UNESCO-UNICEF-World Bank Survey on National Education Responses to COVID-19 School Closures – Key Results (1st Iteration)

As part of the coordinated global education response to the COVID-19 pandemic, UNESCO, UNICEF and the World Bank jointly launched the Survey on National Education Responses to COVID-19 School Closures. The survey sought to collect information from Member States on the country-wide scope of national education responses to the mass school closures from pre-primary to upper secondary levels. Responses to the survey will help better guide local/national policy responses to mitigate the impact of school closures and help prepare for the reopening of schools.

Enquête UNESCO-UNICEF-Banque mondiale sur les réponses nationales du secteur de l’éducation face à la fermeture des établissements scolaires liée à la COVID-19 – 2ème version à retourner le 30 Juillet 2020 (prolongé)

L’UNESCO, l’UNICEF et la Banque mondiale ont mené conjointement une enquête pour suivre les réponses nationales du secteur de l’éducation face à la fermeture des établissements scolaires liée à la COVID-19.

Launch of the 2020 UNESCO-OECD-Eurostat Data Collection on Education

The UOE questionnaires collect data on formal education, including personnel, enrolment, graduates, source of funds, demographic data and class size.

Results of the survey will be released in 2021 via the UIS database. A timely response to the survey is essential to produce high-quality, comparable data, which are used to monitor the Sustainable Development Goals (SDGs) and included in major international reports.

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Premier lancement de l’enquête de l’indicateur ODD 11.4.1 sur les dépenses en patrimoine culturel et naturel de 2020

En décembre 2019, le groupe inter agence et d’experts sur les indicateurs ODD (Inter-Agency and Expert Group on SDG Indicators (IAEG-SDGs)) ont reclassifié l’indicateur 11.4.1 comme Tiers 2, confirmant que cet indicateur est conceptuellement solide et qu’il a une méthodologie reconnue internationalement comme standard afin de guider clairement sa mesure.

Eleven theses for a counter-isolation pedagogy

Soumis par s.joseph le Juin 9, 2020 - 10:52am

In these confusing and uncertain times due to forced homeschooling, authors from the Pansophia Project propose that we pause and reflect on this new reality before deciding on the best way to move forward to preserve key educational gains. Eleven theses on pedagogy are presented here to provide food for thought as we navigate the current COVID-19 pandemic.

1. Digital culture can breed a false sense of security

Launch of Practical Guide to Survey ICT Use in Schools

During this global education crisis, the need has never been greater to develop education policies to help sustain learning in the event of future school closures so that learning never comes to a standstill. The development of policies to support the use of distance learning in particular will need to be informed by robust data on information and communication technologies (ICT) use in and out of schools so these skills can be instilled in learners and teachers.

The Importance of Monitoring and Improving ICT Use in Education Post-Confinement

Soumis par s.joseph le Mai 15, 2020 - 12:15pm

The global provision of schooling is facing unprecedented challenges as a result of the COVID-19 crisis. Within the span of a few months, 191 countries had closed their schools to deploy social distancing measures in accordance with the World Health Organisation (WHO) recommendations. More than 1.5 billion students from pre-primary to university-level have been affected by these closures, with classroom-based learning interrupted for indefinite periods of time.

Bulletin d’information sur la collecte des données essentielles de l’éducation durant la crise du COVID-19

Alors que les nations affrontent une pandémie de dimension planétaire qui menace les vies, les moyens d’existence et les modes de vie, le suivi des données de l’éducation n’est sans doute pas en tête de liste des priorités. Toutefois, si nous voulons éviter de perdre du terrain en matière d’équité d’apprentissage et d’inclusion, il est indispensable de poursuivre la collecte des données essentielles.