Sentences with phrase «global education monitoring»

Paris, France About Blog The Global Education Monitoring Report (the GEM Report, formerly known as the Education for All Global Monitoring Report) is an editorially independent, authoritative and evidence - based annual report published by UNESCO.

UNESCO releases 2017/18 Global Education Monitoring (GEM) Report «Accountability in education: Meeting our commitments» Report highlights here >>

Global Education Monitoring Report.

The amount of aid allocated to education has been falling for six years in a row, shows a new policy paper, Aid to Education is Stagnating and Not Going to Countries Most in Need, published by UNESCO's Global Education Monitoring (GEM) Report.

Category: Africa, Asia, Central America, English, Europe, global citizenship education, North America, South America, Universal Education · Tags: Africa, Asia, employment, GEM Report, girls, Global Education Monitoring, Irina Bokova, poverty, Primary, school, secondary, UNESCO

Category: Africa, Asia, Central America, English, Europe, global citizenship education, Middle East, South America · Tags: Argentina, Brazil, Chile, GEM, Global Education Monitoring Report, India, Malaysia, Paraguay, Peru, Sri Lanka, textbooks, The Philippines, Tunisia, UNESCO, Uruguay

The new Global Education Monitoring (GEM) Report by UNESCO, shows the potential for education to propel progress towards all global goals outlined in the new 2030 Agenda for Sustainable Development (SDGs).

Category: Africa, Asia, Central America, English, Europe, global citizenship education, Middle East, North America, Oceania, South America · Tags: 2030 Agenda for Sustainable Development, Education for Sustainable Development, GEM, global citizenship education, Global Education Monitoring, SDGs

Professor Adams is the Director of ACER's Centre for Global Education Monitoring and a Professorial Fellow of the University of Melbourne, specialising in psychometrics, educational statistics, large - scale testing and international comparative studies.

A new study by UNESCO's Global Education Monitoring Report (GEM) * to be issued on 19 January proposes an economic model that would help reduce the cost of textbooks and increase their availability to students in schools around the world.

The new analysis on education's impact on poverty by UNESCO's Global Education Monitoring (GEM) Report team is based on the average effects of education on growth and poverty reduction in developing countries from 1965 to 2010.

* Developed by an independent team and published by UNESCO, the Global Education Monitoring Report (GEM Report) is an authoritative reference that aims to inform, monitor, influence and sustain genuine commitment towards the fourth Sustainable Development Goal on Education and its corresponding targets.

Principal Research Fellow, Centre for Global Education Monitoring, Australian Council for Educational Research (ACER)

UNESCO's 2017/8 Global Education Monitoring (GEM) Report, released today, warns that disproportionate blame on any one actor for systemic educational problems can have serious negative side effects, widening inequality and damaging learning.

However, UNESCO's new Global Education Monitoring (GEM) report found that, based on current trends, the world will achieve universal primary education in 2042, universal lower secondary education in 2059 and universal upper secondary education in 2084.

Not exact matches

The news of the program, announced Wednesday night, comes as a Global Entrepreneurship Monitor report shows U.S. entrepreneurship education lagging and follows a decrease in VC fundraising last year.

The findings are part of the Global Entrepreneurship Monitor (GEM) Special Report: A Global Perspective on Entrepreneurship Education and Training, released today at Babson College, the project's lead sponsor and co-founder.

The High - level panel debate «Setting the stage» stimulated a debate on the future of education, drawing on the findings of the independent EFA Global Monitoring Report 2015, the regional analyses of some 120 National EFA 2015 Reviews and the publication «Rethinking Education: Towards a global common goodeducation, drawing on the findings of the independent EFA Global Monitoring Report 2015, the regional analyses of some 120 National EFA 2015 Reviews and the publication «Rethinking Education: Towards a global common good?.&Global Monitoring Report 2015, the regional analyses of some 120 National EFA 2015 Reviews and the publication «Rethinking Education: Towards a global common goodEducation: Towards a global common good?.&global common good?.»

The presentations were done by Mr Aaron Benavot, Director at EFA Global Monitoring Report of UNESCO, who introduced Mr. Gordon Brown (UN Special Envoy on Global Education), H.E. Ms Smriti Zubin Irani (Minister of Human Resource Development in India), H. E. Mr Jaime Saavedra Chanduvi (Minister of Education in Peru), Mr James Heckman (Laureate of the 2000 Nobel Economics Prize), Ms Julia Gillard (Chair of the Board of Directors at Global Partnership for Education), and Ms Camilla Croso (President at Global Campaign for Education).

These are the key findings of the 2015 EFA Global Monitoring Report (GMR) «Education for All 2000 - 2015: Achievements and Challenges», produced by UNESCO which has tracked progress on these goals for the past 15 years.

UNESCO's 2013 — 14 Education for All Global Monitoring report estimates that 57 million children worldwide are currently out of school and that 1.6 million new teachers are needed to educate them.

As an Artist for Peace and Director of the ITI - Earthsavers Academy / Ensemble also honoured as UNESCO DREAM Center from the Philippines, we thank UNESCO and Madame Bokova for this unique global stage setting on the occasion of the launching of the 2012 Education for All Global Monitoring Report «Youth and Skills: Putting education toglobal stage setting on the occasion of the launching of the 2012 Education for All Global Monitoring Report «Youth and Skills: Putting educationEducation for All Global Monitoring Report «Youth and Skills: Putting education toGlobal Monitoring Report «Youth and Skills: Putting educationeducation to work.

The adoption of United Nations Security Council Resolution 1998 in July 2011, a few months after the publication of the UNESCO Education For All Global Monitoring Report, is a milestone that reinforces the international community's right to name, shame and develop specific action plans.

This starts by mapping the challenge — through, for instance, the «Education under Attack» studies, undertaken with the Global Coalition to Protect Education from Attack, and our 2011 Global Monitoring Report.

UNESCO has defined this as a «hidden crisis» — this was the title of our 2011 Education for All Global Monitoring Report.

At present, however, the world gathers only around half of the data needed to monitor progress based on SDG 4 global education indicators.

A new Gender Report compiled by UNESCO's EFA Global Monitoring Report (GMR) for International Day of the Girl Child, shows that fewer than half of countries — of which none in sub-Saharan Africa — have achieved the goal of gender parity in both primary and secondary education, even though all were supposed to achieve it by 2005.

In «Monitoring Education for Global Citizenship», op cit, Harm — Jan Fricke and colleagues call them «Adjectival Educations»

This is an extract from Education For All Global Monitoring Report's and UNESCO Institute of Statistics» Advocacy Toolkit for Teachers to Provide a Quality Education.

A new paper by UNESCO's Education For All Global Monitoring Report (EFA GMR) shows that 34 million children and adolescents are out of school in conflict - affected countries.

Developed by an independent team and published by UNESCO, the Education for All Global Monitoring Report is an authoritative reference that aims to inform, influence and sustain genuine commitment towards Education for All.

Category: Africa, English, global citizenship education, Millennium Development Goals, Universal Education · Tags: Director - General of UNESCO, EFA, Ethiopia, global citizenship education, Irina Bokova, ITU, Millennium Development Goals, Third Financing for Development Conference in Addis Ababa, UNCTAD, UNDESA, UNEP, UNESCO, UNESCO's Education for All Global Monitoring Report, UNIDO, WIP, Worlglobal citizenship education, Millennium Development Goals, Universal Education · Tags: Director - General of UNESCO, EFA, Ethiopia, global citizenship education, Irina Bokova, ITU, Millennium Development Goals, Third Financing for Development Conference in Addis Ababa, UNCTAD, UNDESA, UNEP, UNESCO, UNESCO's Education for All Global Monitoring Report, UNIDO, WIP, Weducation, Millennium Development Goals, Universal Education · Tags: Director - General of UNESCO, EFA, Ethiopia, global citizenship education, Irina Bokova, ITU, Millennium Development Goals, Third Financing for Development Conference in Addis Ababa, UNCTAD, UNDESA, UNEP, UNESCO, UNESCO's Education for All Global Monitoring Report, UNIDO, WIP, WEducation · Tags: Director - General of UNESCO, EFA, Ethiopia, global citizenship education, Irina Bokova, ITU, Millennium Development Goals, Third Financing for Development Conference in Addis Ababa, UNCTAD, UNDESA, UNEP, UNESCO, UNESCO's Education for All Global Monitoring Report, UNIDO, WIP, Worlglobal citizenship education, Irina Bokova, ITU, Millennium Development Goals, Third Financing for Development Conference in Addis Ababa, UNCTAD, UNDESA, UNEP, UNESCO, UNESCO's Education for All Global Monitoring Report, UNIDO, WIP, Weducation, Irina Bokova, ITU, Millennium Development Goals, Third Financing for Development Conference in Addis Ababa, UNCTAD, UNDESA, UNEP, UNESCO, UNESCO's Education for All Global Monitoring Report, UNIDO, WIP, WEducation for All Global Monitoring Report, UNIDO, WIP, WorlGlobal Monitoring Report, UNIDO, WIP, World Bank

The EFA Global Monitoring Report, UNESCO and UNGEI call for urgent action to combat school - related gender - based violence NEW YORK, 10 March 2015 — Gender - based violence in school settings is having a damaging impact on the education of millions of children across the world according to a new paper released today at the Commission on the -LSB-...]

It relates to data in the 2015 Education For All Global Monitoring Report Education for All 2000 - 2015: Achievements and Challenges.

2012 UNESCO Education for All Global Monitoring Report3 shows that 61 million children are out of school, 32 million of those in school repeat grades, while 31 million of grade repeaters drop out of school.

NEW YORK, 10 March 2015 — Gender - based violence in school settings is having a damaging impact on the education of millions of children across the world according to a new paper released today at the Commission on the Status of Women, by the Education for All (EFA) Global Monitoring Report, UNESCO and United Nations Girls Education Initiativeeducation of millions of children across the world according to a new paper released today at the Commission on the Status of Women, by the Education for All (EFA) Global Monitoring Report, UNESCO and United Nations Girls Education InitiativeEducation for All (EFA) Global Monitoring Report, UNESCO and United Nations Girls Education InitiativeEducation Initiative (UNGEI).

3 The UNESCO Education for All Global Monitoring Report is UNESCO's annual report on the progress of education around the world especially Millennium DevelopmeEducation for All Global Monitoring Report is UNESCO's annual report on the progress of education around the world especially Millennium Developmeeducation around the world especially Millennium Development Goals.

Category: Africa, Asia, Central America, English, Europe, global citizenship education, Middle East, Millennium Development Goals, North America, Oceania, Universal Education · Tags: Africa, Asia, civil war, eAtlas, education for all, Education for All Global Monitoring Report, EFA, GMR, Irina Bokova, Out - of - School, Silvia Montoya, global citizenship education, Middle East, Millennium Development Goals, North America, Oceania, Universal Education · Tags: Africa, Asia, civil war, eAtlas, education for all, Education for All Global Monitoring Report, EFA, GMR, Irina Bokova, Out - of - School, Silvia Montoyeducation, Middle East, Millennium Development Goals, North America, Oceania, Universal Education · Tags: Africa, Asia, civil war, eAtlas, education for all, Education for All Global Monitoring Report, EFA, GMR, Irina Bokova, Out - of - School, Silvia MontoyEducation · Tags: Africa, Asia, civil war, eAtlas, education for all, Education for All Global Monitoring Report, EFA, GMR, Irina Bokova, Out - of - School, Silvia Montoyeducation for all, Education for All Global Monitoring Report, EFA, GMR, Irina Bokova, Out - of - School, Silvia MontoyEducation for All Global Monitoring Report, EFA, GMR, Irina Bokova, Out - of - School, Silvia Montoya, Global Monitoring Report, EFA, GMR, Irina Bokova, Out - of - School, Silvia Montoya, UNESCO

Category: Africa, Asia, Central America, Child Health, Combat HIV / AIDS, End Poverty and Hunger, English, Environmental Sustainability, Europe, Gender Equality, global citizenship education, Global Partnership, Maternal Health, Middle East, Millennium Development Goals, NGO, North America, Oceania, Private Institution, Public Institution, Refugee and displaced, South America, Universal Education · Tags: Director - General of UNESCO, education for all, Education for All Global Monitoring Report, EFA, global citizenship, global citizenship education, Global Partnership for Education, Irina Bokova, poverty, SDG, Sustainable Development Goals, World Educationglobal citizenship education, Global Partnership, Maternal Health, Middle East, Millennium Development Goals, NGO, North America, Oceania, Private Institution, Public Institution, Refugee and displaced, South America, Universal Education · Tags: Director - General of UNESCO, education for all, Education for All Global Monitoring Report, EFA, global citizenship, global citizenship education, Global Partnership for Education, Irina Bokova, poverty, SDG, Sustainable Development Goals, World Educateducation, Global Partnership, Maternal Health, Middle East, Millennium Development Goals, NGO, North America, Oceania, Private Institution, Public Institution, Refugee and displaced, South America, Universal Education · Tags: Director - General of UNESCO, education for all, Education for All Global Monitoring Report, EFA, global citizenship, global citizenship education, Global Partnership for Education, Irina Bokova, poverty, SDG, Sustainable Development Goals, World EducationGlobal Partnership, Maternal Health, Middle East, Millennium Development Goals, NGO, North America, Oceania, Private Institution, Public Institution, Refugee and displaced, South America, Universal Education · Tags: Director - General of UNESCO, education for all, Education for All Global Monitoring Report, EFA, global citizenship, global citizenship education, Global Partnership for Education, Irina Bokova, poverty, SDG, Sustainable Development Goals, World EducatEducation · Tags: Director - General of UNESCO, education for all, Education for All Global Monitoring Report, EFA, global citizenship, global citizenship education, Global Partnership for Education, Irina Bokova, poverty, SDG, Sustainable Development Goals, World Educateducation for all, Education for All Global Monitoring Report, EFA, global citizenship, global citizenship education, Global Partnership for Education, Irina Bokova, poverty, SDG, Sustainable Development Goals, World EducatEducation for All Global Monitoring Report, EFA, global citizenship, global citizenship education, Global Partnership for Education, Irina Bokova, poverty, SDG, Sustainable Development Goals, World EducationGlobal Monitoring Report, EFA, global citizenship, global citizenship education, Global Partnership for Education, Irina Bokova, poverty, SDG, Sustainable Development Goals, World Educationglobal citizenship, global citizenship education, Global Partnership for Education, Irina Bokova, poverty, SDG, Sustainable Development Goals, World Educationglobal citizenship education, Global Partnership for Education, Irina Bokova, poverty, SDG, Sustainable Development Goals, World Educateducation, Global Partnership for Education, Irina Bokova, poverty, SDG, Sustainable Development Goals, World EducationGlobal Partnership for Education, Irina Bokova, poverty, SDG, Sustainable Development Goals, World EducatEducation, Irina Bokova, poverty, SDG, Sustainable Development Goals, World EducationEducation Forum

Category: Africa, Asia, Central America, Child Health, Combat HIV / AIDS, End Poverty and Hunger, English, Environmental Sustainability, Europe, Gender Equality, Global Partnership, Maternal Health, Middle East, Millennium Development Goals, NGO, North America, Oceania, Private Institution, Public Institution, Refugee and displaced, South America, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: Afghanistan, Ban Ki - moon, Burkina Faso, Chad, children, civic engagement, conflict areas, conflict situations, curriculum frameworks, dignity, Educate a Child, Education, Education First, Education for All Global Monitoring Report, education programme, education systems, Enhancement for Literacy, Forest Whitaker, fragile states, Gaza, gender equity, girls, global citizenship, global citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth Peacemaker NGlobal Partnership, Maternal Health, Middle East, Millennium Development Goals, NGO, North America, Oceania, Private Institution, Public Institution, Refugee and displaced, South America, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: Afghanistan, Ban Ki - moon, Burkina Faso, Chad, children, civic engagement, conflict areas, conflict situations, curriculum frameworks, dignity, Educate a Child, Education, Education First, Education for All Global Monitoring Report, education programme, education systems, Enhancement for Literacy, Forest Whitaker, fragile states, Gaza, gender equity, girls, global citizenship, global citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth PeacemakeEducation, Voluntary Association, Your experiences, Your ideas · Tags: Afghanistan, Ban Ki - moon, Burkina Faso, Chad, children, civic engagement, conflict areas, conflict situations, curriculum frameworks, dignity, Educate a Child, Education, Education First, Education for All Global Monitoring Report, education programme, education systems, Enhancement for Literacy, Forest Whitaker, fragile states, Gaza, gender equity, girls, global citizenship, global citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth PeacemakeEducation, Education First, Education for All Global Monitoring Report, education programme, education systems, Enhancement for Literacy, Forest Whitaker, fragile states, Gaza, gender equity, girls, global citizenship, global citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth PeacemakeEducation First, Education for All Global Monitoring Report, education programme, education systems, Enhancement for Literacy, Forest Whitaker, fragile states, Gaza, gender equity, girls, global citizenship, global citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth PeacemakeEducation for All Global Monitoring Report, education programme, education systems, Enhancement for Literacy, Forest Whitaker, fragile states, Gaza, gender equity, girls, global citizenship, global citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth Peacemaker NGlobal Monitoring Report, education programme, education systems, Enhancement for Literacy, Forest Whitaker, fragile states, Gaza, gender equity, girls, global citizenship, global citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - 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General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth Peacemakeeducation systems, Enhancement for Literacy, Forest Whitaker, fragile states, Gaza, gender equity, girls, global citizenship, global citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth Peacemaker Nglobal citizenship, global citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth Peacemaker Nglobal citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth Peacemakeeducation, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - 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General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth Peacemaker Nglobal initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth PeacemakeEducation, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - 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General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth Peacemakeeducation, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth Peacemakeeducation, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth PeacemakeEducation, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth Peacemaker Network

A new Gender Report compiled by UNESCO's EFA Global Monitoring Report (GMR) for International Day of the Girl Child, shows that fewer than half of countries — of which none in sub-Saharan Africa — have achieved the goal of gender parity in both primary and secondary education, even though all were supposed to achieve it -LSB-...]

in international education policy from the Harvard Graduate School of Education with a focus towards global education and citizenship for the 21st century, monitoring and evaluation for improving education systems, and applied data education policy from the Harvard Graduate School of Education with a focus towards global education and citizenship for the 21st century, monitoring and evaluation for improving education systems, and applied data Education with a focus towards global education and citizenship for the 21st century, monitoring and evaluation for improving education systems, and applied data education and citizenship for the 21st century, monitoring and evaluation for improving education systems, and applied data education systems, and applied data analysis.

NEW New Case Study Examines How Three School Systems Use a Global Benchmark to Improve Teaching and Learning The Alliance for Excellent Education and the Johns Hopkins Institute for Education Policy released a new case study on how three school systems are using the OECD Test for Schools, an assessment developed by the Organisation for Economic Co-operation and Development (OECD), to monitor students» academic outcomes and inform shifts in policy and teacher practice to meet students» learning needs.

Georgia recently began working as NIOST's Principal Investigator working in collaboration with Global Evaluation and Applied Research Solution (GEARS) on the 21st Century Community Learning Centers State Monitoring and Technical Assistance Project with the Federal Department of Education.