Following previous GEM* reports on education and the other SDGs (2016), accountability (2017/8), migration and displacement (2019), the 2020 GEM Report will focus on inclusion. Echoing the overall orientation in the SDGs to “leave no one behind”, as per its concept note, the Report will take an in-depth look at inclusion and education, showing the barriers faced by the most vulnerable, and with a particular focus on people with disabilities. By analysing policies the world over it will present evidence on the different elements of education systems that can support inclusion, such as laws and policies, governance and finance, curricular and learning materials, teachers, school infrastructure, school selection and parental and community views. A range of indicators will be examined for their effectiveness in measuring inclusion in education as well.

This consultation will run for 8 weeks. You are invited to suggest relevant literature, data analysis and case studies to help inform the GEM Group's writing. The group would like to invite you to among others, recommend interesting examples of policies and practices  that highlight how inclusive education policies look like in different countries and how inclusive education is implemented in schools and classrooms; and recommend potential areas of new research drawing on already established or previously unexplored sources of quantitative and qualitative data, etc.

The consultation is open until the end of September here:

https://2020educationreportconsultation.wordpress.com/2018/07/04/2020-gem-report-consultation/

* The Global Education Monitoring Report (the GEM Report) is an editorially independent, authoritative and evidence-based annual report published by UNESCO. Its mandate is to monitor progress towards the education targets in the new Sustainable Development Goals (SDGs) framework. The GEM Report tracks progress and considers effective policies in relation to these targets, deriving evidence-based findings and recommendations for policy-makers and other stakeholders to use in their work. It serves as an invaluable global resource and advocacy tool, promoting informed dialogue and increasing public awareness of education’s central role in achieving sustainable development. Read more at https://en.unesco.org/gem-report/

Migration flows are profoundly changing the composition of classrooms. Results from the OECD Programme for International Student Assessment (PISA) reveal that in 2015, almost one in four 15-yr-old students in OECD countries reported that they were either foreign-born or had at least one foreign-born parent.

The Resilience of Students with an Immigrant Background: Factors that Shape Well-being reveals some of the difficulties students with an immigrant background encounter and where they receive the support they need. The report provides an in-depth analysis of the risk and protective factors that can undermine or promote the resilience of immigrant students. It explores the role that education systems, schools and teachers can play in helping these students integrate into their communities, overcome adversity, and build their academic, social, emotional and motivational resilience.

It is Highly Recommended.

Read the online version of the publication, acess the relevant PPTs and Webinar here.

The 2030 Agenda requires effective collaborations between all stakeholders in order to achieve the seventeen Sustainable Development Goals (SDGs). Only through close collaboration can there be any possibility of finding global solutions to the world’s current and future challenges.

Partnerships are included in the five dimensions of the 2030 Agenda, the so-called “5 P’s”: People, Planet, Prosperity, Peace and Partnerships. Partnerships englobe the whole Agenda and are called upon as the essential tool for its advancement and accomplishment.

The publication 'Approaches to SDG 17 Partnerships for the Sustainable Development Goals (SDGs)' intends to offer a first approach to Sustainable Development Goal 17: “Partnerships for the Goals”. It includes the perspectives and views of different networks, organisations, geographical regions and working cultures on what “partnership” means, and how work should be done to implement SDG 17. This collection of articles offers a glimpse at different ways to embark upon SDG 17 and the 2030 Agenda and provides examples and recommendations for higher education stakeholders, policymakers and international organisations and networks.

Download a free copy of the publication here.

A communications plan is a document that guides the external communications efforts of an organization. It helps an NGO strategically focus its communication and outreach efforts around a certain set of goals – usually the mission and objectives of an organization. A communications plan is necessary to help an NGO effectively promote its work in the public and donors eyes.

Communications plans help NGOs acomplish this in a number of ways. First, a plan assists an organization in tailoring its message towards specific audiences, and determining which outreach and marketing materials and mediums are best used to communicate with those groups. A communications plan also coordinates the creation and implementation of those materials. Finally, every good communications plan contains an evaluation rubric – a matrix used to assess what is working and what is not so you are constantly improving your communications efforts.

While a communications plan can and should be written for an entire organization, you can also develop communications plans for new projects, events, or anything else that relies on communicating with external stakeholders and audiences.

Read the full article here.

The 2030 Agenda requires effective collaborations between all stakeholders in order to achieve the 17 Sustainable Development Goals (SDGs). Partnerships are included in the five dimensions of the 2030 Agenda, the so-called “5 P’s”: People-Planet-Prosperity-Peace-Partnerships. Partnerships englobe the whole Agenda and are called upon as the essential tool for its advancement and accomplishment.

The  publication includes the perspectives and views of different networks, organisations, geographical regions and working cultures on what “partnership” means, and how work should be done to implement SDG 17. This collection of articles offers a glimpse at different ways to embark upon SDG 17 and the 2030 Agenda and provides examples and recommendations for higher education stakeholders, policymakers and international organisations and networks.

The publication was prepared by the  Global University Network for Innovation - GUNi.

The publication is available from the webpage of GUNI here

Where can you find the latest data to monitor SDG 4? How are the indicators produced and how can they be interpreted and used? Here is a series of new products developed by the UNESCO Institute for Statistics (UIS).

As the custodian UN agency for SDG 4 data, the UIS not only has the mandate to produce the global monitoring indicators but also to help stakeholders – from countries and donors to civil society groups and technical partners - use the findings to get all children in school and learning by 2030.

Recognising that different users have different needs, the UIS has just released:

-  The Quick Guide to Education Indicators for SDG 4 describes the process of developing and producing global monitoring indicators, while explaining how they can be interpreted and used. This is a hands-on, step-by-step guide for anyone who is gathering or analysing education

- The SDG 4 Data Book: Global Education Indicators 2018 ensures that readers have the latest available data for the global monitoring indicators at their fingertips. This booklet will be regularly updated.

- The SDG 4 Explorer displays data by country, region or year; by data source; and by sex, location and wealth. It allows users to explore the measures of equality that are crucial for the achievement of SDG 4.

- The SDG 4 Country Profiles, designed specifically for Member States, present the latest available SDG 4 global indicators in charts and graphs that are easy to understand. For those who need quick facts on countries, this is the place to come.

- The SDG 4 Cheat Sheet is a quick reference for the definitions and data sources of the 11 global indicators.

You are welcome to share these resources among your networks. We will be showcasing the products at upcoming events and via UNESCO’s digital channels.

With over 180 maps and charts, the new publication shows the progress societies are making towards the 17 SDGs.

Read more and acess the full guidebook here

Echoing the overall orientation in the SDGs to “leave no one behind”, this year's GEM Report will take an in-depth look at inclusion and education, showing the barriers faced by the most vulnerable, with a particular focus on people with disabilities. By analysing policies the world over, it will present evidence on the different elements of education systems that can support inclusion, such as laws and policies, governance and finance, curricular and learning materials, teachers, school infrastructure, school selection and parental and community views. A range of indicators will be examined for their effectiveness in measuring inclusion in education as well.

As every year, the people behind the GEM report invite you to take part in our online consultation over the next eight weeks, including suggestions on relevant literature, data analysis and case studies. The views of researchers, academics, governments, non-governmental organizations, aid donors, teachers, youth and anyone with an interest in education and development are most welcome.
Please find here the concept note and contribute to this online consultation before 28 September 2018.

Search for available tools aiming to promote a better understanding of the production and use of SDG 4 data among stakeholders. Together, they will allow stakeholders to know who produces the data, how the indicators are developed, where to find the data, and – most importantly – how to use the information.

https://www.globalpartnership.org/blog/everything-you-always-wanted-know-about-sdg-4-indicators-didnt-know-who-or-how-ask#.W0YjxUNY2ts.wordpress

The project titled “Home New Home” aims to address the refugee crisis and record it in short documentary films, as well as to highlight the views of citizens from six welcoming countries that serve as temporary homes in the refugees’ way to a better future.

Syrian, Afghans, Iraqis and Palestinians refugees and citizens from the welcoming countries took part in workshops on how to make a short documentary. The workshops were held in six cities that receive refugee flows: Athens and Lesbos in Greece, Izmir in Turkey, Tyr in Lebanon, Amman in Jordan and Ramallah in Palestine. Most of the participants caught the camera for the first time. Everybody was educated in cinematic narrative in intensive seminars in Greece, Turkey, Jordan, Lebanon and Palestine by established directors and academics in schools, universities and refugee camps. Watch here the fascinating stories they created in the Home New Home project

Read more: http://homenewhome.gr/index.php/en/