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      • We will only transform the ways we design, carry out, and govern education through a society-wide approach that upholds education as a public endeavor and strengthens it as a common good – a form of shared wellbeing chosen and achieved together.
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    • Inclusive, equitable, safe and healthy schools. Education is in crisis. High rates of poverty, exclusion and gender inequality continue to hold millions back from learning.
    • Learning and skills for life, work and sustainable development. There is a crisis in foundational learning, of literacy and numeracy skills among young learners.
    • Teachers, teaching and the teaching profession. Teachers are essential for achieving learning outcomes, and for achieving SDG 4 and the transformation of education.
    • Digital learning and transformation. The COVID-19 crisis drove unprecedented innovations in remote learning through harnessing digital technologies. At the same time, the digital divide excluded many from learning, with nearly one-third of school-age children (463 million) without access to distance learning.
  2. Sep 15, 2022 · Ultimately, they identified 10 major lessons coming out of the transformation journeys across the seven systems: 1) Engage diverse stakeholders, 2) Construct coherence, 3) Manage the equity and...

  3. Mar 26, 2024 · Education is a force for transformation but what change has UNESCO’s work brought about and what is left to do? Read how our Education Sector has kept pace with a fast-changing world and improved the lives of millions while reimagining the future of education.

    • Why Do We Need to Transform Education?
    • What Is “Transformative Education”?
    • What Does UNESCO Do on Transformative Education?
    • What Is The 5th UNESCO Forum on Transformative Education?
    • How Can I Get Involved?

    Our world is facing unprecedented challenges - climate change, violent and hateful ideologies, mass loss of biodiversity, new conflicts and the risks of global pandemics to name only a few. Education systems need to be reoriented to equip learners with the knowledge, values, and abilities to act for the betterment of all people and the planet, as r...

    Transformative education involves teaching and learning geared to motivate and empower happy and healthy learners to take informed decisions and actions at the individual, community and global levels.​ Learners must engage with the world and find coherence between the world they experience in school and the world we all wish to build outside school...

    UNESCO have called for a new social contract on education as part of a landmark report on the Futures of Education. The new social contract for education must unite us around collective endeavours and provide the knowledge and innovation needed to shape sustainable and peaceful futures for all anchored in social, economic, and environmental justice...

    The 5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-beingis a virtual event that will be held from 29 November to 1 December 2021 in Seoul, Republic of Korea. UNESCO and APCEIU will bring together experts in education for sustainable development, global citizenship education and educatio...

    The opening, closing and plenary sessions of the Forum will be livestreamed via UNESCO’s YouTube. Check the Forum webpage on the 29 November for the links, or sign upto be sent the information closer to the day. You can join the global conversation about the Forum, share your thoughts on the transformation of education and great examples with #Tran...

  4. We argue that three steps are crucial: Purpose (developing a broadly shared vision and purpose), Pedagogy (redesigning the pedagogical core), and Position (positioning and aligning all components...

  5. Feb 16, 2023 · Six global lessons on how family, school, and community engagement can transform education

  6. Social change through education is not to change curricula. It can be also achieved through education practices, policies of inclusion of traditionally excluded social groups, and, for example, through the engagement of the education community in “alternative” forms of teaching and learning. Kalungwizi, Gjøtterud,

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