces energy poverty and promotes productive use of energy in rural Africa Technologies like solar power irrigation systems solar cooling systems solar dryers or mills have high potential to boost the productivity and incomes of rural enterprises Based on local market assessments the project aims to increase the number of rural enterprises acquiring and using such highpotential renewable energy technologies By building the capacities of farmers cooperatives sales agents and technicians and giving private solar companies incentives to extend their services in rural areas productive use of energy is promoted and brought to scale Upskilling professionals to design finance sell install operate and maintain systems is crucial The project thus has a special focus on skills development It cooperates with training institutes and vocational training centres in 7 out of 9 target countries to provide the needed training offers While other development projects may focus only on skills or private sector development Green People´s Energy´ pursues a holistic market development approach and with this strives to create transformative impacts for rural communities It is implemented in Ethiopia Benin Côte d´Ivoire Ghana Mozambique Namibia Zambia Senegal and UgandaRead more about Green People´s Energy

In 2016 the world generated 242 million tonnes of plastic waste The visibility of plastic waste is increasing because of its accumulation in recent decades and its negative impact on the surrounding environment and human health TTC teaches youth on the many ways to curb plastic wasteby producing less consuming less and better managing the waste that already exists to prevent contamination or leakage Taking these actions requires engagement from numerous stakeholders in society including citizens governments community organizations businesses and manufacturers Policy solutions increased awareness and improved design and disposal processes among others can minimize the impact of plastic waste on societyRead more about Tide Turners Plastic Challenge Badge

Results in Education for All Children REACH is an initiative that seeks to help countries strengthen their education services by focusing programs and initiatives on results with the ultimate goal of boosting learning outcomes especially among the most vulnerable populations Established in 2015 the World Bank program funds resultsbased financing projects and provides technical support and advice on resultsbased financing in education to other World Bank teams and development partners One of its main goals is to contribute to the evidence base around resultsbased financing in education gathering data and knowledge that can be used to develop better education programs and policies with the goal of boosting education outcomes REACH is funded by the Government of Norway through NORAD the Government of the United States of America through USAID and the Government of Germany through the Federal Ministry for Economic Cooperation and Development GPE among othersRead more about RESULTS IN EDUCATION FOR ALL CHILDREN

Worldwide there is a persistent gender inequality in technology entrepreneurship and leadership positions Technovation is the world´s largest and longest running technology entrepreneurship program for girls ages 818 with strong evidence to show that its model is effective in reducing the gender gap in technology Through Technovation girls partner with mentors from industry and together they identify a problem in their community that aligns with the SDGs and develop a mobile or AIbased solution that they then prototype and implement in their communitiesTechnovation has rigorously tested its model at global scale for more than 15 years reaching more than 370000 participants over 120 countries It has a strong base of evidence that its model is effective in increasing the number of girls and women going into technology and more broadly increasing their access to resources agency and achievement What makes Technovation effective is in how we connect selfefficacy adolescent brain development research to practice at global scale 76 of alumnae are pursuing STEM degrees 60 of alumnae are working in STEM careers 60 of alumnae credit Technovation for their career choice increasing their selfefficacy 50 of alumnae are leading change in their communities being honoredRead more about Technovation Girls

The project Green People´s Energy implemented by GIZ reduces energy poverty and promotes productive use of energy in rural Africa Technologies like solar power irrigation systems solar cooling systems solar dryers or mills have high potential to boost the productivity and incomes of rural enterprises Based on local market assessments the project aims to increase the number of rural enterprises acquiring and using such highpotential renewable energy technologies By building the capacities of farmers cooperatives sales agents and technicians and giving private solar companies incentives to extend their services in rural areas productive use of energy is promoted and brought to scale Upskilling professionals to design finance sell install operate and maintain systems is crucial The project thus has a special focus on skills development It cooperates with training institutes and vocational training centres in 7 out of 9 target countries to provide the needed training offers While other development projects may focus only on skills or private sector development Green People´s Energy´ pursues a holistic market development approach and with this strives to create transformative impacts for rural communities It is implemented in Ethiopia Benin Côte d´Ivoire Ghana Mozambique Namibia Zambia Senegal and UgandaRead more about Green People´s Energy

In 2016 the world generated 242 million tonnes of plastic waste The visibility of plastic waste is increasing because of its accumulation in recent decades and its negative impact on the surrounding environment and human health TTC teaches youth on the many ways to curb plastic wasteby producing less consuming less and better managing the waste that already exists to prevent contamination or leakage Taking these actions requires engagement from numerous stakeholders in society including citizens governments community organizations businesses and manufacturers Policy solutions increased awareness and improved design and disposal processes among others can minimize the impact of plastic waste on societyRead more about Tide Turners Plastic Challenge Badge

Results in Education for All Children REACH is an initiative that seeks to help countries strengthen their education services by focusing programs and initiatives on results with the ultimate goal of boosting learning outcomes especially among the most vulnerable populations Established in 2015 the World Bank program funds resultsbased financing projects and provides technical support and advice on resultsbased financing in education to other World Bank teams and development partners One of its main goals is to contribute to the evidence base around resultsbased financing in education gathering data and knowledge that can be used to develop better education programs and policies with the goal of boosting education outcomes REACH is funded by the Government of Norway through NORAD the Government of the United States of America through USAID and the Government of Germany through the Federal Ministry for Economic Cooperation and Development GPE among othersRead more about RESULTS IN EDUCATION FOR ALL CHILDREN

The project has extensive knowledge of gendertransformative approaches critical analysis of gender norms and stereotypes to dismantle structural inequalities in agricultural vocational education and training and is feeding this experience from six AU member states into the continentwide dialogue In the partner countries the project targets women who are already in formal vocational training female smallholders who lack access to training and women who run small or micro businessesKey starting points in this project include promoting onthejob training as part of formal training courses joboriented nonformal training measures and cooperation between training providers and the private sectorBusiness models and employment opportunities for women such as the agribusiness course Gender makes Business Sense´ help to promote entrepreneurship through equal gender rolesRead more about Agricultural Technical Vocational Education and Training for Women in Africa

RtL supports children ages 415 in regaining access to education that addresses the needs of the whole child It uses a playbased approach to develop basic literacy numeracy and social emotional skills contributing to children´s school readiness learning and wellbeing By providing quick access to education as longerterm opportunities are identified RtL reduces the amount of time displaced children spend out of the classroom The program includes a toolkit of playbased learning activities for children and the Holistic Assessment of Learning and Development Outcomes HALDO that gives frontline staff an overview of children´s development so they can make informed programming decisionsRead more about Return to Learning Lessons across programming and advocacy

Children with disabilities remain one of the most marginalized and excluded groups and face multiple barriers and challenges related to accessing quality education Additionally when considering the SDG 4 goal to leave no child behind in learning and recognition that students learn differently it is important to note that the onesizefitsall approach to education fails to recognize the learning styles that benefit different learners The lack of these essential components can result in students not enrolling in schools dropping out or remaining in school but not achieving their full academic potentialAccessible digital textbooks ADT can help address the issue of accessible learning materials which is one of many elements needed to promote an inclusive environment for students with disabilities This project is about appreciating learners´ diversity valuing their wellbeing respecting their inherent dignity and autonomy It is also about recognizing individuals´ needs and their ability to effectively participate be included in and contribute to societyRead more at Accessible Digital Textbooks for All

Brazilian public schools were closed over a year during the COVID19 pandemic once they started reopening learning assessments were necessary to verify students´ needs The conventional process usually took approx 2 months from applying the tests correction and analytics With HERBYdigital the learning assessment processing time was reduced from 2 months to 2 days Each child has an individual QR code the educators just scan it with a mobile phone or a tablet to access our platform via browser take a picture of the test sheetRead more about Herbydigital bridging the digital gap through accessible technology

The Inclusive and Resilient Digital Open Schooling model promotes equitable access for all to quality education it has received support from national leadership and relevant national or local authorities and it involves partnerships and collaboration between several education stakeholders while involving the participation of beneficiary groups and affected communitiesThe proposed Inclusive and Resilient Digital Open Schooling model addresses priority education challenges including in relation to education in emergencies and demonstrates practical solutions and approaches leading to digital transformation The projects achieved their intended results with a reasonable level of resources and time are sustained and replicable in other lowincome countries of the region or elsewhereRead more at Inclusive and Resilient Digital Open Schools

SABER offers education leaders and stakeholders an opportunity to see inside the black box between education inputs and outcomes so that they can use evidence to strengthen education systems and outcomes it also provides an extensive dataset on learning assessments outcomes that are not only comparable crosssectionally but are an indication of the quality of a particular nation´s education systemRead more about Saber School Finance

The majority of PETS have been implemented in the Africa region and in the human development sector Most of the followup studies Education and health have been the most common sectors in which PETS were implemented although there are examples of the water sanitation and agriculture sectors Uganda was the first country to implement a PETS in 1996 The study was motivated by the observation that despite a substantial increase in public spending on education official reports showed no increase in primary enrolment The hypothesis was that actual service delivery proxied by primary enrolment was worse than budgetary allocations implied as public funds were subject to capture by local politicians and public officials and did not reach the intended facilities schools To test this hypothesis a PETS was conducted to compare budget allocations to actual spending at various tiers of government including primary schoolsRead more about Public Expenditure Tracking Surveys

Resultsbased financing RBF is an umbrella term referring to any program or intervention that provides rewards after the credible verification of an achieved result These rewards can be monetary or nonmonetary and can be partial such as a bonus on top of a salary or whole such as the cost of training a teacher under outputbased aid There are differing opinions on what actually constitutes resultsbased financing with much of the debate centred on what constitutes a result These can be outputs such as the implementation of a new teacher training system intermediate outcomes final outcomes such as learning or more likely a mixture Importantly the dividing line between inputs and outputs can depend on which particular bottleneck the RBF is being used to resolve and on the objectives of each specific projectRead more about Results Based Financing

The program addresses current gaps in ECE access especially among disadvantaged populationIt can be delivered in a few weeks at lower costs and can result in positive outcomes for young children It can be used as an interim or mediumterm measure to deliver PPE in remote unreached areas to complement national efforts to increase provision of PPE The rationale behind this is that disadvantaged children should not be left behind or kept waiting while governments are developing plans and securing resources to fund universal PPE programs The program is especially relevant during and after COVID19 school closures that have left many young children with no access to PPE due to many low and middleincome countries not prioritizing PPE in COVID19 response Moreover the economic crisis resulting from COVID19and the concomitant shrinking of fiscal space in many countries are expected to impact education provision especially preprimary education which is the least prioritized subsectorAccelerated PrePrimary Education Program

Practice to reduce violence against children in schools in host community and refugee campsMa´ An together Towards a Safe School environment

Practice provides a schoolbased comprehensive approach health promotion quality physical education and professional development especially for lowersocioeconomic communitiesHealthy Schools for Healthy Communities

Practice on healthy public procurement policies to deliver healthy diets from sustainable food systemsHealthy Public Procurement

KiVa Antibullying Program KiVa antibullying program is the most widely used and most thoroughly researched bullying prevention program in the world It has been found to be feasible possible to rollout in a large scale even nationwide in Finland sustainable effective and costeffective The effects have been found in several randomized controlled trials both in Finland and in other countries After the wide rollout of the program in Finland in 2009 the prevalence of students bullying others and those bullied by others have been decreasing steadily according to several independent largescale surveys

Orientations on Collecting and Analyzing Data on Attacks on Education brings together key partners from government humanitarian organizations and local civil society to 1harmonize and standardize definitions of attacks on education and military use 2 discussexisting barriers and opportunities for collaboration on monitoring attacks on education andreporting them 3 using data to ensure safe access to education in emergencies Collaboration between Education and Protection Clusters along with government is a best practice in ensuring that school environments are protective The trainings also highlight best practices in ethical data collection to ensure that no harm is done to schools educators or data collectorsRead more about Orientations on Collecting and Analyzing Data on Attacks on Education

Rooted in genderresponsive education sector planning Gender at the Centre Initiative brings together diverse national stakeholders young feminist activists CSOs ministries community groups to build social demand for education and make education systems more gender responsiveRead more about Gender at the Centre Initiative

The Learner Guide Model was introduced in 2013 in Tanzania and Zimbabwe and has since expanded to all five countries where CAMFED operates including Zambia Malawi and GhanaIt has positively impacted marginalized girls at the secondary school level It is associated with a reduction in school dropout numbers and improvements in learning outcomes and academic selfesteem It also has a significant positive impact on the educated young women trained as Learner Guides by developing their status and political capital within their communities and enabling them to transition into postschool employment and other opportunitiesRead more about The Learner Guide Model

Central Asian Leadership Programme on Environment for Sustainable Development CALP as a flagship ESD initiative empowering youth to promote sustainable development SD in Central Asia According to the Agenda2030 and SDGs it is assumed that by 2030 young people will be provided with the opportunity to acquire the knowledge and skills necessary for SD The Central Asian Leadership Programme on Environment for Sustainable Development CALP builds on achievements and lessons of the CAREC Young Leaders Programme of 20062008 and UNEP Leadership Program implemented in Tongji University Shanghai China In 2010 1st CALP was designed for midlevel officials and comprised of three dimensions human environment and SD Nowadays CALP became one of the successful examples of multipair partnership cross sectoral capacity building initiative the region of Eastern Europe the Caucasus and Central Asia After 12 years CALP remains a recognized platform for youth´ regional cooperationRead more about Central Asian Leadership Programme on Environment for Sustainable Development

Young Innovators Cyprus 2020 2021Considering the needs of Cyprus by implementing the pilot in 2020 and the Young Innovators CY2021 we have realized there is gap of knowledge on the consequences of climate change and climate change itself as well as miscommunication on important terminologies that we as experts could provide to the educators and students via training The programme supports the development of some essential skills which are someway neglected in the modularization of learning The program helps students realize the footprint of their actions and how systems operate and therefore provide innovative and sustainable solutions on reallife climaterelated challenges that are just and inclusive and are based on system thinkingRead more about Young Innovators Cyprus

Japan has been systematically promoting ESD throughout the government By introducing ESD principles and perspectives into the National Curriculum Standards at all school levels and promoting ESD in more than 1000 UNESCO ASPnet schools the largest number in the world Japan has been producing results which will lead to transforming learning environments building capacities of educators empowering and mobilizing youth and accelerating locallevel actionsRead more about Promoting ESD through wholesociety and wholeinstitution approaches

The Think Equal program directly addresses the problem of discriminatory mindsets that perpetuate racial genderbased religious and ableist stereotypes allowing children to deconstruct the foundations of these mindsets and form inclusive empathetic and open mindsets Think Equal contributes to fostering Social and Emotional Learning in the early years through two types of intervention Materials include over 60 narrative picture books 270 lesson plans with prescriptive instructions and over 200 resources covering 25 essential skills and competencies provided to teachers implementing the program Think Equal also provides comprehensive training sessions for educators and Master Trainers either online or in person For each of the three ageappropriate levels that are available the classroom implementation occurs over 30 weeks The program is taught in three 30minute sessions per weekRead more about Think Equal

MISTT is a best practice because of its catalytic impact whereby 21 million people have already been trained The GSMA Mobile Internet Skills Training Toolkit MISTT is a set of free resources to teach people the basic skills they need to access and use mobile internet It uses a train the trainer´ approach and consists of short lessons available in PDF and video format that can be easily adapted to local needs and languagesRead more about The GSMA Mobile Internet Skills Training Toolkit

The Education Finance Watch EFW is a collaborative effort between the World Bank and UNESCO´s Global Education Monitoring GEM Report that draws together and summarizes the available information on patterns and trends in education financing around the world The two entities seek to publish the EFW every year soon after the main annual release of public expenditure and development assistance data at the end of the year following a similar format and exploring annual changes in the main sources of education funding namely governments households and development assistanceRead more about Education Finance Watch

How budget data is recorded made accessible and analysed shapes both policy makers´ and citizens´ understanding of budget policy and impact Yet in much of the world the quality of budget data remains a major constraint to good policy making implementation analysis and evaluation Launched in 2010 the BOOST program has active engagements in over 90 developing countries to address this gap and provide quality access to budget data The initiative strives to make wellclassified and highly disaggregated budget data available for Bank teams policy makers and practitioners within government researchers and civil society and promote their effective use for improved budgetary decision making analysis transparency and accountability The appeal of the BOOST approach is that it provides userfriendly platforms where all expenditure data can be easily accessed and used by researchers government officials and ordinary citizens to examine trends in allocations of public resources analyse potential sources of inefficiencies and become better informed about how governments finance the delivery of public servicesRead more about Boost Open Budget Portal

The program addresses current gaps in ECE access especially among disadvantaged populationIt can be delivered in a few weeks at lower costs and can result in positive outcomes for young children It can be used as an interim or mediumterm measure to deliver PPE in remote unreached areas to complement national efforts to increase provision of PPE The rationale behind this is that disadvantaged children should not be left behind or kept waiting while governments are developing plans and securing resources to fund universal PPE programs The program is especially relevant during and after COVID19 school closures that have left many young children with no access to PPE due to many low and middleincome countries not prioritizing PPE in COVID19 response Moreover the economic crisis resulting from COVID19and the concomitant shrinking of fiscal space in many countries are expected to impact education provision especially preprimary education which is the least prioritized subsectorAccelerated PrePrimary Education Program

SAF is a risk management methodology that seeks to mitigate reduce and prevent the impacts of exposure to armed violence on professionals and beneficiaries of essential public services such as educationSafer Access to Essential Public Services Programme

Sustainable Food School Programme Conversations with Parents

Practice increased understanding of violence reduced schoolviolence and genderviolence improved helpseeking knowledge and attitudes among youth both boys and girls in schoolsPromotion of safe learning environments through building skills for respectful and nonviolence relationships

Removing primary and secondary school fees combined with school grants and scholarships to offset costs and increases enrolment and extends years of schooling especially for children from lowincome householdsRead Remove fees and other hidden costs of education

Communityfamily engagement to tackle social normsstigma and discrimination that prevent certain marginalized groups from accessing education and to consult on policies that affect themEquipping influential local leaders and parents caregivers as child advocates who can help children and youth with disabilities access schools tuition support vocational training and career counselingCommunities are empowered to contribute in a specific tangible way to their children´s learning the divide between community knowledge and school knowledge is broken down so that effective learning and tangible family support become possible for the childRead more at Inclusive and empowering education programs

The following results make this initiative a best practice 46 million children reached until December 2020 482 female and 518 male and 51501 children with disabilities were reached ECW has also responded to the pandemic successfully and swiftly in 2020 rapidly disbursing over US$45 million in two rounds of COVID19 funding and was also able to reach over 292 million girls and boys who were already suffering from the impact of forced displacement and natural disasters In doing so ECW proved that its FER grants are an essential investment modality in crisis context

The HandsOn Learning program HOL UAE provides a practical approach to reengage atrisk boys by equipping them with critical life skills so they grow confidence engage and achieve in school By removing participants from traditional classrooms for one day each week and introducing them to an alternative handson learning style the program equips them with the behaviors skills and attitudes necessary to succeed and pursue meaningful careers HOL UAE embodies best practices as it tackles the root causes of Emirati boys´ disengagement in school It engages local stakeholders to come together to address these challenges in a meaningful and costeffective way Participants are selfdirected and encouraged to be inventive conceiving of their own ways to construct significant projects that can benefit them their schools and their communities Engaging in these projects outside of their usual classrooms enables participants to learn how much they are capable of doing and to acquire essential life skills such as cooperation leadership problem solving resiliency communication and empathy Read more at The Handson Learning Program Reengaging AtRisk Youth Beyond Vocational Education

Transformation grant being piloted in 5 countries to fund programs that enable system transformation particularly in the education realmRead more at GPE Systems Transformation Grant

MISTT is a best practice because of its catalytic impact whereby 21 million people have already been trained The GSMA Mobile Internet Skills Training Toolkit MISTT is a set of free resources to teach people the basic skills they need to access and use mobile internet It uses a train the trainer´ approach and consists of short lessons available in PDF and video format that can be easily adapted to local needs and languagesRead more about The GSMA Mobile Internet Skills Training Toolkit

The Rondine Method is the response to the challenges of globalization It aims to instil in learners the values attitudes and behaviours that support responsible global citizenship creativity innovation and commitment to peace human rights and sustainable development The Rondine Method proposes new transdisciplinary ways of entangling subject disciplines not simply as acquisition of knowledge and skills but as important activities with the potential to make a real impact on one´s life and one´s community Central to this endeavour is to develop ways in which areas of the curriculum may integrate differently to develop holistic skills It helps to break away from subjectarea silos and approach learning through inquirybased collaborative actionoriented methodologies that leverage knowledge and skills across subject areas to tackle reallife sustainable development challenges in our communities and globallyRead more about the RONDINE METHOD FOR SECONDARY SCHOOLS

The project Green People´s Energy implemented by GIZ reduces energy poverty and promotes productive use of energy in rural Africa Technologies like solar power irrigation systems solar cooling systems solar dryers or mills have high potential to boost the productivity and incomes of rural enterprises Based on local market assessments the project aims to increase the number of rural enterprises acquiring and using such highpotential renewable energy technologies By building the capacities of farmers cooperatives sales agents and technicians and giving private solar companies incentives to extend their services in rural areas productive use of energy is promoted and brought to scale Upskilling professionals to design finance sell install operate and maintain systems is crucial The project thus has a special focus on skills development It cooperates with training institutes and vocational training centres in 7 out of 9 target countries to provide the needed training offers While other development projects may focus only on skills or private sector development Green People´s Energy´ pursues a holistic market development approach and with this strives to create transformative impacts for rural communities It is implemented in Ethiopia Benin Côte d´Ivoire Ghana Mozambique Namibia Zambia Senegal and UgandaRead more about Green People´s Energy

In 2016 the world generated 242 million tonnes of plastic waste The visibility of plastic waste is increasing because of its accumulation in recent decades and its negative impact on the surrounding environment and human health TTC teaches youth on the many ways to curb plastic wasteby producing less consuming less and better managing the waste that already exists to prevent contamination or leakage Taking these actions requires engagement from numerous stakeholders in society including citizens governments community organizations businesses and manufacturers Policy solutions increased awareness and improved design and disposal processes among others can minimize the impact of plastic waste on societyRead more about Tide Turners Plastic Challenge Badge

Results in Education for All Children REACH is an initiative that seeks to help countries strengthen their education services by focusing programs and initiatives on results with the ultimate goal of boosting learning outcomes especially among the most vulnerable populations Established in 2015 the World Bank program funds resultsbased financing projects and provides technical support and advice on resultsbased financing in education to other World Bank teams and development partners One of its main goals is to contribute to the evidence base around resultsbased financing in education gathering data and knowledge that can be used to develop better education programs and policies with the goal of boosting education outcomes REACH is funded by the Government of Norway through NORAD the Government of the United States of America through USAID and the Government of Germany through the Federal Ministry for Economic Cooperation and Development GPE among othersRead more about RESULTS IN EDUCATION FOR ALL CHILDREN

The project has extensive knowledge of gendertransformative approaches critical analysis of gender norms and stereotypes to dismantle structural inequalities in agricultural vocational education and training and is feeding this experience from six AU member states into the continentwide dialogue In the partner countries the project targets women who are already in formal vocational training female smallholders who lack access to training and women who run small or micro businessesKey starting points in this project include promoting onthejob training as part of formal training courses joboriented nonformal training measures and cooperation between training providers and the private sectorBusiness models and employment opportunities for women such as the agribusiness course Gender makes Business Sense´ help to promote entrepreneurship through equal gender rolesRead more about Agricultural Technical Vocational Education and Training for Women in Africa

RtL supports children ages 415 in regaining access to education that addresses the needs of the whole child It uses a playbased approach to develop basic literacy numeracy and social emotional skills contributing to children´s school readiness learning and wellbeing By providing quick access to education as longerterm opportunities are identified RtL reduces the amount of time displaced children spend out of the classroom The program includes a toolkit of playbased learning activities for children and the Holistic Assessment of Learning and Development Outcomes HALDO that gives frontline staff an overview of children´s development so they can make informed programming decisionsRead more about Return to Learning Lessons across programming and advocacy

Children with disabilities remain one of the most marginalized and excluded groups and face multiple barriers and challenges related to accessing quality education Additionally when considering the SDG 4 goal to leave no child behind in learning and recognition that students learn differently it is important to note that the onesizefitsall approach to education fails to recognize the learning styles that benefit different learners The lack of these essential components can result in students not enrolling in schools dropping out or remaining in school but not achieving their full academic potentialAccessible digital textbooks ADT can help address the issue of accessible learning materials which is one of many elements needed to promote an inclusive environment for students with disabilities This project is about appreciating learners´ diversity valuing their wellbeing respecting their inherent dignity and autonomy It is also about recognizing individuals´ needs and their ability to effectively participate be included in and contribute to societyRead more at Accessible Digital Textbooks for All

Duringafter Covid19 with UNICEF support and in partnership with Ministry of Public Information the MoE has implemented a largescale strategy to promote distance learning through the programme La escuela en mi casa This initiative was launched in 2020 to respond to the school closures due to the pandemic It is estimated that 135849 preprimary and primary students were reached through TV and radio educational programmes Moreover 118 TV sessions and 45 radio sessions were produced and broadcasted nationally last year 2021 including in remote areas with scarce electricity coverage In 2022 so far around 70 TV sessions and 25 radio sessions were produced and broadcasted nationallyRead more about La escuela en mi casa

The Inclusive and Resilient Digital Open Schooling model promotes equitable access for all to quality education it has received support from national leadership and relevant national or local authorities and it involves partnerships and collaboration between several education stakeholders while involving the participation of beneficiary groups and affected communitiesThe proposed Inclusive and Resilient Digital Open Schooling model addresses priority education challenges including in relation to education in emergencies and demonstrates practical solutions and approaches leading to digital transformation The projects achieved their intended results with a reasonable level of resources and time are sustained and replicable in other lowincome countries of the region or elsewhereRead more at Inclusive and Resilient Digital Open Schools

SABER offers education leaders and stakeholders an opportunity to see inside the black box between education inputs and outcomes so that they can use evidence to strengthen education systems and outcomes it also provides an extensive dataset on learning assessments outcomes that are not only comparable crosssectionally but are an indication of the quality of a particular nation´s education systemRead more about Saber School Finance

The following results make this initiative a best practice 46 million children reached until December 2020 482 female and 518 male and 51501 children with disabilities were reached ECW has also responded to the pandemic successfully and swiftly in 2020 rapidly disbursing over US$45 million in two rounds of COVID19 funding and was also able to reach over 292 million girls and boys who were already suffering from the impact of forced displacement and natural disasters In doing so ECW proved that its FER grants are an essential investment modality in crisis context

Transformation grant being piloted in 5 countries to fund programs that enable system transformation particularly in the education realmRead more at GPE Systems Transformation Grant

Health Promoting Schools ensure the health of children to support their educational journey and have been found to positively impact their body mass index physical activity physical fitness fruit and vegetable intake tobacco use and being bulliedRead more at Health Promoting Schools

KiVa Antibullying Program KiVa antibullying program is the most widely used and most thoroughly researched bullying prevention program in the world It has been found to be feasible possible to rollout in a large scale even nationwide in Finland sustainable effective and costeffective The effects have been found in several randomized controlled trials both in Finland and in other countries After the wide rollout of the program in Finland in 2009 the prevalence of students bullying others and those bullied by others have been decreasing steadily according to several independent largescale surveys

Orientations on Collecting and Analyzing Data on Attacks on Education brings together key partners from government humanitarian organizations and local civil society to 1harmonize and standardize definitions of attacks on education and military use 2 discussexisting barriers and opportunities for collaboration on monitoring attacks on education andreporting them 3 using data to ensure safe access to education in emergencies Collaboration between Education and Protection Clusters along with government is a best practice in ensuring that school environments are protective The trainings also highlight best practices in ethical data collection to ensure that no harm is done to schools educators or data collectorsRead more about Orientations on Collecting and Analyzing Data on Attacks on Education

Rooted in genderresponsive education sector planning Gender at the Centre Initiative brings together diverse national stakeholders young feminist activists CSOs ministries community groups to build social demand for education and make education systems more gender responsiveRead more about Gender at the Centre Initiative

School Meals An investment to support the learner and their learning is founded on the principle that healthy and wellnourished schoolchildren learn better Investing in the first 1000 days of life from conception to age two is vitally important and further investment during the next 7000 days or up to age 21 sustains and builds upon the gains achieved from earlier intervention and to respond to the developmental changes that occur as children and adolescents mature Read more about School Meals An investment to support the learner and their learning

Central Asian Leadership Programme on Environment for Sustainable Development CALP as a flagship ESD initiative empowering youth to promote sustainable development SD in Central Asia According to the Agenda2030 and SDGs it is assumed that by 2030 young people will be provided with the opportunity to acquire the knowledge and skills necessary for SD The Central Asian Leadership Programme on Environment for Sustainable Development CALP builds on achievements and lessons of the CAREC Young Leaders Programme of 20062008 and UNEP Leadership Program implemented in Tongji University Shanghai China In 2010 1st CALP was designed for midlevel officials and comprised of three dimensions human environment and SD Nowadays CALP became one of the successful examples of multipair partnership cross sectoral capacity building initiative the region of Eastern Europe the Caucasus and Central Asia After 12 years CALP remains a recognized platform for youth´ regional cooperationRead more about Central Asian Leadership Programme on Environment for Sustainable Development

The study proposed as a best practice model is the Food Intake and Resilience Support Gardens as Taught by Educators FIRSTGATE research project The FIRSTGATE project explored how the implementation and outcome of a teachertoteacher intervention on schoolbased vegetable gardens can support resilience as indicated by unpredicted positive outcomes for education wellbeing and health in vulnerable primary schoolcommunities in South Africa The sample included 37 purposively selected teachers from nine primary schools in the Eastern Cape ProvinceFidelity of intervention was evident in the following i multisectoral provincial government participation education agriculture ii teachers in multiple primary schools sustained vegetable gardens over time iii schools crafted communities of practice where teachers transferred evidencebased contextually relevant schoolvegetable garden models to neighbouring schools iv fidelity of intervention maintained v schools mobilised as hubs for quality education wellbeing and health of children and their families due to adversities caused by structural disparityRead more about Schoolbased vegetable garden

Best practices in Inclusive Education in Namibia Implementation of the programme for a Certificate in Basic Prevocational Skills CBPVSThis program addresses the human rights and social inclusion of learners with disabilities There is greater political commitment from the Government of Namibia through the MOEAC to ensure that this program is responsive to the learning needs of all learners and youth by extension the community and that the program can be sustained through the entrepreneurial activities emanating from direct funding by MoEAC at school level and replicated in the community Lastly the involvement of the major stakeholders in the country makes it a best collaborative practiceRead more about Best practices in Inclusive Education in Namibia Implementation of the programme for a Certificate in Basic Prevocational Skills

The Think Equal program directly addresses the problem of discriminatory mindsets that perpetuate racial genderbased religious and ableist stereotypes allowing children to deconstruct the foundations of these mindsets and form inclusive empathetic and open mindsets Think Equal contributes to fostering Social and Emotional Learning in the early years through two types of intervention Materials include over 60 narrative picture books 270 lesson plans with prescriptive instructions and over 200 resources covering 25 essential skills and competencies provided to teachers implementing the program Think Equal also provides comprehensive training sessions for educators and Master Trainers either online or in person For each of the three ageappropriate levels that are available the classroom implementation occurs over 30 weeks The program is taught in three 30minute sessions per weekRead more about Think Equal

The success of the school readiness programs in Iraq and Jordan can be attributed to the various learnings we have taken away from each step of the process in each country and associated shifts in process and approachBoth programs are successful examples of best practice embodying intrinsic commitments to partner ownership and collaborative design processes as well as promoting key components of ECD The school readiness programs in both countries also kept sustainable practices and an understanding of what functions well to remain consistent across contexts and maintain the integrity of the Ahlan Simsim project goals and what can be appropriately adjusted to fit specific needs and contextualize outputs throughout each stepAt its core the school readiness program places the priorities of children and their caregivers at the center of the approach and offers a holisticencompassing set of resources for teachers and caregivers to use and prepare children at an early age with skills needed for healthy development in a costeffective and sustainable way that will carry on past end of project Based upon what we have learned while operating in Jordan and Iraq we hope to promote key aspects of this program that aided in creating and expanding this example of best practicesRecommendations for others include but are not limited to Consider sustainability from the start Design with scale in mind to further change beyond immediate intervention and cost Emphasize the importance of and invest in relationships with key stakeholders for scale to be successful and cultivate champions who will advocate for the initiative or change from within Be clear with concrete steps rather than advocate with abstract goals Approach from within a system and build upon existing interventions or structures within that system Identify needs with the partner an intervention is only successful if it clearly represents how to best work in a given context Remain in tune with these needs as they evolve and shift over time and link together national priorities with scaling aims for sustained uptake Consider short term interventions and pilot programs to gain access to larger windows of opportunity with ministriesWhile piloting the program in 2020 in Jordan IRC bolstered the relationship with the ministry while meeting urgent pandemic needs through an adapted version of the school readiness programming delivered via phone calls that gave children tools through their caregiversRead more at Building a Foundation in the Early Years Supporting Children across the Middle East for Successful Entry into Primary School

In 2016 the world generated 242 million tonnes of plastic waste The visibility of plastic waste is increasing because of its accumulation in recent decades and its negative impact on the surrounding environment and human health TTC teaches youth on the many ways to curb plastic wasteby producing less consuming less and better managing the waste that already exists to prevent contamination or leakage Taking these actions requires engagement from numerous stakeholders in society including citizens governments community organizations businesses and manufacturers Policy solutions increased awareness and improved design and disposal processes among others can minimize the impact of plastic waste on societyRead more about Tide Turners Plastic Challenge Badge

Results in Education for All Children REACH is an initiative that seeks to help countries strengthen their education services by focusing programs and initiatives on results with the ultimate goal of boosting learning outcomes especially among the most vulnerable populations Established in 2015 the World Bank program funds resultsbased financing projects and provides technical support and advice on resultsbased financing in education to other World Bank teams and development partners One of its main goals is to contribute to the evidence base around resultsbased financing in education gathering data and knowledge that can be used to develop better education programs and policies with the goal of boosting education outcomes REACH is funded by the Government of Norway through NORAD the Government of the United States of America through USAID and the Government of Germany through the Federal Ministry for Economic Cooperation and Development GPE among othersRead more about RESULTS IN EDUCATION FOR ALL CHILDREN

The project has extensive knowledge of gendertransformative approaches critical analysis of gender norms and stereotypes to dismantle structural inequalities in agricultural vocational education and training and is feeding this experience from six AU member states into the continentwide dialogue In the partner countries the project targets women who are already in formal vocational training female smallholders who lack access to training and women who run small or micro businessesKey starting points in this project include promoting onthejob training as part of formal training courses joboriented nonformal training measures and cooperation between training providers and the private sectorBusiness models and employment opportunities for women such as the agribusiness course Gender makes Business Sense´ help to promote entrepreneurship through equal gender rolesRead more about Agricultural Technical Vocational Education and Training for Women in Africa

PINTAR models an innovative digitalbased professional development program for teachers and principals in 25 districts ~8500 educators in Indonesia The training program around the theme Active Learning and other pedagogy techniques integrates blended learning gamification and various interactive digital media to improve participation engagement and knowledge absorption Mentoring and peerlearning sessions are also placed to ensure educators practice in schools what they have been trained The program evaluation data showed that schools that received the intervention have little learning loss during covid19 pandemicRead more about PINTAR Program

Children with disabilities remain one of the most marginalized and excluded groups and face multiple barriers and challenges related to accessing quality education Additionally when considering the SDG 4 goal to leave no child behind in learning and recognition that students learn differently it is important to note that the onesizefitsall approach to education fails to recognize the learning styles that benefit different learners The lack of these essential components can result in students not enrolling in schools dropping out or remaining in school but not achieving their full academic potentialAccessible digital textbooks ADT can help address the issue of accessible learning materials which is one of many elements needed to promote an inclusive environment for students with disabilities This project is about appreciating learners´ diversity valuing their wellbeing respecting their inherent dignity and autonomy It is also about recognizing individuals´ needs and their ability to effectively participate be included in and contribute to societyRead more at Accessible Digital Textbooks for All

ProFuturo is a digital education programme founded by Telefónica Foundation and ̈la Caixa ̈ Foundation in 2016 to narrow the education gap in the world by improving the quality of education in vulnerable contexts throughout Latin America the Caribbean Africa and Asia The world is facing a new era where education plays a key role These are complex times also heavily impacted by technology ProFuturo is helping to build a new education model worldwide leveraging its expertise in educational innovation and its experience in digital educationRead more about ProFuturo Digital Education Programme

The Inclusive and Resilient Digital Open Schooling model promotes equitable access for all to quality education it has received support from national leadership and relevant national or local authorities and it involves partnerships and collaboration between several education stakeholders while involving the participation of beneficiary groups and affected communitiesThe proposed Inclusive and Resilient Digital Open Schooling model addresses priority education challenges including in relation to education in emergencies and demonstrates practical solutions and approaches leading to digital transformation The projects achieved their intended results with a reasonable level of resources and time are sustained and replicable in other lowincome countries of the region or elsewhereRead more at Inclusive and Resilient Digital Open Schools

SABER offers education leaders and stakeholders an opportunity to see inside the black box between education inputs and outcomes so that they can use evidence to strengthen education systems and outcomes it also provides an extensive dataset on learning assessments outcomes that are not only comparable crosssectionally but are an indication of the quality of a particular nation´s education systemRead more about Saber School Finance

To best understand Education Public Expenditure Reviews one must have an understanding of the general concept of Public Expenditure Reviews PERs PERs are a core diagnostic tool to assess the state of financing in different sectors They review the adequacy sustainability efficiency and effectiveness of spending of public private and donor spending in relation to sector goals A PER examines the quantity and quality of public spending over time in relation to policy goals and performance indicators Their scope can vary from analysing all government expenditure or concentrating on one or more priority sectors such as health education or water and sanitation etcetera PERs are useful tools to guide strategic planning and budget preparation and to identify ways in which to enhance the effectiveness and efficiency of government resourcesRead more about Education Public Expenditure Reviews

How budget data is recorded made accessible and analysed shapes both policy makers´ and citizens´ understanding of budget policy and impact Yet in much of the world the quality of budget data remains a major constraint to good policy making implementation analysis and evaluation Launched in 2010 the BOOST program has active engagements in over 90 developing countries to address this gap and provide quality access to budget data The initiative strives to make wellclassified and highly disaggregated budget data available for Bank teams policy makers and practitioners within government researchers and civil society and promote their effective use for improved budgetary decision making analysis transparency and accountability The appeal of the BOOST approach is that it provides userfriendly platforms where all expenditure data can be easily accessed and used by researchers government officials and ordinary citizens to examine trends in allocations of public resources analyse potential sources of inefficiencies and become better informed about how governments finance the delivery of public servicesRead more about Boost Open Budget Portal

The program addresses current gaps in ECE access especially among disadvantaged populationIt can be delivered in a few weeks at lower costs and can result in positive outcomes for young children It can be used as an interim or mediumterm measure to deliver PPE in remote unreached areas to complement national efforts to increase provision of PPE The rationale behind this is that disadvantaged children should not be left behind or kept waiting while governments are developing plans and securing resources to fund universal PPE programs The program is especially relevant during and after COVID19 school closures that have left many young children with no access to PPE due to many low and middleincome countries not prioritizing PPE in COVID19 response Moreover the economic crisis resulting from COVID19and the concomitant shrinking of fiscal space in many countries are expected to impact education provision especially preprimary education which is the least prioritized subsectorAccelerated PrePrimary Education Program

Fiji Education Management Information System FEMIS collects high quality data on both children with disabilities and the school environmentInclusive data collection mechanisms

Practice is helping schools to become hubs for tackling malnutrition Participation in programmes shows 14 reduction in the percentage of thin and severely thin schoolchildren based on WHO classifications for Body Mass Indexforage 32 increase in the percentage of school children using soapsanitiser to wash their hands and 14 increase in the percentage of children that reported that they believe that they can take charge of their own nutritionNourishing Schools Programme

Home Grown School Feeding with inclusion of Nutritious Biofortified CropsPractice is about biofortified crops grown in the school fields for school meals consumption With better nutrition children can lead healthier and more productive lives

Removing primary and secondary school fees combined with school grants and scholarships to offset costs and increases enrolment and extends years of schooling especially for children from lowincome householdsRead Remove fees and other hidden costs of education

Communityfamily engagement to tackle social normsstigma and discrimination that prevent certain marginalized groups from accessing education and to consult on policies that affect themEquipping influential local leaders and parents caregivers as child advocates who can help children and youth with disabilities access schools tuition support vocational training and career counselingCommunities are empowered to contribute in a specific tangible way to their children´s learning the divide between community knowledge and school knowledge is broken down so that effective learning and tangible family support become possible for the childRead more at Inclusive and empowering education programs

Communityfamily engagement to tackle social normsstigma and discrimination that prevent certain marginalized groups from accessing education and to consult on policies that affect themEquipping influential local leaders and parents caregivers as child advocates who can help children and youth with disabilities access schools tuition support vocational training and career counselingCommunities are empowered to contribute in a specific tangible way to their children´s learning the divide between community knowledge and school knowledge is broken down so that effective learning and tangible family support become possible for the childRead more at Inclusive and empowering education programs

The following results make this initiative a best practice 46 million children reached until December 2020 482 female and 518 male and 51501 children with disabilities were reached ECW has also responded to the pandemic successfully and swiftly in 2020 rapidly disbursing over US$45 million in two rounds of COVID19 funding and was also able to reach over 292 million girls and boys who were already suffering from the impact of forced displacement and natural disasters In doing so ECW proved that its FER grants are an essential investment modality in crisis context

Transformation grant being piloted in 5 countries to fund programs that enable system transformation particularly in the education realmRead more at GPE Systems Transformation Grant

GPE Variable Part financingThe variable part was introduced within the context of GPE´s broader approach of supporting and financing country progress toward largescale and sustainable education outcomesoutlined in GPEs strategic plan GPE 2020 Under this model it was expected that countries propose strategies deemed likely to lead to substantial progress in the mediumterm linked to indicators and targets judged to be a stretch but achievable and integrated within the broader ESP framework of developing country partner governments

KiVa Antibullying Program KiVa antibullying program is the most widely used and most thoroughly researched bullying prevention program in the world It has been found to be feasible possible to rollout in a large scale even nationwide in Finland sustainable effective and costeffective The effects have been found in several randomized controlled trials both in Finland and in other countries After the wide rollout of the program in Finland in 2009 the prevalence of students bullying others and those bullied by others have been decreasing steadily according to several independent largescale surveys

AntiBullying and Online Safety Programme for Schools is a researchbased programme designed to comply with UNESCO´s Whole Education Approach to tackle bullying and online safety in schools and designed to support the wider wellbeing curricula in schoolsRead more about AntiBullying and Online Safety Programme for Schools

Rooted in genderresponsive education sector planning Gender at the Centre Initiative brings together diverse national stakeholders young feminist activists CSOs ministries community groups to build social demand for education and make education systems more gender responsiveRead more about Gender at the Centre Initiative

Preventing Violence Against and Among Children in Schools through Sports and Play as the title suggests play based learning in schools to reduce violence and improve mental health The intervention has potential to be scaled up as the intervention has been fully designed and with contextualization can be used around the worldRead more about Preventing Violence Against and Among Children in Schools through Sports and Play

Hosted by Western Sydney University the RCE Greater Western Sydney network has been building collaborative placebased partnerled programs and initiatives for 10years to accelerate and mainstream ESD in our region to deliver local impact Read more about Linking and leveraging multistakeholder networks for local ESD impact

1 The technical qualifications undertaken in Uganda are referenced to the WorldSkills Occupational Standards WSOS which are global standards httpsworldskillsorgwhatprojectswsos2 Industry is consulted to identity their role and needs in the development of skills for the young people3 The capacity building programme for the trainers is designed and delivered by experienced WorldSkills technical experts and the project is quality assured by the WorldSkills Standards and Assessment Adviser and the WorldSkills Assessment Consultant4 The Project is a collaboration between a global skills organization and a TVET national delivery partner with support from industry5 This will become an important case study for using global occupational standards as benchmarking tool to create a progressive plan for upskilling trainers in the developing countriesRead more about Empowering Marginalized Youth Through Skills Development Global Impact Challenge

This intervention may be considered a best practice because in order to reduce structural gaps between the North and the South of Italy thus fostering universal access to children educational services the central government has adopted not only a new legislative framework but has also financed specific supporting measures such as the adoption of pedagogical Guidelines the establishment the National Continuous Professional Training Plan for teachers the implementation of an information system of educational services and schools the building of new kindergartens and schools the implementation of supporting measures for parents the definition of monitoring and evaluation criteriaRead more about Plan for an Integrated Early Childhood Education and Care

The Think Equal program directly addresses the problem of discriminatory mindsets that perpetuate racial genderbased religious and ableist stereotypes allowing children to deconstruct the foundations of these mindsets and form inclusive empathetic and open mindsets Think Equal contributes to fostering Social and Emotional Learning in the early years through two types of intervention Materials include over 60 narrative picture books 270 lesson plans with prescriptive instructions and over 200 resources covering 25 essential skills and competencies provided to teachers implementing the program Think Equal also provides comprehensive training sessions for educators and Master Trainers either online or in person For each of the three ageappropriate levels that are available the classroom implementation occurs over 30 weeks The program is taught in three 30minute sessions per weekRead more about Think Equal

The success of the school readiness programs in Iraq and Jordan can be attributed to the various learnings we have taken away from each step of the process in each country and associated shifts in process and approachBoth programs are successful examples of best practice embodying intrinsic commitments to partner ownership and collaborative design processes as well as promoting key components of ECD The school readiness programs in both countries also kept sustainable practices and an understanding of what functions well to remain consistent across contexts and maintain the integrity of the Ahlan Simsim project goals and what can be appropriately adjusted to fit specific needs and contextualize outputs throughout each stepAt its core the school readiness program places the priorities of children and their caregivers at the center of the approach and offers a holisticencompassing set of resources for teachers and caregivers to use and prepare children at an early age with skills needed for healthy development in a costeffective and sustainable way that will carry on past end of project Based upon what we have learned while operating in Jordan and Iraq we hope to promote key aspects of this program that aided in creating and expanding this example of best practicesRecommendations for others include but are not limited to Consider sustainability from the start Design with scale in mind to further change beyond immediate intervention and cost Emphasize the importance of and invest in relationships with key stakeholders for scale to be successful and cultivate champions who will advocate for the initiative or change from within Be clear with concrete steps rather than advocate with abstract goals Approach from within a system and build upon existing interventions or structures within that system Identify needs with the partner an intervention is only successful if it clearly represents how to best work in a given context Remain in tune with these needs as they evolve and shift over time and link together national priorities with scaling aims for sustained uptake Consider short term interventions and pilot programs to gain access to larger windows of opportunity with ministriesWhile piloting the program in 2020 in Jordan IRC bolstered the relationship with the ministry while meeting urgent pandemic needs through an adapted version of the school readiness programming delivered via phone calls that gave children tools through their caregiversRead more at Building a Foundation in the Early Years Supporting Children across the Middle East for Successful Entry into Primary School

MISTT is a best practice because of its catalytic impact whereby 21 million people have already been trained The GSMA Mobile Internet Skills Training Toolkit MISTT is a set of free resources to teach people the basic skills they need to access and use mobile internet It uses a train the trainer´ approach and consists of short lessons available in PDF and video format that can be easily adapted to local needs and languagesRead more about The GSMA Mobile Internet Skills Training Toolkit

School for streetworking children´ project was designed as a response to the deteriorating situation of children and young people working on the streets of Kabul Ethical soundness It is growing every year thanks to partnerships and collaboration with international and local actors local businessman local associations Afghan government It involves the participation of street working children and offers inclusive education for girls youth and community involvement It addresses a priority education challenge as street working children are the most vulnerable children in the country It is efficient the number of street working children attending our classes is growing every year and we believe our project can be replicable in any countryEducation for Street working children

The project Green People´s Energy implemented by GIZ reduces energy poverty and promotes productive use of energy in rural Africa Technologies like solar power irrigation systems solar cooling systems solar dryers or mills have high potential to boost the productivity and incomes of rural enterprises Based on local market assessments the project aims to increase the number of rural enterprises acquiring and using such highpotential renewable energy technologies By building the capacities of farmers cooperatives sales agents and technicians and giving private solar companies incentives to extend their services in rural areas productive use of energy is promoted and brought to scale Upskilling professionals to design finance sell install operate and maintain systems is crucial The project thus has a special focus on skills development It cooperates with training institutes and vocational training centres in 7 out of 9 target countries to provide the needed training offers While other development projects may focus only on skills or private sector development Green People´s Energy´ pursues a holistic market development approach and with this strives to create transformative impacts for rural communities It is implemented in Ethiopia Benin Côte d´Ivoire Ghana Mozambique Namibia Zambia Senegal and UgandaRead more about Green People´s Energy

36 pilot campuses worldwide joined tested out nudges on their campuses Specific outcomes when nudges were measured ex Miranda House India Introduction of earthen clay cups replacing paper cups Paper cup consumption has reduced by 70 Open to new nudges on recycling or othersRead more about Little Book of Green Nudges

The Think Equal program directly addresses the problem of discriminatory mindsets that perpetuate racial genderbased religious and ableist stereotypes allowing children to deconstruct the foundations of these mindsets and form inclusive empathetic and open mindsets Think Equal contributes to fostering Social and Emotional Learning in the early years through two types of intervention Materials include over 60 narrative picture books 270 lesson plans with prescriptive instructions and over 200 resources covering 25 essential skills and competencies provided to teachers implementing the program Think Equal also provides comprehensive training sessions for educators and Master Trainers either online or in person For each of the three ageappropriate levels that are available the classroom implementation occurs over 30 weeks The program is taught in three 30minute sessions per weekRead more about Think Equal

MISTT is a best practice because of its catalytic impact whereby 21 million people have already been trained The GSMA Mobile Internet Skills Training Toolkit MISTT is a set of free resources to teach people the basic skills they need to access and use mobile internet It uses a train the trainer´ approach and consists of short lessons available in PDF and video format that can be easily adapted to local needs and languagesRead more about The GSMA Mobile Internet Skills Training Toolkit

C´est une réalisation ambitieuse et concrète actuellement 7 collèges transformés en 100 fait maison et bio 80 local 35 collèges à l´horizon 2026 C´est une approche systémique de la fourchette à la fourche qui relève simultanément les défis de la formation technique des cuisiniers l´accompagnement pour les marchés publics les plans alimentaires et menus équilibrés nutritionnellement la planification agricole outil ATABLE la logistique d´approvisionnement l´accompagnement des mangeurs et l´éducation au goût Les données collectées montrent que ce n´est pas plus cher moyenne de 2€ en coût denrée qu´il faut 3 ETP pour 300 couverts 41 hectares très peu pour 35 collèges 11 300 couverts cela représente 3 millions d´euros annuels d´argent public qui revient aux producteurs locaux la démarche est valorisée auprès des élèves et valorise les personnels de cuisine Tout cela participe à l´éducation des générations futuresRead more about Une restauration collective 100 faite maison bio et locale

The project Green People´s Energy implemented by GIZ reduces energy poverty and promotes productive use of energy in rural Africa Technologies like solar power irrigation systems solar cooling systems solar dryers or mills have high potential to boost the productivity and incomes of rural enterprises Based on local market assessments the project aims to increase the number of rural enterprises acquiring and using such highpotential renewable energy technologies By building the capacities of farmers cooperatives sales agents and technicians and giving private solar companies incentives to extend their services in rural areas productive use of energy is promoted and brought to scale Upskilling professionals to design finance sell install operate and maintain systems is crucial The project thus has a special focus on skills development It cooperates with training institutes and vocational training centres in 7 out of 9 target countries to provide the needed training offers While other development projects may focus only on skills or private sector development Green People´s Energy´ pursues a holistic market development approach and with this strives to create transformative impacts for rural communities It is implemented in Ethiopia Benin Côte d´Ivoire Ghana Mozambique Namibia Zambia Senegal and UgandaRead more about Green People´s Energy

This intervention may be considered a best practice because Italy in order to foster social economic and environmental sustainability and more specifically Climate and Sustainable Development Education has not only adopted a new legislative framework but has also financed specific supporting measures such as the experimentation of a new compulsory discipline the implementation of an innovative teaching approach and innovative teachers´ training the launch of a specific support Plan called Schools´ ReGeneration to help schools in implementing education for sustainable developmentRead more about Italian strategy for Education for Sustainable Development

In 2016 the world generated 242 million tonnes of plastic waste The visibility of plastic waste is increasing because of its accumulation in recent decades and its negative impact on the surrounding environment and human health TTC teaches youth on the many ways to curb plastic wasteby producing less consuming less and better managing the waste that already exists to prevent contamination or leakage Taking these actions requires engagement from numerous stakeholders in society including citizens governments community organizations businesses and manufacturers Policy solutions increased awareness and improved design and disposal processes among others can minimize the impact of plastic waste on societyRead more about Tide Turners Plastic Challenge Badge

The project has extensive knowledge of gendertransformative approaches critical analysis of gender norms and stereotypes to dismantle structural inequalities in agricultural vocational education and training and is feeding this experience from six AU member states into the continentwide dialogue In the partner countries the project targets women who are already in formal vocational training female smallholders who lack access to training and women who run small or micro businessesKey starting points in this project include promoting onthejob training as part of formal training courses joboriented nonformal training measures and cooperation between training providers and the private sectorBusiness models and employment opportunities for women such as the agribusiness course Gender makes Business Sense´ help to promote entrepreneurship through equal gender rolesRead more about Agricultural Technical Vocational Education and Training for Women in Africa

The Regional Learning Hub RLH is designed to be a platform where digital learning content has been prealigned with curriculum frameworks The need for this platform was pinpointed during the Covid19 pandemic when governments in subSaharan Africa and other regions were required to shift to remote education but had limited means to do so This submission reflects the development of a proof of concept for the RLHRegional Learning Hub

Children with disabilities remain one of the most marginalized and excluded groups and face multiple barriers and challenges related to accessing quality education Additionally when considering the SDG 4 goal to leave no child behind in learning and recognition that students learn differently it is important to note that the onesizefitsall approach to education fails to recognize the learning styles that benefit different learners The lack of these essential components can result in students not enrolling in schools dropping out or remaining in school but not achieving their full academic potentialAccessible digital textbooks ADT can help address the issue of accessible learning materials which is one of many elements needed to promote an inclusive environment for students with disabilities This project is about appreciating learners´ diversity valuing their wellbeing respecting their inherent dignity and autonomy It is also about recognizing individuals´ needs and their ability to effectively participate be included in and contribute to societyRead more at Accessible Digital Textbooks for All

Rather than adopting an adhoc approach to education technology the Republic of Tajikistan has embarked in a major national reform supported by evidence generation and development of strategic partnerships A National Digital Road Map has been developed in 2021 in close partnership with the Ministry of Education and Science including a detailed action plan and financing for digital transformation Its implementation is underway ensuring all components of digital learning are addressed ie digital content devices and connectivity teachers´ capacity and national awarenessRead more about A systems approach to transform national education and accelerate access to digital learning

The Inclusive and Resilient Digital Open Schooling model promotes equitable access for all to quality education it has received support from national leadership and relevant national or local authorities and it involves partnerships and collaboration between several education stakeholders while involving the participation of beneficiary groups and affected communitiesThe proposed Inclusive and Resilient Digital Open Schooling model addresses priority education challenges including in relation to education in emergencies and demonstrates practical solutions and approaches leading to digital transformation The projects achieved their intended results with a reasonable level of resources and time are sustained and replicable in other lowincome countries of the region or elsewhereRead more at Inclusive and Resilient Digital Open Schools

SABER offers education leaders and stakeholders an opportunity to see inside the black box between education inputs and outcomes so that they can use evidence to strengthen education systems and outcomes it also provides an extensive dataset on learning assessments outcomes that are not only comparable crosssectionally but are an indication of the quality of a particular nation´s education systemRead more about Saber School Finance

To best understand Education Public Expenditure Reviews one must have an understanding of the general concept of Public Expenditure Reviews PERs PERs are a core diagnostic tool to assess the state of financing in different sectors They review the adequacy sustainability efficiency and effectiveness of spending of public private and donor spending in relation to sector goals A PER examines the quantity and quality of public spending over time in relation to policy goals and performance indicators Their scope can vary from analysing all government expenditure or concentrating on one or more priority sectors such as health education or water and sanitation etcetera PERs are useful tools to guide strategic planning and budget preparation and to identify ways in which to enhance the effectiveness and efficiency of government resourcesRead more about Education Public Expenditure Reviews

How budget data is recorded made accessible and analysed shapes both policy makers´ and citizens´ understanding of budget policy and impact Yet in much of the world the quality of budget data remains a major constraint to good policy making implementation analysis and evaluation Launched in 2010 the BOOST program has active engagements in over 90 developing countries to address this gap and provide quality access to budget data The initiative strives to make wellclassified and highly disaggregated budget data available for Bank teams policy makers and practitioners within government researchers and civil society and promote their effective use for improved budgetary decision making analysis transparency and accountability The appeal of the BOOST approach is that it provides userfriendly platforms where all expenditure data can be easily accessed and used by researchers government officials and ordinary citizens to examine trends in allocations of public resources analyse potential sources of inefficiencies and become better informed about how governments finance the delivery of public servicesRead more about Boost Open Budget Portal

Food for Education is creating a model of excellence for school feeding that can be replicated across Africa We aim to bridge the nutrition and education gap for millions of children using an intersectoral approach that brings together communities and local and national governments to develop and implement high impact and innovative school feeding solutions at scale We leverage the demonstrated effectiveness of school feeding to end classroom hunger and improve children´s educational outcomesRead more about Food for Education

The project provides a holistic and transformative approach to ensure girls´ transition from primary to secondary education and their completion of a full cycle of basic educationOur Right to Learn Reaching the unreached

The programme is implemented to focus on all school health and safety related challenges and provide referral and support services to children including strengthening psychosocial and referral services for learners and teachers in need of support Furthermore the multisectoral school health task team has adopted innovative approaches to reach schools and communities working with school counselors and social workers youth groups and community leaders to address negative sociocultural norms and attitudes that encourage violence and discriminationIntegrated school health program

Home Grown School Feeding with inclusion of Nutritious Biofortified CropsPractice is about biofortified crops grown in the school fields for school meals consumption With better nutrition children can lead healthier and more productive lives

Removing primary and secondary school fees combined with school grants and scholarships to offset costs and increases enrolment and extends years of schooling especially for children from lowincome householdsRead Remove fees and other hidden costs of education

Removing primary and secondary school fees combined with school grants and scholarships to offset costs and increases enrolment and extends years of schooling especially for children from lowincome householdsRead Remove fees and other hidden costs of education

Communityfamily engagement to tackle social normsstigma and discrimination that prevent certain marginalized groups from accessing education and to consult on policies that affect themEquipping influential local leaders and parents caregivers as child advocates who can help children and youth with disabilities access schools tuition support vocational training and career counselingCommunities are empowered to contribute in a specific tangible way to their children´s learning the divide between community knowledge and school knowledge is broken down so that effective learning and tangible family support become possible for the childRead more at Inclusive and empowering education programs

From a longitudinal mixed methods research trial after one year with controls provide evidence for 1 reduced corporal punishment 2 reduced multiple times bullying prevalence for boys 3 emerging evidence of SEL improvement when combining quantitative results higher gains in SEL but very slow effect size and no statistical significant 10 differences and qualitative findings very strong and consistent comments from teachers and learners on improved relational dynamics in schools more student participation more reporting and many other qualitative findings related to SE competencies kindness friendliness mutual support etc Also see Georgetown Case Study on Journeys Process for improving Gender NormsRead more at Journeys

The following results make this initiative a best practice 46 million children reached until December 2020 482 female and 518 male and 51501 children with disabilities were reached ECW has also responded to the pandemic successfully and swiftly in 2020 rapidly disbursing over US$45 million in two rounds of COVID19 funding and was also able to reach over 292 million girls and boys who were already suffering from the impact of forced displacement and natural disasters In doing so ECW proved that its FER grants are an essential investment modality in crisis context

Transformation grant being piloted in 5 countries to fund programs that enable system transformation particularly in the education realmRead more at GPE Systems Transformation Grant

GPE Variable Part financingThe variable part was introduced within the context of GPE´s broader approach of supporting and financing country progress toward largescale and sustainable education outcomesoutlined in GPEs strategic plan GPE 2020 Under this model it was expected that countries propose strategies deemed likely to lead to substantial progress in the mediumterm linked to indicators and targets judged to be a stretch but achievable and integrated within the broader ESP framework of developing country partner governments

KiVa Antibullying Program KiVa antibullying program is the most widely used and most thoroughly researched bullying prevention program in the world It has been found to be feasible possible to rollout in a large scale even nationwide in Finland sustainable effective and costeffective The effects have been found in several randomized controlled trials both in Finland and in other countries After the wide rollout of the program in Finland in 2009 the prevalence of students bullying others and those bullied by others have been decreasing steadily according to several independent largescale surveys

Accountability for Gender Equality in Education has developed a framework for analyzing monitoring and evaluting gender equality in education through critical participatory discussion at local national and international levels An innovative framework has been developed for analysing gender transformatory practice in education at cross national national and local levels with consultations planned working with displaced populations and phase 2 work planned on selecting indicators and developing a composite indicator to compare across countries Read more about Accountability for Gender Equality in Education´s good practice

Education Plus Initiative is a multisectoral action for the empowerment and wellbeing of adolescent girls and young women and has the potential to provide the transformative change required to achieve the 2030 agenda and to leave no one behind Cameroon is one of a select number of champion countries in the initiative´s first phase of rollout that publicly committed at the highestlevels of government to Education Plus´ This rightsbased gendercentred agenda promises to be a gamechangerfor young women and girls for the social and economic development stability and resilience of their communities and countries and for accelerating the achievement of African regional commitments and frameworks such as Agenda 2063 the Maputo Protocol on women´s human rights the AU Youth Charter Commitments by Ministers of Education and health from countries in Eastern and Southern Africa and the SDGs ICPD and Beijing agreements among others The initiative will reignite commitment to girls´ education It will work to disrupt the status quo and businessasusual on how policy and budget priorities are set and shift the mindsets of decisionmakers towards prioritizing investments in line with the holistic approachRead more about Education Plus Initiative

Rooted in genderresponsive education sector planning Gender at the Centre Initiative brings together diverse national stakeholders young feminist activists CSOs ministries community groups to build social demand for education and make education systems more gender responsiveRead more about Gender at the Centre Initiative

Safe Schools Common Approach was designed based on an extensive review of all relevant evidencebased best approaches documented to date in 2018 in both 1 evaluation studies available in the global literature ie peerreviewed grey literature the INSPIRE Package a specific Violence Free Schools literature review and Education Safe from Disasters Research and 2 promising practices from SC´s existing education and child protection programmes It aims to protect all children from violence hazards and attacks on education in and around schools It does so by engaging community members duty bearers from local to national levels and other organisations working to anticipate mitigate plan for andor respond to violence hazards and attacks on educationRead more about the Safe Schools Common Approach

1 The technical qualifications undertaken in Uganda are referenced to the WorldSkills Occupational Standards WSOS which are global standards httpsworldskillsorgwhatprojectswsos2 Industry is consulted to identity their role and needs in the development of skills for the young people3 The capacity building programme for the trainers is designed and delivered by experienced WorldSkills technical experts and the project is quality assured by the WorldSkills Standards and Assessment Adviser and the WorldSkills Assessment Consultant4 The Project is a collaboration between a global skills organization and a TVET national delivery partner with support from industry5 This will become an important case study for using global occupational standards as benchmarking tool to create a progressive plan for upskilling trainers in the developing countriesRead more about Empowering Marginalized Youth Through Skills Development Global Impact Challenge

The HEART program aims to address the problem of a lack of social workers psychologists child counsellors and other mental health support professionals in communities in which Save the Children works The approach aims to strengthen psychosocial support skills amongst the non mental health professionals already working with children such as teachers in preschools and primary schools so that those trained adults can facilitate HEART activities for children to enhance their psychosocial wellbeing development and learning HEART Back to School was specifically designed to respond to socialemotional and mental health needs of children impacted by COVID19 adapting an evidencebased approach to mitigate the high risk of children not returning to schoolRead more about Malawi HEART Back to School artsbased psychosocial support to help the return to learning

BBNEModellversuche Berufliche Bildung für eine nachhaltige Entwicklung ESDpilot projects in the field of Vocational Education and Training VETESD is integrated in VET not add on ESD is adopted for the regulated VETcompetencies learning venues are designed to learn experience and try concepts for sustainable transformation in work life and companiesRead more about Berufliche Bildung für eine nachhaltige Entwicklung ESDpilot projects in the field of Vocational Education and Training VET

The project Green People´s Energy implemented by GIZ reduces energy poverty and promotes productive use of energy in rural Africa Technologies like solar power irrigation systems solar cooling systems solar dryers or mills have high potential to boost the productivity and incomes of rural enterprises Based on local market assessments the project aims to increase the number of rural enterprises acquiring and using such highpotential renewable energy technologies By building the capacities of farmers cooperatives sales agents and technicians and giving private solar companies incentives to extend their services in rural areas productive use of energy is promoted and brought to scale Upskilling professionals to design finance sell install operate and maintain systems is crucial The project thus has a special focus on skills development It cooperates with training institutes and vocational training centres in 7 out of 9 target countries to provide the needed training offers While other development projects may focus only on skills or private sector development Green People´s Energy´ pursues a holistic market development approach and with this strives to create transformative impacts for rural communities It is implemented in Ethiopia Benin Côte d´Ivoire Ghana Mozambique Namibia Zambia Senegal and UgandaRead more about Green People´s Energy

In 2016 the world generated 242 million tonnes of plastic waste The visibility of plastic waste is increasing because of its accumulation in recent decades and its negative impact on the surrounding environment and human health TTC teaches youth on the many ways to curb plastic wasteby producing less consuming less and better managing the waste that already exists to prevent contamination or leakage Taking these actions requires engagement from numerous stakeholders in society including citizens governments community organizations businesses and manufacturers Policy solutions increased awareness and improved design and disposal processes among others can minimize the impact of plastic waste on societyRead more about Tide Turners Plastic Challenge Badge

The project has extensive knowledge of gendertransformative approaches critical analysis of gender norms and stereotypes to dismantle structural inequalities in agricultural vocational education and training and is feeding this experience from six AU member states into the continentwide dialogue In the partner countries the project targets women who are already in formal vocational training female smallholders who lack access to training and women who run small or micro businessesKey starting points in this project include promoting onthejob training as part of formal training courses joboriented nonformal training measures and cooperation between training providers and the private sectorBusiness models and employment opportunities for women such as the agribusiness course Gender makes Business Sense´ help to promote entrepreneurship through equal gender rolesRead more about Agricultural Technical Vocational Education and Training for Women in Africa

The Regional Learning Hub RLH is designed to be a platform where digital learning content has been prealigned with curriculum frameworks The need for this platform was pinpointed during the Covid19 pandemic when governments in subSaharan Africa and other regions were required to shift to remote education but had limited means to do so This submission reflects the development of a proof of concept for the RLHRegional Learning Hub

Children with disabilities remain one of the most marginalized and excluded groups and face multiple barriers and challenges related to accessing quality education Additionally when considering the SDG 4 goal to leave no child behind in learning and recognition that students learn differently it is important to note that the onesizefitsall approach to education fails to recognize the learning styles that benefit different learners The lack of these essential components can result in students not enrolling in schools dropping out or remaining in school but not achieving their full academic potentialAccessible digital textbooks ADT can help address the issue of accessible learning materials which is one of many elements needed to promote an inclusive environment for students with disabilities This project is about appreciating learners´ diversity valuing their wellbeing respecting their inherent dignity and autonomy It is also about recognizing individuals´ needs and their ability to effectively participate be included in and contribute to societyRead more at Accessible Digital Textbooks for All