Regional Bureau for Education in Latin America and the Caribbean National Office to
UNESCO warns of a lack of progress in basic learning achievements since 2013 in Latin America and the Caribbean
Data from UNESCOs new ERCE 2019 reveals that in 16 countries in the region an average of 40 of third grade students and 60 of sixth graders have not acquired basic competencies in reading and math In addition the study found that in most countries there has not been significant progress in learning achievements among primary education students between 2013 and 2019 Some countries have seen reversals
Survey of the Psychosocial State of the Youth from Internally Displaced Populations (IDPs), Returnees and their Host-Communities – A Synopsis
یونېسکو د ښوونې او روزنې په برخه کې د هغه څه په تړاو خبرداری ورکوي چې له ګواښ سره مخ دي!
یونسکو در مورد آنچه در تعلیم و تربیه در خطر است هشدار می دهد
بر اساس گزارش یونسکو که از امروز به نشر رسید افغانستان از سال 2001 پیشرفت هایی داشته است اما این دستاوردهای مهم کشور در خطر است و در صورت بروز بحران انسانی در حال ظهور حق تحصیل برای همه دانش آموزان به ویژه دختران باید تأمین شود
UNESCO stands with all Afghans to ensure youth and adults in Afghanistan, especially women and girls, achieve literacy and numeracy by 2030
Do countries have the educational data necessary to respond to the pandemic?
By Alejandro Vera and Martín Scasso Regional Bureau for Education in Latin America and the Caribbean OREALCUNESCO Santiago
TVET provincial and school authorities in Kabul consulted on the national School Improvement Planning approach
Rethinking culture: UNESCO in Chile to bring together diverse stakeholders in a national conference on creative economy
Emergence of a new generation of educational planners: national training programme in Afghanistan
UNESCO: Formative assessment, a breakthrough innovation in schools during the pandemic
In the context of COVID19 assessment is essential to measure and counteract the impact of school closures on learning In this context UNESCO explored more contextualised and flexible assessments through the voices of teachers