2019

The High-level Political Forum

The High-level Political Forum (HLFP) is the central platform for follow-up and review of the 2030 Agenda for Sustainable Development and the Sustainable Development Goals, provides for the full and effective participation of all States Members of the United Nations and States members of specialized agencies. 

The 2019 HLPF, from 9-18 July, looks at the fourth Sustainable Development Goal on education (SDG 4) for the first time.

 

Three new publications are being launched to mark the occasion:

beyond commitments cover Beyond commitments how do countries implement SDG 4 
Produced under the auspices of the SDG - Education 2030 Steering Committee, this special report shows the different ways that countries have taken on the challenge of implementing SDG 4 at the national level. It showcases good practices from countries that have reflected SDG 4 in their policies since 2015 and suggests a new framework for assessing the extent to which their policies match their 2030 commitments in the future.

Available languages:

English
 

 

meeting commitments coverMeeting 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.

Available languages:

English / Français / Español

 

 

 

hlpf comic book cover image Let's work together- Education has a key role in helping achieve the Sustainable Development Goals A new six-part cartoon that highlights the links and synergies between education and many of the other sustainable development goals. The cartoon shows the importance of sectors working together to achieve their aims.

Available languages:

English

 

    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.

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

    Published

    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.

    Available languages

    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.

    Available languages

    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.

    Available languages

    English

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