Defending the ‘right to the city’: How cities include migrants and refugees in and through education


The continuing growth in migration and displacement flows around the world can challenge hosting communities. National authorities have the strongest voice in international debates on migrants and refugees, but cities are the primary destination of migrants and, increasingly, of refugees and internally displaced people. That puts cities at the forefront of providing for these new residents’ needs, including in education. Cities do not create immigration, asylum and education policies, but they do play key roles in implementing these policies, even if their room for manoeuvre and willingness to act vary widely between countries.

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Building bridges for gender equality

The 2019 Gender Report is based on a monitoring framework first introduced in the 2016 Global Education Monitoring Report. In addition to focusing on gender parity in education participation, attainment and learning achievement, the framework examines broad social and economic contexts (gender norms and institutions) and key education system characteristics (laws and policies, teaching and learning practices, learning environments, and resources). The framework also looks at the relationship between education and selected social and economic outcomes.

Meeting commitments: are countries on track to achieve SDG 4?

Co-produced with the UNESCO Institute for Statistics, this paper highlights the first ever projections for SDG 4 targets. A third of the way to 2030, it shows that the world is drastically off track. By 2030, one in six children, adolescents and youth will still be out of school. Only six in ten young people will be completing secondary education.

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Facing the facts: the case for comprehensive sexuality education

Comprehensive sexuality education is an essential part of a good quality education that helps prepare young people for a fulfilling life in a changing world. It improves sexual and reproductive health outcomes, promotes safe and gender equitable learning environments, and improves education access and achievement. This paper, produced jointly with the Section for Health and Education at UNESCO, discusses how governments can overcome social resistance and operational constraints to scale up these programmes as part of their commitment to SDG 4, the global education goal.


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Education as healing: Addressing the trauma of displacement through social and emotional learning


The conditions under which migrants and refugees have to leave their homes and homelands can be traumatic in the extreme. Whether they have crossed the Mediterranean in an overcrowded and unsafe boat, been barricaded in a Syrian basement for protection from shelling, or been chased away from a burning village in Myanmar, the events of their departures and their journeys can leave scars on those affected – and none more than on children who have witnessed and experienced death, loss, violence, separation from family and prolonged insecurity. Even those fortunate enough to find a sanctuary often face further hardship or discrimination in their host communities that can exacerbate their vulnerability.


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The intersections between education, migration and displacement are not gender-neutral

Being on the move, whether as a migrant or a forcibly displaced person, has gender-specific implications both for education responses and for education outcomes. In a few cases, movement creates opportunities to break free from social moulds, but in others, it exacerbates gender-based vulnerability. Meanwhile, the education and skills that women have or gain can affect their ability to exercise agency or mitigate vulnerability in migration and displacement contexts. This calls for a gender lens to be used in analyses of education.

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