IBE-UNESCO blog

Global Citizenship Education

Global Citizenship Education is one of the two main themes that Target 4.7 of Sustainable Development Goal 4 on Education focuses on. IBE-UNESCO is working towards measuring progress towards SDG 4.7, as well as improving understanding of and mainstreaming Global Citizenship Education in national education policies, curricula, teacher education and, student assessments.
Discover what we have been working on in regards to GCED, as well as our full list of GCED resources!

Monitoring SDG 4.1: Reading

A reinforced commitment from the UNESCO Institute for Statistics (UIS) and UNESCO International Bureau of Education (IBE-UNESCO) to making continued progress towards SDG 4.1 to “ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes by 2030,” has led to two publications. One, analyses national assessment frameworks for Reading with a primary output of extracting cross-national trends whilst informing components of a UIS-developed Content Reference List and Coding Scheme for improvements. The second, guides the reader through a comparative analysis of 20 Member States’ National Curriculum Frameworks (NCFs) and National Assessment Frameworks (NAFs) for Literacy- Reading, to examine the alignment between intentional learning outcomes and assessed learning outcomes.

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Conceptualising and implementing hybrid learning models: Challenges and opportunities from New Zealand, Malaysia, Saudi Arabia and India

14JuneIBE-UNESCOUncategorized

Conceptualising and implementing hybrid learning models: Challenges and opportunities from New Zealand, Malaysia, Saudi Arabia and India In-Progress Reflection No. 47 on Current issues in Curriculum, Learning and Assessment By Abtar Darshan Singh Abstract In light of the recent COVID-19 pandemic, educational institutions have turned to digital solutions to support the continuity of learning. As such, hybrid

The Platformization of Education: A framework to Map the New Directions of Hybrid Education Systems

7JuneIBE-UNESCOHELA, In-Progress Reflection

The Platformization of Education: A framework to Map the New Directions of Hybrid Education Systems In-Progress Reflection No. 46 On Current and Critical Issues in Curriculum, Learning and Assessment By Axel Rivas Abstract The exponential acceleration of technological platforms has penetrated the world of education. This document proposes to map the sources of this metamorphosis.

Developing a Hybrid Learning Curriculum Framework for Schools

19MayIBE-UNESCOHELA, In-Progress Reflection, Uncategorized

Developing a Hybrid Learning Curriculum Framework for Schools In-Progress Reflection No. 45 On Current and Critical Issues in Curriculum, Learning and Assessment By Soo Boon Ng Abstract The COVID-19 pandemic has devastated many aspects of human life, including those on the education front. In trying to contain the spread of the virus, schools were closed for long periods of time, examinations could not be carried out, and learning

Les écoles dans la Zone UEMOA face à la Covid-19 : impacts, innovations & recommandations

9AprilIBE-UNESCOUncategorized

Les écoles dans la Zone UEMOA face à la Covid-19 : impacts, innovations & recommandations Réflexion en cours No. 44 sur les questions actuelles et critiques en matière de curriculum, d’apprentissage et d’évaluation Par Omar Thiam Résumé La pandémie de la Covid-19 impacte fortement le secteur éducatif. Ainsi certaines universités se voient reprendre leurs cours par

Education in a post-COVID world: Additional considerations

16FebruaryIBE-UNESCOUncategorized

Education in a post-COVID world: Additional considerations In-Progress Reflection No.43 on Current and Critical Issues in Curriculum Learning and Assessment: By Renato Opertti Abstract This discussion document analyses some implications of the ideas proposed in the seminal UNESCO document “Education in a post-COVID world: Nine ideas for public action” (2020). Based on the work of

Ten clues for rethinking curriculum

5FebruaryIBE-UNESCOUncategorized

Ten clues for rethinking curriculum In-Progress Reflection No.42 on Current and Critical Issues in Curriculum Learning and Assessment: By Renato Opertti Abstract This discussion document highlights the urgency of rethinking curriculum in light of reinforcing the commitments of the Education 2030 Agenda on learning, disruptive systemic worldwide societal changes, and crucially, the profound transformation of

Toward indigenous curricula

22JanuaryIBE-UNESCOUncategorized

Towards indigenous curricula In-Progress Reflection No.41 on Current and Critical Issues in Curriculum Learning and Assessment: By Phillipe Jonnaert, Pascal Ndinga, Moussadak Ettayebi, Abdoulaye Barry, Lori Rabinovitch, Raïssa Malu Abstract Based on its coauthors’ experiences and contributions related to educational reform projects, particularly in Sub-Saharan Africa, the current text presents a series of reflections focused

Lifelong Quality Education for All: Moving Towards or Away from UNESCO’s Grand Vision? A case study of Lithuania

11SeptemberIBE-UNESCOUncategorized

Lifelong Quality Education for All: Moving Towards or Away from UNESCO’s Grand Vision? A case study of Lithuania In-Progress Reflection No.40 on Current and Critical Issues in Curriculum Learning and Assessment: By Agne Brandisauskiene, Ramute Bruzgeleviciene, Jurate Cesnaviciene and Rasa Nedzinskaite‐Maciuniene Abstract This article considers the ambitious Sustainable Development Goal 4 set by the UNESCO programme “Education for All”, to

Designing a Contemporary STEM Curriculum

2SeptemberIBE-UNESCOUncategorized

Designing a Contemporary STEM Curriculum In-Progress Reflection No.39 on Curriculum and Critical Issues in Curriculum, learning and Assessment: By Jennifer Self and Russell Tytler Abstract This article describes the rationale for, and key elements, of a contemporary STEM curriculum for K-12 students, developed in collaboration with the UNESCO International Bureau of Education (IBE) and the Mektebim

Kenya’s Journey Towards The Implementation of a Competency-based Curriculum: Strategies, Opportunities and Challenges

20AugustIBE-UNESCOUncategorized

Kenya’s Journey Towards the Implementation of a Competency-based Curriculum: Strategies, Opportunities and Challenges In-Progress Reflection No. 38 on Current and Critical Issues in Curriculum, Learning and Assessment: By David Njengere Abstract: Curriculum is not an end in itself, but a mean to achieve aspirations of intended changes and outcomes. No matter how well designed a curriculum