User:C.recalde/sandbox

Created and improved articles

Publication	Newly Created Articles	Improved Articles	Linked Articles	Page number of section	Notes	ED Theme






Empowering students for just societies: a handbook for secondary school teachers UNESDOC license page
Empowering students for just societies: A handbook for primary school teachers UNESDOC license page
Strengthening the rule of law through education: a guide for policymakers UNESDOC license page	Education for Justice	Rule of Law Global citizenship education Education in Ontario	United Nations Congress on Crime Prevention and Criminal Justice Rule of Law Peace education Peacebuilding
Right to education handbook UNESDOC license page		Right to education
Behind the numbers: ending school violence and bullying UNESDOC license page
Preventing violent extremism through education: effective activities and impact; policy brief UNESDOC license page
Digital credentialing: implications for the recognition of learning across borders UNESDOC license page
A Lifeline to learning: leveraging mobile technology to support education for refugees UNESDOC license page
Funding skills development: the private sector contribution UNESDOC license page
School violence and bullying: global status and trends, drivers and consequences UNESDOC license page
Taking a whole of government approach to skills development UNESDOC license page
Pathways of progression: linking technical and vocational education and training with post-secondary education UNESDOC license page
Issues and trends in Education for Sustainable Development UNESDOC license page	Monitoring Education for Sustainable Development Sustainable future	Sustainable development United Nations Environment ProgrammeUnited Nations Environment Programme Environmental Education Education for Sustainable Development Sustainability		7, 8, 26, 27		Education for Sustainable Development
International technical guidance on sexuality education: An evidence-informed approach UNESDOC license page		Sex education Education (added link to page containing UNESCO reference) Gender identity (added as reference) Human sexuality (added as reference) Human rights (added as reference) Comprehensive sex education (added as reference) Health education (added as reference) Reproductive health (added as reference) HIV/AIDS (added as reference) Forced marriage (added as reference) Child marriage (added as reference) Female genital mutilation (added as reference) Teenage pregnancy (added as reference) Adolescent health (added as reference) Sexually transmitted infection (added as reference) Gender violence (added as reference) Consent (added as reference) Puberty (added as reference)
Cracking the code: girls' and women's education in science, technology, engineering and mathematics (STEM) UNESDOC license page	Female education in STEM	Female education Science education Mathematics education Science, technology, engineering, and mathematics Technical school Enrollment Academic achievement Learning Gender role Women in science Women in STEM fields Science, technology, engineering, and mathematics				Education of women and girls
Teachers Guide on the Prevention of Violent Extremism UNESDOC license page Monthly page views of articles using text from this publication	Violent extremism			P. 11, 12 Violent extremism, extremism (definition) and the factors that drive people into radicalization P. 13 Examples of violent extremism Neo-Nazis, Ku Klux Klan, eco-terrorism, Islamic State, Iraq, Boko Haram P. 14 - 15 Role of Education P. 15 Link to Global citizenship (definition) P. 17 Local manifestation of extremism P. 25 Identify and use ‘teachable moments’ P. 31, 32 Subject areas prone to discussed violent extremism P. 35-40 Key messages	A combination of the different sections of the publication	Emergencies and conflicts
			Terrorism		28/3/2017 - Interlinked
			Religious terrorism		28/3/2017 - Interlinked
			Religious fanaticism		28/3/2017 - Interlinked
			Boko Haram		28/3/2017 - Interlinked
			Al Qaeda		28/3/2017 - Interlinked
			The Taliban		28/3/2017 - Interlinked
			ISIL		28/3/2017 - Interlinked
			Islamic extremism		28/3/2017 - Interlinked
			Christian terrorism		28/3/2017 - Interlinked
				P. 24, 26	14/5/2017 - Added two images. - Added subheading "Sabaoon Project, Pakistan"
Rethinking Education: Towards a global common good? UNESDOC license page Monthly page views of articles using text from this publication	Delors Report			P. 16: Overview of the Delors Report P. 21: The impact of the Delors Report (7 main points)	A combination of the different sections of the publication	Education Systems Reform
			Delors Commission		28/3/2017 - Interlinked
			Educational policies and initiatives of the European Union		28/3/2017 - Interlinked
	Sumak Kawsay			P 29		Education for health and well-being
			Quechua people		28/3/2017 - Interlinked
			Latin American culture		28/3/2017 - Interlinked
			Harmony with nature		28/3/2017 - Interlinked
			Quechuan languages		28/3/2017 - Interlinked
	Intercultural Universities in Mexico	Education in Mexico		P47 box 9 Mexicos’ indigenous population is the least represented in higher education In response to this, creation of Intercultural Universities in Mexico Intercultural Universities are located in indigenous areas and they are intended for the indigenous population 12 Intercultural Universities currently operate in Mexico and 7000 students are enrolled	Added 13/3/2017	Higher Education
			Intercultural Relations		28/3/2017 - Interlinked
			Intercultural competence		28/3/2017 - Interlinked
			Interculturalism		28/3/2017 - Interlinked
	Wealth inequality in Latin America	International inequality		High income inequality in Latin America Box 1: In terms of income inequality, Latin American and the Caribbean is the most unequal region in the world	- Page created 14/3/2017 - Added link under 'See Also' International inequality 14/03/2017
		Latin America			15/3/2017 - Summary using UNESCO text added to "Inequality" subheading - Wealth inequality in Latin America article improved by adding text from Latin America article
			Economic inequality		28/3/2017 - Interlinked
		Education for sustainable development		Sustainable development: A central concern (pp. 9-10) p. 33, Box 4	15/3/2017 - Added text to the introduction of the article 16/3/2017 - Added text on The 2014 Aichi-Nagoya Declaration to heading: United Nations Decade of Education for Sustainable Development	Education for sustainable development
	Globalization and education	Globalization		P. 16	15/3/2017 - Created article - Improved Globalization article by adding "Globalization and education" as a heading	Early childhood development
		Tolerance		P. 24	15/3/2017 - Added heading "Tolerance and digital technologies" to "Tolerance" article	School violence and bullying
	Education and Technology	Education		P.27-28	15/3/2017 - Created page - Linked newly created page from Education article	Digital learning
		Sustainable Development		P. 32-33	15/3/2017 - Added introduction text to Education heading - Added link to Education for sustainable development article	Education for sustainable development
		Skill (labor)		P. 41, Box 5	16/3/2017 - Added heading "Foundation, transferable, and technical and vocational skills" and subheadings for the 3 skill types.	Skills for work and life
		Curriculum development		P. 42-43	16/3/2017 - Added heading "Humanistic curriculum development"	Education for sustainable development
		Special education		P. 44 Box 6	16/3/2017 - Added subheading "Global issues" to heading "Issues"	Early childhood development
		Pre-tertiary education		P. 44	16/3/2017 - Added heading "Gender equality in basic education" and linked to main article "Sex differences in education"	Education of women and girls Inclusive education
		Education in Senegal		P. 46 Box 8	16/3/2017 - Added heading "The 'Case des Tout-Petits' experience"	Early childhood development
		College and university rankings		P. 54	16/3/2017 - Added heading "Criticism"	Higher education
		Right to education		P.74-75	16/3/2017 - Added heading "The impact of privatization on the right to education"	Education systems reform
		Common good		P.80-81	17/3/2017 - Added heading "Recognizing knowledge and education as global common goods"	Education for sustainable development
Youth and changing realities: Rethinking secondary education in Latin America PDF on UNESCO website UNESDOC license page		Education in Latin America*		P. 15, 18	21/3/2017 - Added heading "Primary and secondary education" 2/5/2017 - added image "Figure 4 Distribution of youth by schooling condition and educational attainment in Latin American countries"
		High school dropouts		P. 22-24	21/3/2017 - Added heading "Latin America"	Higher education
		High school dropouts		P. 28	21/3/2017 - Added heading "Prevention" and subheading "Family dynamic"	Higher education
		Cultural Identity		P. 44-45	21/3/2017 - Added heading "The role of the internet"
		Identity formation		P. 44-45	21/3/2017 - Added subheading "Cyber-socializing and the internet" to heading "Influences"
	School dropouts in Latin America*			P. 21-24, 51-54	21/3/2017 - created article and linked to High school dropouts 2/5/2017 - Added image "Figure 1 Percentage of out-of-school adolescents and young people" 20/5/2017 - Added another image	Higher education
			High school dropouts in the United States		28/3/2017 - Interlinked
			High school dropouts		28/3/2017 - Interlinked
			Expulsion (education)		28/3/2017 - Interlinked
	Inclusive education in Latin America			P. 64-66	21/3/2017 - created article and linked from Inclusion (education)	Inclusive education
	Inclusive education in Latin America		Education in Latin America		28/3/2017 - Interlinked
		Education in Latin America*			2/5/2017 - added image	Higher education
Investing against Evidence: The global state of early childhood care and education PDF on UNESCO website UNESDOC license page	History of early childhood care and education	Early childhood education		P. 9-11	23/3/2017 - created article - added "History" heading to Early childhood education and linked to main article History of early childhood care and education	Early childhood development
			History of education		28/3/2017 - Interlinked
			History of childhood		28/3/2017 - Interlinked
			Social history#History of education		28/3/2017 - Interlinked
			Right to education		28/3/2017 - Interlinked
		Education economics		P. 15	23/3/2017 - added subheading "Pre-primary education financing"	Early childhood development
		Early childhood education		P. 16-18	23/3/2017 - added heading "Barriers and challenges"	Early childhood development
				P. 16-18	23/3/2017 - added heading ECCE as a holistic and multisectoral service
				P. 72-73	24/3/2017 - added heading "Economic benefits of ECCE"
		Right to education		P. 38-39	23/3/2017 - added heading "Children's right to education"	Early childhood development
	National Scientific Council on the Developing Child		Richard Louv	P. 55	23/3/2017 - Created article - Note that this article is a stub and only contains the limited information from this publication; however, I feel it was necessary to create the article, as there were several references to it already on wikipedia - Interlinked with Richard Louv	Early childhood development
			Alliance for early success		23/3/2017 - Interlinked with Alliance for early success
			Society for Research in Child Development		28/3/2017 - Interlinked Society for Research in Child Development
	Children in emergencies and conflicts		Children in the Israeli–Palestinian conflict	P. 117-125	24/3/2017 - Created article 28/3/2017 - Interlinked to Children in the Israeli–Palestinian conflict 4/4/2017 - Clarified article definition in introduction	Early childhood development Emergencies and conflicts
			Save the Children		28/3/2017 - Interlinked
			UNICEF		28/3/2017 -Interlinked
			Inter-Agency Network for Education in Emergencies		28/3/2017 -Interlinked
			Military use of children		28/3/2017 -Interlinked
			Trafficking of children		28/3/2017 -Interlinked
			International child abduction		28/3/2017 -Interlinked
		Parent education program		P. 159-164	25/3/2017 - Added headings "Development", "Landscape of parenting programs", "Summary of findings from parenting programs", "Broadening the focus to include families"	Skills for work and life
	Child health and nutrition in Africa		Maternal and child health in Tanzania	P. 170-182	25/3/2017 - Created article 4/4/2017 - Improved definition	Early childhood development Emergencies and conflicts
			Maternal and child health in Tanzania		28/3/2017 - Interlinked
			Human nutrition		28/3/2017 - Interlinked
			Malnutrition		28/3/2017 - Interlinked
			Malnutrition in South Africa		28/3/2017 - Interlinked
			Global health		28/3/2017 - Interlinked
			Global Strategy for Women's and Children's Health		28/3/2017 - Interlinked
		Education in Cambodia		P. 212-216	26/3/2017 - Added "Early childhood care and education"	Early childhood development
	Child development in Africa			P. 231-237	29/3/2017 - Created article 4/4/2017 - Improved definition of the article	Early childhood development
			Education in Africa		29/3/2017 - Interlinked
			Child development		29/3/2017 - Interlinked
	Curricula in early childhood care and education		Curriculum		29/3/2017 - Created article 4/4/2017 - Improved article definition	Early childhood development
			Curriculum		29/3/2017 - Interlinked
		Early childhood education			29/3/2017 - Interlinked - created heading "Curricula in early childhood care and eduction" and linked to main article	Early childhood development
		Curriculum development			29/3/2017 - Interlinked - created heading "Early childhood care and education" and linked to main article	Early childhood development
		Preschool			29/3/2017 - Interlinked - created heading "Curricula" and linked to main article	Early childhood development
Learning knowledge and skills for agriculture to improve rural livelihoods PDF on UNESCO website UNESDOC license page		Feminization of agriculture		p. 30	31/3/2017 - Added "Today, at least 80 per cent of rural smallholder farmers worldwide are women, largely because greater numbers of men are migrating and searching for off-farm jobs." to Introduction	Education of women and girls Skills for work and life
	Agricultural education and livelihood in rural Cambodia			p. 51-54	31/3/2017 - Created article 4/4/2017 - Improved article definition	Skills for work and life
	Agricultural education and livelihood in rural Cambodia	Agriculture in Cambodia		p. 51-54	31/3/2017 - Created heading and linked to main article	Skills for work and life
		Education in Egypt		p. 65	31/3/2017 - Created heading "Agricultural education"	Skills for work and life
		Rural flight		p. 90-91	31/3/2017 - Improved "Economic determinants" subheading
Unleashing the Potential: Transforming Technical and Vocational Education and Training PDF on UNESCO website UNESDOC license page	TVET (Technical and Vocational Education and Training)	Vocational education		pp. 9–10, 41, 43, 47–48, 80, 95, 98–100.	4/4/2017 - Created article - Added heading "Differentiation from TVET (Technical and Vocational Education and Training)" and linked to main article from Vocational Education - Redirected "TVET" away from Vocational education to new TVET article 4/5/2017 - Improved TVET by adding subheading "Gender disparities in TVET" to "Challenges" heading	Skills for work and life
		Education for Sustainable Development		pp. 9, 23, 25-26	4/4/2017 - Added heading "The connection of ESD and TVET" and linked to main article TVET 5/4/2017 - Added "For UNESCO, education for sustainable development involves..." to introduction	Skills for work and life Education for sustainable development
				p. 19-20	5/4/2017 - Improved TVET by adding subheading "Gender disparities in TVET" to "Challenges" heading
				p. 56-58	5/4/2017 - Improved TVET by adding heading "Technological advancement and its impact"
				P. 63	5/4/2017 - Improved TVET by adding subheading "Globalisation" to "Challenges" heading
		Youth unemployment		P. 74	5/4/2017 - Changed subheading "Vocational education" to "TVET and Vocational education", improved text, and linked to main article TVET	Skills for work and life
				P. 85-86	5/4/2017 - Added "Promoting social equity and inclusive workplaces" subheading to "Challenges" heading
				P. 101-103	6/4/2017 - Added "Continuing TVET" heading
		Lifelong learning		P. 119-120	6/4/2017 - Improved Lifelong learning adding text on China’s policies to the “In practice” heading; Interlinked to TVET article	Skills for work and life
Level-setting and recognition of learning outcomes: The use of level descriptors in the twenty-first century [edit] PDF on UNESCO website UNESDOC license page	Learning level descriptors			P. 10-16	6/4/2017 - Created article	Education systems reform
				P. 33, 49-51	7/4/2017 - Added headings "Formulation", "Criticism" and "Setting levels through level descriptors"
					10/4/2017 - added more text to “Criticism” heading
	Qualifications framework			P. 10, 12-13, 15-16, 21, 32-33, 35	7/4/2017 - Created article	Education systems reform
		National Qualification framework			10/4/2017 - added “Qualifications framework” heading and linking to main article	Education systems reform
					10/4/2017 - adding text from p. 31 to “Construction” heading - added “Competences” subheading to “Learning outcomes” heading - added “History” heading - added heading “Five elements of the qualification process" - added heading “Other types of frameworks”
		Delors Report			10/4/2017 - added more text to the heading “The Four Pillars of Education”	Education systems reform
		Lifelong learning			10/4/2017 - added heading “The Delors Report and the Four Pillars of Education” and linking to main article	Education systems reform
		Global Citizenship Education			10/4/2017 - added heading “Competences”	Global Citizenship Education
		Nonformal learning		P. 114	10/4/2017 - added text to the “Validation” heading	Education systems reform
		Work-based learning		P. 115	10/4/2017 - added text to the introduction	Skills for work and life
	Online credentials for learning			P. 129-131	11/4/2017 - Created article	Digital learning
			Educational technology		11/4/2017 - Interlinked
		Online learning in higher education			11/4/2017 - added heading “Online credentials” and linked to main article	Digital learning Higher education
		Digital credential			11/4/2017 - added heading “Online credentials for learning” and linked to main article	Digital learning
		Distance education			11/4/2017 - added heading “Credentials” and linked to main article	Digital learning
			Open educational resources		11/4/2017 - Interlinked
			Educational research		11/4/2017 - Interlinked
			Credential		11/4/2017 - Interlinked
Making Sense of MOOCs: A Guide for Policy-Makers in Developing Countries [edit] PDF on UNESCO website UNESDOC license page		Incheon declaration		P. 13	11/4/2017 - added heading "Education 2030: A new vision for education"	Education systems reform Education for sustainable development
		Sustainable Development Goals		P. 17-18	11/4/2017 - /* Intersectoral linkages */ Added subheading "Massive open online course (MOOC)" and linked to main article	Education for sustainable development
		MOOC	Sustainable Development Goals	P. 17-18, 21-22	11/4/2017 - added text to Criticism heading, added heading “Benefits” including link to Sustainable Development Goals	Digital learning
		MOOC		P. 24	13/4/2017 - added text to "Improving access to Higher Education" subheading
		Qualifications framework	MOOC	P.42-43	13/4/2017 - added subheading “Qualifications frameworks for online learning” to heading “Other types of frameworks” P.42-43 - Interlinked MOOC - Interlinked Educational Technology - Interlinked Distance education	Education systems reform Digital learning
			Educational Technology
			Distance education
Education for Sustainable Development Goals: Learning Objectives [edit] PDF on UNESCO website UNESDOC license page		Education for sustainable development		P. 7	13/4/2017 - Added heading "Sustainable Development Goals (SDGs)" and linked to main article	Education for sustainable development
		Education for sustainable development		P. 48-49	13/4/2017 - added heading "Integrating ESD in curricula and textbooks”	Education for sustainable development
		Sustainable Development Goals		P. 7	13/4/2017 - Added "Education" subheading1 under "Intersectoral linkages" heading; changed "Massive open online course" to subheading2; added subheading2 "Education for sustainable development" and linked to main article	Education for sustainable development
Getting Climate-Ready: A Guide for Schools on Climate Action [edit] PDF on UNESCO website UNESDOC license page	Climate-friendly school*	Education for sustainable development	Global Citizenship Education	P. 5, 7-8, 10, 15, 18-19	20/4/2017 - Created article - Added heading "Climate-friendly schools" and linked to main article from ESD article 21/4/2017 Interlinked GCED, ESD, and UNESCO ASPnet 2/5/2017 - Added image "The whole-school approach to climate change”	Education for sustainable development Global Citizenship Education
	Climate-friendly school*		UNESCO ASPnet	P. 5, 7-8, 10, 15, 18-19
Making textbook content inclusive: A focus on religion, culture and gender [edit] PDF on UNESCO website UNESDOC license page		Textbook		P. 8-11	20/4/2017 - Added heading “Inclusive education”	Inclusive education
Schools in action, global citizens for sustainable development: a guide for students [edit] PDF on UNESCO website UNESDOC license page		Global Citizenship Education		P. 10	20/4/2017 - Added text to intro; added heading "Connection to Education for Sustainable Development (ESD)" and linked to main article	Global Citizenship Education Education for sustainable development
		Education for sustainable development		P. 10	20/4/2017 - Added heading "The connection of ESD and Global Citizenship Education (GCED)" and linked to main article
		UNESCO ASPnet		P. 22-28	20/4/2017 - Added "examples" heading with 8 examples	Global Citizenship Education Education for sustainable development
Schools in action, global citizens for sustainable development: a guide for teachers [edit] PDF on UNESCO website UNESDOC license page		Global Citizenship Education		P. 12	21/4/2017 - Added more text to heading "Connection to ESD”	Global Citizenship Education Education for sustainable development
		Education for sustainable development		P. 12	21/4/2017 - Added more text to “The connection of ESD and Global Citizenship Education (GCED)”	Global Citizenship Education Education for sustainable development
Action for climate empowerment: Guidelines for accelerating solutions through education, training and public [edit] PDF on UNESCO website UNESDOC license page	Action for climate empowerment (ACE)			P. 6, 14–18, 26, 28	21/4/2017 - Created article	Education for sustainable development
		United Nations Framework Convention on Climate Change		P. 6	21/4/2017 -Added heading "Action for climate empowerment (ACE)" and linked to main article	Education for sustainable development
			Sustainable Development Goals		21/4/2017 - Interlinked 11 articles
			Aarhus convention
			Climate ethics
			Individual and political action on climate change
			Kyoto protocol
			List of international environmental agreements
			Montreal Protocol
			Post–Kyoto Protocol negotiations on greenhouse gas emissions
			United Nations Climate Change conference
			United Nations Convention to Combat Desertification
			Keeling Curve
		Education for sustainable development		P. 16-17, 20	4/21/2017 - added heading “Global Action Programme on Education for Sustainable Development (GAP on ESD)”	Education for sustainable development
The International status of education about the Holocaust: a global mapping of textbooks and curricula [edit] PDF on UNESCO website UNESDOC license page	The Holocaust in curricula	Holocaust studies		Main articles: P. 4, 12, 19-20, 34-37, 74, 158-167 Improved article: P. 4, 12, 19-20	25/4/2017 - Created article - Features heading "Connection with textbooks" which links to The Holocaust in textbooks	Holocaust remembrance
	The Holocaust in textbooks	Holocaust studies			25/4/2017 - Created article - Features heading "Connection with curricula" which links to The Holocaust in curricula 25/4/2017 - Created heading "The Holocaust in curricula and textbooks" on Holocaust studies	Holocaust remembrance
		Education about the Holocaust		P. 4, 12, 19-20	16/5/2017 - Added heading on curricula and textbooks	Holocaust remembrance
Not Just Hot Air: Putting Climate Change Education into Practice [edit] PDF on UNESCO website UNESDOC license page	Climate Change Education (CCE)			P. 6, 8, 10, 32, 40, 44, 46, 48, 58.	1/5/2017 - Created article	Education for sustainable development
		Education for sustainable development		P. 10	1/5/2017 - Created heading "The connection between ESD and CCE"	Education for sustainable development
			Environmental education		1/5/2017 - Interlinked 5 articles
			United Nations Framework Convention on Climate Change (UNFCCC)
			Climate-friendly school
			UNESCO ASPnet
			Global Citizenship Education
Global Citizenship Education: topics and learning objectives [edit] PDF on UNESCO website UNESDOC license page		Global Citizenship Education		P. 20–21, 44–46	2/5/2017 -added heading “Key learner attributes” - added heading “Examples”	Global Citizenship Education
Reading the past, writing the future: Fifty years of promoting literacy [edit] PDF on UNESCO website UNESDOC license page		Literacy*		P. 21-23, 26	2/5/2017 - added “Gender disparities” heading - added image Figure 4 - added subheading “Spread of literacy since the mid-twentieth century” - added image Figure 1; - added text to "Regional disparities" subheading - added image “Figure 5: literacy has rapidly spread” 20/5/2017 - added image “Most illiterate persons now live in Southern Asia or sub-Saharan Africa.”	Literacy
A Complex Formula: Girls and Women in Science, Technology, Engineering and Mathematics in Asia [edit] PDF on UNESCO website UNESDOC license page		Nobel Prize		P. 23	3/5/2017 - added subheading “Gender disparity” to heading “Controversies”	Education of women and girls
		Fields Medal		P. 23	3/5/2017 - added heading “Gender disparity”	Education of women and girls
		Women in STEM fields		P. 15, 23-24	3/5/2017 - added heading "Underrepresentation in STEM-related awards and competitions” 20/5/2017 - added image “Proportion of female graduates in science programmes in tertiary education in Asia.”	Education of women and girls
A Guide for gender equality in teacher education policy and practices [edit] PDF on UNESCO website UNESDOC license page	Gender mainstreaming in teacher education policy			P. 32-34	3/5/2017 - Created article	Education of women and girls Inclusive education Teachers Education systems reform
			Teacher education		3/5/2017 - Interlinked 6 articles
			Pedagogy
			Gender mainstreaming
			Sex differences in education
			Female education
			Gender equality
	Gender inequality in curricula			P. 9-10, 59-61	3/5/2017 - Created article	Education of women and girls Inclusive education
		Curriculum		P. 9, 59	3/5/2017 - added heading “Gender inequality in curricula” and linked to main article	Education of women and girls Inclusive education
			Gender mainstreaming in teacher education policy		3/5/2017 - Interlinked 5 articles
			Curriculum studies
			Gender equality
			Female education
			Sex differences in education
	Gender budgeting			P. 72-75	3/5/2017 - Removed 'redirect' to Gender mainstreaming - Created article	Education of women and girls Inclusive education
	Gender budgeting	Gender mainstreaming		P. 72-75	3/5/2017 - added heading "Gender budgeting" and linked to main article	Education of women and girls Inclusive education
Emerging evidence, lessons and practice in comprehensive sexuality education: A global review 2015 [edit] PDF on UNESCO website UNESDOC license page		Comprehensive sex education	Sex education	P. 14, 15, 29	5/5/2017 - Added heading "CSE as a human right” - Added "The benefits of CSE” - Added “CSE in curricula”; Inclusive ways of delivering CSE" - Interlinked 3 articles	Education for health and well-being
			Reproductive health
			LGBT sex education
School Violence and Bullying: Global Status Report [edit] PDF on UNESCO website UNESDOC license page		School violence		P. 9	5/5/2017 - Improved introduction	School violence and bullying
		School bullying		P. 17, 29. 31	5/5/2017 - added heading “Underlying causes” - added subheading “Negative impact on educational quality and outcomes” to “Effects” heading - added subheading "Social and economic costs” to “Effects”	School violence and bullying
Out in the Open: Education sector responses to violence based on sexual orientation and gender identity/expression [edit] PDF on UNESCO website UNESDOC license page		Gay bashing		P. 26	5/5/2017 - Added heading "Explicit and implicit homophobic and transphobic violence in educational settings"	School violence and bullying
		Sexual bullying		P. 14	8/5/2017 - added text to “Prevalence” heading	School violence and bullying
		Education		P. 54	8/5/2017 - added heading "Education sector”
	Education sector responses to LGBT violence			P. 15, 61-62, 65, 69-75, 82-83	8/5/2017 - Created article	Inclusive education School violence and bullying
		Education and the LGBT community		P. 54, 59, 65.	8/5/2017 - added “Europe” subheading - added “Global frameworks” subheading - added “Australia” subheading - added heading “Education sector responses to LGBT violence” and linked to main article	Inclusive education School violence and bullying
			Gender inequality in curricula		5/8/2017 - Interlinked 4 articles
			Gender mainstreaming in teacher education policy
			Sexual bullying
			Violence against LGBT people
		LGBT rights in Russia		P. 45	9/5/2017 - added “Restrictive legislation in Russia” subheading
		School violence		P. 110-111	9/5/2017 - added heading "Challenges in measuring violence in schools”	School violence and bullying
Global guidance on addressing school-related gender-based violence [edit] PDF on UNESCO website UNESDOC license page	School-related gender-based violence (SRGBV)		Violence against women	P. 19, 23-24, 26, 28, 31, 34	9/5/2017 - Created article - Interlinked 6 articles	School violence and bullying
			School violence
			School bullying
			Gender inequality in curricular
			Education sector response to LGBT violence
			Sexual harrassment in education
		Gender inequality in curricula		P. 61-62	10/5/2017 - added heading “Approaches in preventing gender inequality and school-related gender-based violence”	Education of women and girls Inclusive education
Mobile phones and literacy: Empowerment in Women's Hands; A Cross-Case Analysis of Nine Experiences [edit] PDF on UNESCO website UNESDOC license page		Information and communication technologies for development		P. 49-51, 105-110	10/5/2017 - added "Literacy" subheading	Literacy Digital learning
		Literacy		P. 22-23	10/5/2017 - added subheading "Literacy as a human right”	Literacy
		Women's Empowerment		P. 33	10/5/2017 - added heading “The role of education”	Education of women and girls
Open Educational Resources: Policy, Costs and Transformation [edit] PDF on UNESCO website UNESDOC license page		Open educational resources		P. 8, 17, 20-21	10/5/2017 - improved “History” heading (8), improved “Defining the scope…” (17), added “Costs” heading (20-21)	Digital learning
	Open educational practices in Australia		Open educational resources in Canada	P. 28-37	10/5/2017 - Created article - Interlinked 3 articles	Digital learning
			Open educational resources
			Educational technology
	Open educational resources in Canada		Open educational practices in Australia	P. 75-83	11/5/2017 - Created article - Interlinked 4 articles	Digital learning
			Open educational resources
			Educational Technology
			MOOC
Digital Services for Education in Africa [edit] PDF on UNESCO website UNESDOC license page		Literacy#Literacy_in_Africa		P. 17	14/5/2017 - Improved introduction	Literacy
	Educational technology in sub-Saharan Africa			P. 56-71	14/5/2017 - Created article	Digital learning
		Education in Africa		P. 56	14/5/2017 - Added heading "Educational technology" and linked to main article	Digital learning
			One Laptop per Child		14/5/2017 - Interlinked 3 articles
			Educational technology
			Classmate PC
Preventing violent extremism through education: A guide for policy makers [edit] PDF on UNESCO website UNESDOC license page		Violent extremism*		P. 24, 26, 36, 41	14/5/2017 - Added two images. - Added subheading "Sabaoon Project, Pakistan"	Emergencies and conflicts
		Violent extremism*		P. 24, 26, 36, 41	15/5/2017 - added subheading “Kenya’s initiatives to address radicalization of youth in educational institutions”, - add heading “Gender disparity”
Education sector responses to the use of alcohol, tobacco and drugs [edit] PDF on UNESCO website UNESDOC license page	Education sector responses to substance abuse		Substance abuse prevention	P. 30–37, 41, 44, 53	15/5/2017 - Created article - Interlinked 1 article	Education for health and well-being
Leveraging information and communication technologies to achieve the Post-2015 Education goal: report of the International Conference on ICT and Post-2015 Education [edit] PDF on UNESCO website UNESDOC license page		Education in China		11-12	15/5/2017 - added heading "The role of ICT"	Digital learning
	Qingdao Declaration		Incheon declaration		15/5/2017 - Created article - Interlinked 1 article	Education systems reform
Education transforms lives [edit] PDF on UNESCO website UNESDOC license page	Education 2030 Agenda		Global citizenship education	P. 6, 8-9	16/5/2017 - Created article - Interlinked 6 articles	Education systems reform Education for sustainable development
			Climate-friendly school
			Sustainable Development Goals
			Education for sustainable development
			Right to education
			International Bureau of Education
		Education reform			19/5/2017 - Added "Education for All"; linked to main articles Education for All and Education 2030 Agenda	Education systems reform
Education about the Holocaust and preventing genocide [edit] PDF on UNESCO website UNESDOC license page	Genocide education*		Holocaust studies	P. 18, 30, 34-35, 51-52	16/5/2017 - Created article - Interlinked 3 articles	Emergencies and conflicts
			Genocide
			Eight stages of genocide
	Education about the Holocaust		The Holocaust in curricula	P. 18, 30, 34-35, 51-52.	16/5/2017 - Created article - Interlinked two articles	Holocaust remembrance
			The Holocaust in textbooks	P. 18, 30, 34-35, 51-52.	16/5/2017 - Created article - Interlinked two articles
		Holocaust studies		P. 18	16/5/2017 - Added heading "Education about the Holocaust" and linked to main article	Holocaust remembrance
3rd global report on adult learning and education: the impact of adult learning and education on health and well-being, employment and the labour market, and social, civic and community life [edit] PDF on UNESCO website UNESDOC license page	Global Reports on Adult Learning and Education (GRALE)	Adult education			16/5/2017 - Added heading "Monitoring"; added subheading "Global Reports on Adult Learning and Education (GRALE)”	Skills for work and life Education systems reform
Teacher policy development guide: summary [edit] PDF on UNESCO website UNESDOC license page		Education policy	Teacher	P. 14, 18	16/5/2017 - added heading "Teacher policy" 19/5/2017 - Interlinked with Teacher	Teachers
Using ICTs and Blended Learning in Transforming TVET [edit] PDF on UNESCO website UNESDOC license page		OTEN		P. 85	16/5/2017 - Added heading "History" - added heading "OTEN’s Online Learning Systems"	Digital learning Skills for work and life
		Education in Cambodia*		P. 164-165	17/5/2017 - added subheading “Low participation”, - - added image	Skills for work and life
	TVET in Sri Lanka*		University of Vocational Technology	P. 97-104	17/5/2017 - Created article - Interlinked 2 articles	Skills for work and life Digital learning
	TVET in Sri Lanka*		Education in Sri Lanka	P. 97-104	17/5/2017 - Created article - Interlinked 2 articles
Comparative review of National Mobile Learning Initiatives in Latin America: The cases of Costa Rica, Colombia, Peru and Uruguay. Comparative Report; Executive Summary/Abridged version [edit] PDF on UNESCO website UNESDOC license page		Education in Colombia		P. 7-8	17/5/2017 - Added "Challenges" heading
		Education in Uruguay		P. 9	17/5/2017 - Improved "Recent years" subheading
Reaching Out: Preventing and Addressing SOGIE-related School Violence in Viet Nam, volume 2 [edit] PDF on UNESCO website UNESDOC license page	School-related gender-based violence in Viet Nam		School-related gender-based violence	P. 15, 21, 27-28	17/5/2017 - Created article - Interlinked 1 article	School violence and bullying
Bridging Learning Gaps for Youth: UNESCO Regional Education Response Strategy for the Syria Crisis (2016-2017) [edit] PDF on UNESCO website UNESDOC license page		Education in Syria		P. 13-14	17/5/2017 - added subheading “Impact of the Syrian Civil War”	Emergencies and conflicts
Partnering for prosperity: education for green and inclusive growth; Global education monitoring report, 2016; summary [edit] PDF on UNESCO website UNESDOC license page		Lifelong learning		P. 11-12	17/5/2017 - added heading "Impact on long-term economic growth"	Skills for work and life
Creating sustainable futures for all; Global education monitoring report, 2016; Gender review [edit] PDF on UNESCO website UNESDOC license page		Children in emergencies and conflicts		P. 20	17/5/2017 - Improved subheading "Educational consequences”	Emergencies and conflicts

Public list of text

Right to education handbook

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PDF page number of section	Description	Suggested articles & improvements	Linked Articles	Notes
	images/Figures	Right to education (The 4As AND The multiple benefits of education) Economic, social and cultural rights (Ed as a multiplier) Universal access to education (Ex of marginalised groups) Int human rights law (Processes for becoming a state party to a treaty Policy development for skills and TVET (The enabling conditions for the legal enforcement of the right to education) Education (The multiple benefits of education)
P. 17-20	Introduction
P. 21-44	Chapter 1: Education as a human right Key concepts of education and human rights Education is guaranteed as a human right in many human rights treaties, including (P. 28-29) the Convention against Discrimination in Education (1960, CADE) the International Covenant on Economic, Social and Cultural Rights (1966, ICESCR) the Convention on the Elimination of All Forms of Discrimination Against Women (1979, CEDAW) the Convention on the Rights of the Child (1989, CRC) Education as a human right has the following characteristics: it is a right: Education is not a privilege or subject to political or charitable whims. It is a human right. It places mandatory demands on duty-bearers (particularly the state, but also parents, children, and other actors.) it is universal: Everyone has the right to education without discrimination. This includes children, adolescents, youths, adults, and older people it is high priority: Education is a key priority of the state. Obligations to ensure the right to education cannot be dismissed it is a key right: Education is instrumental in ensuring all other human rights. It has economic, social, cultural, civil, and political dimensions	Improve: Economic, social and cultural rights		published Del 3
	The role of education for individuals, the society and the state (P. 31) Education in all its forms (informal, non-formal, and formal) is crucial to ensure human dignity of all individuals Education is also transformative for the state and society. The main role is to: Allow for the transmission of culture, values, identity, languages, and customs from one generation to the next; Promote sustainable economic growth; Foster democratic and peaceful societies; Encourage participation and inclusion in decision-making processes; Encourage a rich cultural life; Help build a national identity; Promote social justice aims; Overcome persistent and entrenched challenges; Encourage sustainable development, including respect for the environment	Improve Right to education		published Del 3
P. 45-71	Chapter 2: International legal recognition of the right to education The right to education is guaranteed under international law, specifically in human rights treaties Soft law is an important form of non-binding law Human rights treaties are concluded by a variety of different bodies: the United Nations and its agencies and regional bodies such as the African Union (the right to ed in regional human rights law - Africa, Americas, Arab States, Asia and Pacific, Europe) The right to education, in whole or in part, is guaranteed in at least 48 legally binding instruments, 28 of which are regional, and 23 soft law instruments
	The right to education in international law (p. 47-53) Although the primary source of international human rights law is human rights treaties, other sources of international law known as soft law, which are material sources (legal instruments or other documents) that do not give rise to binding legal obligations, have become increasingly important in the practice of international human rights law Soft law has several functions, it: clarifies and interprets existing human rights law, offers guidance for best practice, adjusts the normative scope of human rights to cover emerging human rights issues, contexts, or gaps in extant law, norm emergence, setting, and acceptance, signals belief in what states believe to be the law International human rights instrumentsThe right to education is guaranteed in at least 48 international (including regional) legal instruments and 23 soft law instruments (not documents) The right to education contained in ICESCR has been interpreted by the Committee on Economic, Social and Cultural Rights (CESCR) in various general comments, most importantly: (General Comment 13: The Right to Education and General Comment 11: Plans of Action for Primary Education)	Improve International human rights law under created heading 'Soft law' subheading 'education'
	International humanitarian law (P. 63) Education is principally protected in international humanitarian law by the Geneva Conventions and their Additional Protocols	Improve International humanitarian law
P. 73-131	Chapter 3: Normative content of the right to education The right to education is comprehensive in its scope and covers just about every aspect of education, from the aims of education to who can access education to the quality of education each person is entitled to Equality and non-discrimination are fundamental principles that apply across the entirety of the right to education	Create Framework for the right to education (?) frameworks or legal obligations?
	Non-discrimination and equality in education (P. 81-85) Discrimination as barriers to achieve access to education Examples of marginalised groups	Improve Universal access to education		published Del 3
	Special protections of the right to education of marginalized groups (P. 85) Figure 3 .2: Examples of marginalized groups
	The equal right to education (P. 86) Box 3 .4 Definition: Types of discrimination	Improve Discrimination in education
	Child marriage and early and unintended pregnancy (P. 89) Child marriage violates multiple human rights, including the right to education. Children who get married are more likely to drop-out of school and children who are not in school are more likely to get married Closely linked to child marriage, pregnancy and motherhood often have profound impacts on girls’ education According to Girls Not Brides, 235 every year 15 million underage girls get married. Globally, it is estimated that there are 720 million women alive today who were married before the age of 18	Improve Child marriage
	Recommendations to overcome barriers for girls and women (P. 90)	Improve Gender equality under heading 'Girls' access to education'
	Women and girls The right to education of people with disabilities (P. 91) Refugees, migrants, and other displaced persons	Improve Right to education
	Refugees, migrants, and other displaced persons (P. 92-97)	Create Education in emergencies and conflict areas under 'Refugees, migrants and displaced persons'	Children in emergencies and conflicts Education in Syria Education for refugees, migrants and internally displaced persons Del 3 published	Del 3
P. 133-155	Chapter 4: States’ legal obligations Obligations under the law of treaties (Figure 4 .1: States’ legal obligations under international law) General obligations under conventional law Progressive realization Obligations of immediate effect States’ obligations regarding non-state actors and the responsibilities of non-state actors Intergovernmental organizations	Improve Education policy
	Education in emergencies (P. 152) Box 4 .6 Definition: Emergencies	Create Education in emergencies and conflict areas	published
P. 157-166	Chapter 5: The right to education and SDG4-Education 2030 Quality education is the foundation of sustainable development because it (P. 160) facilitates the lifting of people out of poverty and prevents the perpetuation of poverty from generation to generation empowers marginalized groups enables the realization of other human rights reduces social, economic, and power inequality drives sustainable and inclusive economic growth facilitates peace, tolerance, and respect for human rights Targets and implementing measures (6 targets)	Create Sustainable Development Goal 4
	Education and sustainable development (P. 161) Linking the right to education to SDG4 (P. 164)	Create Sustainable Development Goal 4
P. 167-185	Chapter 6: Domestic implementation of the right to education Domestic implementation is the process whereby states turn their international legal (and political and moral) commitment to the right to education into enjoyment at the national level, through a variety of means, for instance, the introduction of legislation or allocating financial resources In order for states to achieve the right to access justice and an effective remedy for the right to education, CESCR is of the view that it is ‘desirable’ for states to incorporate the right to education within their domestic law Ratification and accession (Figure 6 .1: Processes for becoming a state party to a treaty) Methods of incorporation of the right to education within the domestic legal order Legislative protection	Improve Right to education under 'Implementation'
	Right to education within the domestic legal order (P. 177) Example 6 .2: The Constitution of the Russian Federation, 1993 Example 6 .3: The Right of Children to Free and Compulsory Education (RTE) Act of India, 2009 Example 6 .4: Ensuring national education laws are culturally relevant (Bolivia) Supplementary measures for the domestic implementation of the right to education (Education policies and strategies) Example 6 .5: Education policy in Nepal Example 6 .6: The Constitution of the Republic of Indonesia of 1945 (as amended in 2002)
P. 187-234	Chapter 7: Monitoring the right to education Human rights monitoring is not optional for states. States have legal obligations to monitor the right to education The main purposes of monitoring the right to education (Figure 7 .1: The purposes of monitoring) The legal basis for monitoring the right to education How to monitor the right to education (Collect data - interviews, surveys etc.) Who monitors the right to education Monitoring SDG4-Education 2030 (P. 231)	Create Sustainable Development Goal 4 Improve Right to education
P. 235-276	Chapter 8: Accountability and the right to education In recent years accountability has been identified by the international community as a major global governance issue that needs to be addressed in order to provide the necessary enabling conditions for sustainable development and the realization of human rights (Figure 8 .1: Human rights accountability) Leveraging human rights accountability for SDG4-Education 2030 (P. 240) Accountability at the international level (P. 255) Accountability at the regional level (P. 267)	Create Sustainable Development Goal 4 Improve Right to education

#CommitToEducation

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PDF page number of section	Description	Suggested articles & improvements	Notes
	Image/Figures	ICT (Youth and adults with ICT skills, 2017) Literacy (Youth and adult literacy rate, 2000–2016 and projections to 2030) State school (Public education expenditure) Teacher education (Percentage of trained teachers) Reading (Percentage of students who reach minimum proficiency level in reading) Early childhood ed (Percentage of children aged 36 to 59 months who are developmentally on track Large-scale learning assessment (Total spending and distribution of total spending on education, by country income group and financing source) Disengagement from education (Out of school rate, 2000–2017 and projections to 2030)
P. 5	As the UN agency responsible for the coordination of SDG 4, mandated by the World Education Forum in Incheon (Republic of Korea, 2015), UNESCO provided an analysis of where the world stands on SDG 4, how countries have taken up the goal in their policies, and made recommendations to act better, differently and collaboratively.	Improve Sustainable Development Goals under 'Goal 4: Quality education'
P. 7	Key recommendations Strengthen collective action on SDG 4 within the 2030 Agenda, recognizing the role of education to transform lives, maintain peace, and protect the planet Allocate sufficient resources to youth and adult literacy programmes targeted to people most in need Increase cooperation across sectors, and between humanitarian and development actors and ensure that at least 4% of humanitarian aid is allocated to education Include migrants, displaced persons, and refugees in national education systems and facilitate the recognition of their skills and qualifications Empower all girls and women through gender-responsive education sector planning Strengthen education for global citizenship and sustainable developmentto promote values of respect and competences for shaping more peaceful and sustainable societies Design curricula, learning materials, teacher education, and assessment systems that promote a wider vision of learning - beyond basic skills Ensure that all teachers are adequately prepared and supported to deliver quality education for all, including through higher education and research Mobilize resources to meet the twin benchmarks for financing education, prioritizing resources towards those most in need: 4 - 6% of GDPand 15 - 20% of public expenditure to education	Improve Education 2030 Agenda
P. 8	Snapshot of progress Target 4.1: Universal primary and secondary education (statistics) Target 4.1: Primary and secondary education – Completion Target 4.1: Primary and secondary education – Learning	Create Sustainable Development Goal 4 and/or Improve Education 2030 Agenda	see if there's enough content for SDG 4
P. 12	Target 4.2: Early childhood Access to early childhood education is expanding but low- and middle-income countries have to catch up
P. 13	Target 4.3: Technical, vocational, tertiary and adult education Global progress: summary of tertiary gross enrolment ratios Tertiary education systems will keep expanding over the next 10 years Target 4.4: Skills for work Many more are learning ICT skills in high-income than in middle-income countries	Improve Tertiary education	published Del 3
P. 14	Target 4.5: Equity In low-income countries, the richest are nine times as likely as the poorest to complete upper secondary
P. 15	Target 4.6: Adult literacy and numeracy Recent estimates of the global youth and adult literacy rate Literacy rates are growing steadily across the globe but 750 million adults still cannot read	Improve Adult education	published Del 3
P. 15	Target 4.7: Sustainable development and global citizenship Limited data indicate large gaps in mainstreaming education for sustainable development
P. 16	Target 4.a: Education facilities and learning environments Information on infrastructure in schools in low-income countries compared to middle and high-income countries Four in ten upper secondary schools in low-income countries have no sanitation Target 4.b: Scholarships The volume of aid for scholarships has not increased	Improve School	published Del 3
P. 17	Target 4.c: Teachers The proportion of trained teachers is falling in sub-Saharan Africa
P. 18	Finance One-quarter of all countries spend less than 4% of GDP and less than 15% of their budget on education
P. 19	Monitoring progress in SDG 4 remains challenging First, the world is far off track on achieving international commitments to education Second, many targets are universal; for instance, countries are called upon to ensure that ‘all girls and boys complete’ secondary education Third, SDG 4 has presented a unique opportunity to expand the scope of education monitoring, however, the methodologies and measurement tools for several indicators are still under development Fourth, data availability – in terms of both country coverage and time series – is a major constraint	Create Sustainable Development Goal 4 and/or Improve Education 2030 Agenda	?
P. 20-24	Country perspectives on SDG 4: Questionnaire findings and key recommendations
P. 25-26	Beyond Countries: Coordinating the Global Agenda UNESCO, as the specialized UN Agency for education, is mandated to lead and coordination the SDG 4-Education 2030 agenda. UNESCO convenes the SDG-Education 2030 Steering Committee, the only global multi-stakeholder consultation and coordination mechanism for education. (Image: 4 quality education) Beyond Averages: Improving Data: The 2030 Agenda placed countries and institutions before a host of monitoring challenges. SDG 4 targets include several concepts that have never been measured at the global level	Create Sustainable Development Goal 4 and/or Improve Education 2030 Agenda	?
P. 27	For Gender Equality: “Her Education, Our Future” Launched at the G7 France-UNESCO International Conference in July 2019, Her Education Our Future aims to fast-track progress on girls’ and women’s education through three axes: better data better legal, policy and planning frameworks better teaching and learning practices to empower:
P. 28	For Reducing Inequalities People on the Move: Recognizing their Qualifications UNESCO has led negotiations for a Global Convention on the Recognition of Higher Education Qualifications Taking to global scale an initiative launched by the Council of Europe in 2015, UNESCO is leading a project to establish a Qualification Passport of Refugees and Vulnerable Migrants.
P. 29	By Making Ai Work for Inclusion and Quality Learning UNESCO is providing a platform for countries, international organizations, civil society and the AI industry to understand the latest trends, anticipate skill needs in the AI era and design policies that make AI work for inclusion and quality in education. In 2019, UNESCO published the Beijing Consensus on Artificial Intelligence and Education
P. 30	Beyond Schooling: A New Strategy for Literacy An estimated 750 million people worldwide cannot read and write at a basic level of proficiency Literacy needs more political commitment, more financial resources and stronger partnerships UNESCO’s new Strategy on Literacy for Youth and Adultswill support Member States in their efforts to address these challenges
P. 31	Beyond silos: Education for Health & Well-Being UNESCO is working to break down the silos between the education and health sectors to achieve better outcomes for young people UNESCO’s Strategy on Education for Health and Well-Being recognizes the mutually reinforcing linkages of SDGs 3 (Health), 4 (Education) and 5 (Gender Equality)	Improve Health education
P. 32	Beyond Basics: Contents for 21st century Mindsets Hate speech amplified by social media, fake news, distorted interpretations of religion, contemporary anti-Semitism and rising intolerance all call for educational responses
P. 33	For Responsible Production & Consumption, for Climate Action:Education for Sustainable Development 2030 UNESCO has mobilized partners worldwide to gear learning around responsible actions for people, planet and prosperity ESD mobilizes youth and encourages them to create and apply sustainable solutions in their schools and communities	Create Sustainable Development Goal 4 and/or Improve Education 2030 Agenda
P. 34	For Peace, Justice and Fair Institutions: Global Citizenship UNESCO is at the forefront of UN efforts to build a ‘culture of prevention’ underpinned by respect for human rights, taking forward the growing momentum around global citizenship education. Through policy guidance, pedagogical toolkits, teacher training and global advocacy and dialogue, UNESCO’s global citizenship programme is strengthening the resilience of young people to extremist ideologies, hate speech and prejudice, helping them to assume active roles in building more peaceful and tolerant societies
P. 35	Beyond 2030: Thinking the Future of Education Futures of Education project, launched in 2019 to mobilize collective intelligence, generate debate and reimagine how education can contribute to the common good of humanity Conclusion: A New Pact for Education The implementation of SDG 4 calls for transformations in the scope and practice of education Increased efforts are needed to reduce inequalities in education systems, strengthen linkages with other development sectors and rally society around education Must speak and act with one voice to make a new pact for education – one that puts education at the top of political and development agendas		PUBLISHED

Behind the numbers: ending school violence and bullying

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PDF page number of section	Description	Suggested articles & improvements	Linked Articles	Notes
P. 7-8	Summary Data tells scale of the problem, factors that influence vulnerability to school violence and bullying, consequences of bullying, trends Effective national responses What needs to be done?
P. 9	Effective national responses to prevent bullying Four factors that contribute to effective national responses based on case studies of six countries that have succeeded in reducing school violence and bullying Political leadership and high-level commitment Collaboration and partnerships Evidence-based approaches, informed by accurate and comprehensive data and systematic evaluation of the effectiveness of existing programmes Training and support for teachers and care and support for affected students	Improve School bullying		published Del 3
P. 11-	Introduction The aim is to raise awareness, share lessons learned and encourage countries to take evidence-based action to prevent and respond effectively to school violence and bullying School violence includes physical, psychological and sexual violence This report addresses bullying and the different types of bullying – physical, psychological and sexual – as a separate issue Figure 1. Conceptual framework of school violence and bullying
P. 13	Table 1. International surveys that collect data on school violence and bullying
P. 14-15	Forms of school violence and different types of bullying Bullying (physical, psychological, sexual and cyberbullying) Physical fights Sexual violence Physical violence perpetrated by teachers Corporal punishment perpetrated by teachers	Improved School violence		published Del 3
P. 16	There are significant differences in the prevalence and frequency of bullying between regions Figure 2. Percentage of students who were bullied, in a physical fight or physically attacked, by region The proportion of students reporting that they have been bullied is highest in sub-Saharan Africa (48.2%), North Africa (42.7%) and the Middle East (41.1%) and lowest in Europe (25%), the Caribbean (25%) and Central America (22.8%) Based on GSHS data from 96 countries and territories, 16.1% of children who have been bullied say that they have been hit, kicked, shoved around or locked indoors	Improve School bullying under heading 'Statistics' under subheading 'By regions'
P. 18	Sexual bullying is the second most frequent type of bullying in many regions Psychological bullying is reported more frequently in North America and Europe than in other regions. Almost one in three students in GSHS regions has been physically attacked in the past year Physical fights between peers: Based on data from 96 countries and territories, 36% of students reported being in a physical fight with another student at least once in the past year There are regional differences in the prevalence and frequency of involvement in a physical fight The prevalence was highest in North Africa and the Middle East and lowest in Central America and Asia ( Physical attacks: Almost one in three students in GSHS regions has been physically attacked in the past year 31.4% of students have been physically attacked at least once in the past year In the past year, 9.6% had been physically attacked two or three times and 9% four or more times The prevalence of physical attacks was highest in the Pacific, North Africa and sub-Saharan Africa (36.4%), and lowest in South America and Central America	Improve School bullying
P. 19	Gang-related violence and school violence Gang violence affects communities beyond schools in different ways (recruiting members in schools, engaging in violence on the school premises, gang members from the same school can commit violence against other students in the same school who belong to a different gang or who do not belong to a gang, gangs may commit violence against other schools and students)	Improved Gang		published Del 3
P. 19	Sexual violence perpetrated by peers Both boys and girls are victims of sexual violence in schools. Available evidence suggests that perpetrators are more likely to be other students rather than authority figures including teachers.	Improve Sexual bullying
P. 20	Physical violence perpetrated by teachers Corporal punishment, which is a form of physical violence, is still used in schools in many countries Globally, the prevalence of physical violence perpetrated by teachers is low, but this is not the case in all regions Figure 4. Percentage of students who experienced corporal punishment in 63 countries Figure 5. Percentage of 18-24 year olds who experienced childhood physical violence reporting teachers as perpetrators of first incident Figure 6. Prevalence of women aged over 15 years who had experienced physical violence who reported that the perpetrator was a teacher Sexual violence perpetrated by teachers DHS data (sub regions) shows the median prevalence of women who reported a first instance of forced sex perpetrated by a teacher is between 0.5% and 0.8%, although the prevalence ranges from 0% to as high as 7.1% in Central Africa Figure 7. Prevalence of women who reported a first instance of forced sex perpetrated by a teacher, when they were aged over 15 years, in sub Saharan Africa	Improve Bullying in teaching
P. 21	Box 3. Violent attacks on schools	Improve School violence
P. 22-24	Changes in prevalence over time Overall, many countries have seen a decline in the prevalence of bullying, but fewer have seen a decrease in physical fights or physical attacks Bullying has decreased in almost half of countries Bullying prevalence has increased in almost one in five countries, and has remained unchanged in one in three countries Figure 9. Trends in the prevalence of students who were bullied, in physical fights or physically attacked Fewer than half of countries have seen a decrease in involvement of students in physical fighting Physical attacks have decreased in half of countries Cyberbullying is a growing problem (Figure 10. Change in the percentage of children aged 11-16 who use the Internet reporting being cyberbullied in Europe)	Create School violence prevention through education	Abuse School bullying School violence Del 3	published Del 3
P. 25-28	Influencing factors Children who are perceived to be ‘different’ in any way are more at risk of bullying. Key factors include: not conforming to gender norms, physical appearance, race, nationality or colour Figure 11. Percentage of boys and girls affected by different types of school violence and bullying Figure 15. Percentage of students who were bullied because of their physical appearance; race, nationality or colour; or religion
P. 29	Box 4. School violence and bullying and disability Available evidence suggests that children with disabilities are at increased risk of physical and sexual violence Reasons for increased vulnerability to violence and bullying include stigma, discrimination and isolation from potential protective factors, and specific disabilities, such as difficulties with communication, that make it difficult for children to report experiences of violence In Uganda, 84% of children living with a disability reported that they had experienced violence perpetrated by peers or school staff in the past week, compared to 54% of children without disabilities Girls with disabilities were more likely to report sexual violence In the USA, children with disabilities are reported to be more likely to be recipients of corporal punishment from teachers, together with children from ethnic minorities	Improve Disability abuse under created heading 'In school'
P. 31-34	Educational consequences Children who are frequently bullied are more likely to feel like an outsider at school Being bullied can affect continued engagement in education Children who are bullied score lower in tests than their non-bullied peers The more often a student is bullied, the worse their scores Poor discipline and an unsafe school environment are associated with lower academic achievement Figure 19. Educational consequences of bullying Figure 20. Impact of bullying on learning outcomes, mean scores Health consequences Bullying is associated with higher rates of feeling lonely and suicidal School violence can cause physical injuries and harm Bullying is associated with higher rates of smoking, alcohol and cannabis use Bullying is also associated with earlier age of first sexual experience Bullying is associated with lower rates of self-reported life satisfaction and healt Figure 21. Differences in mental health status and the prevalence of risk behaviours between students who were bullied and those who were not bullied Figure 22. Differences in self-reported health status between students who were bullied and those who were not bullied	Improve School bullying
P. 36-45	Statistics by regions: Asia and the Pacific (Figure 23. Status of school violence and bullying in Asia Pacific) Europe (Figure 24. Status of school violence and bullying in Europe) North America (Figure 25. Status of school violence and bullying in North America) Latin America and the Caribbean (Figure 26. Status of school violence and bullying in Latin America and the Caribbean) Middle East and North Africa (Figure 27. Status of school violence and bullying in Middle East and North Africa) Sub-Saharan Africa (Figure 28. Status of school violence and bullying in Sub-Saharan Africa)	4. Improve Education in Latin America under created heading 'School bullying'		4. published Del 3
P. 46-50	Characteristics of effective national responses to school violence and bullying (Figure 29. Trends in school violence and bullying in eight case study countries)
P. 51-53	Constraining factors: CASE STUDIES COUNTRIES Implementing programmes and interventions at scale (Box 6. Uganda: Challenges to scale up) Reporting of incidents of school violence and bullying (Box 7. Peru: Improving reporting of and responding to school violence) Providing support and referral services Monitoring of school violence and bullying (Box 8. Côte d’Ivoire: Integrating school violence and bullying indicators in the Education Management Information System) Evaluating the effectiveness of programmes and interventions Reaching children and young people who are at increased risk of school violence and bullying Preventing and responding to new types of bullying Sustaining interventions to prevent and respond to school violence and bullying			case studies
P. 54	Consistency between country success factors and global conceptual frameworks In Eswatini, success is attributed to a combination of national dialogue and commitment, based on research and data, a multi-sectoral approach that builds on earlier work on gender-based violence, a strong partnership with civil society, training for teachers, and school-based interventions to empower students and provide care and support In Italy, success reflects robust legislation and policies, considerable investment in research and evaluation, evidence-based programming, and a focus on strengthening peer relationships and the active participation of all students In the Republic of Korea, progress has been achieved through multi-sector plans focused on prevention of school violence and bullying that include interventions to create safe learning environments, change the culture of schools, and respond to and refer cases of school violence and bullying, working with both the victims and the perpetrators. In Sweden have included a multi-sector strategy that has encompassed a shift from an individual approach to a more holistic, structural approach where the whole school community is responsible for addressing the problem In Uruguay, the decrease in school violence and bullying is attributed to a focus on promoting a positive school climate and positive discipline, related training and support for teachers, and promotion of the participation and empowerment of students within a framework that promotes human rights in general and children’s rights in particular.			case studies
P. 56-57	Conclusions Countries that have succeeded in reducing school violence and bullying, or maintaining a low prevalence, have a number of factors in common (9 factors) Differences in administrative structures, the education system and types of schools will affect the extent to which factors that appear to contribute to success in one context may be feasible of effective in another	Create School violence prevention through education		published
P. 60-67	Annex 2: (Tables) Prevalence of students who reported being bullied, by sex, age and most common types and drivers of bullying, by country or territory*
P. 68-70	Annex 3: (Tables) Prevalence of students who reported being in physical fights or physically attacked during the past 12 months, by country or territory

Preventing violent extremism through education: effective activities and impact; policy brief

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PDF page number of section	Description	Suggested articles & improvements	Linked Articles	Notes
P. 3	Educational activities practices, policies, methods or approaches implemented to promote learning Measuring the impact of PVE-E efforts from different drivers Pull factors (individual motivations) Push factors (conditions that are conducive) Box 1. The NESTA Standards of Evidence Levels	Create Violent extremism prevention through education	Global citizenship education Education for justice Violent extremism	Might not be enough content to create new article ( a lot of activities and case studies)
P. 4-5	Potentially effective PVE-E activities Peer-to-peer learning (case study: Finland) Experiential learning and role-play (case study: India) Activities stimulating critical reflection (case study: Bosnia and Herzegovina) Targeted measures for learners at risk (case study: Colombia) Team activities (case study: Germany)	Create Violent extremism prevention through education
P. 6	Individual level impacts	Improve Violent extremism		published Del 3
P. 6-7	Proven impact of PVE-E activities in three categories (i) individual (case study: Jamaica) (ii) structural and organizational (case study: Kosovo) (iii) community and social (case study: Jordan)	Create Violent extremism prevention through education
P. 8- 9	List of forty five impacts broken down	Create Violent extremism prevention through education
P. 10-12	Summary tables divided by Case examples Activity characteristics Degree of evidence Impacts on drivers of VE Summary charts PVE-E activities Main impacts Drivers of violent extremism

From access to empowerment: UNESCO strategy for gender equality in and through education 2019-2025

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PDF page number of section	Description	Suggested articles & improvements	Notes
P. 4-5	Introduction gender equality and the empowerment of women and girls as a standalone goal (Sustainable Development Goal 5 - SDG 5) Strategy visual/image two strategic objectives: strengthen education systems to be gender-transformative and promote gender equality and empower girls and women through education for a better life and future three thematic priorities: better data to inform action, better legal, policy and planning frameworks to advance rights, better teaching and learning practices to empower
P. 6-7	Gender equality rationale Despite progress in expanding access to education, particularly in school enrolment at primary level, disparities by education level and region still continues Box 1. Statistics of gender inequalities in education Gender bias and gender-based discrimination permeate the education process in many settings differential engagement, expectations and interactions by teachers with their male and female students, gender stereotypes in textbooks and learning materials inadequate resources and infrastructure to ensure safe and enabling learning environments, and insufficient policy, legal and planning framework	Box 1: Improve Sexism under heading 'Education'	published Del 3
P. 7	Improving educational outcomes involves Safe, high-quality learning environments political will, innovations and strategic investments discriminatory social norms, attitudes and practices education systems that promote gender equality (from national policies and plans, to teacher recruitment and training, to curriculum, textbooks and learning materials, and the learning environment) in many parts of the world, progress towards gender equality also requires complementary and collective action beyond education	Improve Gender mainstreaming under created heading 'Education'
P. 8-9	For UNESCO, gender equality in and through education involves assuring girls and boys, women and men equal rights and opportunities for empowerment though strengthened education systems and a strategy that will drive action towards the attainment of the SDGs (SDG 4)	Improve Education policy under created 'Gender equality'	published Del 3
P. 10-17	Thematic priorities Better data to inform action: high quality timely data and evidence can help countries to identify and analyse gendered patterns and trends, and better plan and target resources. They can also help to identify and inform interventions that influence participation, learning and empowerment, from early childhood to tertiary education Better legal, policy and planning frameworks to advance rights: comprehensive constitutional, legal, policy and planning frameworks are the scaffolding to ensure the right for all to quality early childhood care and education. They are essential to prohibit discriminatory practices and to dismantle barriers to education and lifelong learning Better teaching and learning practices to empower: education is a powerful driver for human capital, economic growth, social cohesion, cultural transformation, environmental sustainability and peaceful coexistence. To be effective and sustainable, gender equality must be integrated into both the pre- and in-service training programmes of teacher training institutions	Improve Education policy Improve Gender mainstreaming in teacher education policy
P. 18-24	UNESCO's implementation strategy: coordination across UNESCO partnerships leadership and advocacy strengthened institutional capacity action planning, resource mobilisation and reporting	Improve Education policy

Migration, displacement and education: building bridges, not walls; Global education monitoring report, youth report, 2019

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PDF page number of section	Description	Suggested articles & improvements	Linked Articles	Notes
	Image/Figure	School violence prevention through education (Percentage of boys and girls who experienced bullying in the past 12 months)
P. 7-9	How migration and displacement interact and affect education Countries are including immigrants and refugees in national education system Barriers to education for immigrants and refugees	Create Education for refugees, migrants and internally displaced persons	Mobile learning for refugees Refugee children Del 3	published
P. 10-11	Education improvements can help immigrants and refugees fully realize their potential Curricula and textbooks often include outdated depictions of migration and displacement Teachers affected by migration and displacement are inadequately prepared Schools with high immigrant and refugee populations need targeted resources to support struggling learners Adult migrant and refugee education needs are often neglected Financial literacy can protect migrants and help households make the most of remittances Recognition of qualifications and prior learning can ease entry into labour markets 7 recommendations that support implementation of education for migrants and refugees	Create Education for refugees, migrants and internally displaced persons		published
P. 12-15	Stories Sazhida runs a kindergarten for pastoralist children in the mountains of Kyrgyzstan during the summer (recommendation: Use flexible school calendars, education tracking systems and curricula relevant to the livelihoods of children of nomads or seasonal workers) John is a Cuban teacher who moved to Canada in 1997 and faced difficulty finding work (recommendation: Harness the potential of teacher migrants)			Create Teacher migrants in future (more content needed) Create Teachers in displacement settings OR Teachers for refugees, migrants and displaced persons in future (more content needed) Stories will not be included in wiki articles, only stats and other data
P. 16-17	3. Undocumented children cannot go to school in South Africa: ‘The system is letting them down’ (recommendation: Protect the right to education of migrants and refugees, whatever their identification documents or residence status)	Improve Education in South Africa
P. 18-19	4. Teachers multitask in Bangladesh’s Cox’s Bazar camps for Rohingya refugees (recommendation: Prepare teachers of migrants and refugees to address diversity and hardship)	Improve Rohingya refugees in Bangladesh under heading 'education'
P. 20-21	5. Children in boarding schools in China want better facilities (recommendation: Improve the level of staff and equipment at boarding schools for migrant children, and emphasize psychosocial support and engagement with the community)	Improve Education in China under heading 'Education for migrant children'		published Del 3
P. 22-23	6. George teaches in a double-shift school in a refugee camp in Kenya (recommendation: Include displaced people in national education systems)	Improve Education in Kenya
P. 24-25	7. Nesrin is the headmistress at a girls’ primary school for Palestinian refugees in Lebanon (recommendation: Support the education needs of migrants and displaced people in humanitarian and development aid)
P. 26-27	8. Latika moved from rural India to Mumbai and ended up living on the streets and finding work, interrupting her education (recommendation: Invest more in public education in slum settings to improve the lives of the most marginalized)
P. 28-29	9. Froilan was born into a poor rural Filipino family and moved to the United States followed by the United Arab Emirates for better opportunities (recommendation: Understand and plan for the education needs of migrants and displaced people) Proficiency helps with socialization, relationship-building and sense of belonging. Lack of proficiency increases the risk of discrimination, bullying and low self-esteem
P. 30-31	10. For Venezuelans arriving into Colombia, school can help them fit in (recommendation: Prepare teachers of migrants and refugees to address diversity and hardship)
P. 32-35	11. Sofia was born in France to Moroccan parents, and struggles with prejudice (recommendation: Represent migration and displacement histories in education accurately to challenge prejudices) 12. Richard, aged 21, is an asylum seeker from Chad, who recently arrived in France and wants to continue his education (recommendation: Protect the right to education of migrants and displaced people and include them in national education systems)	Improve Education in France
P. 36-40	13. Ricardo worries about the impact that the threat of deportation has on his students (recommendation: Protect the right to education of migrants and displaced people) 14. Busra has been trained to help Syrian children in Turkey who are suffering from the trauma of the war (recommendation: Prepare teachers of migrants and refugees to address diversity and hardship) 15. Roxana is a Romanian student on an Erasmus exchange programme to Portugal, where she ‘learned to look beyond stereotypes’ (recommendation: Develop common degree standards, quality assurance mechanisms and academic exchange programmes to facilitate student mobility)

School violence and bullying: global status report / School violence and bullying: Global status and trends, drivers and consequences (confirm which publication)

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PDF page number of section	Description	Suggested articles & improvements	Notes
P. 5-8	Summary All forms of violence and bullying in schools infringe the fundamental right to education and unsafe learning environments reduce the quality of education for all learners. No country can achieve inclusive and equitable quality education if learners experience violence in school	Create School violence prevention through education	Confusion with link (create 1 article) published Del 3
P. 9	A UNESCO evidence review found that the proportion of lesbian, gay, bisexual and transgender students (LGBT ) experiencing school violence and bullying ranged from 16% to 85% and the prevalence of violence was between three and five times higher among LGBT students than among their non-LGBT peers	Improve School-related gender-based violence
P. 10-11	The response to school violence and bullying Key challenges Priorities for action
P. 12	Background and rationale School violence, includes physical, psychological and sexual violence and bullying Root causes include gender and social norms and wider structural and contextual factors such as income inequality, deprivation, marginalisation and conflict Violence and bullying in schools violates the rights of children and adolescents Urgent action is needed to address the global problem of school violence and bullying to ensure that all children and adolescents have access to safe and non-violent learning environments	Create School violence prevention through education	published
P. 14-16	Evidence on the scope, extent and impact of school violence and bullying What is school violence? The underlying causes of school violence and bullying
P. 17	Children and adolescents at risk of school violence and bullying (Bullying of asylum seeking and refugee children)	Create Education in emergencies and conflict areas
P. 18	The gender dimension of school violence and bullying	Improve School-related gender-based violence
P. 19-20	Types of school violence and bullying vary with age Where school violence and bullying occurs Children and adolescents can be both victims and perpetrators Some victims of school violence and bullying do not tell anyone.
P. 21-23	Bullying is widespread in schools throughout the world and cyberbullying is a growing problem Data collected by various surveys from countries worldwide
P. 25	Children and adolescents whose sexual orientation, gender identity or expression does not conform to traditional gender norms A survey in the USA found that 82% of LGBT students aged 13-20 had been verbally harassed at school in the past year because of their sexual orientation Canada, 33% of male students experienced verbal violence related to their actual or perceived sexual orientation including those who did not identify as gay or bisexual	Improve Verbal abuse
P. 25-27	70% and 96% of respondents, in Swaziland and Botswana, said that violence occurs in their school, including verbal and physical violence and violence based on gender expression While verbal violence is reported to be most common, physical violence is also common Violence related to sexual diversity was also reported in all four countries, ranging from 18% of respondents in Swaziland to 44% in Botswana Around 6% of both boys and girls reported being physically attacked or hurt at school in the past year 22% reported being threatened or robbed or assaulted at school In South Africa, a recent national survey found that 8% of secondary school girls had experienced severe sexual assault or rape in the previous year while at school Experience of sexual violence at school or on the way to and from school is also common in some countries. For example, in Kenya, one in five women and men who experienced sexual violence before the age of 18 reported that the first incident occurred at school.	Improve Education in Africa under created heading 'School violence and bullying in education'
P. 27-30	School violence and bullying has a negative impact on educational quality and outcomes School violence and bullying harms the physical, mental and emotional health of children and adolescents Visuals School violence and bullying has significant social and economic costs	Improve School bullying under created subheading 'Negative impact on physical and mental health' under heading 'Effects'
P. 31-50	Overview of the key elements of a comprehensive education sector response to school violence and bullying and highlights examples of initiatives and actions to prevent and respond to school violence and bullying in a range of countries	Create School violence prevention through education	published
P. 51-53	Priority actions 1. Strengthen leadership and commitment to eliminating school violence and bullying 2. Promote awareness of violence against children, the benefits of violence-free schools and the harmful impact of school violence and bullying 3. Establish partnerships, including active participation of children and adolescents, to tackle school violence and bullying 4. Build the capacity of education staff and learners to prevent and respond to school violence and bullying 5. Establish systems to report school violence and bullying and to provide support and services 6. Improve data and evidence on the causes, nature, extent and impact of school violence and bullying and effective responses to it	Create School violence prevention through education	published

Pathways of progression: linking technical and vocational education and training with post-secondary education

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PDF page number of section	Description	Suggested articles & improvements	Notes
	Image/Figures	Female ed in STEM (In Chile, as in many countries, STEM fields of study are dominated by men) Tertiary Ed (Percentage of 25-29..) TVET (TVET as a proportion of all upper secondary programmes
P. 7-8	Summary and policy guidelines Higher-level qualifications are now a common expectation among young people, reflecting increased ambitions, labour market demand for higher-level skills, and a need to upskill and reskill throughout life ‘Member States should develop pathways and facilitate transitions between secondary, post-secondary and tertiary education including flexible admission procedures and guidance, credit accumulation and transfer, bridging programmes and equivalency schemes that are recognized and accredited by relevant authorities Effective pathways serve several policy goals: increase the attractiveness of initial TVET by meeting student aspirations, and remove any perception of TVET tracks as dead-ends reduce inequality, including gender inequality, and promote social inclusion and mobility, by opening up post-secondary education to a wider group of people, including the most disadvantaged help to meet growing economic demands for higher-level skills and qualifications; support lifelong learning, so that individuals can continue to develop knowledge and skills throughout their adult lives, and economies can adapt the skills of the workforce in response to technical and economic change; remove artificial barriers, such as requirements to repeat course material, that increase the costs of learning and prevent some from realizing their full potential	Improve TVET under heading 'Hybridisation' and create subheading for 'Policymaking'
P. 9-15	Policy recommendations: Promote progression pathways through transparency Design initial TVET to support lifelong learning, and augment it with bridges to more advanced programmes Remove the obstacles and fill the gaps in post-secondary provision	Improve TVET under heading 'Hybridisation' and create subheading for 'Policymaking'
P. 16	Box 1: Definition of TVET	Improve Life skills under created heading 'Skills for work and life'	published Del 3
P. 19	Box 2: UNESCO’s 2015 recommendation and the Sustainable Development Goals
P. 21-30	Contexts for reform Key contextual factors which bear on pathway development, and efforts to expand opportunities for TVET graduates The organization of TVET in countries ranges from unitary country systems within ministries of education to highly decentralized systems with multiple loci of decision and control The post-secondary institutional landscape is changing, with the emergence of different types of private and public providers, with major implications for the development of pathways The broader contexts of the labour market and other institutions affect both post-secondary education and TVET, and influence the development of pathways Box 3: Universities of applied science in Austria and the Netherlands Box 4: Short-cycle post-secondary TVET programmes
P. 31-33	Three main groups of individuals with TVET and practitioner backgrounds may seek entry into post-secondary education. The first group comprises graduates from initial TVET who wish to pursue various forms of post-secondary education; the second includes those with short post-secondary TVET qualifications, who wish to continue their studies at bachelor’s level (ISCED 6) in a university setting; the third group is adults from working life with practitioner and TVET backgrounds who wish to pursue further learning
P. 34	Working life to post-secondary education Many adults return to study to change or enhance their careers, sometimes in response to rapid economic change In fast-developing countries, the qualifications of adults typically lag far behind those of young people, and may no longer match the requirements of a developed economy. This implies strong potential demand for the education and training of adults	Improve Adult education	published
P. 35 P. 37-45	Three obstacles stand in the way of effective pathways from TVET to post-secondary, including higher, education fragmentation (Rapid growth sometimes leads to fragmentation and confusion) a lack of bridges and narrow options Overcoming the challenge: promoting pathways through transparency
P. 39	Box 6: UNESCO’s 2015 recommendations on qualifications frameworks, learningoutcomes and recognition of prior learning
P. 41	Box 7: Recognition of prior learning (RPL) France Mauritius South Africa
P. 42	(Recognition of prior learning (RPL) can help those with practical skills to enter post-secondary education) UNESCO Institute for Lifelong Learning (UNESCO-UIL) (2012) defines ‘Recognition, Validation and Accreditation of Learning Outcomes‘ as: Recognition Validation Accreditation	Improve UNESCO Institute for Lifelong Learning
P. 47	Box 9: Bridging programmes linking TVET with higher education Estonia Colombia Indonesia Latvia	Improve Higher education
P. 49	Box 11: Options for simultaneous study allowing TVET students to access higher education In Brazil, two types of upper secondary TVET provision combine general and vocational course content	Improve Higher education in Brazil
P. 58	Box 14: The Open University of China (OUC)	Improve Distance education under heading 'open universities'
P. 67	The emergence of new occupations and the rapid transformation of existing ones, the explosion in knowledge and technology, the shift to an information and knowledge-based society, new ways of organizing the workplace in an increasingly integrated economy are some of the reasons why establishing learning pathways in a lifelong learning perspective are an imperative today	Improve Lifelong learning under created heading 'TVET'

Digital credentialing: implications for the recognition of learning across borders

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PDF page number of section	Description	Suggested articles & improvements	Notes
	Image/Figures	Online credentials for learning (The digital credentials ecosystem)
P. 5	Summary Digital technologies are creating new opportunities and challenges for skills development and recognition globally. There is increasing evidence that the use of digital technologies in education and training is supporting the development of learning materials and close monitoring of teaching and learning processes, changing pedagogies and forms of assessment and certification	Improve Online credentials for learning
P. 7-12	Chapter 1: Introduction Understanding and recognizing learning in digital economies and societies Is there a problem with credentials as we know them today? How to represent learning outcomes beyond a qualification? Research design A note on nomenclature	Improve Online credentials for learning
P. 13-19	Chapter 2: New and Emerging Trends in the Digitization of Credentials The intersection between macro and micro-credentials The open education/learning movement Digital badges Digital repositories Digitization technology standards Blockchain in certification Artificial intelligence	Improve Qualifications framework
P. 20	While credentials were traditionally used to signal major achievements in education, learning or the acquisition of skills (a vocational qualification or a college diploma, for example), technology seems to be accelerating the push to recognize and ‘credential’ more minor achievements and learning outcomes	Improve Online credentials for learning
P. 21-32	Chapter 3: Towards a Digital Credentials Ecosystem The possible structure of the ecosystem (Figure 1 The digital credentials ecosystem) The key actors and communities The Digitization of the Credentials Industry Digital credential currency Implications for the recognition of learning (7 implications)	Improve Online credentials for learning	Figure 1 (pub) published (no CC license in unesco publication) Del 3
P. 33-36	Chapter 4: Implications for World Reference Levels Progress and remaining challenges Implications of digitization	Improve Online credentials for learning
P. 37-38	Chapter 5: Conclusion and Recommendations Countries, regional economic communities and the international community struggle to develop a unified strategy to ensure better and fair recognition of skills and certification across borders. Some of the ways in which this community can take actions with the greatest impact are referenced. Taking advantage of technological progress and innovations linked to recognition of learning and learners’ records cannot progress without commonly agreed digital metadata standards for such records	Improve Online credentials for learning

Strengthening the rule of law through education: a guide for policymakers

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PDF page number of section	Description	Suggested articles & improvements	Notes
	Images/Figures	Ed for Justice (A holistic approach to the promotion of the Rule of Law – from ‘learning about’ to ‘learning to do’) Global citizenship ed (GCED domains of learning and expected learning outcomes)
			Previously created Education for Justice and improved Rule of Law, Global citizenship education, Education in Ontario Huge umbrella that incorporates overlapping issues (wikipedia articles) such as peace education, human rights education, values education, holistic education, ethics, education for justice, GCED etc.
P. 9-10	Summary Role of education in building just and peaceful societies and trust in public institutions There is a lack of understanding among educational professionals about how this role can be best fulfilled Publication aims to provide an overview of how the education sector as a whole can leverage its transformational power to support and encourage young people to be positive and constructive members of society Topics What is the rule of law? What is a culture of lawfulness? What is the role of education in promoting the rule of law? What can education do to strengthen the rule of law? How to take these action areas forward?
P. 14	Introduction/Rationale Addressing challenges to peace, justice, human rights and fundamental freedoms is of vital importance for the stability and well-being of societies across the world today As a public good, national education systems have a key responsibility in upholding and advancing the principles of the RoL. They can prepare future generations to hold state institutions accountable to these principles and equip learners with the knowledge, values, attitudes and behaviours they need to take constructive and ethically responsible decisions in their daily lives that support justice and human rights. It is on this basis that it is possible to build trusted and trustworthy institutions.	Improve Criminal justice under created heading 'Education as a tool to preventing crime and promoting a culture of lawfulness'
P. 18-19	Rule of Law According to the United Nations, the RoL is.. chart	Improve Education for Justice under 'Culture of lawfulness'
P. 20	Box 3. What are the characteristics of a society with a CoL? Role of education Through education, learners are expected to acquire and develop the cognitive, socio-emotional and behavioural experiences and skills they need to develop into constructive and responsible contributors to society	Improve Justice under created heading 'Education for justice'
P. 21-22	The contribution of Global Citizenship Education (GCED) Table B. GCED domains of learning and expected learning outcomes
P. 24	Key knowledge, values, attitudes and behaviours Attitudes and values are developed across a broad range of settings Developing positive attitudes and values is foundational to the holistic and healthy development of learners at all ages Help learners make responsible decisions (proactive behaviour) and be resilient when faced with dangerous or threatening situations Learners might learn to value equality, fairness, mutual respect and integrity	Improve Ethics
P. 25	Box 5. Empowering Children and Youth as Peace Builders (ECaP)	Improve Peacebuilding under created heading 'Peacebuilding through education'
P. 29	Educational strategies and pedagogies that seek to support positive behaviours must also speak to the real vulnerabilities and dilemmas to which learners are exposed. Ex: Box 8. The G.R.E.A.T Programme: Gang, Resistance, Education, and Training	Improve Gangs in the United States under created heading 'Education as a tool to preventing crime'
P 30-33	Reinforcing/adopting positive behaviours For instance, rather than punishment to sanction inappropriate behaviour, it can be effective to introduce mediation or reconciliation programmes. The challenge is to ensure learners are able to apply their new skills in a real-world context Table D. A holistic approach to the promotion of the RoL – from ‘learning about’ to ‘learning to do’	Improve Holistic education Create School violence prevention through education
P. 35	Box 11. UNESCO IIEP’s Ethics and Corruption Education Programme and Resource platform ‘ETICO’	Improve Anti-corruption under 'Education on corruption'
P. 36	Holistic learning environments can be created by working in partnership with learners and their families and relevant community actors who may not necessarily have a formal educational mandate, for example the artistic and sports community, cultural and religious leaders, media, as well as business	Improve Holistic education
P. 37	Box 14. Gender equality and the rule of law Through GCED, girls and boys can learn about gendered attitudes, roles, expectations and behaviours at school as well as at home. GCED for the RoL aims to enable learners to develop values of fairness and social justice, and skills to critically analyse inequalities, including those based on gender.	Improve Global citizenship education
P. 40-43	Curricular support Curricular strategies for implementing RoL/CoL activities or programmes Peace education Human rights education Box 15. UNESCO Clearinghouse on Global Citizenship Education	Improve Curriculum under created heading 'Global citizenship education in curricula'
P. 44	Web-based learning as a tool to learn GCED Box 18. Understanding corruption with iTeen Camp	Improve ICT under ' In education'
P. 45	Use of sports: Learning through non-formal education and community-based approaches is instrumental to ensure learning by the most marginalized Box 19. Line up, Live Up - Using sports for life-skills and positive attitudes	Improve Sport under created heading 'Sport and education'	published Del 3
P. 46-47	Teacher training and development for education for justice (RoL) Teacher quality has a direct positive impact on student achievement Teachers act as planners, initiators, climate builders, facilitators and guides, mediators, knowledge organizers and evaluators, they are central to interpreting and implementing any curriculum Box 20. OECD’s Education for Integrity programme	Improve Teacher under 'Continuous professional development' under created subheading 'Teacher training for Ed for justice'
P. 48	Box 22. Learning with the world with i-EARN-Pangea	Improve ICT under ' In education'
P. 52	Box 25. Anti-corruption clubs for youth in the Republic of Botswana	Improve Anti-corruption under 'Education on corruption'
P. 52-54	Learning opportunities outside of the school context: Youth-led action Family-focused programmes School-community partnerships Inter-school collaborations Partnerships with government and private sector actors Examples: Box 26. Learn without Fear: Youth in action against violence in schools Box 27. Miles de Mano/ Thousands of Hands Box 28. Reducing violence against children in 30 countries across Africa, Asia, Europe and Latin America Box 29. Training young people on integrity with Integrity Action Box 30. The Partnership for Governance Reform in Indonesia	Create School violence prevention through education
P. 55-57	Frequently asked questions

Youth and changing realities: perspectives from Southern Africa

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PDF page number of section	Description	Suggested articles & improvements	Linked Articles	Notes
	General	Create Disengagement from education (pending) + add linked articles User:Besalgado/sandbox10	Pending Dropping out At-risk students Youth unemployment
P. 5-11	Summary / introduction The publication Youth and changing realities: perspectives from Southern Africa was conducted as a response to UNESCO’s call for papers entitled: Relevance of post-basic education to the changing realities of youth in sub-Saharan Africa: Exploring the perspectives of young people.
P. 12-15	Chapter 1: Addressing post-basic education engagement and disengagement The world has been experiencing a globalization trend that is resulting in greater integration in areas such as the economy, politics and culture. However, this globalizing system is also resulting in a greater hierarchization that includes certain societies but marginalizes others thereby reinforcing a global division of labour Many reforms — which implied significant philosophical shifts from a focus on domestic needs to a focus on international trends, destabilized traditional lifestyles of certain communities as well as crafted education When international multilateral organizations demand adjustments to be made in countries of the Global South, in educational terms, it assumes that all countries aim at the same values and ideas, including the promotion of literacy, numeracy, and information and communications technology (ICT), for example Appreciate the need to organize education locally in a way in which is not left at the mercy of market-driven forces, nor approached from a modernist view in which education is a driving force in global competition When the youth are valued and exclusionary practices are challenged, there are clear individual and societal benefits Aspirations — specifically those related to education — can be influenced by socioeconomic status, families, neighbourhoods In some sub-Saharan African cities, where populations are increasing and formal jobs are scarce, formal education is not part of the aspirations and expectations of the youth It is known that for young people in school, aspirations are relevant for setting goals, being hopeful and more responsible for building a better future. Education is seen as a shelter against difficulties	Improve Youth in Africa under created heading 'Education'		published Del 3
P. 16-21	Chapter 2: Overview of youth development and post-basic education According to UIS, about 43% of children in sub-Saharan Africa dropped out from primary school in 2014 In Zambia and Malawi, dropout rates at the primary school level were 45% (UIS, 2012) and 46% (UIS, 2013) Factors contributing to youth dropping out of school include growing cases of household poverty, negative impact of the HIV and AIDS pandemic on southern African communities, patriarchal attitudes contributing to the removal of young girls from school, inequitable distribution of educational resources and access to education Youth employment	Improve Youth in Africa under created heading 'Education'
P.19	Youth literacy (statistics) - Zimbabwe and Namibia have some of the highest literacy rates in Africa, whilst Malawi has a low literacy rate Curriculum development - SADC member states adopted the Protocol on Education and Training in 1997, and this led to curriculum review processes in various countries in the region	Improve Literacy under 'Africa' Improve Education in Africa under 'Recommendations for reform'
P. 22-26	Chapter 3: Research methodology (Young people’s views on disengagement and the relevance of education) Desk study: Literature review, policies and programmes Focus group discussions Gender and post-basic education Challenges and limitations of field work			Description of research
P. 27-41	Chapter 4: Research findings and discussion Analysis of youth needs and aspirations Youth perceptions of the relevance of the education system Exploring the socio-cultural factors that contribute to youth disengagement (Education of girls) Youth recommendations to address disengagement	Improve Youth in Africa under created heading 'Education'
P. 42-46	Chapter 5: Research conclusions and recommendations Engage youth about the relevance of education as actors of change, and focus on strategies and opportunities in stressful environments Promote schools and their curricula’s connections with the students’ communities, and empower families in the promotion of education Improve the education of girls through gender-sensitive policies, engagement with communities, and out-of-school programmes Elaborate, implement and evaluate policies and programmes for the education and inclusion of vulnerable and marginalized youth, with the participation of beneficiaries and communities Develop out-of-school programmes that are sustainable, inclusive and tailored to the need of the students and communities	Improve Youth in Africa under created heading 'Education'

Empowering students for just societies: a handbook for secondary school teachers

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PDF page number of section	Description	Suggested articles & improvements	Linked Articles	Notes
	Image/Figure	Secondary education (GCED for the rule of law learning outcomes at the secondary level)
P. 9-11	Introduction Rule of law in secondary education: Adolescence is associated with a time of significant growth where identity, belongingness, and socialization - especially among peer groups is particularly important. Secondary schools play an important role in youth's socialization, development and forming their ideas and approach to justice, democracy and human rights.	Improve Secondary education under 'Future directions for secondary education'		published Del 3
P. 12-16	Setting expected learning outcomes The GCED expected learning outcomes are based on a vision of learning that covers three domains to create a well-rounded learning experience: cognitive, socio-emotional and behavioural (Table A. GCED domains of learning and expected learning outcomes) Table B. A holistic approach to the promotion of the rule of law – from ‘learning about’ to ‘learning to do’	Improve Global citizenship education under 'connection to ed for justice'		published Del 3 (insert table)
P. 17	Creating conducive classroom climates Modelling fairness and justice Positive engagement opportunities for adolescents Thoughtful classroom set-up Participatory teaching methods	Improve Learning environment under created 'Conducive classroom climates'		published Del 3
P. 18	Adapting the teaching resource Classroom constraints Cultural familiarity Local relevance Inclusivity for diverse students	Improve Pedagogy under heading 'Pedagogical considerations' under created subheading 'Teaching resource adaptation'		published Del 3
P. 18-19	Teacher readiness Teaching values, attitudes and skills that strengthen the RoL and promote a CoL requires additional preparation from teachers: Improving self-awareness Screening for stereotypes Ensuring subject matter knowledge Managing sensitive issues Obtaining necessary clearance Mobilizing resources in the community	Improve Education for justice under 'Teacher training and development;		published Del 3
P. 20-62	Box 1.How can teachers and schools strengthen the rule of law? (P. 19) Catalogue of teaching resources (Classroom resources): Short activities and games (P. 25) Single lessons (P. 31) Units or projects (P. 56)	Create Global citizenship in curricula	Curriculum Global citizenship education Education for justice Pedagogy	Need more content to create Global citizenship in curricula since remaining pages in the publication are activities
P. 63-67	Out-of-classroom resources The use of sport to reduce crime, as well as to prevent violent extremism and radicalization Extra-curricular acitivites, such as student-led clubs, allow youth the opportunity to apply their class-based learning more concretely in their own school and community	Create Global citizenship in curricula
P. 68-73	School-family-community engagement resources Through these activities, adolescents – with the support of parents and community members – can practise actively shaping a society in which everyone can live peaceful, just, safe and fulfilled lives	Create Global citizenship in curricula
P. 76-77	Assessing learning Assessment is an important part of the teaching and learning process. The broad types of assessment are diagnostic, formative and summative. Approaches to assessment Self-assessment Learning journals Peer-assessment Observation Portfolio Projects	Create Global citizenship in curricula
P. 78-85	References Annex: Adaptation ideas Index

Empowering students for just societies: a handbook for primary school teachers

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PDF page number of section	Description	Suggested articles & improvements	Notes
	Image/Figure	Primary education (Global citizenship education for the rule of law learning outcomes at the primary level)
P. 9-11	Introduction Rule of law in primary education: Schools play an important role in children’s socialization and in developing their appreciation of sharing, fairness, mutual respect and cooperation.	Improve Primary education under 'Promoting the Rule of Law in primary education'	published Del 3
P. 15-16	Table A. GCED domains of learning and expected learning outcomes Table C. GCED for the rule of law learning outcomes at the primary level	Improve Primary education	table
P. 20-50	Catalogue of teaching resources (Classroom resources) Teaching about GCED Short activities and games (P. 25) Single lessons (P. 31) Units or projects (P. 40) Stories and books (P. 44)	Improve Curricula in early childhood care and education under created heading 'Curricula for primary education' (teaching resources)	published Del 3
P. 51-57	Out-of-classroom resources sport as a teaching resource to improve self-esteem, enhance social bonds and provide participants with a feeling of purpose has become more widespread field trips allow students the opportunity to apply their class-based learning more concretely in their own community	Improve Curricula in early childhood care and education under created heading 'Curricula for primary education' (teaching resources)	published
P. 58-65	School-family-communityengagement resources with the support of parents and community members – can practise actively shaping a society in which everyone can live peaceful, just, safe and fulfilled lives	Improve Curricula in early childhood care and education under created heading 'Curricula for primary education' (teaching resources)	published
P. 66-69	Approaches to assessment Box 2: OSCE/ODIHR guidelines for student assessment in human rights education
P. 70-77	References Annex: Adaptation ideas Index		Remaining pages are activities

A Lifeline to learning: leveraging mobile technology to support education for refugees

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PDF page number of section	Description	Suggested articles & improvements	Linked Articles	Notes
	Image/Figure	Mobile learning for refugees (A human–organization–technology model to map values of mobile learning for refugees) Refugee children (Overview of key education-related challenges in refugee contexts) Ed for refugees, migrants and displaced persons (Overview of key education-related challenges in refugee contexts AND A human organization...) Ed in emergencies and conflict (Overview of key education-related challenges in refugee contexts)
P. 4-7	Summary
P. 10-11	Introduction and background In recent years, the heightened magnitude of the crisis has fuelled the demand to harness digital technology to improve learning and teaching in refugee and displacement contexts About 28 million of the 50 million children who have been forcibly displaced were escaping violence and insecurity, and more than 11 million fall in the category of child refugees and asylum seeker The role of education as a strategic response to displacement To ensure that refugees have access to equitable and inclusive quality education and lifelong learning opportunities, long-term approaches to education delivery in contexts with displaced populations are clearly needed The relevance of mobile technology Today, about 86 per cent of the world’s refugees reside in developing countries, and 71 per cent of refugee households own a mobile phone Figure 1. Phone ownership among refugees	Create Mobile learning for refugees	Children in emergencies and conflicts Educational technology M-learning Refugee children Right to education Information and communications technology Refugees of the Syrian Civil War Education for refugees, migrants and internally displaced persons Del 3	published
P. 18	Support of mobile solutions for refugees' informal learning	Improve M-learning under 'Mobile learning for refugees'		published Del 3
	Mobile learning to address individual challenges Lack of language and literacy skills in host countries (P. 18) Trauma and identity struggles (P. 24) (Psychosocial well-being can be related to learning and education in two ways) Disorientation in new environments (P. 27) Exclusion and isolation (31)	Create Mobile learning for refugees		published
P. 19-21	Mobile solutions can provide support for refugees’ language and literacy challenges in three main areas: literacy development foreign language learning translations	Improve Information and communications technology		published Del 3
P. 24-26	Trauma and identity struggles Challenges related to the overall psychosocial well-being of refugees are quite complex and individually nuanced. As many studies confirm, refugees have reduced levels of well-being and a high prevalence of mental distress due to past and ongoing trauma Groups that are particularly affected and whose needs often remain unmet are women, older people and unaccompanied minors In addition to experiencing mental health problems from traumatic experiences, refugees are further affected by identity struggles	Improve Posttraumatic stress disorder		published Del 3
P. 27-30	Orientation upon arrival and in resettlement Mobile phone can play a key role by supporting refugees in their informal learning and problem-solving processes The Syrian crisis has sparked the development of numerous refugee apps, ranging from general catch-all apps to specific apps that focus on distinct domains such as accommodation, health or authorities For example, a study on Syrian refugees in rural Lebanese camps describes women maintaining WhatsApp groups to coordinate issues such as transport with their neighbours	Improve Refugees of the Syrian Civil War under 'Mobile technology'		published Del 3
P. 38-49	Mobile learning to address education system challenges Teachers who are unprepared for education for refugees (P. 38) A scarcity of appropriate learning and teaching resources (P. 43) Undocumented and uncertified educational progress (P. 45)	Create Mobile learning for refugees		published
P. 52-68	Mobile learning to address challenges related to specific levels and types of education Limited access to quality primary and secondary education (P. 52) Obstacles to vocational training and the labour market (P. 59) Restricted access to higher education (P. 64)	Create Mobile learning for refugees		published
P. 72-76	Lessons learned and conclusions Leveraging existing technology resources to deliver quick-response mobile learning while ensuring physical and cyber security Ensuring inclusion and gender equality in mobile learning projects for refugees Promoting blended learning for quality provision of education Empowering teachers to play pivotal roles in facilitating mobile learning and coaching refugees Overcoming barriers to practising learner-centred pedagogy Cultivating skills for jobs, self-fulfilment and entrepreneurship Shifting from a technocentric approach to need-centric and resource restructuring models Figure 5. A human–organization–technology model to map values of mobile learning for refugees	Create Mobile learning for refugees		published
P. 77	Major challenges Validating educational impact and determining cost-effectiveness Scaling up and expanding reach	Create Mobile learning for refugees		published
P. 78-99	References and appendix

Funding skills development: the private sector contribution

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PDF page number of section	Description	Suggested articles & improvements	Notes
	Image/Figure	Education in the Dominican Republic (Areas) Education in Senegal (Four main functions of National Office for Vocational Training (ONFP)
P. 7-11	Summary Introduction: main findings of the review of literature on existing funding methods for TVET methodology to estimate the amount of private sector resources that could be available for TVET (revenue that could be raised by means of training levies within three main types of scheme): - revenue-generating schemes - levy-subsidies schemes - levy-exemption schemes
P. 13-32	Chapter 2: overview of different schemes of training funds that are currently being implemented, along with some international evidence of their effectiveness and the issues that policy-makers have encountered in implementing them. It also discusses some methodologies of assessment that have been employed
	Understanding training levies (P. 14-15) Mobilizing the means for implementing vocational (P. 10) A training levy is a tax imposed on employers with a view to financing training activities Quite often insufficient efforts are being made by the private sector, public intervention is needed to ensure that the necessary amount of lifelong learning takes place In general terms, training levies are important tools to provide a pool of funding which could contribute to the advancement of human capital Examples: England, Switzerland and The Netherlands Training levies also create a means for under-educated members of society to continue to train and build up their human capital.	Improve Adult learning under created heading 'Skills development funding'	published Del 3
	Box 2.1 Typology of schemes based on payroll taxes (P. 19) Previous research has identified several types of scheme that use payroll taxes to raise resources for funding skills development transparency and accountability (P. 20)	Improve TVET under 'Private sector'	published Del 3
	Skills development (P. 21-22) Brazilian training funds Revenue-generating schemes. These schemes are arguably the most reliable in generating funding for training in countries where there is a persistent shortage of funding available to promote skills development Box 2.3 Revenue-generating training funds: the case of Brazil	Improve Universities and higher education in Brazil under created heading 'Skills development'	published Del 3
P. 33-45	Chapter 3: UNESCO’s approach to estimating the potential amount of revenue that could be raised by means of training levies. It also proposes a proxy for the levy base and identifies key features of the levy rate Evidence show that the vast majority of the schemes currently in operation are designed to raise funds through taxes that are applied to the payroll (P. 34) ok General trends from several countries (P. 39)	Improve TVET under 'Private sector'	published
P. 46-62	Chapter 4: overview of the TVET being carried out in the Dominican Republic, with the estimates of the potential revenue that could be raised by means of training levies Areas image (Source UNESCO P. 51)	Improve Education in the Dominican Republic under created heading TVET	published Del 3 Areas image
P. 63-78	Chapter 5: presents similar information to Chapter 4, focusing on the scheme being implemented in Cyprus Training funds in Cyprus (P. 64) Activities (P. 70)	Improve Education in Cyprus	published Del 3
P. 79-92	Chapter 6: estimates that have been produced to evaluate the impact of training levies in Côte d’Ivoire Funds that could be mobilized through a training levy (P. 80) Current system which funds the Senegalese vocational and training scheme	Improve Education in Senegal	published Del 3 Fig 6.2
P. 93-100	Chapter 7: methodology and guidelines that a country or institution managing a training fund could follow in order to produce its own estimates Guidelines for forecasting training revenues Conclusions
P. 101-129	References, acronyms, appendix

Taking a whole of government approach to skills development

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PDF page number of section	Description	Suggested articles & improvements	Linked Articles	Notes
P. 7-10	Summary Focus on interaction between government ministries and agencies at national and subnational levels, examining how governments can work to coordinate technical and vocational education and development (TVET ) and skills development across relevant policy domains Table 1 Ten essential building blocks and the impact of inter-ministerial coordination	Improve TVET		published
P. 12	Background and purpose of study Governments have experienced difficulty in formulating, planning, managing, implementing and evaluating effective TVET and skills development policies, strategies and plans In an effort to overcome these difficulties various governments across the world have given significant thought to the inter-ministerial coordination mechanisms and ‘institutional architecture’ required to successfully plan, manage, monitor and evaluate TVET and skills development ‘Inter-ministerial coordination’ Coordination is a wide-ranging term which can be interpreted as covering interaction between different ministries and government agencies at a national level; the interaction between national, subnational and local structures and agencies; and interaction with social partners such as employers, trade unions and civil society organizations Focus on interaction between government ministries and agencies at national and subnational levels, examining how governments can work to coordinate skills and TVET across relevant policy domains	Create Policy development for skills and TVET	Vocational education Qualifications framework TVET Del 3	published Del 3
P. 14	Background / Recent trends in TVET and skills development (2nd paragraph) From the late 1980s onwards a number of governments began to place increasing emphasis on the role of education in preparing learners effectively for the world of work This school of thought, termed ‘new vocationalism’, placed the skills needs of industry at the centre of discussions on the purpose of public education	Improve Vocational education		published Del 3
P. 15-17	These six intervention areas are viewed in an increasing number of countries as being essential steps in creating a demand-led TVET and skills development system. Such a system is viewed as desirable as, in principle, it enables the training market to supply the type and quantity of skills required by the labour market	Create Policy development for skills and TVET		published
P. 18	Influence of Sustainable Development Goals (SDGs)	Create Policy development for skills and TVET		published
P. 19-24	Functions of government regarding TVET and skills development (Annex 4) Policy development and design Planning, management and delivery, monitoring and evaluation Finance and funding Quality assurance, standard setting, curriculum development and assessment	Create Policy development for skills and TVET		published
P. 27-32	Critical success factors in inter-ministerial coordination (Success’ is defined in terms of the objectives and goals of a country’s TVET policy viewed through the three interlocking ‘lenses’ of economic growth, social equity and sustainability) Key foundational requirements which need to be in place in order for a TVET and skills development system to have a chance of achieving its economic growth, social equity and sustainability goals Table 3 Ten essential building blocks of an effective TVET system	Create Policy development for skills and TVET		published
P. 37-39	Inter-ministerial coordination has led to improvements in QA and the portability of qualifications Developing a standardized quality framework is seen as one means of enabling governments to strike the balance between the development of nationwide standards and allowing sufficient flexibility at local and institutional levels to respond to emerging needs Examples: Austria, Uganda and Sri Lanka	Improve Qualifications framework under created heading ' For skills and TVET development'		published Del 3
P. 39-40	Stable and sustained financing The budgeting system is a powerful tool for more integrated policy-making, as the availability of adequate resources often guides the implementation of government priorities The coordinated financing of national skills development strategies and plans is made easier in situations where the political drive for skills development emanates from a ministry of finance or equivalent body Incentives are linked closely to financing. Funding flows and the promise of funds are an important means of nudging the delivery system to deliver on national priorities	Create Policy development for skills and TVET		published
P. 43-46	Key factors and trigger points that can facilitate or hamper inter-ministerial coordination efforts Seven possible trigger points that can affect inter-ministerial coordination efforts (negative impacts)	Create Policy development for skills and TVET		published
P. 48-59	Results and analysis of 12 country case studies
P. 60-69	Conclusions UNESCO publication has identified a number of country-specific examples which tend to support the hypothesis that adopting inter-ministerial coordination mechanisms can assist in the achievement of TVET and skills development objectives across a number of policy domains Recommendations
P. 70-94	Annex and references

Guidelines on the development of open educational resources policies

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PDF page number of section	Description	Suggested articles & improvements	Notes
	Image/Figures	Open educational resources (Scheme for use in streamlining the OER policy)
P. 1-3	Introduction OER can make a significant contribution to achieving SDG 4 for Education 2030, as stated in the Qingdao Declaration (UNESCO, 2015)	Create Sustainable Development Goal 4	UNESCO publication: how to develop OER policy in different contexts globally
P. 4-17	Chapter 1: Understanding the potential of OER The promise of OER for achieving SDG 4 (P. 8) Figure 3: Resource-related challenges in achieving SDG 4 OER present an opportunity to increase access to high-quality learning materials while allowing materials to be adapted and contextualised for specific regional purposes through open licensing Examples of targets for policies to harness OER to achieve SDG 4	Create Sustainable Development Goal 4
	Educational systems across the world are being challenged to become more inclusive, to increase the quality of learning provision and to be more responsive to the requirements of society and the economy. (P. 8-9) If OER are to contribute to SDG 4, they must be mainstreamed in long-term national or institutional strategies The fundamental pillars of a successful OER policy	Improve Open educational resources under created heading 'In relation to SDG 4'	published Del 3
	Main focus areas and enabling factors for OER policies (P. 9) Figure 5: Example of the full structure of a well-designed OER policy	Improve Open educational resources policy under created heading OER policy structure'	published Del 3
	Definition (P. 9-12) Box 1.1: Key documents promoting OER through international partnerships Openness in OER is enabled by open licensing, which gives users free and permanent permission to adapt and reuse Types of OER	Improve Free education under created heading Open educational resources (main...) Improve Open access
P. 18-29	Chapter 2: Determining the OER policy vision Positive (P. 22-25) OER policy should focus on points for action that are related to SDG 4 Reducing barriers to learning opportunities for underserved groups Reducing the costs of access to education Improving the relevance of learning content to individual needs Providing multilingual and localized content Adult literacy and gender sensitivity	Improve Open educational resources policy under created heading OER policy structure'	published Del 3
	Box 2.2: Examples of using OER to reduce the cost of higher education (P. 24) United States of America Bangladesh Malaysian
	OER constitute a medium or instrument to facilitate improvements and innovations in teaching and learning (P. 26) Integration of OER into the teaching and learning environment can be either loose or tight Loose integration Tight integration Table 2: Four objectives for the use of OER within the teaching and learning setting	Improve Teaching method under created heading 'OER in teaching and learning'
	Fostering teachers’ professional development and engagement through OER (P. 28)	Improve Teacher education
P. 30-41	Chapter 3: Framing the OER policy
P. 42-52	Chapter 4: Executing the gap analysis Objectives of an OER policy (P. 45)	Improve Open educational resources policy under created heading OER policy structure'	published Del 3
P. 54-75	Chapter 5: Designing the masterplan Building blocks for OER policy plans (P. 57)
	Box 5.1: Examples of national schemes supporting OER through a licensing framework (P. 59)
	Integrating OER into curriculum (P. 60-61) Table 8: Building blocks for curriculum development	Improve curriculum
	Supporting capacity building and raising awareness (P. 66)	Improve Capacity building
P. 76-87	Chapter 6: Planning for governance and implementation The key elements of the implementation plan include: (P. 79) Establishing an appropriate implementation method Determining budgets and the implementation schedule Planning partner engagement Setting up an organizational structure for policy governance and coordination International collaboration for promoting peer learning and exchange of ideas	Improve Open educational resources policy under created heading OER policy structure'	published Del 3
P. 88-97	Chapter 7: Launching the OER policy Launching of the policy entails the organization of central events supported through high-level endorsement, targeting different stakeholder and user groups with the purpose of clarifying and communicating the policy’s goals and implementation plan (P. 97)	Improve Open educational resources policy under created heading OER policy structure'	published Del 3
P. 98-102	References

I'd blush if I could: closing gender divides in digital skills through education

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PDF page number of section	Description	Suggested articles & improvements	Linked Articles	Notes
	Image/Figure	Female gendering of AI technologies (Voice assistant release dates and gender options) Gender digital divide (Guidelines for Digital Inclusion) Digital divide (Abilities and perceptions of abilities)
P. 10-11	POLICY PAPER: RATIONALES AND RECOMMENDATIONS FOR GENDER-EQUAL DIGITAL SKILLS EDUCATION Introduction/Background: Education systems are trying to ensure equitable, inclusive and high-quality digital skills education and training These efforts carry special urgency because digital skills open pathways to further learning and skills development.	Create Gender digital divide	Digital divide Information and communications technology (ICT) Female education Women's empowerment Del 3	published Del 3
P. 12-25	CHAPTER 1: Understanding the digital skills gender gap THE SEVERITY AND PERSISTENCE OF THE DIGITAL SKILLS GENDER GAP (P. 15)* THE ACCESS DIVIDE VS THE SKILLS DIVIDE (P. 16)* THE ROOTS OF THE DIGITAL SKILLS GENDER GAP*	Create Gender digital divide		published Del 3
	GENDER DISPARITIES ACROSS SKILL LEVELS (P. 17)	Improve Digital divide under Skills and digital literacy		published Del 3
	THE RELATIONSHIP BETWEEN DIGITAL SKILLS AND GENDER EQUALITY (P. 25)	Create Gender digital divide		published Del 3
P. 26-35	CHAPTER 2: Why closing the skills gap matters DIGITAL SKILLS FACILITATE ENTRY INTO THE LABOUR MARKET	Improve Female education under created heading 'Female education and technology'		published Del 3
	DIGITAL SKILLS ARE ESSENTIAL FOR WOMEN’S SAFETY BOTH ONLINE AND OFFLINE	Create Gender digital divide		published Del 3
	DIGITAL SKILLS ENHANCE WOMEN’S COMMUNITY AND POLITICAL ENGAGEMENT (p. 30)	Improve Women's empowerment under cerated heading 'Digital skills enhance political empowerment'		published Del 3
	DIGITAL SKILLS BRING ECONOMIC BENEFITS TO WOMEN AND SOCIETY (P. 31)	Improve Economic development under created heading 'Women and digital skills'		falta 1
	DIGITAL SKILLS EMPOWER WOMEN TO HELP STEER THE FUTURE OF TECHNOLOGY AND GENDER EQUALITY DIGITAL SKILLS FOR WOMEN ACCELERATE PROGRESS TOWARDS INTERNATIONAL GOALS	Create Gender digital divide		published
P. 36-65	CHAPTER 3: Recommendations for closing the digital skills gender gap Women and girls digital skills development may be strengthened by: ADOPTING SUSTAINED, VARIED AND LIFE-WIDE APPROACHES ESTABLISHING INCENTIVES, TARGETS AND QUOTAS EMBEDDING ICT IN FORMAL EDUCATION SUPPORTING ENGAGING EXPERIENCES EMPHASISING MEANINGFUL USE AND TANGIBLE BENEFITS ENCOURAGING COLLABORATIVE AND PEER LEARNING CREATING SAFE SPACES AND MEET WOMEN WHERE THEY ARE EXAMINING EXCLUSIONARY PRACTICES AND LANGUAGE RECRUITING AND TRAINING GENDER-SENSITIVE TEACHERS PROMOTING ROLE MODELS AND MENTORS BRINGING PARENTS ON BOARD LEVERAGING COMMUNITY CONNECTIONS AND RECRUITING ALLIES SUPPORTING TECHNOLOGY AUTONOMY AND WOMEN’S DIGITAL RIGHTS	Create Gender digital divide		published
	8 strategies to encourage male advocacy for gender equality in technology (P. 59)
P. 65-73	References
P. 74-84	THINK PIECE 1: THE ICT GENDER EQUALITY PARADOX Paradox is that countries with higher gender equality levels do not always have a higher proportion of women pursuing ICT-related diplomas (Image: ICT Gender Equality Paradox P. 76) Reference data (P. 81)
P. 85-130	THINK PIECE 2: THE RISE OF GENDERED AI AND ITS TROUBLING REPERCUSSIONS (The disparity only serves to perpetuate and exacerbate gender inequalities, as unrecognized bias is replicated and built into algorithms and artificial intelligence) Gender implications of artificial intelligence (AI) Consumer technologies (ex: digital assistants) generated by male-dominated teams and companies often reflect troubling gender biases (P. 89) Even if far from a panacea, establishing balance between men and women in the technology sector will help lay foundations for the creation of technology products that better reflect and ultimately accommodate the rich diversity of human societies MAKING VOICE ASSISTANTS FEMALE (P. 94)	Improve Gender digital divide Create Female gendering of AI technologies	Artificial intelligence (AI) Gender bias Gender digital divide Del 3	published published Del 3
P. 131-145	References and bibliography

Humanistic futures of learning: perspectives from UNESCO Chairs and UNITWIN Networks

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PDF page number of section	Description	Suggested articles & improvements	Linked Articles	Notes
P. 11-13	Introduction UNESCO's publication addresses important dimensions critical to re-purposing education for the future role of culture in strengthening social and environmental sustainability; the values and attitudes needed to shape future generations; the need for robust public education and alternative learning spaces; human creativity and capability in a digital era; and the role of higher education, research and innovation in generating knowledge to transform the world	Create Futures of education	PENDING Education for sustainable development Global citizenship education Sustainable development	PENDING User:Besalgado/sandbox7
P. 15-46	Chapter 1: Culture and the environment The devaluation and decline of local knowledge systems (P. 22) ‘Knowledge democracy’ implies acknowledgement of a diversity of knowledge systems and cultures	Improve Knowledge under created heading ‘Knowledge democracy’		published Del 3
	Climate change marks a dire need for sustainability (P. 28-30) Geology for society: Earth science for sustainable development (P. 39) Becoming citizens of the Earth (P. 45)	Improve Education for sustainable development under created headings - 'Climate change in ESD' - 'Geology in ESD'		published Del 3
P. 47-94	Chapter 2: Responsible citizenship: Cultivating a generation at peace with itself and the Earth Democracy requires its citizens to practice openness, goodwill and independent thinking, qualities that can only be achieved through the building of critical and empathetic capacities (P. 51) These capacities are developed and taught by the arts and humanities	Improve Philosophy under created heading philosophy in education in early learning
	Pursuing planetary stability as a purpose of education (P. 61)	Improve Common good under created 'Education as a common good'
	Visual literacy in the age of the image (P. 63-66)	Improve Visual literacy Improve Visual literacy in education
	Human rights education (71-74)	Improve Human rights education
P. 95-129	Chapter 3: Rethinking learning systems: Strengthened public education and integrated learning networks Re-imagining universities to democratise knowledge Rethinking higher education to serve equality and sustainability (P. 97)	Improve Higher education
	Critical service-learning to concretize reform (P. 119)	Improve Inclusion
	Open educational resources and global online learning (P. 122) The world’s knowledge is a public good that should be made available to everyone	Improve Common good under created 'Education as a common good'
	Transforming education for individuals and society (P. 128)	Improve Public education created 'Public education development'		published Del 3
P. 130-163	Chapter 4: Science, technology and innovation Building the capacity to aspire in a digital era AI and education: weighing the benefits and challenges (P. 136-137)	Improve AI
	Training engineers in sustainable development (P. 142)	Improve Engineer under created heading 'Engineers in sustainable development'		published Del 3
P. 164-213	Chapter 5: Knowledge and transformation: Setting the stage for the futures of education Education for an interdisciplinary world (P. 166-167)	Improve Interdisciplinarity
	Lifelong counseling and life designing for careers of the future (P. 191)	Improve Lifelong learning under 'Learning economy'		published Del 3

Global education monitoring report 2019: gender report: Building bridges for gender equality

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PDF page number of section	Description	Suggested articles & improvements	Notes
	Image/Figure	Sex differences in ed (A broad framework is used to monitor gender equality in education) Gender mainstreaming in teacher education policy (Share of women in the teaching force, by region, income group and education level, 2017) Education policy (Twenty countries whose education sector plans were reviewed from a gender equality perspective) Gender parity index (Percentage of countries that have achieved gender parity in the gross enrolment ratio, by education level, 2000 and 2017) School bullying (Percentage of boys and girls who experienced bullying in the past 12 months) Ed for all (Adjusted gender parity index for selected gross enrolment ratios and literacy rates, 1990–2017) Women in STEM fields (Percentage of students who are female in...)
P. 3-5	Key messages and introduction Intersections between education, migration and displacement are not gender-neutral (P. 5)
P. 7-8	Substantial progress has been made towards achieving gender parity Gender disparity to the disadvantage of females remained in adult literacy, where 63% of illiterate adults are female In tertiary education, gender disparity flipped to the disadvantage of males Overall, girls are more disadvantaged in low-income countries FIGURE 2: There has been steady movement towards gender parity for more than 25 years FIGURE 3: Progress towards gender parity has varied by region FIGURE 4: Many countries have yet to achieve parity in secondary education	Improve Education For All in created heading 'Gender parity'	published Figure 2 Del 3
P. 9-10	In general, the interaction of gender with poverty or location tends to work to the disadvantage of girls in poorer countries with low completion rates and social expectations that they marry early, and to the disadvantage of boys in richer countries with high completion rates but social expectations that they enter the labour force early	Improve Poverty under 'Education' created sub 'Gender and poverty"	published Del 3 Figure 6. a
P. 10	In tertiary education, 111 young women are enrolled for every 100 young men Women are under-represented in certain programmes. Across more than 120 countries, the share of female students in tertiary engineering, manufacturing and construction programmes and in information and communication technology (ICT) is just over 25% FIGURE 8:Young women are under-represented in engineering and ICT programmes in tertiary education (P. 14)	Improve Tertiary education under created heading 'Gender disparities'
	Gender disparities Gender factors influence the education of children left behind by migrating parents (P. 11) Gender aspects of migrant remittances have an impact on education (P. 14) Displacement exacerbates gender imbalances in education Teaching resilience and life skills to adult displaced populations has important gender dimensions (P. 16)		Improve Education for refugees, migrants and internally displaced persons Improve Education in emergencies and conflict areas
P. 19	Unequal and harmful social values persist Gender norms prevent changes in education one common view is that women’s primary role is to be wives, housewives and caregivers. Such views influence education in several ways Such beliefs can lead to a vicious circle of reduced opportunities in employment and education Challenging gender norms means working with adolescent girls and boys on gender role issues	Improve Gender role under created heading 'Gender inequality in education'
P. 20	Migrant women face deskilling in many contexts	Improve Skill 'Migrant women's 'Deskilled'
P. 21	Child domestic work is a gender discriminatory practice that affects education	Improve Child labour
P. 22	Early marriage and the right to education	Improve Child marriage
P. 25-	Gaps in education attainment and achievement are the result not only of the general social and economic context but also of its reflection in education systems Regulations, general and school-specific policies, curricula, and teacher education must be designed through a gender lens if they are to contribute to equality Examples that highlight connections: PREGNANT GIRLS SHOULD NOT BE EXCLUDED FROM SCHOOL SCHOOL ENVIRONMENTS ARE OFTEN NOT SAFE OR GENDER-INCLUSIVE TEACHING IS FREQUENTLY A FEMALE PROFESSION WITH MEN IN CHARGE	Improve Education policy (Improve Teacher?)
P. 26	Box 9: Gender-based violence is worse in displacement settings	Improve School-related gender-based violence under 'Gender inequality'
P. 33	Box 11: Teacher training is key to promoting gender equality in migrant and refugee communities	Improve Teacher education
P. 35	AID POLICIES VARY IN THEIR EMPHASIS ON GENDER EQUALITY IN EDUCATION Donors differ in level and type of support to gender equality in education (Aid assistance on girl's education) According to this classification, US$4.2 billion, or half, of total direct education aid included gender equality and women’s empowerment as either a significant or a principal objective	Improve Gender budgeting
P. 35-42	12 priorities in tackling girls’ education EMPOWERMENT OF GIRLS AND BOYS TO FIGHT GENDER STEREOTYPES ENGAGEMENT OF LOCAL ACTOR FEMALE PARTICIPATION IN SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS CASH AND IN-KIND TRANSFER PROGRAMMES FOR GIRLS, IN PARTICULAR FROM DISADVANTAGED GROUPS SECOND-CHANCE PROGRAMMES FOR GIRLS WHO HAVE LEFT SCHOOL OR ARE AT RISK OF LEAVING TECHNICAL AND VOCATIONAL EDUCATION CURRICULUM AND TEXTBOOK REFORMS TO ELIMINATE GENDER BIAS AND STEREOTYPES GENDER-RESPONSIVE TEACHER EDUCATION FEMALE TEACHERS IN RURAL AREAS SAFE SCHOOLS, INCLUDING PROTECTION FROM ATTACKS AND SAFE JOURNEYS TO SCHOOLS CHOOL-RELATED GENDER-BASED VIOLENCE ADEQUATE AND APPROPRIATE WATER AND SANITATION FACILITIES	Improve Education policy	Each priority has content to improve individual issues on wiki articles
P. 48	Conclusion
P. 50-62	Gender equality in education monitoring framework Statistical tables
P. 63-67	References

The promise of large-scale learning assessments: acknowledging limits to unlock opportunities

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PDF page number of section	Description	Suggested articles & improvements	Linked Articles	Notes
	Image/Figure	Lifelong learning (The four pillars of education)
P. 10-13	Summary a form of national or cross-national standardized testing that provide a snapshot of learning achievement for a group of learners in a given year and in a limited number of learning domains Limits in large-scale learning assessment design	Create Large-scale learning assessment (LSLA)	Educational assessment Education 2030 agenda Standardized test Del 3	published Figure 1 Del 3
P. 17	What are large-scale learning assessments?	Improve Educational assessment under 'controversy'		published Del 3
P. 20	National assessments Cross-national assessments	Improve Standardized test
P. 22-25	What drives the rise in large-scale learning assessments? a growing number of perceived benefits an evolving global culture of evaluation a shift in the focus of global education policy and the priorities and demands of development donors	Create Large-scale learning assessment (LSLA)		published
P. 26-31	Learning assessment in the 2030 agenda	Improve Education 2030 Agenda		published Del 3
P. 33-47	Limitations/repetition) Unintended consequences of large-scale learning assessments (LSLAs) Constraining the conceptualization of education and learning Narrowing our understanding of education quality Restricting what we value Limiting who we value	Create Large-scale learning assessment (LSLA)		published
P. 48-62	Policy-makers, in turn, use the results or evidence from LSLAs for a variety of purposes Concerns over the use of resulting data – namely, its under-use, over-use, and combination with (or subordination to) accountability measures	Create Large-scale learning assessment (LSLA)		published
P. 63-65	Conclusions The potential of large-scale learning assessments (LSLAs) as drivers of educational progress has been well-established by a growing corpus of specialized literature Over the last decades, interest in LSLAs at national, regional and international levels has only grown
P. 66-80	References and Annexes

Addressing anti-semitism through education: guidelines for policymakers

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PDF page number of section	Description	Suggested articles & improvements	Notes
P. 8-10	Policymakers and educators role in antisemitism prevention: address anti-Semitism through education provide education about anti-Semitism governments need to respond effectively to anti-Semitism in educational settings educators should be equipped with the knowledge of what anti-Semitism is and informed about some of the debates regarding its complexities (P. 14)	Improve Antisemitism under created heading 'Prevention'	published Del 3
P. 12-14	Defining anti-Semitism	Improve Racism
P. 16	Various violent extremist ideologies that aim to attract young people include anti-Semitic messages at their core	Improve Violent extremism
P. 20-26	The Impact of Anti-Semitism Human rights of Jewish individuals and communities	Improve Jews
P. 27-38	States have recognized the importance of a comprehensive approach to addressing intolerance, including anti-Semitism * Educational approaches to anti-Semitism should form part of a broader approach to addressing all forms of hate, discrimination and intolerance. These are: 1) Using a human rights based approach to education; 2) Building students’ resilience and not exacerbating the problem; 3) Fostering critical thinking among students, self-reflection skills and the ability to address and process complex issues; 4) Integrating a gender perspective to unmask bias; and 5) Strengthening complementarity with existing educational fields and frameworks, particularly Global Citizenship Education	Improve Education about the Holocaust under created heading 'Educating about antisemistism'	published Del 3
P. 58	Museums, Libraries and Memorial Sites	Improve The Holocaust in curricula under created heading 'Curriculum outside classrooms'	published Del 3
P. 65-68	Addressing anti-Semitism through education and educating about anti-Semitism focus on ensuring that learners are equipped with knowledge, skills and competencies that may empower them to contribute to a culture of human rights and resist the stereotypes and misconceptions that can lead to discrimination and violence against Jews Response to anti-Semitism complaints Offer immediate assistance; responses to hate and bias incidents must be both prompt and effective; a delayed response may exacerbate the situation; Ensure that any necessary medical treatment is provided by medical professionals; Request the support of psychologists or social workers that integrate a gender perspective into their work; Interview witnesses immediately, taking clear and comprehensive notes while memories are still fresh; Gather all available evidence and ensure that it is properly maintained; and Do not assume that the problem will resolve itself, since it might worsen if not rectified	Possibly create Anti-semitism prevention through education	(might not have enough content)
P. 70-74	Government Strategies
P. 75-88	Annexes

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Public list of text