Research and Foresight

UNESCO strives to build connections between education research, policy and practice. It provides the evidence base for technical assistance, policy advice, knowledge sharing and policy dialogue for all stakeholders. This is increasingly important within the framework of the ambitious Education 2030 agenda.

UNESCO’s Education 2030 global research 

UNESCO’s research network is comprised of headquarters, specialized institutes, regional bureaus, and UNESCO chairs across the world. The research concentrates on policy issues both at global level, as well as in the various regions and sub-regions. The main research topics relate to: teaching and learning - including curriculum, school environments and assessment of learning outcomes, ICTs and digital learning, multicultural and citizenship education, basic and non-formal education, vocational skills development and higher education. More recently, UNESCO has also engaged in new research areas related to education for sustainable development and gender violence. Search UNESCO’s publications.
 

Forward looking research

Moreover, in an increasingly uncertain, complex and contradictory world, UNESCO’s forward looking research provides a body of knowledge to better understand and anticipate the changing learning landscape. This is key to re-contextualizing the humanistic principles of education - in particular, education as a fundamental human right and an enabling right, as well as education as a public good. This is the purpose of Rethinking Education: Towards a common global good? (UNESCO 2015) which calls for public dialogue and debate on the purpose of education and the organization of learning in a context of rapid transformation. 

 

UNESCO’s flagship publication “Rethinking Education: Towards a global common good?”

Rethinking Education: Towards a global common good?  
A forward looking publication providing a body of knowledge to better understand and anticipate the changing learning landscape which calls for public dialogue and debate on the purpose of education in a context of rapid transformation.
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UNESCO’s academic journals 

A peer-reviewed journal on lifelong learning policy and practice. Special consideration is given to adult education, non-formal education and literacy, or on formal education viewed through the lens of lifelong learning.
 
A quarterly review that serves as a platform for the exchange of ideas on current and controversial comparative and international educational themes for over thirty years.

A selection of UNESCO’s research papers and briefs 

These thought pieces are for reflection on the challenges and opportunities facing education in the 21st century.
 
A series of papers produced every year to inform the development of the GEM report, its thematic focus and key policy debates. The papers are often accompanied by infographics and are frequently produced in partnership with other advocacy focused organisations.
 
These working papers are designed to nurture the international debate about a wide range of education policy issues.
 
These working papers are intended to share interim results of ongoing research and to increase access to a range of unpublished documents, reports and exploratory studies produced at UNESCO-IBE, by IBE partners or members of the IBE network on curriculum development.
 
These reflection papers are on current and critical Issues in the curriculum and learning intends to support country efforts in mainstreaming challenging issues within the processes of curriculum renewal and development across different levels, settings and provisions of the education system. 
 
A wide range of resources that support the decision-making process and tailors policy advice to the specific priorities of decision-makers.
 
UIL Policy Briefs enter this title in search engine 
Research, capacity-building on lifelong learning with a focus on adult and continuing education, literacy and non-formal basic education for educational researchers, planners, policymakers and practitioners.
 
These papers address bridging the digital divide in education and building inclusive knowledge societies by reinforcing national capacities in promoting e-environments, facilitating policy dialogue and initiating the development of national strategies on the application of ICTs in education.