Wikipedia:WikiProject United Nations/Open Access text/Education publications

From Wikipedia, the free encyclopedia
Pencil-ruler icon.png

Subject matter experts at UNESCO have suggested the following sections of UNESCO publications could be added to Wikipedia. Once you add a section of text to Wikipedia please remove it from the list of suggestion and add it to the Created and improved articles section.

Noun project 8252 - Bar graph.svg Click here for monthly page views of articles using text from Education publications


link How to add open license text to Wikipedia
Noun project - plus round.svg

Converting and adding open license text to Wikipedia[edit]

The process for adding open license text to Wikipedia can be broken down into the following steps:

Add document icon (the Noun Project 27896).svg Copy: Add the text from the open license source into Wikipedia.
Noun project - crayon.svg Edit: Correct any formatting issues with the text, add headings and subheadings, change any wording not suitable for Wikipedia and add links to other articles.
Inkwell icon - Noun Project 2512.svg Adapt the style:You may need to adapt the layout and the style and tone of the writing. The first sentence of an article must be a definition of the subject. The text must also follow Wikipedia's three core content policies of neutral point of view, verifiability and no original research. When integrating other sources, it is very important to distinguish opinions and interpretations made by the original author from verifiable content that has a neutral point of view. To do this, you may have to refocus the text on surveying the topic, remove interpretations and attributing points of view within the work. Attributing points of view can be done b adding citations to either the source text or its references, and by adding in-text attribution of these opinions e.g "According to [ORIGINAL AUTHOR], "[QUOTE]".
VisualEditor - Icon - Picture.svg Add media: Add graphics from the source if they are available by uploading them to Wikimedia Commons where the license on the graphics allows. You can also add in tables to the article, if the table is in a PDF (Tabula may be helpful for such additions).
VisualEditor - Icon - Open-book-2.svg Add attribution: Attribute the text using the 'Free-content attribution' template in the 'Sources' section, as explained below.
VisualEditor - Toolbar - citoid citepong derivative.png Cite: Add the original source of the text as a reference at the end of every paragraph or more if required. If the text has references add them as citations in the article. If you are creating a new article add additional references from other reliable sources to establish the notability of the subject.
VisualEditor - Toolbar - Linking (small).png Link: Create links to the article from other Wikipedia pages in both the main text and in the 'See also' sections, also add hatnotes where needed. Use the find link tool to identify and create links to the article. Add categories and Wikiproject templates to the talk page.
VisualEditor - Icon - Accept.svg Publish: Save the changes to the existing article or publish the new article.
Blank.png

Attributing text[edit]

There are two ways to attribute open license text in Wikipedia, either through the Visual editor or the Source editor. Text from multiple pages of the same source can be attributed at the same time using page numbers, when using text from more than one source please attribute separately.

VisualEditor-logo.svg

Attributing open license text in Visual editor[edit]

  1. Copy and paste the open license text into a Wikipedia article.
  2. Create a section called Sources above the References section and click Insert on the editing toolbar and select Template.
  3. Paste Free-content attribution into the box, click the first option and then click add template
  4. Add the relevant information into the Title, Author, Publisher, Source, URL, License statement URL (if not stated within the document) fields and License (e.g. CC-BY-SA).
  5. Click Publish changes and add added open license text, see the Sources section for more information to the edit summary.
Edit icon (the Noun Project 30184).svg

Attributing open license text in Source Editor[edit]

  • Copy and paste the open license text into a Wikipedia article.
  • Create a Sources section above the References section and paste in:
{{Free-content attribution|
| title = <!-- The title of the work -->
| author = <!-- The author of the work -->
| publisher = <!-- The publisher of the work -->
| source= <!-- The source of the work if not from the publisher or the author -->
| documentURL = <!-- The URL of the work -->
| License statement URL = <!-- The URL of the license statement of the work if not included within the document -->
| license = <!-- The license of the work -->
}}
  • Fill in the relevant fields, the text between the <!-- --> is simply for guidance, it will not appear
  • Add added open license text, see the Sources section for more information to the edit summary and click Publish changes.



Edit with VisualEditor

Created and improved articles[edit]

Publication Newly Created Articles Improved Articles Linked Articles Page number of section Notes ED Theme
Humanistic futures of learning: perspectives from UNESCO Chairs and UNITWIN Networks UNESDOC license page Futures of Education initiative
I'd blush if I could: closing gender divides in digital skills through education Artificial intelligence
Migration, displacement and education: building bridges, not walls; Global education monitoring report, youth report, 2019 Education in emergencies
Right to education handbook Education in emergencies
Youth and changing realities: perspectives from Southern Africa UNESDOC license page
Youth and violent extremism on social media: mapping the research UNESDOC license page School violence and bullying
A Teacher’s Guide on the Prevention of Violent Extremism UNESDOC license page School violence and bullying
A Guide for ensuring inclusion and equity in education UNESDOC license page Inclusion in Education
Getting Climate Ready: A Guide for Schools on Climate Action UNESDOC license page Education for sustainable development
Empowering students for just societies: a handbook for primary school teachers UNESDOC license page Teachers
Empowering students for just societies: a handbook for secondary school teachers UNESDOC license page Teachers
Global education monitoring report 2019: gender report: Building bridges for gender equality

UNESDOC license page

Global Education Monitoring Report
Addressing anti-semitism through education: guidelines for policymakers

UNESDOC license page

Education about the Holocaust and genocide
From access to empowerment: UNESCO strategy for gender equality in and through education 2019-2025 UNESDOC license page Education and gender equality
#CommitToEducation UNESDOC license page
The promise of large-scale learning assessments: acknowledging limits to unlock opportunities

UNESDOC license page

Education policy and planning
Strengthening the rule of law through education: a guide for policymakers Education policy and planning
Behind the numbers: ending school violence and bullying School violence and bullying
Preventing violent extremism through education: effective activities and impact; policy brief Education about the Holocaust and genocide
Digital credentialing: implications for the recognition of learning across borders ICT in education
A Lifeline to learning: leveraging mobile technology to support education for refugees ICT in education
Funding skills development: the private sector contribution
School violence and bullying: global status and trends, drivers and consequences School violence and bullying
Taking a whole of government approach to skills development
Pathways of progression: linking technical and vocational education and training with post-secondary education Skills for work and life (Technical and vocational education and training)
Issues and trends in Education for Sustainable Development
7, 8, 26, 27 Education for Sustainable Development
International technical guidance on sexuality education: An evidence-informed approach
Cracking the code: girls' and women's education in science, technology, engineering and mathematics (STEM) Education of women and girls
Teachers Guide on the Prevention of Violent Extremism 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? 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 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"

Education in Senegal
High school dropouts P. 22-24 21/3/2017

- Added heading "Latin America"

Higher education
P. 28 21/3/2017

- Added heading "Prevention" and subheading "Family dynamic"

Cultural Identity P. 44-45 21/3/2017

- Added heading "The role of the internet"

Identity formation 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
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 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

Curricula in early childhood care and education
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
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

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
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 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
Agriculture in Cambodia 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 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]
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]
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
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]
Education for sustainable development P. 7 13/4/2017

- Added heading "Sustainable Development Goals (SDGs)" and linked to main article

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]
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

UNESCO ASPnet
Making textbook content inclusive: A focus on religion, culture and gender[edit]
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]
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 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]
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 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]
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]
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 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]
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]
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]
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]
Nobel Prize P. 23 3/5/2017

- added subheading “Gender disparity” to heading “Controversies”

Education of women and girls
Fields Medal 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]
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 mainstreaming 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]
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]
School violence P. 9 5/5/2017

- Improved introduction

School violence and bullying
School violence prevention through education 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]
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]
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]
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]
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]
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]
Violent extremism* P. 24, 26, 36, 41 14/5/2017

- Added two images.

- Added subheading "Sabaoon Project, Pakistan"

Emergencies and conflicts
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]
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]
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]
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]
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
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]
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]
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]
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

Education in Sri Lanka
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]
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]
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]
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]
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]
Children in emergencies and conflicts P. 20 17/5/2017

- Improved subheading "Educational consequences”

Emergencies and conflicts

Publications[edit]

Creating sustainable futures for all; Global education monitoring report, 2016; Gender review[edit]
PDF page number of section Description Suggested articles & improvements Notes
General Target articles:

Create:

P. 10-11 Introduction
P. 12-27 1. GENDER PARITY IN ACCESS TO EDUCATIONAL OPPORTUNITIES: UNFINISHED BUSINESS 
  • FIGURE 1: Worldwide, 15 million girls currently out of school are expected never to enrol (14)
  • FIGURE 2: In countries with large numbers of out-of-school children, the poorest girls are left behind 
GENDER DISPARITY IN PARTICIPATION INCREASES AT THE LOWER AND UPPER SECONDARY LEVELS (15)
  • Boys are less likely than girls to complete lower and upper secondary school, particularly in Latin America (16)
Improve Sex differences in education
POVERTY AND LOCATION DEEPEN GENDER DISPARITY IN COMPLETION  (16)
FIGURE 4: In richer countries, poverty amplifies the gender difference in upper secondary completion (17) Improve Poverty#Education
CONFLICT-AFFECTED AREAS ARE SITES OF EXTREME DISADVANTAGE IN EDUCATION (20) Education in emergencies and conflict areas
WOMEN’S ILLITERACY REMAINS PRONOUNCED (24) Improve Literacy
GENDER DISPARITY IN LITERACY IS MAGNIFIED BY WIDER DISADVANTAGE (26) Education in emergencies and conflict areas
P. 28-52 2. ACHIEVING GENDER EQUALITY REQUIRES MAJOR TRANSFORMATION  This section parallels Chapter 2 of Partnering for prosperity: education for green and inclusive growth; Global education monitoring report, 2016; summary
  • Box 4 (51)
  • FIGURE 23: Some progress has been achieved in the extent to which textbooks include gender equality (51)
Improve Gender inequality in curricula Add section on textbooks
P. 53 3. LOOKING AHEAD 

* Note: this is a report, not a publication

Partnering for prosperity: education for green and inclusive growth; Global education monitoring report, 2016; summary[edit]
PDF page number of section Description Suggested articles & improvements Notes
General Target articles:

Create:

P. iv Introduction
P. 1-26 Chapter 1: Prosperity: sustainable and inclusive economies 
GREEN SKILLS POLICIES CAN FOSTER JOB CREATION (5) Improve target articles
Box 1.1 Green industries demand particular skills (6)
  • LIFELONG LEARNING ENABLES CONSUMERS AND PRODUCERS TO CONTRIBUTE TO SUSTAINABILITY (7)
  • EDUCATION AND LIFELONG LEARNING CONTRIBUTE TO LONG-TERM ECONOMIC GROWTH (11)
Improve Lifelong learning
EDUCATION CAN SUPPORT SUSTAINABLE FOOD PRODUCTION (9)
Figure 1.1 Employment is being polarized by skill category on the global level (14)
Figure 1.2 Large proportions of workers remain in poverty (16)
Figure 1.3 Inequality has grown across rich and poor regions (17)
EDUCATION CAN HELP INCREASE INCLUSION (17) Improve Inclusion (Education)
EDUCATION, ESPECIALLY SECONDARY AND TERTIARY, CAN ADDRESS PERVASIVE WORKING POVERTY AND JOB INSTABILITY (21)
Figure 1.5: Upper secondary attainment can substantially lower the risk of vulnerable and informal employment (22)
Figure 1.6: Tertiary education is largely required for employment in high skill occupations (23)
P. 28-38 Chapter 2: Education, gender and work 
ADDRESSING GENDER INEQUALITY IN THE LABOUR MARKET (30) Gender inequality#In the workplace
Figure 2.1: Women do more unpaid work than men, and often are more likely to be employed in the informal sector (31)
ADDRESSING SOCIOCULTURAL GENDER NORMS FOR INCLUSIVE ECONOMIC PROSPERITY (32) Inclusive economies
Box 2.1 Initiatives for girls and women in STEM and STEAM (34) Improve Women in STEM fields
Figure 2.6: Women do more unpaid work than men (36) Gender inequality#In the workplace
P. 40-56 Chapter 3: Partnerships: enabling conditions to achieve SDG 4 and the other SDGs 
Figure 3.1: What type of integration and support are needed to achieve the sustainable development agenda? (43) Improve Sustainable Development Goals
Box 3.2 The MDG Achievement Fund and the SDG Fund (53)
P. 58 Chapter 4: Education and sustainable development: conclusions and policy recommendations 

* Note: this is a report, not a publication

Measuring the Education Sector Response to HIV and AIDS: Handbook supporting country-level data collection for core indicators[edit]
PDF page number of section Description Suggested articles & improvements Notes
General Target articles:

Create

The information found in this guide is instructional and provides methods of measure, and therefore may be too specific to use in the improvement of articles
P. 7-11 Introduction Relationship between education and HIV/AIDS

Create heading "Measuring the Education Sector Response to HIV"

  • Education contributes to knowledge and personal skills that are essential for HIV prevention. In countries with a generalized HIV epidemic, the education sector also contributes to mitigating the impact of AIDS on students, education personnel, their families and communities. Monitoring and evaluating the role of education in the response to the HIV epidemic is important for countries to improve their policies and school-based programmes. (8)
  • Table 1: Recommended Core Indicators to Measure the Education Sector Response to HIV (8)
  • The EMIS is traditionally the main source of administrative data on education, for the regular collection, integration, processing and dissemination of data on the educational system to support educational planning and management, as well as to guide policy formulation and decision-making. (9)
P. 12 Tools
P. 13-46 Module A
UNESCO identifies the primary goal of sexuality education as follows: (17) Improve sexuality education
  • Box 3: Model questions for educational institutions (19)
  • Box 4 (21)
  • Box 5 (24)
Heading "Comprehensive life skills-based HIV and sexuality education"
HIV Workplace programme (41) Create HIV Workplace programme
P. 47 Module B
HIV workplace programme (58) Create HIV Workplace programme
P. 63 Annexes
P. 65 Appendices
Bridging Learning Gaps for Youth: UNESCO Regional Education Response Strategy for the Syria Crisis (2016-2017)[edit]
PDF page number of section Description Suggested articles & improvements Notes
General Target articles:

Create:

Might not be enough information in this publication to create the target articles
P. 10-16 Introduction
  • More than half the internally displaced persons (IDPs) and refugees are children and youth under age 24. (10)
Improve Refugees of the Syrian Civil War
Impact of the Crisis on Youth and on Education and Training (13)
P. 18-28 Bridging learning gaps for youth
"The best way to fight terrorism is not through guns. It’s through pens, books, teachers and school." - Ms Malala Yousafzai, Nobel Peace Prize Laureate (19) Quote would be good in Education in conflicts and emergencies
Addressing education in emergency situations (20) Education in conflicts and emergencies
P. 30-32 Organizational mandate and implementation modalities
Implementation of UNESCO’s Syria crisis response programme will rely on five principles: (31)
P. 34-35 Scaling up UNESCO's response
P. 36 Annexes
Reaching Out: Preventing and Addressing SOGIE-related School Violence in Viet Nam, volume 2[edit]
PDF page number of section Description Suggested articles & improvements Notes
General Target articles:

Create:

P. 10 Some informal words related to LGBT commonly used in Viet Nam
P. 14-16 1. Rationale
Global Protections Against Homophobic and Transphobic Bullying in Schools (14) Improve target articles and

School-related gender-based violence (SRGBV)

Local Commitments to Improving Viet Nam’s Educational Practice (15) SOGIE-related school violence in Viet Nam
P. 18-22 2. Conceptual Framework: What is SOGIE-related school violence?
Defining SOGIE (18) Sexual orientation and gender identity and expression (SOGIE)
SOGIE-related School Violence (20)

What can SOGIE-related school violence involve? (21)

SOGIE-related school violence in Viet Nam
Figure 1: Forms of violence (21)
Where does SOGIE-related school violence occur? (22)
P. 24-28 3. Literature Review: SOGIE-related School Violence in the Asia-Pacific Region 
  • Research literature suggests SOGIE-related school violence is highly prevalent in Asia-Pacific (24)
  • Extent of SOGIE-related School Violence 
SOGIE-related school violence in Viet Nam
P. 30-36 4. Methodology
P. 38-56 5. Findings
Awareness of SOGIE-related School Violence (40) SOGIE-related school violence in Viet Nam
Attitudes to SOGIE-related School Violence (41)
LGBT Students’ Experiences of Violence (43)
Verbal violence (47)
Psychosocial violence (48)
Sexual violence (48)
Technology-related violence (49)
LGBT Students’ Perceived School Safety (49)
Perceived Motivations Behind SRGBV (51) School-related gender-based violence (SRGBV) and SOGIE-related school violence in Viet Nam
Responses to SOGIE-related School Violence (52) SOGIE-related school violence in Viet Nam
LGBT Students at Highest Risk for Negative Outcomes (55)
P. 58-62 6. Discussions and recommendations
High Risk of Violence and Negative Outcomes for LGBT Students (59) SOGIE-related school violence in Viet Nam
Inaction on SOGIE Rights and Violence (59) School-related gender-based violence (SRGBV) and SOGIE-related school violence in Viet Nam
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 page number of section Description Suggested articles & improvements Notes
General Target articles:

Create:

This study focuses on Colombia, Costa Rica, Peru, and Uruguay--but still believe it's possible to create Mobile learning in Latin America
P. 4 Introduction
P. 5 1. Comparative study of mobile learning: starting points  Mobile learning in Latin America
P. 7 2. ICT policies in education in Colombia, Costa Rica, Peru and Uruguay 
P. 10 3. Difficult areas and pending challenges for the future
  • Technological Infrastructure and Connectivity (12) 
  • Changes in Educational Practices (18)
Create "Challenges" heading
P. 22 4. Conclusions and Recommendations 
  • Connectivity is a Pending Challenge as it Strengthens the Pedagogical use of digital Technologies. (22)
  • Democratization of Knowledge Shapes a New and Favourable Scenario for the Production, Dissemination and Consumption of Digital Contents (23)
Mobile learning in Latin America
Using ICTs and Blended Learning in Transforming TVET[edit]
PDF page number of section Description Suggested articles & improvements Notes
General Target articles:

Create:

P. 14-59 Part 1: Setting the context
Chapter 1: The demands and challenges (15-31)
UNESCO defines Technical and Vocational Education and Training (TVET) thus: (15) Improve TVET intro
Qingdao Declaration (16)
  • the first global declaration on ICTs in education 
Create Qingdao Declaration

Improve Educational technology

  • To reflect these new trends, issues and needs in education for development, UNESCO (2015c) revised the goals for TVET to read: (17)
  • UNESCO (2015c) also recommends the following for the transformation of TVET (20)
Create "Transformation"heading on TVET
Gender Issues (19) Improve TVET (Technical and Vocational Education and Training)#Gender disparities
Sustainable Development (19) Add heading "Role in Sustainable Development" to TVET
The Challenges (20-30) Improve TVET (Technical and Vocational Education and Training)#Challenges
Chapter 2: ICTs, Blended Learning and TVET Transformation (39-59)
ICT-based Applications in Teaching and Learning (42-45)
P. 66-190 Part 2: Case studies
Chapter 3: Germany BIBB (67-81) Create TVET in Germany
Chapter 4: Australia: OTEN (83-85) Improve OTEN OTEN needs a lot of improvement
Chapter 5: Sri Lanka: TVET and ICTs (97-111) Create TVET in Sri Lanka
Chapter 6: New Zealand: Open Polytechnic (113-125) Improve Open Polytechnic
Chapter 7: Jamaica: UTech (127-139) Improve UTech
Chapter 8: Finland: VET and Omnia (141-151) Improve Education in Finland
Chapter 9: INVEST Africa (152-162) Create Might not have enough information to create Commonwealth Association of Polytechnics in Africa (CAPA) 
Chapter 10: Cambodia: The TVET Academy (164-177) Create The TVET Academy (Cambodia)
Chapter 11: Canada: e-Apprenticeships (178-189) Create e-Apprenticeships in Canada
P. 191-230 Part 3: Planning for Transformation
Chapter 12: Considerations in Costing ODL and ICTs in TVET (192-204) Improve Distance education (add "TVET" and "Open learning" headings)
Chapter 13: Planning for the Use of ICTs at the National and Institutional Levels (207-222)
Chapter 14: Conclusions and Recommendations (221-230)
UNESCO strategy for education on health and well-being: contributing to the Sustainable Development Goals[edit]
PDF page number of section Description Suggested articles & improvements Notes
General Target articles:

Create:

Education and health and well-being ?

Education and health and well-being might work better as a heading in one of the target articles
P. 7 Introduction and background
P. 9-14 Goal and strategic priorities
  • UNESCO’s goal is to support the contribution of national education sectors to ending AIDS and promoting better health and well-being for all children and young people. (9)
Improve target articles and create Education and health and well-being ?
Strategic priority 1: All children and young people benefit from good quality comprehensive sexuality education (10)
Strategic priority 2: All children and young people have access to safe, inclusive, health-promoting learning environments (13)
Taking action to eliminate school- related gender-based violence (14)
P. 15-20 Implementing the strategy
P. 20 Annex 1: How UNESCO’s strategy will contribute to the Sustainable Development Goals and UNAIDS targets 
P. 23 Annex 2: Comprehensive sexuality education – life skills, sexual and reproductive health and HIV-related content 
Teacher policy development guide: summary[edit]
PDF page number of section Description Suggested articles & improvements Notes
General Target articles:

Create:

Teacher education policy and Teacher policy are not the thing. There is enough information here to warrant the creation of a separate article.
P. 6 Introduction
P. 11 Chapter 1: Background Teacher policy
P. 13-18 Chapter 2: Contextualization
Aligning Teacher Policy with Education and Other National Policies (14)
Foundations and Guiding Principles for a Teacher Policy  (15)
P. 17-24 Chapter 3: Dimensions
Nine key dimensions are considered crucial to any comprehensive teacher policy (18-24)
P. 25-25 Chapter 4: Phases
4.1. Key Phases in Developing a National Teacher Policy (26-29)
P. 30-33 Chapter 5: Implementation
P. 37 Conclusion
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 page number of section Description Suggested articles & improvements Notes
General Target articles:

Create:

There is an Adult education article, but you could probably create an Adult Learning and Education (ALE) article since there is so much information here. You may have to differentiate between the two in order to justify having both articles
P. 14 ALE IS A KEY COMPONENT OF LIFELONG LEARNING AND WILL MAKE A MAJOR CONTRIBUTION TO THE 2030 AGENDA FOR SUSTAINABLE DEVELOPMENT.  Connect Adult education, Lifelong learning and Education 2030 agenda
P. 15 LEVELS OF LITERACY AMONG ADULTS REMAIN ALARMINGLY LOW.  Improve Literacy and Adult education
GENDER INEQUALITY CONTINUES TO BE A CONCERN  Improve target articles
P. 18 Introduction
Overview:

Global Reports on Adult Learning and Education (GRALE) play a key role in meeting UNESCO’s commitment to monitor and report on countries’ implementation of the Belém Framework for Action.  

Add heading "Global Reports on Adult Learning and Education (GRALE)" to Belém Framework for Action
Figure 0.1 The overlapping benefits of ALE Improve Adult Learning and Education (ALE)
GRALE 2009–2015: THE STORY SO FAR  Create Global Reports on Adult Learning and Education (GRALE)
P. 25-63 Part 1
Chapter 1: Monitoring the Belém Framework for Action (27) Create Belém Framework for Action
Box 1.1 The definition of ALE provided in the GRALE III monitoring survey (30) Create Adult Learning and Education (ALE)
Box 1.2 Countries’ definitions of ALE: Some examples provided in responses to the GRALE monitoring survey (31) Adult Learning and Education (ALE)
1.2 POLICY (32) Belém Framework for Action
Figure 1.2 Percentage of countries per region in which literacy and basic skills are a top priority for ALE programmes (34) Connection of Adult Learning and Education (ALE) and literacy
Figure 1.3 Target groups of (potential) learners that are especially important in countries’ ALE policies (35)
1.3 GOVERNANCE (39) Belém Framework for Action
Figure 1.10 Expenditure on education as a percentage of GDP (45)
1.5 PARTICIPATION, INCLUSION AND EQUITY (50) Adult Learning and Education (ALE)
Figure 1.13 Participation in ALE programmes by sex and type of programme (52) Create heading "Gender differences"
1.6 QUALITY
  • As stated in the Belém Framework for Action, ‘quality in learning and education is a holistic, multidimensional concept and practice and demands constant attention and continuous development’ (57) 
Belém Framework for Action
P. 65-116 Part 2
Chapter 2: Health and well-being (67-81) Create heading in Adult Learning and Education (ALE) "Health and well-being" There is enough information here to warrant the creation of an article as opposed to a heading
Figure 2.1 Countries that agree that ALE makes a large contribution to personal health and well-being (by region and globally) 
Chapter 3: Employment and the labour market (88-102)
  • Figure 3.2 Types of ALE that countries view as having the most positive impact on productivity and employment (96)
  • Figure 3.3 Percentage of countries globally, by income group and by region that have evidence for the impact of ALE on labour-market outcomes (97)
Create heading in Adult Learning and Education (ALE) "Connection to the labour market"
3.2.2 GENDER IS A CRUCIAL FACTOR WHEN ASSESSING THE BENEFITS OF ALE (92) "Gender differences"
Box 3.1 Literacy and the labour market (100) "Literacy's connection to the labour market"
Chapter 4: Social, civic, and community life (108-116) Create heading in Adult Learning and Education (ALE) "ALE in social, civic, and community life "
Figure 4.1 Women’s literacy lag (116) Improve literacy
P. 121-139 Part 3
Chapter 5: Lessons, trends and the implications for adult learning and education (123)
Challenges (124-130)
  • 5.1.1 ADULT LITERACY CHALLENGES REMAIN (124)
  • 5.1.2 GENDER INEQUALITY REMAINS A FUNDAMENTAL ISSUE IN ALE (125)
Create "Challenges" improve relevant target articles
Chapter 6: Conclusion: Realizing the potential of ALE in the 2030 Agenda for Sustainable Development (134) Create ?
Education about the Holocaust and preventing genocide[edit]
PDF page number of section Description Suggested articles & improvements Notes
General Target articles:

Create:

Will have to be able to differentiate between Holocaust studies and Holocaust education in order to warrant creation of the article
P. 13-19 Introduction Improve target articles
Box 1: Resolutions and decisions on the Holocaust and on the role of education in the prevention of genocide (15)
Box 2: Key definitions (including Genocide education) (18)
P. 20-35 The rationale for educating about the Holocaust Improve target articles
What is education about the Holocaust? (21)
Why teach about the Holocaust? (22)
Common contexts for teaching about the Holocaust (23-28)
  • The prevention of genocide 
  • The promotion of human rights 
  • Dealing with the past 
Box 6 : Education about the Holocaust in a global context (29)
Educating about genocide: Recommendations (30) Genocide education
Box 7: Genocide and mass atrocities – Resources (33)
Box 8: Educating about genocide in Rwanda (34) Improve Rwandan genocide
P. 36-44 Learning objectives
Research on teaching and learning about the Holocaust (37)
  • Contribution of education about the Holocaust to Global Citizenship Education (38-39)
  • Learning objectives, topics and activities for teaching about the Holocaust in a Global Citizenship Education context (40)
Connect Education about the Holocaust and/or Holocaust studies to Global Citizenship Education
P. 45-67 Implementation
Challenges (46) Improve target articles
  • The curriculum (47)
  • Box 11: The Holocaust in curricula worldwide (48)
  • Box 12: Cambodia’s e ort to develop and implement a public curriculum for genocide and Democratic Kampuchea history (commonly known as Khmer Rouge History) (49)
  • Cross-curricular approaches and project-based learning (50)
Improve The Holocaust in curricula
A gender approach to the fields of Holocaust and genocide education (51) Improve Education about the Holocaust, Holocaust studies, Genocide education
Recommendations for curriculum developers and textbooks authors (52) Improve The Holocaust in textbooks
Non-formal education and extracurricular activities (59) Create heading "Nonformal education" in Education about the Holocaust
Adult education (65) Create heading "Adult education" in Education about the Holocaust
P. 68 Annexes
Education transforms lives[edit]
PDF page number of section Description Suggested articles & improvements Notes
General Target articles:

Create:

Education 2030 agenda

P. 6 The Education 2030 Agenda   Improve target articles
P. 7 Global education challenges Improve target articles
P. 8-9 Ten targets to achieve Education 2030 agenda
P. 10-11 UNESCO's role Education 2030 agenda
P. 12-15 How UNESCO's education agenda changes lives Create heading or use examples to inform the target articles
Reading the past, writing the future: Fifty years of promoting literacy[edit]
PDF page number of section Description Suggested articles & improvements Notes
General Target articles:

Create:

History of modern literacy

P. 9
  • Around 1950, hardly more than half of all adults in the world were reported as being literate. Since then, the adult literacy rate at the world level has increased by 5 percentage points every decade on average, to 86 per cent in 2015. However, progress has been far from uniform across countries and regions.
Improve Literacy#Regional disparities Interesting fact
P. 11-18 Introduction
P. 19-36 Reading the past: Fifty years of progress  Create History of modern literacy and link back to

Literacy#Modern literacy

Content from this section could be used to create a "History" subheading for heading "Modern literacy"
Figure 1: The adult literacy rate has progressed at a constant pace since 1950 (21)
Figure 3: Youth literacy rates are higher than 90 per cent in most regions (22)
Uneven progress across decades and countries (23)
During the 1950s and 1960s, progress was slow despite national e orts and international cooperation that followed decolonization (25)
The 1970s and early 1980s witnessed an acceleration of progress in Latin America and Eastern and South-Eastern Asia (26)
The 1990s and 2000s saw the implementation of EFA policies, and the number of illiterate persons started declining (26)
Figure 5: Literacy has rapidly spread in several regions in the last twenty-five years (26)
Strong progress in fifty countries over the past fifteen years (28)
Figure 7: Five decades of data illustrate the diversity of pathways towards universal adult literacy (32)
Gender parity (33) Improve Literacy#Gender disparities
P. 37-63 Sustained vision, changing approaches  Improve target articles
The thread of changing conceptions (37)
Functional literacy (48)
Literacy for empowerment (56)
Literacy as social practice (59)
P. 65-66 Lessons and implications 
P. 69-73 Evolving context of literacy 
SDG agenda and literacy (68) Improve target articles Literacy is central to the SDG agenda
Lifelong learning: expanding the literacy vision (71) Improve Lifelong learning
P. 74 Concluding comments
Preventing violent extremism through education: A guide for policy makers[edit]
PDF page number of section Description Suggested articles & improvements Notes
General Target articles:

Create:

Violent extremism prevention through education

P. 10-15 Introduction
Relevant UN and UNESCO documents, resolutions and decisions on the prevention of violent extremism (11)
Education as a tool to prevent violent extremism (12) Improve Global citizenship education

Create "Education" subheading 3 here Counter-terrorism#Non-military

Media and online coalitions for the prevention of violent extremism (12) Add subheading to target articles
Youth participation and empowerment (12) Add subheading to target articles
Celebrating cultural diversity (13) Add subheading to target articles
P. 16-24 Understanding violent extremism Improve target articles
Terminological complexities (17) Add headings to appropriate target articles
Drivers and pathways (19)
Role of education (21) Create "Education" subheading 3 here Counter-terrorism#Non-military
Education in the UNSG’s Plan of Action to Prevent Violent Extremism (22) Improve target articles
Sabaoon Project, Pakistan (24) Improve Sabawoon Rehabilitation Centre
P. 25-49 Action areas
Figure: Key dimensions of effective responses to prevent violent extremism (26) Add to Violent extremism#Prevention of radicalisation and deradicalisation
Policies for inclusion and diversity (27)
Educational programmes on heritage and creativity (29)
Pedagogies that strengthen resilience and constructive engagement (30) Create "Resilience" heading to improve target articles
Safe and supportive school environments (34) Improve target articles
Initiatives to Address Radicalization of the Youth in Educational Institutions in the Republic of Kenya (36) Perhaps create Initiatives to Address Radicalization of the Youth in Educational Institutions in the Republic of Kenya 
Challenges
  • Challenges in identifying learners at risk (38)
Violent extremism is indisputably a gendered phenomenon (41) Create Violent extremism and gender This may work better as a heading
The role of Digital Media (47)
  • Digital citizenship education (48)
Improve target articles
Role of Teachers (48) Improve target articles
P. 50-60 Modalities of implementation
Curriculum-based approaches (54) Improve target articles
Non-formal education and community-based approaches (58) Add heading on "nonformal education"
P. 61 Frequently asked questions
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 page number of section Description Suggested articles & improvements Notes
General Target articles:
P. 5 Introduction
P. 6 Executive summary
P. 8-12 Keynote speeches
  • In 2010, the Government of China released its medium and long term national ICT in education master plans, which stated explicitly that ICT would have a historic impact on the development of education and called for a strong emphasis on ICT in education. (11)
Add heading "Educational technology" or "ICT in Education" to Education in China
P. 13-15 High-level debate: Scenarios and enablers of ICT-enhanced future education
P. 16-33 Thematic discussion
  • During the session on Transforming Teacher Education Institutions, the UNESCO-Chinese Funds-in-Trust (CFIT) project that is being implemented in eight sub-Saharan African countries (Congo, Côte d’Ivoire, the Democratic Republic of the Congo, Ethiopia, Liberia, Namibia, United Republic of Tanzania and Uganda) was introduced by representatives of the Ministries of Education from some of the beneficiary countries. The topics discussed can be grouped into three key points summarized below. ... (17-18)
Create The CFIT Project (UNESCO-Chinese-Funds-Trust)
  • MOBILE LEARNING (20)
  • LEVERAGE MOBILE TECHNOLOGIES, EMPOWER WOMEN AND GIRLS (27)
Improve Mobile Learning
  • INCLUSIVE AND RELEVANT LIFELONG LEARNING (21)
  • ICT represent a new window to integrate many areas of development to building lifelong learning pathways (25)
Improve Lifelong learning and/or Inclusion (education)
MOOCS and Other Online Learning Innovations (30) Improve MOOC
P. 31-37 Main trends
  • MEDIA AND INFORMATION LITERACY (36)
P. 36 Qingdao declaration Create Qingdao Declaration
Implementing the Right to Education: A Compendium of practical examples[edit]
PDF page number of section Description Suggested articles & improvements Notes
General Target articles:

Create:

This publication provides detailed statements from national constitutions, charters, statutes, etc.
P. 9 Introduction
P. 14-39 Chapter 1: Legal Framework Create:

National frameworks for the Right to education

Link back to Right to education and create heading "Right to education" for relevant countries on their education articles. For example, The Education Act of Burkina Faso (23) could be used to create the heading "Right to education" on Education in Burkina Faso

This section details the precise wording from various national frameworks that support the Right to Education.
Provisions concerning inclusion (vulnerable groups) (30) Improve Inclusion (education)
P. 41-58 Chapter 2: Eliminating and preventing discrimination in and through education 
  • Non-discrimination in the admission of pupils to educational institutions (41)
  • Non-discrimination within the education system (44)
  • Specific measures for refugees or asylum-seekers (49)
Create:

National frameworks for the prevention of discrimination in education

Improve: Discrimination in education and link back to country education pages

This section details the precise wording from various national that prevent discrimination in Education.
P. 59-111 Chapter 3: Promoting equality of opportunity and treatment in the matter of education
  • Application of the principle of equality of educational opportunity across all levels of education  
Improve Education equity and National frameworks for the prevention of discrimination in education
  • Constitutional guarantees of free and compulsory primary education (62)
  • Legislative guarantees of free and compulsory primary education (63)
Improve Primary education
  • Making secondary education generally available and accessible to all (65)
Improve Secondary education
  • Making technical and vocational education generally available and accessible to all (67)
  • Measures to promote and improve technical and vocational education (69)
Improve TVET
Making higher education equally accessible to all (70) Improve Higher education
Eliminating illiteracy and encouraging lifelong learning (75) Improve Literacy and lifelong learning
Adoption of national plans of action for Education for All (EFA) (79) Improve EFA
General measures promoting an inclusive education (80) Improve Inclusion (education)
Specific measures for learners with disabilities (83) Improve Special education
Examples of measures taken to target nomadic students (98) Create Nomadic Education Might not have enough information from this publication alone to create the article
Measures taken to ensure gender equality (100) Add heading to National frameworks for the prevention of discrimination in education

Improve Sex differences in education

Could create National frameworks to ensure gender equality

P. 114-134 Chapter 4: Quality education
  • Human rights in and through education (121)
Improve Human Rights Education
P. 135-142 Chapter 5: Religious and moral education
  • Organization of religious and moral instruction (142)
Improve Religious education?
P. 146-155 Chapter 6: Rights of minorities and language of instruction 
  • Specific measures taken regarding particular minority communities (148)
Nomadic populations (150) Improve Nomadic Education
Legal provisions regarding mother tongue and multilingual education (154)
Curriculum Development and Review for Democratic Citizenship and Human Rights Education[edit]
PDF page number of section Description Suggested articles & improvements Notes
General Target articles:

Create:

P. 9-57 PART I. PHASES OF EDC/HRE CURRICULUM DEVELOPMENT AND REVIEW  Improve target articles
The curriculum system 
  • EDC/HRE curriculum development typically focuses first on curriculum policy, including frameworks, learning areas, associated syllabi and learner outcomes to be assessed. The three common curriculum strategies that are practised include separate courses, the integration of key EDC/HRE themes within other (“carrier”) subjects and a transversal integration of EDC/HRE themes across all subjects. (10)
  • Aims of EDC/HRE: curricula and competences (11)
  • Challenges (19, 29, 41)
  • Curriculum mapping (23-24)
Table 1: Communication, dissemination, consultation with stakeholders (14-15) Wouldn't use figure but the content on the three planning phases might be useful
P. 58 PART II. CASE STUDIES OF EDC/HRE CURRICULUM DEVELOPMENT AND REVIEW 
  • Australia: curriculum development phases for civics and citizenship (58)
  • Colombia: organisation of competences for living together, democratic participation and plurality (62)
  • Finland: EDC/HRE in conditions of local choice (66)
  • South Africa: external actors and cross-curricular reform – applying a human rights perspective (68)
Case studies could be useful in the suggested articles to be created
Education sector responses to the use of alcohol, tobacco and drugs[edit]
PDF page number of section Description Suggested articles & improvements Notes
General Target articles:

Create:

P. 13-16 Introduction
  • Substance use, especially harmful use, can affect a young person’s well-being, and is clearly linked to academic underachievement (e.g. cognitive functioning, disengaging from school,2 truancy and early school leaving) (Arthur et al., 2015). (14)
An overview of systematic reviews of existing evidence (J.K. Das et al, 2016) concludes that,
  • ‚for tobacco use, school-based prevention programmes are effective in reducing smoking;
  • ‚for alcohol use, school-based prevention programmes are found associated with reduced frequency of drinking; and ‚
  • for drug use, school-based interventions based on a combination of social competence and social influuence approaches have shown protective effects against drugs, including cannabis use. (15)
Improve target articles
P. 18-31 Context and rationale
  • Prevalence of substance use by adolescents in schools (18)
  • Alcohol (19)
  • Figure 1: Prevalence of alcohol use among school adolescents aged 13-15 (19)
  • Tobacco (21)
  • Cannabis (23)
  • Amphetamine-type stimulants (ATS) (25)
  • New Psychoactive Substances (NPS) (26)
  • Poly-drug use (25)
  • Educational consequences (27)
  • Figure 3: Prevalence of tobacco use among school adolescents aged 13-15 (21)
  • Reasons why some young people use substances and others do not (28)
  • The role of the education sector (30)
Improve target articles
Table 2. Factors associated with substance use by adolescents (29) Improve Substance abuse in youth populations
Figure 13. The national education sector response ecosystem (30) Might be useful in Responses to substance abuse in Education
P. 32-58 Good policy and practice in Education sector responses to substance abuse
  • Key principles for education sector responses to substance use (33)
  • Components of comprehensive education sector responses to substance use (34)
  • Training and supporting educators and other personnel  (41)
  • Evidence-based responses at school level (44)
Improve target articles
National and subnational curricula (37) Improve target articles as well Curriculum development
P. 59 Considerations for sustaining and scaling up effective Education sector responses to substance abuse
Digital Services for Education in Africa[edit]
PDF page number of section Description Suggested articles & improvements Notes
General Target articles:

Create: Educational technology in Sub-Saharan Africa

P. 8-29 Chapter 1: The state of education in sub-Saharan Africa 
  • Progress in access to education (12)
  • Advances in universal schooling (14)
  • Disparities between countries (16)
  • Political instability, territorial disparities and gender (18)
  • The challenges of education and its organization (22)
Create: Educational technology in Sub-Saharan Africa and improve the target articles
Combating illiteracy (17) Improve Literacy#Literacy in Africa
P. 30-55 Chapter 2: 2. ICT, a potent factor for development

in sub-Saharan Africa 

  • The rapid spread of mobile devices in Africa (32)
  • Major disparities between countries and regions (36)
  • The challenge of coverage in rural areas (38)
  • ICT for economic and social development (42)
  • Open and Big data (46)
  • M-education, the main lever for growth in educational ICT (50)
  • The economic weight of e-education (52)
Create Mobile learning in Sub-Saharan Africa, link to Educational technology in Sub-Saharan Africa, improve M-learning
Image: A shopfront in Ouidah, Benin.

A fishmonger’s can sell mobile phone top-ups and rent out chairs... (35)

Add to Mobile learning in Sub-Saharan Africa
The ABSOLUTE European project (39) Create ABSOLUTE (Aerial Base Stations with Opportunistic Links for Unexpected & Temporary Events)
P. 56-79 Chapter 3: Integrating ICT into teaching in sub-Saharan Africa 
  • Uses mainly centred round school (62)
  • Personalization (64)
  • Distance learning in higher education (67)
  • Cross-fertilization of practices and tools (72)
  • Open Educational Resources (75)
Improve target articles
Radio and television, vectors of education since the 1970s (58)

The large-scale impact of educational television (60)

Create a "History" heading
Figure: TECHNOLOGIES AND EDUCATIONAL USES (75) Add to Mobile learning in Sub-Saharan Africa
P. 80 Chapter 4: Conditions for the successful use of ICTE in education in sub-Saharan Africa 
Open Educational Resources: Policy, Costs and Transformation[edit]
PDF page number of section Description Suggested articles & improvements Notes
General Target articles:
P. 8-9
  • The global movement for OER culminated at the World OER Congress convened in Paris on 20–22 June 2012 by UNESCO, COL and other partners. The resulting Paris OER Declaration (2012) reaffrmed the shared commitment of international organizations, governments, and institutions to promoting the open licensing and free sharing of publicly- funded content, the development of national policies and strategies on OER, capacity-building, and open research. 
Add this text to Open educational resources#History
  • It is also pertinent to underline the Qingdao Declaration on leveraging ICT to support the Education 2030 agenda, which was adopted at the International Conference on ICT and Post-2015 Education, organized by UNESCO with the support of the People’s Republic of China in May 2015.  
  • Along with the Paris 2012 OER Declaration, the Qingdao Declaration opens new perspectives to contribute to access to knowledge for all and to enhance opportunities for quality learning within the vision articulated in Incheon, at the World Education Forum, and through Sustainable Development Goal 4 (SDG4) and its seven targets. 
Connect Open educational resources to SDG and ESD
P. 10 Contributors  It would be possible to create articles on the contributors, but is it necessary?
P. 17 Introduction
  • Policy (19-20)
  • Costs (20-21)
  • Transformation (21-22)
Improve Open educational resources policy 

Improve Open educational resources

Interesting example
Provides summaries for topics explored in depth throughout the publication
P. 28-38 Chapter 1: Open Educational Practices in Australia  Create Open Educational Practices in Australia and link to target articles
P. 41-55 Chapter 2: Open Educational Resources Policy for Developing a Knowledge-Based Economy in the Kingdom of Bahrain  Create Open Education Policy in Bahrain and link to target articles
P. 56-73 Chapter 3: The State of Open Educational Resources in Brazil: Policies and Realities  Create Open Education in Brazil and link to target articles
P. 75-86 Chapter 4: Open Educational Resources in Canada  Create Open Educational Resources in Canada and link to target articles
P. 89-97 Chapter 5: Caribbean Open Textbooks Initiative  Create Caribbean Open Textbooks Initiative and link to target articles
P. 99-108 Chapter 6: Open Educational Resources in Germany  Create Open Educational Resources in Germany and link to target articles
P. 111-116 Chapter 7: Copyrights in OER Publishing in India: The Case of the National Programme on Technology- Enhanced Learning  Create OER in India and link to target articles
P. 117-129 Chapter 8: The Promise of Open Educational Resources in Indonesia  Create OER in Indonesia and link to target articles
P. 131-139 Chapter 9: Using Open Educational Resources for Undergraduate Programme Development at Wawasan Open University  Improve Wawasan Open University
P. 141-156 Chapter 10: OERu: Realising Sustainable Education Futures  Improve ESD?
P. 159-170 Chapter 11: Integrating ICT for Innovative Educational Solutions in Oman: Leveraging OER Policy to Enhance Teaching and Learning  Create OER policy in Oman and link to target articles
P. 172-184 Chapter 12: The Polish Open e-Textbooks Project as a Policy Model for Openness of Public Educational Resources  Create Polish Open e-Textbooks Project and link to target articles
P. 186-202 Chapter 13: Open Access to Educational Resources Through Federal Portals and OER in Russia  Create OER in Russia and link to target articles
P. 205-220 Chapter 14: Open Educational Resources for Early Literacy in Africa: The Role of the African Storybook Initiative  Create OER in Africa and/or African Storybook Initiative and link to target articles
P. 221-232 Chapter 15: Developing an Infrastructure Support for Faculty Use of Open Educational Resources: The Case of the Washington State Community and Technical Colleges System 
Mobile phones and literacy: Empowerment in Women's Hands; A Cross-Case Analysis of Nine Experiences [edit]
PDF page number of section Description Suggested articles & improvements Notes
General
  • Education plays a key role in achieving this by increasing women’s voice and participation and their chances of obtaining decent work.
  • Information and Communication Technologies (ICTs) in our societies are increasingly recognized by many as potentially improving the lives of communities and groups including women and girls in disadvantaged contexts. (9)
Target articles:

Could probably create Mobile phones and women's literacy and link to target articles

Connect M-learning to improving chance of obtaining decent work
P. 18-34 Part I: Making Connections: Literacy, Mobile Phones and Empowerment 
  • Literacy (18)
  • ICTs and Mobile Phones as Part of Development (24)
  • Women’s and Girls’ Empowerment as Human Development (30)
BOX 1: Mapping women and girls’ literacy around the world (21) Could create Women and literacy or Gender and literacy

Improve Sex differences in education#Gender gap in literacy

Might not have enough information from this publication to create Women and literacy or Gender and literacy
Literacy as a lifelong learning process for individual and social change,

including critical literacy. (22-23)

Connect Lifelong learning to literacy
Oral and Visual Literacies (23-24) Create "Oral literacy" heading and/or article
BOX 2: Global commitments: literacy as lifelong learning in an information and knowledge society (24) Improve lifelong learning
ICTs and Mobile Phones as Part of Development (25-26) Improve Mobile for development and ICT for development
Mobile learning can encourage learners to...(29) Improve Mobile learning introduction
Tailoring mobile learning to gender needs (30) Improve Sex differences in education#Gender gap in literacy
Adapting mobiles to learning contexts - including rural areas (30)
Women’s and Girls’ Empowerment as Human Development (31-34) Improve Women's empowerment
P. 35-36 Part II: Methodological and Analytical Aspects
P. 39-80 Part III: Cross-Analysis of Nine Projects: Trends and Outcomes 
  • Project Implementation Contexts (40)
  • Project Rationales: Literacy and Empowerment (48)  
  • The Mobile Learning Process (53)
  • Sustainability (78)
Rural Communities – Poor, Diverse, Conservative and Young
  • Gender disparity and inequality at local levels tend to be linked to poverty; poor reproductive health; low civic and political participation; lack of education; and diminished economic and labour market opportunities. (42)
Create "Mobile learning in rural communities" article or heading This section also details a number of aspects that could be used in a "Challenges" heading: P. 42-48. Also see Part IV: Challenges and Solutions
Literacy and Empowerment (48-53) Create "Literacy and Empowerment" article or heading This section could probably be combined with the recommended article/heading above
English Second-Language Acquisition in Children (54) Create "Children" heading in Second-language acquisition or could create article English Second-Language Acquisition in Children and link
Mobile learning and women’s goat-rearing enterprise (68) Interesting example
P. 85-101 Part IV: Challenges and Solutions Improve "Challenges" heading in one of the target or created articles. Create "Solutions" heading as needed
Global guidance on addressing school-related gender-based violence[edit]
PDF page number of section Description Suggested articles & improvements Notes
General Violence based on sexual orientation and gender identity/expression in educational settings  Target articles:

Create main article: School-related gender-based violence (SRGBV) and create headings for the target articles

P. 19-32 Section 1: SRGBV
  • Intro (20)
  • Background (23)
Create main article: School-related gender-based violence (SRGBV) and create headings for the target articles
Figure 1: Different forms of SRGBV (20)
WHAT IS THE SCALE? (23)
  • Types of violence
  • Box 2: Some challenges in measuring the scale of SRGBV (24)
  • WHAT ARE THE MAIN CHALLENGES IN TERMS OF ADDRESSING SRGBV? (31)
  • Box 7: Challenges to reporting SRGBV (74)
  • Box 9: M&E challenges for SRGBV interventions (95)
"Challenges"heading Content to inform this heading extends into Section 2
WHAT ARE THE ROOT CAUSES? (26) "Causes" heading
WHAT ARE THE CONSEQUENCES OF SRGBV? (28) "Consequences" heading
Box 3: Timeline of policy commitments and international agreements (30) "Policy commitments and international agreements" heading
P. 34-105 Section 2 – PRACTICAL ACTION FOR HOLISTIC SRGBV RESPONSES
  • Leadership: Laws, policies and education reform (38-46)
  • Environment: Ensuring schools are safe and supportive (51-57)
  • Prevention: Curriculum, teaching and learning (61-70)
  • Responses: In and around schools (75-81)
  • Partnerships (84-94)
  • Evidence (96-105) 
Figure 6: Six guiding strategies for national action on SRGBV (34) As opposed to using the figure, would recommend exacting the information to create summaries on the main sections of Section 2 (as listed in the above column)
Environment: Code of conduct
  • A code of conduct is a set of guidelines that detail the set of recognized ethical norms (or values) and standards of acceptable conduct and behaviour. (55)
"Code of conduct" heading
CURRICULUM APPROACHES TO PREVENTING VIOLENCE AND PROMOTING GENDER EQUALITY (59-64) Perhaps create Inclusive Curriculum development for LGBT and Gender Equality In conjunction with the previously reviewed publication Out in the Open: Education sector responses to violence based on sexual orientation and gender identity/expression
P. 109 ANNEX I: REGIONAL POLICY COMMITMENTS AND AGREEMENTS ON CHILDREN AND VIOLENCE  Heading or create Policy commitments and agreements on children and violence
Out in the Open: Education sector responses to violence based on sexual orientation and gender identity/expression[edit]
PDF page number of section Description Suggested articles & improvements Notes
General Violence based on sexual orientation and gender identity/expression in educational settings  Target articles:

Create main article: Violence based on sexual orientation and gender in educational settings and create headings for the target articles

P. 5
  • In 2011, UNESCO convened the first-ever UN international consultation on homophobic bullying in educational institutions 
  • UNESCO has expanded its work on school-related gender-based violence, including preventing and addressing homophobic and transphobic violence in educational settings, as part of its mandate to ensure that learning environments are safe, inclusive and supportive for all and its contribution to the achievement of the new global 2030 Agenda for Sustainable Development. 
  • a three-year programme supported by the Kingdom of the Netherlands, Education and Respect for All: Preventing and Addressing Homophobic and Transphobic Bullying in Educational Institutions 
Improve LGBT rights at the United Nations

Align LGBT rights with Sustainable development goals

P. 14 THE EXTENT OF THE PROBLEM 
P. 17-30 Introduction
  • What is violence based on sexual orientation and gender identity/expression in educational settings? (22)
  • What is the impact of school-related homophobic and transphobic violence? (28)
Improve Violence based on sexual orientation and gender in educational settings
  • data from 106 countries collected through reliable international surveys show that the proportion of adolescents aged 13 to 15 who say that they have recently experienced bullying ranges from 7 per cent to 74 per cent  (17)
  • Figure 1: PREVALENCE OF BULLYING REPORTED BY STUDENTS OF DIFFERENT SEXUAL ORIENTATION (22)
  • Figure 3: NOT JUST INSIDE SCHOOLS: HOMOPHOBIC AND TRANSPHOBIC VIOLENCE IN EDUCATIONAL SETTINGS HAPPENS IN MORE THAN ONE PLACE (23)
  • Figure 4: MORE THAN BULLYING: HOMOPHOBIC AND TRANSPHOBIC VIOLENCE MANIFESTS IN A NUMBER OF WAYS (24) 
Improve any target article
  • BOX 2 EXPLICIT AND IMPLICIT HOMOPHOBIC AND TRANSPHOBIC VIOLENCE IN EDUCATIONAL SETTINGS (25)
Improve any target article, especially Violence based on sexual orientation and gender in educational settings and Violence against LGBT people--add heading "Explicit and implicit violence"
Impact
  • on education and employment (27)
  • on health and well-being (29)
Improve Violence based on sexual orientation and gender in educational settings
P. 32-51 THE SITUATION OF HOMOPHOBIC AND TRANSPHOBIC VIOLENCE IN EDUCATIONAL SETTINGS 
  • Africa (36)
  • Asia (39)
  • Europe (42)
  • Latin America and the Caribbean (47)
  • North America (50)
  • The Pacific (51)
Figure 5: PERCENTAGE OF LGBT STUDENTS REPORTING EVER EXPERIENCED PREJUDICE/DISCRIMINATION IN DIFFERENT SETTINGS 
BOX 8 RESTRICTIVE LEGISLATION IN THE RUSSIAN FEDERATION (45) Improve LGBT rights in Russia
P. 55-122 THE EDUCATION SECTOR RESPONSE
  • What are the key principles for education sector responses to homophobic and transphobic violence? (62)
  • What is a comprehensive education sector response? (64)
  • How is the education sector responding to homophobic and transphobic violence? (72)  
Improve Violence based on sexual orientation and gender in educational settings with heading "The role of the education sector"
BOX 9 WHAT DO WE MEAN BY “EDUCATION SECTOR”? (54)
BOX 10 UN GENERAL ASSEMBLY RESOLUTION ON PROTECTING CHILDREN FROM BULLYING (55) Improve LGBT rights at the United Nations
BOX 11 PREVENTING AND ADDRESSING HOMOPHOBIC AND TRANSPHOBIC VIOLENCE IN EDUCATIONAL SETTINGS WITHIN THE FRAMEWORK OF THE SUSTAINABLE DEVELOPMENT GOALS (55) Connect to Sustainable Development Goals
INCLUSION OF TRANSGENDER AND INTERSEX STUDENTS IN POLICIES (79)
Relevant curricula and learning materials (82-89) Improve Curriculum development

Perhaps create Inclusive Curriculum development for LGBT

CURRENT MONITORING OF VIOLENCE BY GOVERNMENTAL BODIES AND MULTILATERAL ORGANIZATIONS (104) Improve LGBT rights in [country] or create article Monitoring LGBT violence
CHALLENGES AND POSSIBLE LIMITATIONS IN MEASURING HOMOPHOBIC AND TRANSPHOBIC VIOLENCE IN SCHOOLS (110)
School Violence and Bullying: Global Status Report[edit]
PDF page number of section Description Suggested articles & improvements Notes
General Target articles:

Bullying

School bullying

School violence

P. 9
  • School violence encompasses physical violence, including corporal punishment; psychological violence, including verbal abuse; sexual violence, including rape and harassment; and bullying, including cyberbullying. 
Improve intro of School violence
  • School violence and bullying is perpetrated by other students, teachers and other school staff; violence that occurs on the way to and from school may also be perpetrated by members of the wider community. It is important to di erentiate between violence perpetrated by peers and violence perpetrated by educational institutions or their representatives as this distinction in uences both the impact of and the response to violence. 
Connect bullying and school violence School violence is an umbrella terms that encompasses bullying
P. 11 Key challenges  Improve target articles
P. 16 Image: WHAT IS SCHOOL VIOLENCE AND BULLYING?  Add to heading connecting bullying and school violence
P. 17 The underlying causes of school violence and bullying 
P. 18 Image: Reasons for bullying Improve Bullying
P. 20 Types of school violence and bullying vary with age 
P. 28-30 The impact of school violence and bullying  Improve "Effects" on Bullying
P. 33 Response/Solutions
  • Leadership This includes: developing and enforcing national laws and policies that protect children and adolescents from violence and bullying in schools; and allocating adequate resources to address school violence and bullying.
  • School environment This includes: creating safe and inclusive learning environments; strong school management; and developing and enforcing school policies and codes of conduct, and ensuring that sta who violate these are held accountable.
  • Capacity This includes: training and support for teachers and other sta to ensure they have the knowledge and skills to use curriculum approaches that prevent violence and to respond to incidents of school violence and bullying; developing the capacity of children and adolescents; and developing appropriate knowledge, attitudes and skills to prevent violence among children and adolescents.
  • Partnerships This includes: promoting awareness of the negative impact of school violence and bullying; collaboration with other sectors at national and local level; partnerships with teachers and teachers’ unions; working with families and communities; and the active participation of children and adolescents.
  • Services and support This includes: providing accessible, child-sensitive, con dential reporting mechanisms; making available counselling and support; and referral to health and other services.
  • Evidence This includes: implementing comprehensive data collection; rigorous monitoring and evaluation to track progress and impact; and research to inform the design of programmes and interventions. 
Each response is explored in depth in the chapter
Emerging evidence, lessons and practice in comprehensive sexuality education: A global review 2015[edit]
PDF page number of section Description Suggested articles & improvements Notes
General Target articles:

Sex education

Comprehensive sex education

Reproductive health

P. 14 Right to sex education
  • BOX 1: GROUNDED IN HUMAN RIGHTS 
Add heading to Sex ed and/or CSE
P. 15 EVIDENCE FOR THE BENEFITS OF CSE 
  • Connection of CSE to Reproductive health
  • Sexuality education does not hasten sexual activity but has a positive impact on safer sexual behaviours and can delay sexual debut 
Improve CSE and Reproductive health
P. 19 AGE-APPROPRIATE CONTENT FOR THE DEVELOPMENT OF HEALTHY BEHAVIOURS  Improve CSE
P. 21 WORKING WITH COMMUNITIES AND PARENTS 
P. 25 CSE in curricula
MANDATORY VS. OPTIONAL
P. 29 CSE and inclusive education Improve CSE, Sex ed and connect to inclusive education
A Guide for gender equality in teacher education policy and practices [edit]
PDF page number of section Description Suggested articles & improvements Notes
General Target articles:

Sex differences in education

Female education

Gender equality

Gender inequality

Gender sensitization

P. 9-12 GLOSSARY AND CONCEPTUAL CLARIFICATIONS 
P. 20 Technical terminologies related to gender 
  • Practical gender needs 
  • Strategic gender interests 
Improve gender equality
P. 22 Table 2. This table explains the meaning behind women in development and how it is different from gender in development  Add heading on difference between WID and GAD to Women in Development
P. 30-35 Policy and gender mainstreaming in teacher education policy  Create heading or article "Policy and gender mainstreaming in teacher education policy"
P. 58-60 Gender and curricula
  • Formal and hidden curriculum and gender 
  • Gender equality concerns in the curriculum 
  • Curriculum language and gender 
  • Curriculum structure and gender 
Improve Curriculum
P. 72-76 Gender-responsive budgeting
  • Gender-responsive budgeting consists of procedures and tools aimed at ensuring that resources are allocated and used in ways that contribute towards mitigating gender inequalities and thus increasing prospects and opportunities for gender equality and empowerment. 
Create Gender-responsive budgeting
P. 82-90 Mainstreaming gender issues in research  Add heading "Mainstreaming gender issues in research" to Gender mainstreaming
P. 94-99 Monitoring and evaluation for gender sensitivity Create article Monitoring and evaluation for gender sensitivity
P. 104-107 Gender advocacy Create article or heading Gender advocacy
A Complex Formula: Girls and Women in Science, Technology, Engineering and Mathematics in Asia[edit]
PDF page number of section Description Suggested articles & improvements Notes
General Add "Women and STEM" heading to STEM

Create Women and STEM in Asia

Would be possible to have individual country profiles for the 7 target countries
P. 13 Figure 1 Number of female and male Nobel Laureates and Fields Medallists in STEM-related fields Improve Women in Science and/or add to "Controversies" heading on Nobel Prize
P. 18 Psychosocial Influences 
  • Females may experience higher rates of anxiety around mathematics and science subjects. 
P. 23 Differentiations at the primary level and higher education
  • Studies indicate that while there may be gender equality in achievement at the primary and lower secondary school level with regard to STEM-related subjects, the proportion of female students opting for these subjects rapidly declines at every stage of upper secondary and higher education, as does the proportion of women choosing to pursue careers in STEM fields and advancing to the highest positions 
Improve Women in science
P. 24 Progress made but lagging in some countries
  • There has undeniably been remarkable progress in achieveing gender equality both in terms of access to and advancement in education (IIEP, 2012). As of 2011, however, globally only 60 per cent of countries had achieved gender parity in primary education, and a mere 38 per cent of countries had achieved parity in secondary education 
P. 26 Figure 3 Analytical framework: the gender dimension of learning achievement and progression to STEM 
P. 32 Table 4 Participation in higher education across all fields and female participation in science programmes  Improve Women and STEM in Asia
P. 33 Cambodia  Gender Parity in Education and/or STEM in Cambodia
P. 34 Indonesia & Malaysia Gender Parity in Education and/or STEM in Indonesia

Gender Parity in Education and/or STEM in Malaysia

P. 35-36 Mongolia, Nepal, Korea, Viet Nam " "
P. 37 Box 1 Proportion of women in science fields by academic level in China and Japan (%)  Improve Women and STEM in Asia
P. 38 Figure 4 Proportion of female graduates in science programmes in tertiary education in Asia(%) 
P. 39-42 Figure 5-9 Proportion of students enrolled in STEM disciplines in the target countres Gender Parity in Education and/or STEM in ...
P. 45
  • Within STEM fields of study, females tend to be concentrated in certain disciplines such as pharmacy, medicine and biology yet remain underrepresented in others such as engineering and physics. This indicates that further data analysis may be required on women’s participation in specific STEM disciplines such as engineering and physics. 
P. 50 International Olympiads in STEM-related fields  Women in International Olympiads in STEM-related fields could be an interesting article although it is very specific. There is enough information here to warrant its creation
P. 56 Role of Education policy  Improve Women and STEM in Asia
P. 59 Relationships between students and teachers 
P. 60 Teaching and learning materials 
P. 69 Table 11 Most and least enjoyed subjects reported by students by country and by sex  Might not be relevant enough to include in the article, but interesting
P. 75 Table 13 Student attitudes towards mathematics and science in the seven countries under review by sex (%) 
P. 76, 78 The importance of parental and teacher encouragement 
  • Beyond the issue of gender differences in student performance in mathematics and science subjects, there may be further psychosocial influences where female and male students are affected in different ways in terms of their attitudes to these subjects, and could provide an important area for further investigation.  
Add heading to Women and STEM in Asia
Global Citizenship Education: topics and learning objectives[edit]
PDF page number of section Description Suggested articles & improvements Notes
P. 12 Box 1: Core conceptual dimensions of global citizenship education  Improve GCED
P. 13 Global citizenship education aims to enable learners to: Improve GCED
Priority Gender Equality 
  • Global citizenship education can play an important role in contributing to gender equality 
Improve GCED

Interlink with Gender Equality

P. 20 Box 4: Key learner attributes of GCED Improve GCED
P. 31-65 Table A: Overall guidance  Add to GCED
P. 39 Key words Might be useful in finding topics to interlink with GCED
P. 43 Setting learning objectives  Could add specific country examples to GCED
P. 44 England example
P. 45 South Africa
P. 48 Sierra Leone and Sri Lanka
P. 53 Australia and Indonesia
Not Just Hot Air: Putting Climate Change Education into Practice[edit]
PDF page number of section Description Suggested articles & improvements Notes
P. 8 Introduction
P. 8-30 Case studies of national experiences 
  • Dominican Republic (12-17)
  • Guyana (16-20)
  • Mauritius (19-24)
  • South Africa (23-26)
  • Tuvalu (27-30)
Create headings or articles:
  • Climate change education in Dominican Republic
  • Climate change education in Guyana
  • Climate change education in Mauritius
  • Climate change education in South Africa
  • Climate change education in Tuvalu
P. 10-11 Climate Change Education for Sustainable Development (CCESD) Create or add heading to ESD
P. 31-65 COUNTRY PROFILES 16 National Policy Reviews 
  • Australia (34)
  • Bangladesh (36)
  • Brazil (38)
  • Chile (40)
  • China (42)
  • Costa Rica (44)
  • Denmark (46)
  • Dominican Republic (48)
  • United Kingdom (50)
  • India (52)
  • Indonesia (54)
  • Manitoba (56)
  • Philipinnes (58)
  • Republic of Korea (60)
  • South Africa (62)
  • Viet Nam (64)
Possible to create headings or articles for each country
The International status of education about the Holocaust: a global mapping of textbooks and curricula[edit]
PDF page number of section Description Suggested articles & improvements Notes
General Create Holocaust in textbooks and curricula
P. 8-13 Introduction
  • Origins
  • Concepts
  • Aims
  • Main findings
Improve Holocaust studies
P. 15-32 PART 1 Background, objectives and methodology of the study 
  • The effectiveness of curricula and textbooks
  • Assessing and comparing representations of the Holocaust in textbooks in twenty-six countries 
  • The international status of the Holocaust in educational media 
Improve Holocaust studies

Create Holocaust in textbooks

Create Holocaust in educational media

P. 33-157 PART 2 The Holocaust in curricula worldwide 
  • Categories and contexts of the Holocaust in curricula (33)
Create heading "Holocaust in curricula" on Holocaust studies

or create Holocaust in curricula

  • Spatial distributions of the Holocaust in secondary school curricula (maps) 
  • Map: The status of the Holocaust in curricula worldwide (40-41)
Add to Holocaust studies? Map spans two pages and may be difficult to incorporate
Map: The status of holocaust in curricula in Africa (42) Holocaust studies in Africa (article or heading)
Map: The status of holocaust in curricula in Asia (43) Holocaust studies in Asia (article or heading)
Map: The status of holocaust in curricula in Europe (44) Holocaust studies in Europe (article or heading)
Map: The status of holocaust in curricula in North America (45) Holocaust studies in North America (article or heading)
Map: The status of holocaust in curricula in South America (46) Holocaust studies in South America (article or heading)
Table indicates countries whose secondary school curricula feature the Holocaust and those which do not (48-72)
The Holocaust in the textbooks of twenty-six countries (74-157) Holocaust in textbooks It would be possible to create profiles for each of the 26 countries
International narrative patterns 
P. 169 PART 3 - Recommendations
Action for climate empowerment: Guidelines for accelerating solutions through education, training and public[edit]
PDF page number of section Description Suggested articles & improvements Notes
General The principal objective of these guidelines is to facilitate the implementation of Action for Climate Empowerment (ACE) at the national level, in accordance with the Doha Work Programme on Article 6 of the United Nations Framework Convention on Climate Change (UNFCCC). (12) Create Action for Climate Empowerment? There is enough information on ACE in this publication to warrant the creation of an article on ACE
P. 6 Action for Climate Empowerment (ACE)
  • Action for Climate Empowerment (popular name for Article 6 of the UNFCCC) 
Improve ACE, add heading to United Nations Framework Convention on Climate Change and connect to article
P. 14 Brief history of Action for Climate Empowerment  Heading in Action for Climate Empowerment
P. 15 Figure 1 • Article 6 elements - scope and objectives  Improve ACE and/or United Nations Framework Convention on Climate Change 
P. 16-17 Figure 2 • Article 6 timeline  Improve ACE and/or United Nations Framework Convention on Climate Change  Problematic because the figure extends onto next page
Global Action Programme on Education for Sustainable Development (GAP on ESD)  Add "Global Action Programme" heading to Education for sustainable development
P. 18 ACE implementation 
  • The implementation of Article 6 is currently guided by the Doha Work Programme (DWP) 
Heading "Doha Work programme" on ACE and/or United Nations Framework Convention on Climate Change 
P. 20-21 Climate Change Education (CCE) 
  • The UN Alliance on Climate Change Education, Training and Public Awareness 
  • The One UN Partnership for Climate Change Learning (UN CC:Learn) 
  • United Nations Joint Framework Initiative on Children
Create Climate Change Education (CCE) with headings of the bullet points

Add link from Environment Education (which already has some text on CCE)

P. 26 Table 1 • Characteristics of each ACE element 
P. 28, 20 Guiding principles for ACE activities 
  • A gender approach 
  • Intergenerational  
  • Box 3. Examples of gender and intergenerational approaches (30)
P. 34 Examples of establishing coordination to develop national strategies 
  • Chile – National Climate Change Action Plan 2008-2012 (NCCAP)
  • Tanzania - National Climate Change Communications Strategy 2012-2017 (NCCCS) 
  • Uganda – National Climate Change Learning Strategy (NCCLS) 2013-2022  
Improve Climate Change Education and/or Environmental Education
P. 36 Box 4: Understanding the UNFCCC process  Improve United Nations Framework Convention on Climate Change 
P. 37 Box 5.Understanding Education for Sustainable Development (ESD) as it relates to ACE  Heading on ACE. Connect ESD with ACE
Figure 8 • The role of Climate Change ESD 
P. 38 The GLOBE programme (US/International) 
The Cleen programme (Albania) 
Yunga Climate Change Challenge Badge (International) 
P. 52 Namibia – proposed Climate Strategy Action Plan  Include in examples?
P. 60 Examples of synergistic cross-sector partnerships for climate action 
  • Mexico: INGO and Government partnership to support climate change education 
  • India: International NGO, state government, national banks, and community-based organization partner to raise awareness on climate change, implement renewable energy and support women’s entrepreneurship 
  • Zambia: UN Agency, government and construction sector partner for green jobs training 
Heading "cross-sector partnerships for climate action"
Schools in action, global citizens for sustainable development: a guide for teachers[edit]
PDF page number of section Description Suggested articles & improvements Notes
General There are many parallels between this publication and Schools in action, global citizens for sustainable development: a guide for students

The student version was reviewed first; therefore, any useful information that overlapped in the two publications is documented in the student version (see table below)

P. 11 Figure: ESD ENTAILS FOUR DIMENSIONS  Improve ESD
P. 12 GLOBAL CITIZENSHIP EDUCATION AND EDUCATION FOR SUSTAINABLE DEVELOPMENT
  • ESD and GCED have received increasing attention recently. They are both included in the Sustainable Development Goals, notably in target 4.7 of the Education Goal  
Make sure that UNESCO ASPnet, GCED and ESD are linked. Perhaps create heading in each article that articulates the connection
P. 14 Teaching Global Citizenship Education and Education for Sustainable Development 
  • ADOPTION OF VALUES AND ATTITUDES RELEVANT TO ADDRESSING GLOBAL CHALLENGES
  • SKILLS FOR COLLABORATION, COMMUNICATION AND CRITICAL THINKING (17) 
Add "Teaching" heading to GCED and ESD
P. 17-25 SKILLS FOR COLLABORATION, COMMUNICATION AND CRITICAL THINKING (17)  This section might be too specific in that it includes a list of suggested activities.
P. 26 Figure: KEY ACTORS ENGAGED IN SUCCESSFUL ASPnet GCED AND ESD ACTIVITIES  Figure might be useful on UNESCO ASPnet, GCED and/or ESD
P. 27-32 SELECTED GOOD PRACTICE EXAMPLES FROM ASPnet SCHOOLS  Improve UNESCO ASPNet Watch out for crossover with student version
Schools in action, global citizens for sustainable development: a guide for students[edit]
PDF page number of section Description Suggested articles & improvements Notes
P. 10 GCED addresses themes such as

– peace and human rights

– intercultural understanding

– citizenship education

– respect for diversity and tolerance – inclusiveness 

Improve GCED GCED article has lots of room for growth
P. 11 BECOMING A SUSTAINABLE DEVELOPMENT ACTOR  addresses themes such as

– climate change

– biodiversity

– disaster risk reduction

– sustainable consumption – poverty eradication 

Create Sustainable development actor or create heading on SD or heading "Role of sustainable development actors" on SDGs or ESD
Nice photo on this page The publication has some photos that could be useful but they are unattributed
P. 12 Common vision of GCED and ESD:

empower learners of all ages to become proactive contributors to a more just, peaceful, tolerant, inclusive and sustainable world. 

Make sure that GCED and ESD are linked. Perhaps create heading in each article that articulates the connection
P. 13 Great figure here that shows the connection of GCED and ESD
P. 22-28 ASPnet students in action – examples from across the world  Improve UNESCO ASPNet. Add "Examples" or "ASPNet students in action" heading with subheadings of the examples UNESCO ASPNet needs a lot of work
Making textbook content inclusive: A focus on religion, culture and gender[edit]
PDF page number of section Description Suggested articles & improvements Notes
General Making textbook content inclusive
  • Rationale and challenges (6)
  • Objectives and target audience (7)
Create page Textbooks and inclusive education

Add heading "Making textbook content inclusive" to Textbook and link to main article

Add heading "Textbooks" to Inclusion (education) and link to main article

P. 8 Religion 
  • The role of education 
heading/subheading
P. 8-9 Gender  heading/subheading
P. 9 Culture  heading/subheading
P. 11 Table 1: Employing inclusive language

What aspects of language should authors be aware of when writing or revising textbooks? 

Improve Textbooks and inclusive education
P. 14-17 Table 2: Representing diverse identities
  • How can textbook authors illustrate the complexity of identities and related experiences and promote diversity? 
This table is probably too large to include
P. 18 Integrating human rights  heading/subheading
P. 19-20 Table 3: Integrating human rights
  • How can textbook authors integrate rights and link them to international legal instruments? 
This table is probably too large to include
Getting Climate-Ready: A Guide for Schools on Climate Action[edit]
PDF page number of section Description Suggested articles & improvements Notes
P. 7 DEVELOPING A SCHOOL CULTURE OF SUSTAINABILITY 
  • A school culture of sustainability is one in which students, staff and families hold shared values and beliefs about the importance of taking action for a more sustainable society. Taking care of the environment and contributing to reducing climate change is an integral part of this. Therefore, de ning what climate action means to your school is part of developing a culture of sustainability. Some schools see climate action as key to “doing their part” to take care of the planet. For other schools, it is about addressing issues directly affecting them. For example, several schools in disaster-prone Japan see climate action as a practical way of helping students and their families stay safe and prepare for the future. 
Improve ESD

Create Climate-friendly schools

P. 9 Table 1: INVOLVING THE WHOLE SCHOOL COMMUNITY IN CLIMATE ACTION  Could be useful in a hypothetical Climate-friendly schools
P. 12 The whole-school approach
  • A whole-school approach means including climate action in all aspects of your school, including school governance, teaching and learning, facilities and operations, and community partnerships. 
Climate-friendly schools
P. 13 Climate-friendly schools include climate change in all areas of study
  • Addressing climate change is complex. Environmental, economic, social, cultural, ethical, political, scienti c and technological issues all come into play. For this reason, your school should include climate action in all subjects - not only in science and social science courses.  
Climate-friendly schools
P. 17 Climate-friendly schools example
  • HEALTHY KIDS AND HEALTHY ENVIRONMENTS AT HAWKSTONE PRIMARY SCHOOL 
  • COMMUNITY PARTNERSHIPS IMPROVE LEARNING FOR STUDENTS AT ENDRUPSKOLEN SCHOOL (18)
  • ASPNET SCHOOLS AND RESEARCHERS MOBILIZED FOR FOREST CONSERVATION (19)
Climate-friendly schools
P. 18 BUILD COMMUNITY PARTNERSHIPS FOR LEARNING AND TEACHING  Climate-friendly schools
Education for Sustainable Development Goals: Learning Objectives[edit]
PDF page number of section Description Suggested articles & improvements Notes
General Created heading and link Sustainable Development Goals to Education for sustainable development

Add sustainability goals to "Background" heading on Education for SD

P. 7, Box 2
  • By 2030, ensure that all learners acquire knowledge and skills needed to promote sustainable development, including, among others, through educa on for sustainable development and sustainable lifestyles, human rights, gender equality, promo on of a culture of peace and non- violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development. 
Improve Education for sustainable development
P. 9 Learning objectives for achieving the SDGs  Add heading to SDG and Education for SD
Box 1.1 Key competencies for sustainability  Add heading and subheadings to SDG and/or Education for SD
P. 10 Specific learning objectives
  • cognitive domain 
  • socio-emotional domain 
  • behavioural domain 
Add heading and subheadings to SDG and/or Education for SD
P. 11 No poverty Add heading to SDG with learning objectives as subheading
P. 13 Zero hunger Add heading to SDG with learning objectives as subheading
P. 15 Good health and well-being Add heading to SDG with learning objectives as subheading
P. 17 Quality education Add heading to SDG with learning objectives as subheading
P. 19 Gender equality Add heading to SDG with learning objectives as subheading
P. 21 Clean water and sanitation Add heading to SDG with learning objectives as subheading
P. 23 Affordable and clean energy Add heading to SDG with learning objectives as subheading
P. 25 Decent work and economic growth Add heading to SDG with learning objectives as subheading
P. 27 Industry, Innovation and Infrastructure Add heading to SDG with learning objectives as subheading
P. 29 Reduced inequalities Add heading to SDG with learning objectives as subheading
P. 31 Sustainable cities and communities Add heading to SDG with learning objectives as subheading
P. 33 Responsible consumption and production Add heading to SDG with learning objectives as subheading
P. 35 Climate action Add heading to SDG with learning objectives as subheading
P. 37 Life below water Add heading to SDG with learning objectives as subheading
P. 39 Life on land Add heading to SDG with learning objectives as subheading
P. 41 Peace, justice and strong institutions Add heading to SDG with learning objectives as subheading
p. 43 Partnerships for the goals Add heading to SDG with learning objectives as subheading
P. 47 Implementing learning for the SDGs through ESD 
  • ESD helps develop the above cognitive, socio-emotional and behavioural learning outcomes as well as the cross-cutting sustainability key competencies needed to achieve all the SDGs. This third part of the guidance framework offers recommendations and illustrations of strategies to implement ESD 
This could provide a good link between SDG and ESD articles
Box 2.1.1. Progress in policies for ESD  Add heading to ESD
P. 48 Box 2.1.2 Country examples of good practice of integrating ESD in policies 
Integrating ESD in curricula and textbooks  Add heading to ESD
P. 49 Box 2.2.1. Examples of integrating ESD into curricula  Improve "Integrating ESD in curricula and textbooks" heading
P. 50 Integrating ESD in teacher education  Add heading to ESD
P. 52 Figure 1. The whole-institution approach (UNESCO 2014a: 89)  Image might be useful on ESD article
Making Sense of MOOCs: A Guide for Policy-Makers in Developing Countries [edit]
PDF page number of section Description Suggested articles & improvements Notes
P. 13 The Education 2030 Framework for Action 
  • recognises lifelong learning for all as one of the underpinning principles of this new vision, stating that “all age groups, including adults, should have opportunities to learn and continue learning.” 
Improve EFA and/or Incheon declaration
P. 15
  • MOOCs can also be delivered to increase participation in lifelong learning and training for very large numbers of people 
Improve Lifelong learning (add to Emerging technologies heading or Web 2.0 subheading)
P. 16, 70 Higher education
  • higher education (HE) has undergone major transformations, brought about by: (i) increasing internationalisation and student mobility; (ii) an ever-growing demand for quality higher education and lifelong learning; (iii) changing student demographics; (iv) the rise of online and blended learning, (v) cross-border higher education and (vi) recognition and quality assurance of quali cations in a digital world without borders 
  • The “unbundling” of higher education (70)
Improve higher education
P. 17
  • MOOCs are an important tool to achieve Goal 4 of the 2030 Agenda for Sustainable Development 
Link MOOCs article to Sustainable development goals

Add new heading where needed.

P. 18 MOOCs and online education  Link MOOCs to Educational technology
P. 19 Difference between MOOCs and an online course Improve MOOCs
P. 21-24 Benefits of MOOCs
  • Widening participation in higher education (23)
Add "Benefits" heading to MOOCs
P. 25 The limitations of MOOCs for society  Improve "Challenges and Criticisms" heading on MOOCs
P. 31-35, 47-48, 66 MOOCs in developing countries
  • access to quality lifelong learning (32)
  • Opening up education (32)
  • What are MOOCs for development? (34)
  • Bonk and colleagues (2015) have identi ed the following concerns for MOOCs in developing countries (47-48)
  • There is no viable MOOC business model for the developing world as yet; higher education institutions in middle- and lower-income countries should adopt a business model that privileges local institutional capacity building over outsourcing. (66)
Create article MOOCs in developing countries and/or as heading in MOOCs. If article created link between the two articles
P. 36 Quality assurance for MOOCs
  • A quality assurance framework is a critical component for a national MOOC strategy; such a framework does not yet exist for MOOCs 
Improve "Challenges and Criticisms" heading on MOOCs
P. 44 Qualifications framework and MOOCs Improve qualifications framework (once created)
P. 45 Learner-centred Approaches and the Benefits for Learners 
  • Relationship of MOOCs and ICTs in Student-centred learning
Improve Student-centred learning
P. 47 Table 5.1: Motivation toTake a MOOC, by Region 
P. 48 A learner-centred approach 
P. 50, 57 Reusing MOOCs
  • Reusing MOOCs as way to cut down on costs
  • Reuse (elements of) MOOCs from other providers (57)
Improve MOOCs
P. 51 Modes of MOOC development 
P. 56 Designing for different types of learners 
P. 64 Focus on collaboration in open educational practices  Improve Open education
Level-setting and recognition of learning outcomes: The use of level descriptors in the twenty-first century[edit]
PDF page number of section Description Suggested articles & improvements Notes
General Learning level descriptors
  • The research draws on the development and application of level descriptors as an integral part of qualifications frameworks internationally, but also considers how the level of learning is determined in other contexts, such as longitudinal studies, international competence assessments and diagnostic reviews (10)
Create Learning level descriptors

of Level descriptors (Education)

This is the subject of the publication
P. 15
  • This research is about three age-old concepts: learning, level, and recognition
  • Level descriptors are statements that provide a broad indication of learning appropriate to attainment at a particular level, describing the characteristics and context of learning expected at that level. ey are designed to support the reviewing of speci ed learning outcomes and assessment criteria in order to develop particular modules and units and to assign credits at the appropriate level   
Improve Learning level descriptors
P. 25 CATEGORIZING LEARNING 
  • Learning in a lifelong learning context (27)
  • Domains of learning (31)
  • The level of learning (48)
  • Qualifications and qualifications frameworks (78)
  • The application of learning outcomes to describe KSC for measurement and recognition (94)
  • Assessment of learning outcomes (112) 
Create Categorizing Learning

Improve Categorization

Link to National Qualifications Framework

Create Qualifications Framework and link to National Qualifications Framework (NQF is a type of QF. Explored on p. 76)

Might want to combine hypothetical Level descriptors (education) and Categorizing learning articles

The dimensions of categorizing learning are summarized on p. 25--detailed, they are explained in detail in the page numbers cited in the description column.

P. 27 Lifelong learning Improve Lifelong learning
P. 30-31 GCE
  • While GCE can take different forms, it has some common elements, which include fostering in learners the following competences 
Add "Competences" heading to Global citizenship education
P. 31
  • What is meant by ‘learning outcome’, ‘skill’, ‘competence’ or even ‘knowledge’ in one country or region is often different from, though related to, the use of the terms in another country or region is a complexity permeates the language of qualifications frameworks
  • origins of quali cations frameworks. ey emerged from two complementary education and training discourses in the late 1980s: the competence approach to vocational education, and the shi to learning outcomes, embedded within the broader concept of lifelong learning. 
Improve Qualifications Framework
P. 32 Learning outcomes
  • Definitions of the concept of learning outcomes vary across contexts, although some common elements can be identi ed. Here are some examples: 
  • learning outcomes are understood to be statements that describe mainly three major domains: knowledge (learning to know), skills (learning to do) and competences (learning to be) 
"Learning outcomes" should be a subheading of heading "Domains of learning"
P. 33
  • All qualifications frameworks are learning outcomes-based 
Improve Qualifications Framework
P. 38 Different categorizations of competences  "Competences" should be a subheading of heading "Domains of learning"
P. 40-42 Different categorizations of skills  "Skills" should be a subheading of heading "Domains of learning"

Link to main article: Skill (labor)

P. 44 Different categorizations of knowledge  "Knowledge" should be a subheading of heading "Domains of learning"

Perhaps link to main article: Knowledge

P. 47 Figure 1: The manner in which learning outcomes are used to describe knowledge, skills and competences  Add figure to "Learning outcomes" heading
P. 48 The level of learning
  • Setting levels through level descriptors (49)
"Level of learning" heading
P. 52 Table 1: Levels and domains across a selection of transnational quali cations frameworks  Add table to "level of learning" heading Be selective with figures and tables
P. 53 Convergence in the use of domains
  • Qualifications frameworks use variations of domains in their level descriptors: in a few instances (such as in Victoria, Australia, and the ASEAN RQF) the domains of knowledge and skills are collapsed into a single domain 
Add "Level descriptors" heading to Qualification Framework and link to main article Level descriptors (Education)
examples of level descriptors from the knowledge domain 
P. 54 examples of level descriptors from the skills domain 
examples of level descriptors from the competence 
P. 58 Interrelationship between level descriptors developed by different types of qualifications frameworks  Add heading to Improve Qualifications Framework
P. 60 Limitations of level descriptors  Improve Level descriptors (education)
P. 68 Table 3: The Dreyfus model of skills acquisition  Add table to

Dreyfus model of skill acquisition 

P. 76 Qualifications and qualifications frameworks  Add heading "Qualifications and qualifications frameworks" to Level descriptors (education)
  • The origin of qualification structures can be traced back to organized education in antique civilizations such as Greece, Sparta, Rome and China. 
  • The first institutions of formal higher education were established at this time in the Islamic universities of Al-Azhar in Cairo and Sankore in Timbuktu 
Add "History" heading to Qualifications Framework
P. 79 Table 4: Different definitions of qualifications  Add table to heading "Qualifications and qualifications frameworks" and/or Qualifications Framework
P. 80 The qualification process varies enormously from setting to setting, but in most cases it includes the following five elements  Improve heading "Qualifications and qualifications frameworks"
Different types of qualifications frameworks  Add heading "Types" to Qualifications Framework -- Link to main article National Qualifications Framework
P. 94 The application of learning outcomes to describe knowledge, skills and competences for measurement and recognition 
  • focuses on how learning can be recognized using current and new recognition methodologies, but more broadly also for measurement and recognition 
Add heading to Qualifications Framework
P. 98-99 Credential evaluation 
  • Credential evaluation practices provide a particularly useful application of the principles of recognition embedded in quali cations frameworks 
  • Thee following are three key terms related to recognition (99)
Improve Qualifications Framework
P. 105 Learning metrics 
  • ‘Learning metric’ is used in this study as a collective term for a wide range of international skills surveys and related statistical studies that use learning outcomes and/or competences as a basis for measurement.  
P. 106-107 LAMP's five levels of literacy Improve Literacy?
P. 108-110 Types of classification systems
  • Occupational classification systems
  • Educational classification systems
Improve heading "The application of learning outcomes to describe knowledge, skills and competences for measurement and recognition" 
P. 112 Assessment of learning outcomes 
  • Governments, the international community and other stakeholders are increasingly recognizing the importance of assessment for monitoring TVET systems, for adapting qualifications and developing pathways, and improving learning and achievement levels 
P. 114 Facilitating the recognition of informal and non-formal learning  Add heading "Recognition" to nonformal learning
P. 115 Work-based learning 
  • Work-based learning encompasses a diversity of formal, non-formal and informal arrangements including apprenticeships, work placement and informal learning on the job. The key driver is the need for active policies to secure learning that meets the need of the workplace. 
Improve Nonformal learning
P. 117 International credit transfer 
  • Credit accumulation and transfer (CAT) schemes constitute another important area to be considered when assessing learning outcomes, and the recognition of learning more broadly.  
Create article or heading "International credit transfer" 
P. 120
  • The existing trend has been for credit schemes to be closely associated with NQFs, and more recently also with an RQF, the EQF. Four di erent types of associations are identi ed 
Improve "International credit transfer"
P. 129 -130 Online credentials 
  • 3 forms of online credentials
Improve Education technology
P.129, 132 The challenges posed by Online credentials and International qualifications to Qualifications Framework Improve Qualifications Framework
P. 141-142 Table 10: The use of learning outcomes in recognition methodologies  Table could be useful for reference, but not sure it should be added to any specific article
Unleashing the Potential: Transforming Technical and Vocational Education and Training[edit]
PDF page number of section Description Suggested articles & improvements Notes
General Create page for TVET or heading in Vocational education Currently, TVET redirects to Vocational education. Is this adequate?
P. 14, Box 1 TVET and its attachment to sustainable development
  • Since education is considered the key to effective development strategies, technical and vocational education and training (TVET) must be the master key that can alleviate poverty, promote peace, conserve the environment, improve the quality of life for all and help achieve sustainable development. 
  • The economic rationale of TVET
Improve Education for sustainable development with TVET heading
P. 19-20 Social equity rationale for TVET
  • Expanding access to skills with TVET, especially for women, and facilitating their gainful employment 
  • Recent years have seen rising numbers of young women enrolling in TVET programmes, especially in service sector subjects 
  • Gender disparities in learning opportunities, and earnings, are a cause for concern. The persistent gender-typing of TVET requires concerted attention if TVET is to really serve a key facilitative role in shared growth, social equity and inclusive development 
Create Women and TVET? or Gender and TVET or Gender disparities in TVET
P. 21
  • From a human rights perspective, expanding TVET is an important means for realizing the right to equal learning opportunities 
P. 21-22 Sustainability rationale 
  • The sustainability rationale places certain demands on the economic and social equity rationales 
  • It calls for sustainable growth which ensures that future generations will continue to be able to use their environment to generate and sustain the growth required to meet their needs and enjoy a high quality of life 
  • Although ‘sustainability’ is still de ned in various ways and a consensus is yet to emerge, ‘most de nitions include: living within the limits of what the environment can provide, understanding the many interconnections between economy, society and the environment, the equal distribution of resources and opportunities’  
Create Sustainability rationale
P. 25
  • For UNESCO, education for sustainable development involves:

integrating key sustainable development issues into teaching and learning. This may include, for example, instruction about climate change, disaster risk reduction, biodiversity, and poverty reduction and sustainable consumption. It also requires participatory teaching and learning methods that motivate and empower learners to change their behaviours and take action for sustainable development. ESD consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way. (UNESCO, 2013a) 

Improve Education for sustainable development
P. 26 TVET as solution
  • TVET is seen by a large number of countries as a key part of the solution to a myriad of challenges including sluggish growth, poverty, inequalities, employability and unemployment, particularly though not exclusively for youth and for women, and as a means to tackle human underdevelopment and climate change.  
Improve TVET
P. 30 Transforming TVET
  • Figure 2
P. 38-39 Age distribution in less developed and developed regions 
  • Figure 3
  • Figure 4 (39)
Improve

Population aging

P. 47 Migration and TVET
P. 52
  • Four out of every ten of the world’s working women and men are trying to make a living o the land, and in some of the lowest-income countries, three-quarters or more of workers, especially women, are engaged in agriculture  
P. 55 Technological advancement and TVET
  • the long-term trend of technological change has been towards jobs requiring higher cognitive skills 
  • Even though the rate of technological progress in developing countries has increased over time, the ‘technology gap’ between rich and poor countries still remains high 
  • TVET is responding to the diverse ICT needs of learners 
Add heading to TVET or Vocational Education
P. 59 Globalization and TVET
  • Globalization intensifies pressure on the TVET sector to supply the necessary skills to workers involved in globalized activity, and to adapt existing skills to rapidly changing needs 
Add heading to TVET or Vocational Education
P. 66 TVET in post-conflict contexts
  • In many post-conflict contexts, there is demand for TVET to play a major role in reintegrating the ex-combatants into civilian life, for example by recognizing prior learning, retraining, professional reconversion and skills upgrading 
Add heading to TVET or Vocational Education
P. 71 The Netherlands and TVET
  • The Netherlands Sector Skills Council (SSC) system exempli es other e orts to improve the alignment between demand and supply. Employers are essentially the starting point. They work through sectoral skill bodies called ‘Kennicentra’ (‘knowledge centres’ in English) to identify and express the skills that are required by a sector. Their diagnoses of what skills and curricula are needed is provided to BVE Raad (the Dutch Council for Vocational and Adult Education), which then supplies this information to regional technical colleges so they can develop a curriculum based on the standards and requirements set by employers. The SSC system proved e ective because of the partnerships built between TVET stakeholders. 
Improve "Netherlands" subheading under International heading on Vocational Education
P. 73 Jordan and TVET
  • In 2003 Jordan commenced work on a labour observatory, with networking between public and private institutions to support the economic reform process  
Create "Jordan" subheading under International heading on Vocational Education
P.74-75 Improving youth employability  Improve "Vocational education" subheading under possible solutions on Youth unemployment
P. 79 Meeting the skills demands of the rural economy 
  • The limited opportunity for millions living in rural areas to acquire the skills and knowledge needed to develop their capacity for work and life is a major barrier to successful development and the achievement of the Millennium Development Goals 
  • Globally, over 900 million people live on less than US$1 per day, and most of them are in developing countries. Three out of every four of this number in developing countries live in rural areas 
  • One of the main avenues to improving living standards in agrarian economies is increasing productivity in farming. 
P. 81 A competency-based approach
  • Providing an appropriate mix of broader competencies alongside specialist skills 
  • Skills for economic development include a mix of technical and soft skills 
P. 85 Making workplaces more inclusive  Improve Social exclusion
P. 87 TVET for green economies  Add TVET for green economies to Green economy and/or Vocational education
P. 98 Private sector TVET 
  • Private TVET providers include for-profit and non-profit institutions 
Create private sector TVET or add heading to Vocational education
P. 102 Developing continuing TVET in workplaces 
  • Continuing TVET involves ongoing training to upgrade existing skills and to develop new ones 
Create or add heading "Continuing TVET"
P. 108, Box 9 Non-formal and informal learning in Portugal Create Nonformal and informal learning in Portugal
P. 119 Figure 13: Focus on empowering the TVET learner  Improve TVET or Vocational education
P. 120, Box 11 Lifelong learning in China Add to "In practice" heading on Lifelong learning
P. 124 Incentives for learners to acquire TVET qualifcations 
  • countries with clearly defined and successful TVET systems, including Austria, Finland, France and Germany, have all opened up clearly identi able pathways and quali cations so that TVET students can expect open pathways to further education or training, and not to a dead end 
Add to TVET or Vocational education
P. 126 Strengthening the management of TVET institutions  Create TVET institutions
P. 128 ICT and TVET
  • TVET institutions have been expected to introduce ICT instruction into their curriculum in response to the market demand for workers with these skills 
Improve TVET institutions
P. 141 Mobilizing financial resources for TVET 
P. 157 Reducing income gaps with TVET
  • Knowledge and skills are forms of social and human capital that when equitably distributed can empower individuals and reduce income gaps 
  • Material inequalities partly reflect unequal opportunities for learning, and that these then often translate into inequalities in the world of work 
Learning, knowledge and skills for agriculture to improve rural livelihoods[edit]
PDF page number of section Description Suggested articles & improvements Notes
P.14 Learning Knowledge and Skills for Agriculture and Rural Livelihoods 
  • The main aim of the IFAD-UNESCO research project was to contribute to understanding about the kind of education and learning opportunities needed to address the currently high levels of youth unemployment in rural areas, as well as rural poverty and food security. 
  • The conceptualization of a continuum between formal and informal learning (rather than a hierarchical model of discrete categories, with formal above informal) has informed the research design of this IFAD-UNESCO project. (41)
  • The aim of this project was to compare the ndings from the research studies conducted in Cambodia, Egypt and Ethiopia on issues connected with young people’s learning, their aspirations and perceptions of agriculture and rural livelihoods.  (49)
  • Summary of main findings and proposed actions (117)
Create page for the project Learning Knowledge and Skills for Agriculture and Rural Livelihoods  The project is the subject of the entire document. Break down the three target countries into headings and subheadings "actions" & "results"
P. 20, 30, 32, 33, 96 Farming and youth
  • Today’s generation of young people is the largest in history. Some 1.8 billion young people worldwide are between the ages of 10 to 24, and 90 per cent of them are living in less developed countries (UNFPA, 2014). Although many of this younger generation have abandoned the rural context and migrated elsewhere, a major proportion of unemployed young people still live in agrarian societies and in rural areas. Accordingly the focus of attention is increasingly shifting to young rural people, and in particular, the next generation of farmers.
  • For many countries, one of the main concerns is to provide sustainable livelihoods and employment opportunities in agriculture for young people. 
  • Young people have been identi ed as an important group for taking forward new advances in technology in the sector and responding to a context of rapid social, economic and environmental change. (p.30) 
  • Research has revealed that the situation is in fact more complex – that parents as well as young people regard agriculture as ‘an occupation of last resort’ because of the lack of land and environmental risks among other factors  (p.32)
  • With changing patterns of land ownership, young people may only ever be able to work as labourers since the land is being sold off or leased by their parents to large companies  (p.32)
  • In agricultural policy and programmes, researchers have argued for a more holistic approach that recognizes the diverse needs and practices of young people. Brooks and colleagues (2013, p. 13) present a framework for analysing policy initiatives in this area through identifying four agricultural career paths followed by young people: (p.33)
  • Young people and agriculture: their views, aspirations and challenges 
Adding heading "Farming and youth" to Farm A lot of information here. Could potentially create new article Farming and youth and link to Farm
P. 22 Youth unemployment in rural areas  Create heading "Youth unemployment" and subheading "Youth unemployment in rural areas" to Unemployment
P. 29 Non-formal and informal learning for agriculture and rural livelihoods 
  • This project also broke new ground in looking at informal learning in everyday contexts 
Add heading on rural areas to Nonformal learning
P. 30 Agriculture as a solution to rural poverty
  • Given the fact that at least 70 per cent of the world’s poorest people are living in rural areas (IFAD, 2010), agriculture has been widely identified as key to development and poverty reduction and as the main driver of non-farm economic opportunities. 
Improve Rural poverty

Improve "Poverty reduction" heading in Agricultural policy

Gender differences
  • At least 80 per cent of rural smallholder farmers worldwide are women (World Bank, FAO & IFAD. 2009), largely because greater numbers of men are migrating and searching for off-farm jobs. 
  • Women are over-represented in producing and selling food crops, while men take the lead in selling cash crops 
  • While men may have enhanced access to land and resources over their lifetime, women are more likely to face increased dependency on others and limited mobility after marriage. Young girls are also likely to suffer lack of access to secondary education compared with boys, which later in uences their roles in paid agricultural employment and their decision-making and bargaining power in the household and society. (p.32)
  • While it is dif cult to challenge the gender division of labour through offering women training in ‘male’ areas of work, programmes have been successful in providing opportunities in new occupations which are still gender-neutral, such as solar technology and computer repair. Women-only programmes can provide a ‘safe space’ for women to develop their con dence, catch up on basic skills and access extension services through collective action (p. 39)
Improve Feminization of agriculture
Threat of 'superfarms'
  • Although smallholder farms have been seen by some as a key to sustainable and equitable rural development (IFAD, 2010), many developing countries have witnessed the growth of ‘super farms’
  • Fernandez (2012) reveals the tendency for governments to use the land of smallholders and displace indigenous communities.  
P. 33

In agricultural policy and programmes, researchers have argued for a more holistic approach that recognizes the diverse needs and practices of young people. Brooks and colleagues (2013, p. 13) present a framework for analysing policy initiatives in this area through identifying four agricultural career paths followed by young people:

  1. full-time on existing family holding
  2. full-time on new holding
  3. part-time combined with household enterprise (e.g. sale of services)
  4. off-farm waged work. 
Improve Agriculture policy
P. 41
  • Rather than thinking of formal, non-formal and informal learning as discrete categories, Colley and colleagues (2003) suggest that it is ‘more accurate to conceive of formality and informality as attributes present in all circumstances of learning’. Rogers has proposed seeing informal and formal learning as ‘lying on a continuum ranging from accidental/incidental learning, through task- conscious learning, through self-directed learning to non-formal and formal learning’ (2013, p. 5). 
Improve Nonformal learning
P. 42 Literacy and rural development  Improve Literacy--perhaps heading or subheading "Literacy and rural development"
P. 50-62 Cambodia country study 
  • National policies and strategies for agricultural education and livelihood in rural areas (51)
  • Overview of the main findings (59)
Improve Agriculture in Cambodia

Perhaps add heading "Agricultural education in Cambodia"

P. 63-74 Egypt country study
  • National policies and strategies for agricultural education (64)
Create Agriculture in Egypt

Add heading "Agricultural education in Egypt" to Agriculture in Egypt

Add main article link from Economy of Egypt

Agriculture in Egypt directs to Economy of Egypt, but there is certainly enough information for Agriculture in Egypt to have its own page
P. 75-87 Ethiopia country study
  • Policies and strategies for enhancing agricultural livelihoods and education in rural areas (76)
Improve Agriculture in Ethiopia perhaps add heading "Agricultural education in Ethiopia"
P. 90 Land: a shrinking resource 
  • diminishing access to productive land 
  • People’s response to diminishing land and natural resources in the three study countries has often been to seek alternative employment in local towns or outside the area. 
Improve Land

Improve Rural flight with subheading "Environmental determinants" or improve "Economic determinants" subheading

P. 51 Schooling and rural livelihoods  Create Education and rural livelihoods?
P. 126 Gender, education and rural livelihoods  Create Gender, education and rural livelihoods?
Investing against Evidence: The global state of early childhood care and education[edit]
PDF page number of section Description Suggested articles & improvements Notes
P. 9-12 Positioning ECCE in the global development dialogue Early childhood education (add heading on ECCE and global development)
P. 13
  • Half of the world’s children currently do not have access to pre-primary education
  • The limited access to pre-primary education in these regions is, to a large extent, provided by the private sector, which normally makes quality assurance di cult
P. 15
  • Compared to other areas of basic education, globally comparable data on pre-primary education financing remain scarce. While much of existing non-formal and private programmes may not be fully accounted for, it can be deduced from the level of provision that pre-primary financing remains inadequate, especially when considered against expected benefits.
Education economics (add heading or subheading addressing pre-primary education financing)
P. 16 Barriers to ECCE
  • Children’s learning potential and outcomes are negatively a ected by exposure to violence, abuse and child labour. Thus, protecting young children from violence and exploitation is part of broad educational concerns.
  • Globally, 150 million children aged 5-14 are estimated to be engaged in child labour
  • In confict-affected poor countries, children are twice as likely to die before their fifth birthday compared to those in other poor countries
  • In industrialized countries, 4 per cent of children are physically abused each year and 10 per cent are neglected or psychologically abused
Early childhood education (add heading on Barriers to ECCE)
P. 17-20 ECCE as a holistic and multisectoral service
  • ECCE begins at birth and can be organized in a variety of non-formal, formal and informal modalities (include list)
Early childhood education (add heading on ECCE as a holistic and multisectoral service)
P. 18 Connection of care to education
  • Poor care, health, nutrition, and physical and emotional security can a ect educational potentials in the form of mental retardation, impaired cognitive and behavioural capacities, motor development delay, depression, di culties with concentration and attention
  • early health and nutrition interventions, such as iron supplementation, deworming treatment and school feeding, have been shown to directly contribute to increased pre-school attendance
P. 20 Relationship between neuroscience and ECCE
  • Neuroscience research provides powerful evidence of the importance of ECCE for lifelong learning and well-being. Shonko (Chapter 2) presents core concepts of early brain development and their e ect on lifetime individual development, health and learning.
P. 20 Public investment and the economic benefits of ECCE
  • economic returns from investment in ECCE can equal roughly ten times its costs
More information in chapter 3 (p.72)
P. 22 ECCE as public good
  • The notion of education as public good (UNESCO, 2013) extends to ECCE. The high externalities associated with ECCE shown by the studies support the claim that ECCE is ‘a public good deserving government investments and going beyond the responsibility of individual families to provide’ (Barnett and Nores, Chapter 3, p. 76).
Improve Public good or Common good articles?
P. 22 Negative effects of poor policy
  • Poorly designed policies can result in increased participation in ECCE of minimal quality that supports maternal labour force participation but has negative consequences for child development.
Improve Education policy
P. 23-24 Gender equality
  • ECCE is shown to promote gender equality by enabling mothers to work (Barnett and Nores, Chapter 3) and by freeing girl siblings from childcare to go to school. It contributes to gender equality by supporting gender-sensitive and -equal practices at home, in the community and in ECCE programmes (Leo-Rhynie, Chapter 4).
More information in chapter 4 (p.89)
P. 25-29 Quality of ECCE
  • quality ECCE varies across levels of economic development, resource availability, values and cultural beliefs
  • tension can exist between ‘foreign’ and ‘indigenous’ values, perspectives and practices. On the importance of making ECCE culturally relevant in Africa through the use of local concepts and strategies of child development and socialization, Serpell and Nsamenang (Chapter 12) warn against using imported approaches and tools without local adaptation (28)
  • Parental involvement is a key ingredient in raising the quality of ECCE provision (29)
Improve Early childhood education

or create article ECCE Quality and link to ECE article

P. 38 Human rights imperative for ECCE Connect articles Convention on the Rights of the Child and Committee on the Rights of the Child to Early childhood education

Add heading "Children's right to education" to Right to education

P. 38-44 Children's right to education (44) Add heading "Children's right to education" to Right to education
P. 47 Implementing Child Rights in Early Childhood
P. 55 National Scientific Council on the Developing Child (NSCDC)
  • (NSCDC) – a multidisciplinary, multi-university collaboration designed to bring the science of early childhood and early brain development to bear on public decision-making in North America (NSCDC, 2007).
Create article National Scientific Council on the Developing Child (NSCDC) Might not be enough information in this document to warrant the creation of a comprehensive article; however, I've noticed links to NSCDC from several articles, so the need for the creation of the article is evident.
P. 55-61 early childhood development and its underlying neurobiology Create article Neurobiology of Children
P. 62 The foundations of healthy development
  • The foundations of healthy development refer to three domains of in uence that establish a context within which the early roots of well- being are either nourished or disrupted: (1) the importance of a stable and responsive environment of relationships; (2) the role of safe and supportive physical, chemical and built environments; and (3) the need for sound and appropriate nutrition.
P. 64 Caregiver and community capacities
  • The multiple, interrelated capacities of caregivers and communities are essential promoters of the foundations of child well-being.
P. 66
  • The need to address significant inequalities in opportunity, beginning in the earliest years of life, is both a fundamental moral responsibility and a critical investment in the social and economic future of all societies.
P.73-85 Economic benefits of ECCE
  • Economic rationale for public investment
  • Broad evidence of ECCE benefit (74)
  • How ECCE policy and programme design matters
Create article Economic benefits of Early childhood care and education
P. 89-90 Gender socialization of young children Improve article Gender socialization Gender socialization article is a draft/stub and needs a lot more work
P. 94 Gender analysis of ECCE service settings
P. 96 Gender issues associated with ECCE: policy concerns
P. 103 Ethnic diversity and social inclusion in ECCE in Europe
  • The European network Diversity in Early Childhood Education and Training (DECET, see www.decet.org) provides six interesting guiding principles (P.107)
Create article Ethnic diversity and social inclusion in ECCE in Europe This article might be too specific. Ethnic diversity and social inclusion in ECCE might be a better article, or a heading added to ECE article
P. 117-130 ECCE in emergency and conflict situations
  • Children between the ages of 0 and 8 represent the highest percentage of those a ected by today’s global emergencies
  • In sum, emergency and con ict may impact on children’s development in the following manner: (p. 121)
  • Supporting young children during emergency and con ict situations (p. 124)
  • Examples of programs: HEART: Healing and Education through the Arts – A Save the Children programme (125 Box 1). Psycho-social Support to Parents and Teachers of Young Children – A programme by the Arab Resource Collective (ARC)/Lebanon (126 Box 2)
Create ECCE in emergency and conflict situations or add as heading in ECE
P. 121 Impact of emergencies on children with disabilities
  • Children with disabilities are disproportionately affected by emergencies, and many become disabled during disasters
Improve Developmental disability and/or Disability abuse articles
P. 122 Gender differences in emergency and conflict situations
  • Some research shows that girls exhibit higher levels of distress than boys in relation to stressful situations and are considered at higher risk in situations of war and terror
Create Gender differences in emergency and conflict situations
P. 134-150 Harnessing the power of early childhood care and education to advance disability rights
  • Enhancing the capabilities of persons with disabilities (140)
Improve Disability Rights
P. 144 Towards human rights-based systems of inclusive ECCE
P.153 Parenting education
  • What is parenting education and support? (159)
  • Role of parenting education in ECCE
  • Global trends and in uences in parenting of young children (156)
Create Parenting education. Add to 'See Also' ECE
P. 170-183 Child health and nutrition in Africa
  • Extent and gravity of child health and nutrition in Africa
  • Deficiency in essential nutrients and micronutrients
  • Main strategies (175)
  • Possible to have country headings: Senegal, Niger, Benin & Madagascar (177-183)
Create Child health and nutrition in Africa
P. 188-190 What is institutional care?
  • Institutional care is commonly defined as: ‘a group living arrangement for more than 10 children, without parents or surrogate parents, in which care is provided by a much smaller number of paid adult carers’
Create Institutional care
P. 210 ECCE quality and child development in Asia
  • Children from socially and economically disadvantaged backgrounds who have received ECCE have better developmental outcomes than those who have not
  • many programmes in the developing world would be considered of extremely poor quality
Create ECCE quality and child development in Asia Article too specific?
P. 212-216 Early childhood education in Cambodia
  • Lots of figures for inclusion
Add 'ECCE in Cambodia' heading to Education in Cambodia
P. 216 Early childhood education in China Improve Education in China There is a sizable text on primary and preschool education in this article, but may be able to add somethings.
P. 218 Early childhood education in India Improve Education in India There is a sizable text on primary and preschool education in this article, but may be able to add somethings.
P. 231-233 African conceptions of child development
  • Three complementary lines of scholarship have sought to generate knowledge about child development and socialisation rooted in endogenous, African ways of knowing: analysis of traditional proverbs, theory-building, and documentation of parental ethno-theories.
  • African games and songs: neglected resources for the enrichment of ECCE curricula (233)
Create Child development in Africa and link from 'See Also' in Child development Problematic that the text from this document is pan-African?
P. 244 Curricula and quality
  • The quality of a programme is greatly influenced by the quality of its curriculum.
Improve Curriculum
P.247-252 Curriculum development and implementation: key issues and challenges Improve Curriculum development
P. 269 Challenges in addressing issues of inclusion, diversity, equity and quality
Youth and changing realities: Rethinking secondary education in Latin America[edit]
PDF page number of section Description Suggested articles & improvements Notes
P. 14
  • In Latin America, at the beginning of the new decade, practically all boys and girls aged 6 to 11 years and eight out of ten adolescents aged 15 to 17 years were attending school.
  • secondary school was not originally designed to be inclusive of all children. On the contrary, its initial function was to select and train only those who would shortly be joining the country’s professional and ruling social strata (Tenti, 2014)
Improve Education in Latin America
P. 15-18 Young people’s educational trajectories
  • Table on pp.16-17 is useful
  • At present, primary education is compulsory throughout the region. The first phase of secondary education – or lower secondary according to UNESCO’s International Standard Classification (15,18)
  • data show that 2.5% of boys and girls aged 9 to 11 years never entered the primary level or, in any case, do not attend school, with no considerable gender di erences. In rural areas, this proportion is even higher.
  • The schooling deficit among young men and women living in households counted among the most underprivileged social strata is 10 times greater than that of those belonging to the wealthiest families.
Improve Education in Latin America

Add table to Education in Latin America

Table is useful but is quite large and would have to be edited together as it appears across two pages.
P. 21 Table 2
  • Percentage of young people aged 21 to 23 years who entered secondary education (access), percentage of graduates among those who enrolled (retention) and percentage of young people completing their secondary studies (completion), by country. Latin America, 18 countries.
Add table to Education in Latin America
P. 22-23 Why do young people disengage from education?
  • The fact that school drop out intensifies specifically when young men and women are between the ages of 15 and 17 years and that it increases disproportionately in populations that are under-served in other ways highlights the difficulty the education system has in interacting with populations in situations that are more complex than those with which it was designed to cope
  • Figure 1 p. 23
Add "Latin America" heading to High school dropouts and include figure 1 More information in chapter 2, p.40
P. 25
  • The lowest-income families with at least one dependent aged between 0 and 17 years are four times more likely than higher-income families to live in conditions of critical overcrowding, substandard housing, lacking access to drinking water inside the home or without basic sanitary services.
  • To overcome the substantial challenges, families need access to material resources; access to a space in which to produce these resources (an adequate home located in a healthy environment, for example); and the time and skills of agents capable of transforming those resources into protection ties (Hernández and D’Alessandre, 2014).
P. 28 Family dynamics: a possible driver for secured educational pathways
  • Connection of family to education
P. 31 Figure 4
  • Distribution of youth aged 18 to 24 years, by schooling condition and by educational attainment in each country
Improve Education in Latin America
P. 34 Figure 7
  • Percentage of young people living with at least one child aged 0 to 8 years, by educational attainment and by sex. Latin America
Improve Teenage pregnancy or prevalence of teenage pregnancy? This figure is specifically about how education factors into young people living with children. Not entirely sure it is relevant enough to improve the suggested articles
P. 40 Youth drop out
  • the available data show us that the problems of retention are more pressing in the actual zones of these new recently enrolled segments, namely in rural, indigenous and marginal urban areas.
  • The debate on adolescent identity - Identity's role in dropping out (42)
Improve High school drop outs
P. 44 Cyber-socializing, the internet and its roles Create Identity in Latin America or improve Identity formation Will need more information for an article as broad as Identity in Latin America
P. 45 The identity of young people in rural and poor urban areas
P. 47 Approaches to identity and gangs; violence and group and gender identity
P. 50 Construction of the student identity
  • Connection between education and identity
Create Education and identity or The role of education in identity formation or improve identity formation
P. 51 Intra-school factors associated with school drop out
  • The subjective push factor
  • Violence as a critical push factor
  • Reciprocal representations between adolescents and teachers
Improve High school drop outs

or create School dropout

School dropout currently links to High school dropout, which seems to be misleading and certainly not comprehensive. Might have to rethink a better article to create
P. 61-66 Inclusive education
  • Four ideas on inclusive education
  • An overview of inclusive education in Latin America (64)
  • Challenges for achieving inclusive education (66)
Improve inclusion (education)
Rethinking Education: Towards a global common good?[edit]
PDF page number of section Description Suggested articles Notes
P. 10 Sustainable development relationship with other global issues
  • Despite progress such as economic growth and the reduction of global poverty rate, among others, there are challenges to overcome
  • Challenges cited in this passage: vulnerability, inequality, exclusion, violence, global warming, environmental degradation, natural disasters, violence against women and children, discrimination of women, religious intolerance, identity-based political mobilization and conflict
  • Education for sustainable development as a way of overcoming these challenges
Sustainable development (new section)
Education for sustainable development
P. 16 An emerging global context for learning, the relationship between globalisation and education
  • Current situation of the world is highly paradoxical. Indeed, while there is economic globalization, there are also many challenges
  • While there has been reduction of global poverty, there has also been low-employment growth and rising youth unemployment, for instance.
  • Inequalities in education: For instance, education is only open to wealthy people in under-developed countries
  • Economy: Demographic growth and urbanization often cause pollution and use of non-renewable natural resources which causes ecological problems and affects people around the world
  • Cultural diversity: violence based on cultural or religious background
  • Many wars, conflicts and school-related violence. Terrorism is also a problem
  • Education is a powerful tool to overcome these challenges
P. 22 Ecological stress and unsustainable patterns of economic production and consumption.
  • Climate change as the biggest threat to humankind
  • Sustainability as the way to preserve nature and reduce the effects of climate change
  • Water use doubled
  • Food consumption and production increased - The majority of world’s population lives in urban areas. By 2050, 80% of the world urban population will live in cities This will have a direct impact on climate change, as this will increase “the risk of natural disasters worldwide”
P. 23 The relationship between wealth and inequality
  • Poverty decline between 1990 and 2010 was mainly due to countries’ economic growth
  • China and India are expected to grow rapidly in the next 15 to 20 years
  • Nonetheless, inequality persists around the world
  • Not enough job opportunities
Economic inequality
P. 24 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
Wealth inequality in Latin America
P. 24 Information and communication technologies and rising levels of ethnic, cultural and religious intolerance,
  • violence against women
  • Knowledge and information sharing has become easier thanks to new technologies
  • However, new technologies have also made it easier for people to attack each other
  • The result of this are often conflicts and violence
  • Violence against women and girls increases when there is instability
P. 25 Criminal violence, violence related to conflicts
  • Violence connected to drug production and trafficking still exist and takes away many lives in countries around the world (especially in the Central American region)
  • Violence connected to conflicts and/or instability
P. 26 Human rights
  • Definition of human rights
  • Rule of law, dynamics of power
P. 26 Gender, women’s rights
  • Gender as an element of discrimination
  • Progress has been made in enhancing the voice and participation of women in social, economic and political life
P. 27 Connected world
  • Emergence and expansion of “cyber world”
  • Connected world, how internet has transformed the way people communicate with each other
  • More opportunities, but also more challenges to overcome
P. 28 Neurosciences
  • Neurosciences as a way of understanding how humans learn, useful for the field of education
P. 28 Climate change
  • Biggest challenge of our century
  • Education as a way of raising awareness and promote change
P. 29 Creativity
  • New forms of cultural and artistic expression
Sumak Kawsay
  • Quechua people
Quechua people
P. 33 Sustainable Development
  • Sustainable Development through Education
  • Aichi-Nagoya Declaration on Education for Sustainable Development
P. 36 Humanistic approach
  • UNESCO’s mission in terms of education
P. 39 Four pillars of education
  • Concept of the Delors’ Report
  • Learning to know, learning to do, learning to be and learning to live together
P. 41 - 42 Curriculum development
  • Possibility of creating a humanistic curriculum
  • Curriculum based on intercultural education
P. 42 Inclusive education, Education for All, Millennium Development Goals
  • Right to basic education has been improved, but still more work to do
  • Inequalities in education
P. 43 Children with disabilities, gender equality
  • Children with disabilities do often not access education
  • Not much data on this situation
Gender equality
  • Gender equality in basic education
  • Gender is a factor of inequality and disparity in education. Usually girls and women are the most disadvantaged in the field of education
P. 44, 46 Secondary and higher education, early childhood education
  • Gender parity has been achieved in certain regions, while not in others
  • Early childhood education is very important, as education has a direct impact on children’s development
P. 45 Senegal
  • Protection of children is a great concern in Senegal
P. 50, 51 Mobile learning, mobile literacy
  • The use of mobile technologies for learning
  • New educational processes have developed thanks to new technologies
P. 51 Pakistan
  • Mobile literacy for girls in Pakistan
  • UNESCO Mobile Literacy Project
P. 51 Massive Open On-line Courses
  • How MOOCs are transforming higher education
  • Limits of MOOCs
P. 52, 53, 54 Traditional university, University rankings, knowledge society, digital technologies
  • Traditional universities vs. new universities
  • How can traditional universities stay relevant when there are so many other ways of acquiring education today?
P. 53 University rankings
  • Positive and negative aspects of University rankings
P. 55 Finland
  • The positive situation of teachers in Finland
P. 59 Youth
  • The fact that there are less job opportunities causes frustration among youth around the world
  • More competition for jobs
  • Traditional education institutions are being questioned
South Africa and Costa Rica
  • South Africa: New employment opportunities for youth thanks to the Harambee Youth Employment Accelerator
  • Costa Rica: idem thanks to the industry association of technology companies
P. 63 Bangalore and Hyderabad
  • Both cities are considered “leading cities” in terms of global Information Technology (IT) sector
P. 65 Citizenship education
  • The meaning of citizenship is evolving under the influence of globalization
P. 73 Right to education
  • Privatization of education is often a barrier to access education
  • High costs demanded by private providers often prevent certain groups to access education
P. 74 Egypt
  • Private tutoring in Egypt and how it damages education changes of disadvantaged people in Egypt
P. 79 Knowledge creation
  • General definition of knowledge