New data from 100 countries shows that only 53% of the world’s national education curricula make any reference to climate change and when the subject is mentioned, it is almost always given very low priority. Furthermore, fewer than 40% of teachers surveyed by Ä¢¹½ÊÓƵESCO and Education International were confident in teaching about the severity of climate change and only about one-third felt able to explain the effects of climate change on their region or locality. Over a quarter of those surveyed felt some approaches to teaching climate education were not suited to online teaching.
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Mozambique is one of the most disaster-prone places in the world. In a country where over 65 per cent of the population live in rural areas and most rely on agriculture as their source of income, the destruction caused by cyclones, droughts, floods, and pests affects millions of people. As a response to these challenges, and partners have launched an Emergency School Feeding Programme in Mozambique to promotes school attendance and participation among children in crisis-affected areas, while improving their access to healthy food.
Memory of the World (MoW) Programme launched a free, for teachers and educators on how to integrate important historical items from all over the world in their teaching.
Effective lifelong learning and quality education for all is essential for a better future of work. If teachers, trainers and support workers are to fill this need they will need to master new technologies and learning techniques and receive support to deal with their expanded responsibilities. works to increase support for education workers.
is joining Minecraft on the ‘Global Build Challenge 2021: Making Peace with Nature’, as part of its programme to engage students worldwide to address the urgent environmental crisis.
Since 2001 Afghanistan has made advances, according to a report. The found that the total number of enrolled students increased from around 1 million to 10 million learners. The number of girls in primary school increased from almost zero in 2001 to 2.5 million in 2018. In 2021, 4 out of 10 students in primary education are girls. Yet these critical gains for the country’s development are at risk and the right to education for all learners, especially girls, must be upheld in the face of a looming humanitarian crisis.
Over 11 million girls may not go back to school after the COVID-19 crisis. Join Ä¢¹½ÊÓƵESCO and members of the in the campaign.
A child’s right to education cannot be safeguarded in conflict zones without education itself being protected. Education can be a lifesaver. Out of school, children are easy targets of abuse, exploitation and recruitment by armed forces and groups. In 2020, there was an increase of 17 per cent on attacks on schools compared to 2019. The International Day to Protect Education from Attack (9 September) brings attention to the importance of safeguarding schools as places of protection and safety for students and educators and the need to keep education at the top of the public agenda.
The COVID-19 crisis has disrupted the learning of children, young people, and adults at an unprecedented scale. This International Literacy Day (8 September) explores how literacy can contribute to building a solid foundation for a human-centred recovery, with a special focus on the interplay of literacy and digital skills. It will also explore what makes technology-enabled literacy learning inclusive and meaningful to leave no one behind. By doing so, the Day is an opportunity to reimagine future literacy teaching and learning, within and beyond the context of the pandemic.
Chad’s education sector faces many challenges. figures show that only 31% of men are literate, while only 14% of women can read and write. Ä¢¹½ÊÓƵESCO supports the government in prioritizing improving learners’ literacy skills, preparing populations for the job market, consolidating synergies between literacy and vocational training, and supporting self-employed women and youth.
By partnering with local religious leaders, contributes to thousands of young people being taught how to improve interpersonal relationships and lead healthier lifestyles.
A child's first day of school—a landmark moment for the youngest students and their parents around the world—has been delayed due to COVID-19 for an estimated 140 million young minds, according to a new analysis by . For an estimated eight million of these students, the wait for their first day of in-person learning has been over a year and counting, as they live in places where schools have been closed throughout the pandemic. For the most vulnerable, their risk of never stepping into a classroom in their lifetime is skyrocketing.
Amid the rapidly unfolding events in Afghanistan, spares no efforts to continue supporting all Afghans to ensure their right to education. Education is a fundamental human right indispensable for the exercise of other human rights and for the development of Afghanistan. Ä¢¹½ÊÓƵESCO calls on all to guarantee the right to education without any discrimination. Students, teachers and education personnel must have access to safe educational environments, including girls and women, who must continue learning and teaching without any restrictions.
To support the Government of Iraq in its goals to achieve universal and equitable education – especially for forcibly displaced children and youth impacted by years of war and conflict – (ECW) announced a new programme that will reach a total of 192,100 girls and boys. The initial US$12.5 million seed-funding grant will reach 36,500 children and youth, 60 per cent of whom are girls. The programme seeks to mobilize US$35.5 million in additional resources. ECW is the United Nations global fund, administered by , for education in emergencies and protracted crises.