Global Education Monitoring report


Action for Climate Empowerment

This framework is based on Results-based Management (RBM) to strengthen transparency and accountability, as well as help track outcomes systematically according to objectives.
This guidance emphasizes that in the process of National ACE Strategy development, special attention must be given to stakeholder participation. A central component of all phases, it must be equitable and broad-based, ensuring marginalized groups are given a voice.
The guidelines also provide an overview of ACE funding sources, and an explanation of ‘climate readiness’ for countries to more easily access financing for ACE activities. Finally, guidance is provided on monitoring, evaluation and reporting, emphasizing the importance of linking to the SDGs and GAP on ESD.

Free PDF published by UNESCO in 2016

, , , ,
Active learning methodology

The Images and Objects Toolkit is for facilitators and teachers interested in education for sustainable development. The booklet includes step-by-step instructions for planning and implementing Education for Sustainable Development activities by using images and objects, together with a starter kit of sample images.

This is a key publication for the Prof E Sus project.

, ,

The website of the Association for Supervision and Curriculum Development is a great source of inspiration for innovative pedagogical ideas.
, ,
CEDEFOP publications

Publication list of CEDEFOP the EU body concerned with supporting vocational training.

Definition of social sustainability
Definition of social sustainability

Despite a shared interest in social sustainability, academics, professionals and policymakers often hold varying perspectives about what social sustainability is, and how it can be implemented and assessed.

We began our network by trying to forge a definition of social sustainability, but have come to appreciate the value of a holistic idea of sustainability that does not differentiate between social, environmental, and economic sustainability because in our experiences, these distinctions are superficial and unhelpful.

Education for All Incheon Declaration
UNESCO declaration

Text of the 2015 Incheon Declaration from UNESCO Education for All and
Framework for Action for the implementation of Sustainable Development Goal 4 Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Forming Communities of Practice in Higher Education

Forming Communities of practice in Higher Education: a theoretical perspective
Jakovljevic, Maria; Buckley, Sheryl; Bushney, Melanie


In the light of the development of the educational process, a by this the overall system, there occurs the permanent need for its advancement. Through the realization of that aim it will be contributed to the development of the contemporary society – both regional as well as global. The quality educational process also means the achievement of quality, applicable knowledge, which is said to be power. With the thought of Francis Bacon “Knowledge is power” begins the project of the modern. René Descartes joined him as the leader of the modern with his rationalistic stance “I think, therefore I am”) which opens presumptions for the later period of the postmodern. In the new times, by applying concretization of independent constructivism, creativity, independency and working on oneself, various pedagogical models open spaces to human thinking and creation and also to interactive relations indispensable for the development of pedagogical thought and work. Then we talk about the postmodern. Readiness for quality processes can be seen in the context of formatting social competences (within the social terms), which includes educational, human potentials, strategies and structures of developing politic. What do they incline to? They aspire to the realization of the system of excellence in all fields and all levels of education. The formatting of the overall system of excellence must be accompanied quality and creative processes of managing and regulation.

From ABC to ABSeas

This first Ocean Literacy MOOC aims to sensitise and enable teachers and students to incorporate ocean literacy into educational programmes.

Education in its broader understanding (in both formal and informal settings) serves as a high potential channel to reach young citizens. As a lack of sufficient ‘Ocean Literacy’ has been identified in many countries, this clearly presents a barrier for citizens to engage in ocean responsible behaviour or consider ocean-related careers.

To overcome this, it is recommended to develop education to provide the capacity to understand environmental issues, to participate in decision-making processes and to bring about changes in behaviour.

Ocean Literacy can be seen as a way of incorporating scientific literacy in practice in education, whereby scientific literacy not only refers to a person’s knowledge of science but also to his or her ability to use this knowledge in making socially responsible decisions.

, , ,
Gender and Climate Change

Gender analysis of Intended nationally determined contributions (INDCs)
Intended nationally determined contributions (INDCs) are a critically important tool for the advancement of the ultimate objective of the UN Framework Convention on Climate Change, which is to stabilise greenhouse gas (GHG) concentrations in the atmosphere at a level that will prevent dangerous climate change.1 While the principal purpose of the INDCs is to encourage governments to increase the ambition of their commitments to mitigate GHG emissions, they have also served to clarify the overall scope of many national climate change plans and policies, including components such as adaptation and means of implementation.
The objective of this analysis is to evaluate the extent to which submitted INDCs address women’s human rights and the linkages between climate change and gender more broadly.

Global Education Monitoring report

The 2016 Global Education Monitoring Report (GEM Report) is both masterful and disquieting. This is a big report: comprehensive, in-depth and perspicacious. It is also an unnerving report. It establishes that
education is at the heart of sustainable development and the Sustainable Development Goals (SDGs), yet it also makes clear just how far away we are from achieving the SDGs. This report should set off alarm bells around the world and lead to a historic scale-up of actions to achieve SDG 4.
The GEM Report provides an authoritative account of how education is the most vital input for every dimension of sustainable development. Better education leads to greater prosperity, improved agriculture, better health outcomes, less violence, more gender equality, higher social capital and
an improved natural environment. Education is key to helping people around the world understand why sustainable development is such a vital concept for our common future. Education gives us the key tools – economic, social, technological, even ethical – to take on the SDGs and to achieve them.
These facts are spelled out in exquisite and unusual detail throughout the report. There is a wealth of information to be mined in the tables, graphs and texts.