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"The second edition of the Global Education Monitoring Report (GEM Report) presents the latest evidence on global progress towards the education targets of the UN Sustainable Development Goals. With hundreds of millions of people still not going to school, and many not achieving minimum skills at school, it is clear education systems are off track to achieve global goals. The marginalized currently bear the most consequences but also stand to benefit the most if policy-makers pay sufficient attention to their needs. Faced with these challenges, along with tight budgets and increased emphasis on results-oriented value for money, countries are searching for solutions. Increased accountability often tops the list. The 2017/8 GEM Report shows the entire array of approaches to accountability in education. It ranges from countries unused to the concept, where violations of the right to education go unchallenged, to countries where accountability has become an end in itself instead of a means to inclusive, equitable and high-quality education and lifelong learning for all. The report emphasizes that education is a shared responsibility. While governments have primary responsibility, all actors - schools, teachers, parents, students, international organizations, private sector providers, civil society and the media 0́3 have a role in improving education systems. The report emphasized the importance of transparency and availability of information but urges caution in how data are used. It makes the case for avoiding accountability systems with a disproportionate focus on narrowly defined results and punitive sanctions. In an era of multiple accountability tools, the report provides clear evidence on those that are working and those that are not."--Back cover.

Following closely behind the global pandemic’s recent forced challenges to schools and teachers, Xu gives an overview of how educational researchers and schools in Asia respond to challenges in times of change. Her research focuses on how they adjust or change curriculum policy and practice to find a balance between developing innovation in response to fast-changing societal needs and maintaining the existing education systems that traditionally predict success for students. In this book, curriculum innovation is documented in three themes: 21st-century skills and competency-based curriculum, technology-supported curriculum and equity in curriculum. Xu includes three types of chapters: (1) case studies that provide detailed analyses of curriculum innovation at the school or country level, (2) conceptual analyses that deepen our understanding of curriculum issues using a new lens and (3) literature reviews that provide an overview of research in particular topics. The volume will be of great interest to researchers and educators interested in the role of curriculum innovation in times of change. In particular, it focuses on the ways innovative curriculum provides opportunities for individual students to maximize their potential while also acknowledging the constraints of local education systems.

Today's world is crowded with international laws and institutions that govern the global economy. This post-World War II accumulation of hard multilateral and soft plurilateral institutions by no means constitutes a comprehensive, coherent and effective system of global economic governance. As intensifying globalization thrusts many longstanding domestic issues onto the international stage, there is a growing need to create at the global level the more comprehensive, coherent and effective governance system that citizens have long taken for granted at home. This book offers the first comprehensive look at this critical question of international relations. It examines how, and how well, the multilateral organizations and the G8 are dealing with the central challenges facing the contemporary international community, how they have worked well and poorly together, and how they can work together more effectively to provide badly needed public goods. It is an ideal reference guide for anyone interested in institutions of global governance.

International Advances in Education: Global Initiatives for Equity and Social Justice is an international research monograph series that contributes to the body of inclusive educational policies and practices focused on: empowering society’s most vulnerable groups; raising the ethical consciousness of those in positions of authority; and encouraging all to take up the mantle of global equity in educational opportunity, economic freedom and human dignity. Each themed volume in this series draws on the research and innovative practices of investigators, academics, educators, politicians, administrators, and community organizers around the globe. This volume consists of three sections; each centered on an aspect of gender equity in the context of education. The chapters are drawn from a wide range of countries including: Australia, China, Gambia, India, Italy, Kenya, Kyrgyzstan, Laos, Slovenia, Swaziland, Grenada, Jamaica, Trinidad, Tobago, The United States, and Turkey addressing issues of gender equity, citizenship education, egalitarianism in sexual orientation, and strategies to combat human trafficking. The 15 chapters document both the progress and challenges facing those who strive for gender equity in access to education, the portrayal of women in curricula, and the acceptance of diverse sexual orientations within differing country contexts and provide an overview of promising policies, practices and replicable successful programs.

This book is organized into four parts, each addressing a critical aspect of curriculum development: Foundations of Curriculum Development: This section explores the historical, philosophical, and theoretical underpinnings of curriculum. It provides readers with a solid foundation to understand the evolution and significance of curriculum in education. Designing and Developing Curriculum: Here, we delve into the practical aspects of curriculum planning, design, and material development. This section offers detailed guidance on setting objectives, selecting and organizing content, and integrating instructional strategies. Implementing and Evaluating Curriculum: Effective implementation and rigorous evaluation are crucial for the success of any curriculum. This section discusses strategies for implementation, the role of teachers, and methods for formative and summative evaluation. Contemporary Issues and Future Trends: The final section addresses current challenges and future directions in curriculum development, including diversity, globalization, and technological advancements. Throughout this book, I have drawn upon the latest research, case studies, and practical examples to provide a well-rounded perspective on curriculum development. Additionally, the insights and guidance provided by the EdTech Research Association, US, have been instrumental in enriching the content and ensuring its relevance to contemporary educational contexts.

This book is the first critical interdisciplinary examination in English of Italian women’s contributions to intellectual, artistic, and cultural production in modern Italy. Examining commonalities and diversities from the country’s Unification to today, the volume provides insight into the challenges that Italian women engaged in cultural production have faced, and the strategies they have deployed in order to achieve their objectives. The essays address a range of issues, from women’s self-identification and public ownership of their professional roles as laborers in the intellectual and cultural realm, to questions about motherhood and financial remuneration, to the role of creative foreign women in Italy. Through critical analysis and direct testimony from new and typically marginalized voices, including an Arab-Italian writer, an Italian-Dominican filmmaker, and a transgender activist, new forms of ongoing struggle emerge that redefine the culturally diverse landscape of female intellectual and creative production in Italy today. The volume rethinks a solely national “Made in Italy” reading of the subject of female intellectual labor, demonstrating instead the wide network of influences and relationships that have existed for Italian women in their professional aspirations.

This book will provide readers with an understanding of the employability concept and develop an employability skills improvement model to enhance the employability of built environment graduates to foster economic development. The developed model determines the influence of generic skills, discipline specific skills, work-integrated learning, emotional intelligence, university-industry collaboration outcomes and 4IR knowledge in predicting the outcomes of improved graduate employability. The model is developed with a theoretical lens on existing frameworks of employability and skills development. Whilst drawing comparisons with countries such as the UK, USA, Australia and Canada, the authors present the results of a two-stage Delphi survey in South Africa as a case study on the current state of skills development and on the skills of the future. The case study is presented in line with the South Africa’s long-term National Development Plan (NDP) aimed at developing the key capabilities and skills of its citizens by ensuring quality education on a broader scale by 2030. As automation continues to rapidly advance, the pressures on universities to revamp and restructure their curricula have become increasingly necessary. This book recommends that higher education institutions urgently need to intensify their efforts by introducing significant modifications to the science and technology curriculum to enable students to develop and acquire competencies in the rapidly emerging areas of artificial intelligence, data science, robotics, advanced simulation, data communication, system automation, real-time inventory operations, cloud computing, and information technologies. This implies that universities’ curriculum should be infused with 4IR thinking within the conventional primary sciences of biology, chemistry, and physics, with greater emphasis on digital literacy to boost 4IR understanding amongst the graduates. The book is therefore of interest to researchers and policy makers in the built environment that are placed in academia, the construction industry or at consultancy levels, it provides significant recommendations for universities as they intensify their efforts to develop graduates for the future.

Established in the aftermath of World War II, UNESCO succinctly states its peace mission as well as its peaceful resolution to peace in its Constitution—constructing the “defenses of peace” in the minds of peoples on the “intellectual and moral” grounds. For more than seven decades, UNESCO has been consistently positioning peace as its unwavering core and ultimate goal through promoting international understanding and cooperation in and across its five major sectors of competence in education, natural sciences, culture, communication and information, and social and human sciences. Historical Dictionary of the United Nations Educational, Scientific and Cultural Organization (UNESCO), Second Edition contains a chronology, an introduction, and an extensive bibliography. The dictionary section has more than 700 cross-referenced entries on UNESCO’s initiatives, programs, projects, normative instruments, and partners over the past 76 years. This book is an excellent resource for students, researchers, and anyone wanting to know more about UNESCO.