Building peace in the minds of men and women

Research papers & journals

UNESCO contributes to research on global education through a number of working papers, policy papers, and journals. This includes such paper series such as the Education Research and Foresight (ERF) Working Papers, the Global Education Monitoring Report Policy Papers, and journals such as the International Review of Education; The Journal of Lifelong Learning; Prospects; The Comparative Journal of Curriculum, Learning & Assessment; and The Blue DOT.

EDUCATION RESEARCH & FORESIGHT (ERF) WORKING PAPERS

The Education Research and Foresight (ERF) Working Papers propose critical policy analyses and think pieces on global education. The papers provide conceptual clarifications and insights into education, learning and knowledge in an increasingly complex world characterized by a blurring of boundaries between global and local and between public and private. The series is designed for education policy analysts, researchers, advocates and practitioners. Available in Arabic, English, French and Spanish. Consult the full series here.

GEMR POLICY PAPERS

 

The Global Education Monitoring Report (GEMR) Policy Papers draw and expand on key issues raised and addressed by the GEM Report – an editorially independent, authoritative and evidence-based annual report published by UNESCO, aimed at monitoring progress towards the education targets in the new Sustainable Development Goals (SDGs) framework. The papers are particularly addressed to policy-makers and donor organizations.

JOURNALS

 

The International Review of Education – Journal of Lifelong Learning (IRE) is a peer-reviewed journal focused on lifelong learning policy and practice. Special consideration is given to papers on adult education, non-formal education and literacy, or on formal education viewed through the lens of lifelong learning.

 

Prospects, edited by the UNESCO International Bureau of Education, provides comparative and international perspectives on key current issues in curriculum, learning, and assessment. The  journal provides innovative and critical insights into the equitable provision of quality and relevant education for all through cross-disciplinary perspectives it engages, drawing on a range of domains that include culture, development, economics, ethics, gender, inclusion, politics, sociology, sustainability, and education.

 

OTHER PAPER SERIES

The UNESCO Working Papers on Education Policy aim to nurture the international debate on range of education policy issues. The papers articulate a policy perspective and propose possible policy responses to the challenges identified.

The UNESCO-IBE Working Papers are oriented at sharing interim results of ongoing research and reflections in progress including by IBE partners or members of the IBE network on curriculum design and development.

The In-Progress Reflections series, curated by UNESCO-IBE, is a communal space for global conversation, collective production and discussion on issues of high concern for different audiences and, most notably, Member States. It seeks to support country efforts in mainstreaming challenging issues related to curriculum, learning and assessment.

UNESCO’s International Institute for Education and Planning (IIEP) produces resources oriented at supporting the decision-making process and tailoring policy advice to the specific priorities of planners and policy-makers.

The Blue DOT Series features a series of pieces reflecting the work of the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP). Conceived as a magazine, The Blue DOT focuses on the relationship between education, peace, sustainable development and global citizenship. The series is designed so to engage with readers in a fun and interactive way.