International Bureau of Education

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The International Bureau of Education (IBE-UNESCO) is a UNESCO category 1 institute mandated as the Centre of Excellence in curriculum and related matters. Consistent with the declaration of the decision of the 36th session of the General Conference and to ensure a higher effectiveness and a sharper focus, the IBE has defined the scope of its work as pertaining to: curriculum, learning, teaching, and assessment. The IBE-UNESCO provides tailored technical support and expertise to all UNESCO Member States facilitating the provision and delivery of equitable, inclusive, high quality education within the framework of Education 2030 Agenda.

The current mandate and program areas of the IBE are particularly of significance and relevance to the Education 2030 and the fourth Sustainable Development Goal (SDG4) that commit UNESCO Member States to "Ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all". The IBE is, therefore, strategically positioned to support Member States’ efforts at the optimal achievement of SDG4, and by implication, the realization of the other 16 SDGs that depend on provision and delivery of equitable and development- relevant quality education and lifelong learning opportunities.

History[edit]

Notably, IBE was a private organization created in 1925 by some prominent people in Geneva. In 1929 it became an intergovernmental organization, the first such organization in the field of education. Accordingly, in 1926, the well known epistemologist Jean Piaget was appointed director of the organization. Piaget stayed on as Director until 1969, at which time IBE was integrated into UNESCO.[1][2] Since 1934, the IBE is organizing the International Conference on Public Education (now the International Conference on Education).[3]

Main Area of Development[edit]

IBE is involved in Community of Practice in Curriculum Development. The Community of Practice (COP) in Curriculum Development plays an important role in facilitating constructive debates, policy dialogue and the development of orientations and frameworks for quality basic education. It is a platform where curriculum change issues and processes can be discussed and implemented within the framework of a holistic approach for achieving the Education for All (EFA) goals.

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