此為英文文檔 Transforming education for the future

Transformingeducationforthefuture

2030

2

Ourvision

Educationiseveryone’s

rightthroughoutlife

Educationisabasichumanrightandaglobalpublicgoodwiththepowertotransform

individuallives,communitiesandtheplanetforthebetterovergenerations.UNESCO’s

EducationSectorprovidesglobalandregionalleadershiptoensureeverychild,youth

andadulthasaccesstoqualityeducation

throughoutlifewhilekeepingtwopriorities,Africaandgender,infocus.

Sinceitsfoundingin1945,intheaftermathofWorldWarII,UNESCO’seducationprogrammehasevolvedtomatchnewglobalchallengesincludingtheexistentialthreatofglobal

warming,conflict,protractedcrisesandtheaccelerateddigitalrevolution.

3

Ourmission

Rallyingtheworldaroundthefutureofeducation

UNESCOhasthepowertocatalyzetransformation

ineducationbybringingtogetherstakeholders

aroundtheambitiousEducation2030Sustainable

DevelopmentAgenda,andinparticular,thetargetssetbySustainableDevelopmentGoal4(SDG4).

TheOrganizationworkstoimplement,coordinate,financeandreviewthiseducationagenda-globally,regionallyandnationally-toguaranteeeveryone

hasthesameeducationalopportunity.Itusesitsconveningpowertolauncheventssuchasthe

TransformingEducationPre-Summit(TES)inJune2022,whichbrought154ministersandaround

2,000participantstogetheratUNESCOHeadquarters

toforgenewapproachestoeducationafterthe

COVID-19crisis,addressthetoughestbottlenecksto

achievingSDG4andinspireyoungpeopletoleada

globalmovementforeducation.

Thepandemic,theworstdisruptiontoeducation

inhistory,whichaffectedthelearningof1.6billion

childrenandyouthanddeepenedexistinglearning

inequalities,hasservedaswarningandwake-up

callforurgentchangeandinnovation,theimpetus

fortheUN’sTransformingEducationSummitin

September2022.

“Educationisapublicgood,itisdelicate,

itisfragile,butitisthebestpossibleinvestment wecanmake

AudreyAzoulay,Director-GeneralofUNESCO

4

Ourwork

Reimagining,reshaping,rebuilding

?Reimaginingeducation?Catalyzingfor

UNESCOanticipatesandrespondstoemergingtrendsandneedsineducation,asseeninitsground-breakingFuturesofEducationreport,aglobalinitiativetorethinkhowlearningcanshapethefutureofhumanityand

theplanet.

?Designingpolicies

UNESCOworkswithcountriestodesign,implement

andsharesuccessfuleducationpolicies,plansandbestpracticesbasedondatacollection,monitoringand

dialoguewithnationalauthorities.

?Standard-setting

UNESCOdevelopsandmonitorslegalframeworks

andnormativeinstrumentstoensuretherightto

education.TheseincludetheConventionagainst

discriminationineducation,therecentlandmark

GlobalConventionontherecognitionofqualificationsinhighereducationandanonlinemonitor,HerAtlas,measuringthestatusofnationallegalframeworks

relatedtogirls’andwomen’seducation.

internationalcooperation

UNESCOusesitsconveningpowerforinternational

cooperationbypromotingdialogue,exchangeand

partnershipamongtheglobaleducationcommunity,

includingcivilsocietyandyouth.Thisincludesglobal

conferencesexploringareassuchasearlychildhood

careandeducation(2022),highereducation(2022),

adultlearning(2022)andeducationforsustainable

development(2021)thatsettheagendaforthedecadeahead.

?Capacity-building

UNESCOprovidestechnicaladviceandsupport

todeveloptheinstitutionalandhumancapacity

ofcountriestoachievetheireducationgoals.This

includestrainingofeducationpractitionersand

officersinmultiplefields,includingeducational

planning,curriculumdesign,datacollectionand

distancelearning.

5

Theglobalchallenges

Educationsystemsarenotgearedtoaddresstoday’sinterconnectedchallengesfromglobalwarming

andlossofbiodiversitytotheaccelerateddigitalrevolution,deepeninginequalitiesanddemocratic

backsliding,conflictandcrisis.That’swhyUNESCOhas

setoutanewsocialcontractforeducationdesigned

toreimagineandshapemorepeaceful,just,and

sustainablesocieties.

THEBIGGERPICTUREINFIGURES

771M

youngpeopleandadultslackbasic

literacyskills,

69M

teachersmustberecruitedtoachieve

universalprimaryandsecondary

twothirdsofthemwomen

educationby2030

70%

ofcountriesworldwideallocate

244M

lessthan4%

oftheirGDPtoeducation

childrenandyouthareoutofschoolglobally

222M

school-agedchildrenandyouthareaffectedbycrisesglobally

Lessthan

40%

ofgirlsinsub-SaharanAfricacomplete

lowersecondaryschool.

50%

US$200billion

ofcurriculumdocuments

analyzedin100countriesdon’t

mentionclimatechange

inadditionalfundingisneeded

annuallytogettheworldon

tracktoachieveSDG4by2030

6

Spotlighton

keyinitiatives

TheGlobalEducationCoalition

TheGlobalEducationCoalitionwaslaunchedby

UNESCOinresponsetoschoolclosuresworldwideduetotheCOVID-19pandemic.Itisaplatformforcollaborationandexchangetoprotecttheright

toeducationduringsuchtimesofunprecedenteddisruptionandbeyond.Itbringstogether175

membersfromtheUNfamily,civilsociety,academia

andtheprivatesector,workingunderthreebroad

themes:Connectivity,TeachersandGenderEquality.Itsthreemissionsareto:

?equiponemillionyouthwithemployabilityskillsthroughtheonlineGlobalSkillsAcademy

?helponemillionlearnersbenefitfromremediallearningthroughtheGlobalLearningHouse

?provideonemillionteacherswithremotelearningskillsthroughtheGlobalTeacherCampus

TheGlobalCooperationMechanism

ToscaleupactiononSDG4by2030andgalvanize

politicalcommitmentatthehighestpoliticallevel,

UNESCOisbringingcountriesandinternational

partnerstogetheraroundsharedgoalsinmoreagile,

efficientandalignedways,withafocusonpolicy,data

andfinancing.

TheFuturesofEducationreport

Thereportcallsforreimaginingourfuturestogether

throughaforginganewsocialcontractforeducation

thatprovidestheknowledgeandinnovationneeded

toshapeabetterworldanchoredinsocial,economic,

andenvironmentaljustice.

TheGlobalEducationMonitoringreport

Establishedin2002,theGEMReportisaneditorially

independentannualreporthostedandpublished

byUNESCOwhichproducesanalysisanddataona

differenteducationthemeeachyear.With17editions

between2002and2021innumerouslanguages,the

GEMReportisanindispensablepartoftheglobal

educationarchitecture.

7

Rebuildinghope

brickbybrick

Accesstolearningopportunitiesduringcrisesislife-savingandlife-sustaining.UNESCOworksforinclusiveandequitablequalityeducationformigrants,

refugees,internallydisplacedpeople,returneesandhostcommunities.

?BuildingresilienceinIraq

AspartofitsRevivetheSpiritofMosulinitiativeinIraq,UNESCOhasrebuiltschools,promotedgenderequalityinaccesstoeducationandlaunchedatechnicaland

vocationalskillsprogramme,linkingculture,heritageandeducation.

?ReopeningschoolsinBeirut

Tocounterthedevastatingimpactofthe2020portexplosioninBeirut,UNESCOlaunchedtheLiBeirutinitiativethatledtotherehabilitationof228schools,32universitiesand20trainingcentresthroughthemobilizationoffunding.

?ProtectingeducationinUkraine

UNESCOisworkingtoensurewardoesn’tstoplearninginUkrainewheremillionsofchildrenhavebeen

displacedandeducationalinstitutionsdestroyed.Itisprovidingcomputerequipmenttosupportonlineteachingandlearning,upgradingahighereducationassessmentsystemandstrengtheningpsychosocialsupportforcrisis-affectedpopulations.

?SustainingeducationgainsinAfghanistan

ToensuregainsalreadymadeinAfghanistanoverthe

lasttwentyyearsarenotlostfollowingtheTaliban

takeoverin2021,UNESCOandpartnersareworkingto

ensure,protectandprioritizetherightofeducationfor

allAfghanpeople,especiallygirlsandwomen.

RenovationoftheAchrafiyeh

3rdPublicSchoolinBeirut,

Lebanon.

8

Fiveways

totransformeducation

Inclusive,equitable,safeandhealthyschools

Creatingtherightspacetolearn

UNESCOpromotesinclusivetransformativeeducationthatoffersalllearnersaccesstoeducationinsettingswheretheyaresafeandhealthy,freefromviolenceanddiscrimination,andsupportedwithcomprehensive

careservices.TheOrganizationworkswithcountriesto

significantlyincreaseinvestmentinqualityeducation,

ensurestrongpoliticalcommitment,soundplanning,and

arobustevidencebase.

Learningandskillsforlife,workandsustainabledevelopment

Keepingpacewithachangingworld

UNESCOempowerslearnerswiththeknowledge,skills

andvaluesneededforwell-being,therapidlychangingworldofworkandasustainableplanet.Itworkstoensureeveryoneacquirestheindispensablefoundationalskillsofliteracyandnumeracyandsupportscountriesto

ensureaccesstoaffordable,relevantandqualityskillstomatchlabourmarketdemands.Itsglobalprogramme

oneducationforsustainabledevelopmentaimstogreen

policies,curricula,schoolsandteachertraining.Through

itsglobalcitizenshipeducationprogramme,UNESCO

encourageslearnerstobeactivepromotersofpeace,

humanrightsanddignity.Thisincludeseducationabout

theHolocaustandgenocidetocounterantisemitism,

racismandotherformsofintoleranceanddiscrimination.

Teachers,teachingandtheteachingprofession

Thereisnosubstituteforateacher

Well-trained,supportedandvaluedteachersareessentialtoensuringqualityeducationforallandmeetingthe

educationtargetsofthe2030Agenda.Yetworldwidethereisadeficitof69millionteachersandmanylackbasicqualificationsandtrainingtokeeppacewith

changesineducation.UNESCOworkswithcountries

toimprovepoliciesrelatingtoteachersandsupports

qualitytrainingwithfocusesonAfrica,inclusion,gender

sensitivityanddigitaltechnologies.

Digitallearningandtransformation

Makingtechnologyworkforeducation

Technologycanimproveaccesstoeducationand

promotequalitylearningforallbutisoftenoff-limits

forvulnerablegroupsandpopulationsmostinneedasacutelydemonstratedduringtheCOVID-19pandemic.UNESCObuildsthecapacitiesofeducationactors,

especiallyteachers,byhelpingthemtomasterdistanceandhybridlearningtechniques,andgathersevidenceto

informdecision-makingabouteducationtechnology.It

supportscountriestoestablishhigh-qualitypublicdigital

platformsforeducationaswellastodeveloppolicies

fortheuseofartificialintelligencetoexpandaccessto

educationandimprovethequalityandeffectivenessof

learning.

Financingofeducation

Closingthegapwithstrongpolicyanddata

Despitesignificantincreasesineducationspendingoverthelast15years,reachingtheSDG4targetswillrequiresignificantlyincreasedfinancialresources.ItisestimatedthatasmuchasUS$200billioninadditionaleducationfinance(pre-COVID)isrequiredannuallytogettheworld

ontrackforSDG4achievementby2030.UNESCOworks

withcountriestosupporteducationpolicyandplanning

thatfocusesonmobilizingmoreresources,increasing

theefficiencyandequityofexpenditureandimproving

educationdata.

9

Educationchangeslives

Howlearningimpactslife

“Girlsmustbelievein

themselvesandstop

thinkingthatscience

isonlyforboys”

Angel,UnitedRepublicofTanzania

Angel,17,isastudentatNgwelisecondaryschoolinSengerema,Tanzaniahasmadedramaticimprovementinphysicsthankstoherteachersbeingtrainedingendersensitivityaspartofthe

UNESCO,UNFPA,UNWomenJointProgramme.TanzaniahasoneofthelowestratesofsecondaryeducationenrolmentinAfricaat32percent.

“Igrewupinamodest

familyandmarriedatthe

ageof15,soIcouldnot

finishschool.ButIwasable

tocontinuemystudiesata

UNESCOlearningcentre”

IsabelAracely,AdultlearnerinGuatemala

IsabelAracelyTzoyTzocfromGuatemalagaveupschooling

whenshemarriedat15andsuffereddomesticabuse.Atthe

UNESCOMalalaCentreshewasabletoreintegrateinsecondary

levelstudiesandthroughpersonaldevelopmentworkshops

achievealifefreeofviolence.Shehopestobecomeadoctor.

Brilliantworkrewarded

UNESCO’seducationprizesrewardbrilliantandinnovativeprojectswhichworktoachievequalityeducationforallwhileshiningalightoncriticalthemes.

?UNESCOPrizeforGirls’andWomen’sEducation

?UNESCO-JapanPrizeonEducationforSustainableDevelopment

10

11

“Afterreceivingthecivilengineeringdiploma,

Ibecameinterestedin

businessmanagement.

IappliedforaUNESCO

scholarshipandwas

accepted.Today,Ihavemyowncafé”

SaifAl-Sharaa,SyrianrefugeeinJordan

SyrianrefugeeSaifAl-Sharaawasabletopickuphisstudies

againinJordanthankstoUNESCO’stechnicalandvocational

educationandtrainingprogrammeforvulnerableyoung

JordaniansandSyrianrefugees.Afterascholarshipandbusinessmanagementcoursehenowownsthecaféwhereheworkedasastudent.

“Ihaveallofmytext

booksandIcanread

manyotherbooksthat

Ilikefromthetablet”

ChitKo,MyanmarmigrantinThailand

ChitKomigratedwithhisfamilyfromMyanmartoThailandatanearlyage.Hisparentswantedhimtoworkandcontributetothehousehold.ButthankstoaUNESCOproject,ChitKojoinedalearningcentreusingmobiledevicesandhasshownapassionforlearningandreadingbooks.

?UNESCO-HamdanPrizeforTeacherDevelopment

?UNESCOKingHamadBinIsaAl-KhalifaPrizefortheuseofICTsinEducation

?UNESCOLiteracyPrizes:theUNESCOKingSejongLiteracyPrizeandtheUNESCOConfuciusPrizeforLiteracy

12

Whoweare

Asthe

leadingUNagencyforeducation,

UNESCOhasa

staffofnearly1,000workingatitsParis-basedheadquarters

andacrossaglobalnetworkoffieldoffices,specialized

institutes,centresandnetworks.

Key:

Fieldoffices

Specializedinstitutesandcentres

Fieldoffices

TheEducationSector

iscomposedoftheExecutiveOffice

andfiveteams:

?PoliciesandLifelongLearningSystems

?PeaceandSustainableDevelopment

?Education2030Support

?FutureofLearningandInnovation

?GlobalEducationMonitoringReport.

UNESCOsupportsitseducationprogramme

acrosstheworldthroughits

53field

offices

inAfrica,theArabStates,Asia

andPacific,EuropeandNorthAmerica

andLatinAmericaandtheCaribbean,

wherespecializedstaffbuildstrong

workingrelationshipswithgovernments,developmentpartnersandcivilsociety.

Educationinstitutes

Category1institutesareanintegralpartofUNESCO’sEducationSectorandhelpcountriesintheirworkonawiderangeofeducationchallengesfrompolicytoadultliteracy.

The

InternationalBureauofEducation

(Geneva,

Switzerland)workstoenhancecurriculumdevelopmentandreform.

The

InternationalInstituteforEducationPlanning

(Paris,France,BuenosAires,ArgentinaandDakar,

Senegal)helpscountriesdesign,planandmanagetheireducationsystems.

The

UNESCOInstituteforLifelongLearning

(Hamburg,

Germany)promoteslifelonglearningpolicyand

practice,withafocusonadulteducation,literacyandnon-formaleducation.

The

InstituteforInformationTechnologiesinEducation

(Moscow,RussianFederation)assistscountriesintheuseofinformationandcommunicationtechnologiesineducation.

The

InternationalInstituteforHigherEducationin

LatinAmericanandtheCaribbean

(Caracas,Venezuela)

promotesthedevelopmentofhighereducationinthe

region.

The

InternationalInstituteforCapacityBuildinginAfrica

(AddisAbaba,Ethiopia)focusesonteacherstohelp

strengthenAfrica’seducationalinstitutions.

The

MahatmaGandhiInstituteofEducationforPeace

andSustainableDevelopment

(NewDelhi,India)

specializesinresearch,knowledge-sharingandpolicy

formulationforpeace,sustainabilityandglobal

citizenship.

The

UNESCOInstituteforStatistics

(Montreal,Canada)is

theofficialsourceofinternationallycomparabledataon

educationbyworkingwithministries,nationalstatistical

officesandpartnerorganizations.

Inaddition,15UNESCOCategory2centresoneducationcontributeasindependentpartnersofUNESCOtotheimplementationofitseducationprogrammeintheirdifferentareasofexcellence.

Globalnetworks

UNESCOalsoworksthroughitsextensiveglobaleducationnetworksincluding:

UNESCOAssociatedSchoolsNetwork–ASPnet

-

Anetworkofover12,000schoolsin182countries

UNITWIN/UNESCOChairs

-Anetworkofover

850highereducationandresearchinstitutionsin110countries

TheUNEVOCNetwork

,hostedbytheUNESCO

InternationalCentreforTechnicalandVocationalEducationandTraining(UNESCO-UNEVOC)

13

Transformeducationnow.

Thefutureofpeopleandtheplanet

dependsonit.

UNESCO–agloballeaderineducation

EducationisUNESCO’stopprioritybecauseitisabasichumanrightandthefoundationforpeace

andsustainabledevelopment.UNESCOisthe

UnitedNations’specializedagencyforeducation,providingglobalandregionalleadershiptodriveprogress,strengtheningtheresilienceandcapacityofnationalsystemstoservealllearners.UNESCOalsoleadseortstorespondtocontemporary

globalchallengesthroughtransformativelearning,withspecialfocusongenderequalityandAfrica

acrossallactions.

TheGlobalEducation2030Agenda

UNESCO,astheUnitedNations’specializedagencyforeducation,isentrustedtoleadandcoordinatethe

Education2030Agenda,whichispartofaglobal

movementtoeradicatepovertythrough17SustainableDevelopmentGoalsby2030.Education,essentialto

achieveallofthesegoals,hasitsowndedicatedGoal4,whichaimsto“ensureinclusiveandequitablequalityeducationandpromotelifelonglearningopportunitiesforall.”TheEducation2030FrameworkforAction

providesguidancefortheimplementationofthisambitiousgoalandcommitments.

2030

Publishedin2022bytheUnitedNationsEducational,ScientificandCulturalOrganization,

7,placedeFontenoy,75352Paris07SP,France

?UNESCO2022

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