Wikipedia:WikiProject United Nations/Open Access text/Education publications

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Subject matter experts at UNESCO have suggested the following sections of UNESCO publications could be added to Wikipedia. Once you add a section of text to Wikipedia please remove it from the list of suggestion and add it to the Created and improved articles section. Click here for monthly page views of articles using text from Education publications

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Converting and adding open license text to Wikipedia The process for adding open license text to Wikipedia can be broken down into the following steps: Copy: Add the text from the open license source into Wikipedia. Edit: Correct any formatting issues with the text, add headings and subheadings, change any wording not suitable for Wikipedia and add links to other articles. Adapt the style:You may need to adapt the layout and the style and tone of the writing. The first sentence of an article must be a definition of the subject. The text must also follow Wikipedia's three core content policies of neutral point of view, verifiability and no original research. When integrating other sources, it is very important to distinguish opinions and interpretations made by the original author from verifiable content that has a neutral point of view. To do this, you may have to refocus the text on surveying the topic, remove interpretations and attributing points of view within the work. Attributing points of view can be done b adding citations to either the source text or its references, and by adding in-text attribution of these opinions e.g "According to [ORIGINAL AUTHOR], "[QUOTE]". Add media: Add graphics from the source if they are available by uploading them to Wikimedia Commons where the license on the graphics allows. You can also add in tables to the article, if the table is in a PDF (Tabula may be helpful for such additions). Add attribution: Attribute the text using the 'Free-content attribution' template in the 'Sources' section, as explained below. Cite: Add the original source of the text as a reference at the end of every paragraph or more if required. If the text has references add them as citations in the article. If you are creating a new article add additional references from other reliable sources to establish the notability of the subject. Link: Create links to the article from other Wikipedia pages in both the main text and in the 'See also' sections, also add hatnotes where needed. Use the find link tool to identify and create links to the article. Add categories and Wikiproject templates to the talk page. Publish: Save the changes to the existing article or publish the new article. In the edit summary include that you are using open license text and name the source (sometimes open license text can be flagged as a copyright violation, this helps avoid those issues). Attributing text There are two ways to attribute open license text in Wikipedia, either through the Visual editor or the Source editor. Text from multiple pages of the same source can be attributed at the same time using page numbers, when using text from more than one source please attribute separately. Attributing open license text in Visual editor Copy and paste the open license text into a Wikipedia article. Create a section called Sources above the References section and click Insert on the editing toolbar and select Template. Paste Free-content attribution into the box, click the first option and then click add template Add the relevant information into the Title, Author, Publisher, Source, URL, License statement URL (if not stated within the document) fields and License (e.g. CC-BY-SA). Click Publish changes and add added open license text, see the Sources section for more information to the edit summary. Attributing open license text in Source Editor Copy and paste the open license text into a Wikipedia article. Create a Sources section above the References section and paste in: {{Free-content attribution| | title = <!-- The title of the work --> | author = <!-- The author of the work --> | publisher = <!-- The publisher of the work --> | source= <!-- The source of the work if not from the publisher or the author --> | documentURL = <!-- The URL of the work --> | License statement URL = <!-- The URL of the license statement of the work if not included within the document --> | license = <!-- The license of the work --> }} Fill in the relevant fields, the text between the <!-- --> is simply for guidance, it will not appear Add added open license text, see the Sources section for more information to the edit summary and click Publish changes.

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Created and improved articles

Publication	Newly Created Articles	Improved Articles	Linked Articles	Page number of section	Notes	ED Theme
Humanistic futures of learning: perspectives from UNESCO Chairs and UNITWIN Networks UNESDOC license page	Futures of Education					Futures of Education initiative
I'd blush if I could: closing gender divides in digital skills through education UNESDOC license page	Female gendering of AI technologies Gender digital divide	Digital divide Female education Women's empowerment	Artificial intelligence Sexism Gender digital divide			Artificial intelligence
Migration, displacement and education: building bridges, not walls; Global education monitoring report, youth report, 2019 UNESDOC license page	Newcomer education Education in emergencies and conflict areas	Education in China	Education in emergencies and conflict areas Mobile learning for refugees Refugee children			Education in emergencies
Right to education handbook UNESDOC license page	Newcomer education Education in emergencies and conflict areas	Right to education Universal access to education Economic, social and cultural rights	Education in emergencies and conflict areas Mobile learning for refugees Refugee children Children in emergencies and conflicts Education for refugees, migrants and internally displaced persons Education in Syria			Education in emergencies
Youth and changing realities: perspectives from Southern Africa UNESDOC license page		Youth in Africa Disengagement from education
Youth and violent extremism on social media: mapping the research UNESDOC license page		Violent extremism				School violence and bullying
A Teacher’s Guide on the Prevention of Violent Extremism UNESDOC license page		Violent extremism				School violence and bullying
A Guide for ensuring inclusion and equity in education UNESDOC license page		Global citizenship education				Inclusion in Education
Getting Climate Ready: A Guide for Schools on Climate Action UNESDOC license page		Education for sustainable development				Education for sustainable development
Empowering students for just societies: a handbook for primary school teachers UNESDOC license page		Primary education				Teachers
Empowering students for just societies: a handbook for secondary school teachers UNESDOC license page		Education for justice Global citizenship education Learning environment Pedagogy Secondary education				Teachers
Global education monitoring report 2019: gender report: Building bridges for gender equality UNESDOC license page		Education For All Poverty				Global Education Monitoring Report
Addressing anti-semitism through education: guidelines for policymakers UNESDOC license page		Antisemitism The Holocaust in curricula Holocaust education				Education about the Holocaust and genocide
From access to empowerment: UNESCO strategy for gender equality in and through education 2019-2025 UNESDOC license page		Sexism Education policy				Education and gender equality
#CommitToEducation UNESDOC license page		Adult education School Tertiary education Futures of Education
The promise of large-scale learning assessments: acknowledging limits to unlock opportunities UNESDOC license page	Large-scale learning assessments	Education 2030 Agenda Educational assessment	Educational assessment Education 2030 agenda Standardized test			Education policy and planning
Strengthening the rule of law through education: a guide for policymakers UNESDOC license page		Education for justice Global citizenship education Sport				Education policy and planning
Behind the numbers: ending school violence and bullying UNESDOC license page	School violence prevention through education	School bullying School violence Gang Education in Latin America	Abuse School bullying School violence			School violence and bullying
Preventing violent extremism through education: effective activities and impact; policy brief UNESDOC license page		Violent extremism				Education about the Holocaust and genocide
Digital credentialing: implications for the recognition of learning across borders UNESDOC license page						ICT in education
A Lifeline to learning: leveraging mobile technology to support education for refugees UNESDOC license page	Newcomer education Mobile learning for refugees	Refugees of the Syrian civil war Information and communications technology M-learning Post-traumatic stress disorder	Education in emergencies and conflict areas Mobile learning for refugees Refugee children Children in emergencies and conflicts Educational technology M-learning Refugee children Right to education			ICT in education
Funding skills development: the private sector contribution UNESDOC license page		Education in Cyprus Education in the Dominican Republic Universities and higher education in Brazil
School violence and bullying: global status and trends, drivers and consequences UNESDOC license page						School violence and bullying
Taking a whole of government approach to skills development UNESDOC license page	Policy development for skills and TVET	Vocational education	TVET (Technical and Vocational Education and Training) Vocational education Lifelong learning
Pathways of progression: linking technical and vocational education and training with post-secondary education UNESDOC license page		Adult education Life skills				Skills for work and life (Technical and vocational education and training)
Issues and trends in Education for Sustainable Development UNESDOC license page	Education for Sustainable Development in Brazil	Sustainable development United Nations Environment ProgrammeUnited Nations Environment Programme Environmental Education Education for Sustainable Development		7, 8, 26, 27		Education for Sustainable Development
International technical guidance on sexuality education: An evidence-informed approach UNESDOC license page		Sex education Education (added link to page containing UNESCO reference) Gender identity (added as reference) Human sexuality (added as reference) Human rights (added as reference) Comprehensive sex education (added as reference) Health education (added as reference) Reproductive health (added as reference) HIV/AIDS (added as reference) Forced marriage (added as reference) Child marriage (added as reference) Female genital mutilation (added as reference) Teenage pregnancy (added as reference) Adolescent health (added as reference) Sexually transmitted infection (added as reference) Gender violence (added as reference) Consent (added as reference) Puberty (added as reference)
Cracking the code: girls' and women's education in science, technology, engineering and mathematics (STEM) UNESDOC license page	Female education in STEM	Female education Science education Mathematics education Science, technology, engineering, and mathematics Technical school Enrollment Academic achievement Learning Gender role Women in science Women in STEM fields Science, technology, engineering, and mathematics Women's empowerment				Education of women and girls
Teachers Guide on the Prevention of Violent Extremism UNESDOC license page Monthly page views of articles using text from this publication	Violent extremism			P. 11, 12 Violent extremism, extremism (definition) and the factors that drive people into radicalization P. 13 Examples of violent extremism Neo-Nazis, Ku Klux Klan, eco-terrorism, Islamic State, Iraq, Boko Haram P. 14 - 15 Role of Education P. 15 Link to Global citizenship (definition) P. 17 Local manifestation of extremism P. 25 Identify and use ‘teachable moments’ P. 31, 32 Subject areas prone to discussed violent extremism P. 35-40 Key messages	A combination of the different sections of the publication	Emergencies and conflicts
			Terrorism		28/3/2017 - Interlinked
			Religious terrorism		28/3/2017 - Interlinked
			Religious fanaticism		28/3/2017 - Interlinked
			Boko Haram		28/3/2017 - Interlinked
			Al Qaeda		28/3/2017 - Interlinked
			The Taliban		28/3/2017 - Interlinked
			ISIL		28/3/2017 - Interlinked
			Islamic extremism		28/3/2017 - Interlinked
			Christian terrorism		28/3/2017 - Interlinked
				P. 24, 26	14/5/2017 - Added two images. - Added subheading "Sabaoon Project, Pakistan"
Rethinking Education: Towards a global common good? UNESDOC license page Monthly page views of articles using text from this publication	Delors Report			P. 16: Overview of the Delors Report P. 21: The impact of the Delors Report (7 main points)	A combination of the different sections of the publication	Education Systems Reform
			Delors Commission		28/3/2017 - Interlinked
			Educational policies and initiatives of the European Union		28/3/2017 - Interlinked
	Sumak Kawsay			P 29		Education for health and well-being
			Quechua people		28/3/2017 - Interlinked
			Latin American culture		28/3/2017 - Interlinked
			Harmony with nature		28/3/2017 - Interlinked
			Quechuan languages		28/3/2017 - Interlinked
	Intercultural Universities in Mexico	Education in Mexico		P47 box 9 Mexicos’ indigenous population is the least represented in higher education In response to this, creation of Intercultural Universities in Mexico Intercultural Universities are located in indigenous areas and they are intended for the indigenous population 12 Intercultural Universities currently operate in Mexico and 7000 students are enrolled	Added 13/3/2017	Higher Education
			Intercultural Relations		28/3/2017 - Interlinked
			Intercultural competence		28/3/2017 - Interlinked
			Interculturalism		28/3/2017 - Interlinked
	Wealth inequality in Latin America	International inequality		High income inequality in Latin America Box 1: In terms of income inequality, Latin American and the Caribbean is the most unequal region in the world	- Page created 14/3/2017 - Added link under 'See Also' International inequality 14/03/2017
		Latin America			15/3/2017 - Summary using UNESCO text added to "Inequality" subheading - Wealth inequality in Latin America article improved by adding text from Latin America article
			Economic inequality		28/3/2017 - Interlinked
		Education for sustainable development		Sustainable development: A central concern (pp. 9-10) p. 33, Box 4	15/3/2017 - Added text to the introduction of the article 16/3/2017 - Added text on The 2014 Aichi-Nagoya Declaration to heading: United Nations Decade of Education for Sustainable Development	Education for sustainable development
	Globalization and education	Globalization		P. 16	15/3/2017 - Created article - Improved Globalization article by adding "Globalization and education" as a heading	Early childhood development
		Tolerance		P. 24	15/3/2017 - Added heading "Tolerance and digital technologies" to "Tolerance" article	School violence and bullying
	Education and Technology	Education		P.27-28	15/3/2017 - Created page - Linked newly created page from Education article	Digital learning
		Sustainable Development		P. 32-33	15/3/2017 - Added introduction text to Education heading - Added link to Education for sustainable development article	Education for sustainable development
		Skill (labor)		P. 41, Box 5	16/3/2017 - Added heading "Foundation, transferable, and technical and vocational skills" and subheadings for the 3 skill types.	Skills for work and life
		Curriculum development		P. 42-43	16/3/2017 - Added heading "Humanistic curriculum development"	Education for sustainable development
		Special education		P. 44 Box 6	16/3/2017 - Added subheading "Global issues" to heading "Issues"	Early childhood development
		Pre-tertiary education		P. 44	16/3/2017 - Added heading "Gender equality in basic education" and linked to main article "Sex differences in education"	Education of women and girls Inclusive education
		Education in Senegal		P. 46 Box 8	16/3/2017 - Added heading "The 'Case des Tout-Petits' experience"	Early childhood development
		College and university rankings		P. 54	16/3/2017 - Added heading "Criticism"	Higher education
		Right to education		P.74-75	16/3/2017 - Added heading "The impact of privatization on the right to education"	Education systems reform
		Common good		P.80-81	17/3/2017 - Added heading "Recognizing knowledge and education as global common goods"	Education for sustainable development
Youth and changing realities: Rethinking secondary education in Latin America PDF on UNESCO website UNESDOC license page		Education in Latin America*		P. 15, 18	21/3/2017 - Added heading "Primary and secondary education" 2/5/2017 - added image "Figure 4 Distribution of youth by schooling condition and educational attainment in Latin American countries"
		Education in Senegal
		High school dropouts		P. 22-24	21/3/2017 - Added heading "Latin America"	Higher education
				P. 28	21/3/2017 - Added heading "Prevention" and subheading "Family dynamic"
		Cultural Identity		P. 44-45	21/3/2017 - Added heading "The role of the internet"
		Identity formation			21/3/2017 - Added subheading "Cyber-socializing and the internet" to heading "Influences"
	School dropouts in Latin America*			P. 21-24, 51-54	21/3/2017 - created article and linked to High school dropouts 2/5/2017 - Added image "Figure 1 Percentage of out-of-school adolescents and young people" 20/5/2017 - Added another image	Higher education
			High school dropouts in the United States		28/3/2017 - Interlinked
			High school dropouts		28/3/2017 - Interlinked
			Expulsion (education)		28/3/2017 - Interlinked
	Inclusive education in Latin America			P. 64-66	21/3/2017 - created article and linked from Inclusion (education)	Inclusive education
			Education in Latin America		28/3/2017 - Interlinked
		Education in Latin America*			2/5/2017 - added image	Higher education
Investing against Evidence: The global state of early childhood care and education PDF on UNESCO website UNESDOC license page	History of early childhood care and education	Early childhood education		P. 9-11	23/3/2017 - created article - added "History" heading to Early childhood education and linked to main article History of early childhood care and education	Early childhood development
			History of education		28/3/2017 - Interlinked
			History of childhood		28/3/2017 - Interlinked
			Social history#History of education		28/3/2017 - Interlinked
			Right to education		28/3/2017 - Interlinked
		Curricula in early childhood care and education
		Education economics		P. 15	23/3/2017 - added subheading "Pre-primary education financing"	Early childhood development
		Early childhood education		P. 16-18	23/3/2017 - added heading "Barriers and challenges"	Early childhood development
					23/3/2017 - added heading ECCE as a holistic and multisectoral service
				P. 72-73	24/3/2017 - added heading "Economic benefits of ECCE"
		Right to education		P. 38-39	23/3/2017 - added heading "Children's right to education"	Early childhood development
	National Scientific Council on the Developing Child		Richard Louv	P. 55	23/3/2017 - Created article - Note that this article is a stub and only contains the limited information from this publication; however, I feel it was necessary to create the article, as there were several references to it already on wikipedia - Interlinked with Richard Louv	Early childhood development
			Alliance for early success		23/3/2017 - Interlinked with Alliance for early success
			Society for Research in Child Development		28/3/2017 - Interlinked Society for Research in Child Development
	Children in emergencies and conflicts		Children in the Israeli–Palestinian conflict	P. 117-125	24/3/2017 - Created article 28/3/2017 - Interlinked to Children in the Israeli–Palestinian conflict 4/4/2017 - Clarified article definition in introduction	Early childhood development Emergencies and conflicts
			Save the Children		28/3/2017 - Interlinked
			UNICEF		28/3/2017 -Interlinked
			Inter-Agency Network for Education in Emergencies		28/3/2017 -Interlinked
			Military use of children		28/3/2017 -Interlinked
			Trafficking of children		28/3/2017 -Interlinked
			International child abduction		28/3/2017 -Interlinked
		Parent education program		P. 159-164	25/3/2017 - Added headings "Development", "Landscape of parenting programs", "Summary of findings from parenting programs", "Broadening the focus to include families"	Skills for work and life
	Child health and nutrition in Africa		Maternal and child health in Tanzania	P. 170-182	25/3/2017 - Created article 4/4/2017 - Improved definition	Early childhood development Emergencies and conflicts
					28/3/2017 - Interlinked
			Human nutrition		28/3/2017 - Interlinked
			Malnutrition		28/3/2017 - Interlinked
			Malnutrition in South Africa		28/3/2017 - Interlinked
			Global health		28/3/2017 - Interlinked
			Global Strategy for Women's and Children's Health		28/3/2017 - Interlinked
		Education in Cambodia		P. 212-216	26/3/2017 - Added "Early childhood care and education"	Early childhood development
	Child development in Africa			P. 231-237	29/3/2017 - Created article 4/4/2017 - Improved definition of the article	Early childhood development
			Education in Africa		29/3/2017 - Interlinked
			Child development		29/3/2017 - Interlinked
	Curricula in early childhood care and education		Curriculum		29/3/2017 - Created article 4/4/2017 - Improved article definition	Early childhood development
					29/3/2017 - Interlinked
		Early childhood education			29/3/2017 - Interlinked - created heading "Curricula in early childhood care and eduction" and linked to main article	Early childhood development
		Curriculum development			29/3/2017 - Interlinked - created heading "Early childhood care and education" and linked to main article	Early childhood development
		Preschool			29/3/2017 - Interlinked - created heading "Curricula" and linked to main article	Early childhood development
Learning knowledge and skills for agriculture to improve rural livelihoods PDF on UNESCO website UNESDOC license page		Feminization of agriculture		p. 30	31/3/2017 - Added "Today, at least 80 per cent of rural smallholder farmers worldwide are women, largely because greater numbers of men are migrating and searching for off-farm jobs." to Introduction	Education of women and girls Skills for work and life
	Agricultural education and livelihood in rural Cambodia			p. 51-54	31/3/2017 - Created article 4/4/2017 - Improved article definition	Skills for work and life
		Agriculture in Cambodia			31/3/2017 - Created heading and linked to main article	Skills for work and life
		Education in Egypt		p. 65	31/3/2017 - Created heading "Agricultural education"	Skills for work and life
		Rural flight		p. 90-91	31/3/2017 - Improved "Economic determinants" subheading
Unleashing the Potential: Transforming Technical and Vocational Education and Training PDF on UNESCO website UNESDOC license page	TVET (Technical and Vocational Education and Training)	Vocational education		pp. 9–10, 41, 43, 47–48, 80, 95, 98–100.	4/4/2017 - Created article - Added heading "Differentiation from TVET (Technical and Vocational Education and Training)" and linked to main article from Vocational Education - Redirected "TVET" away from Vocational education to new TVET article 4/5/2017 - Improved TVET by adding subheading "Gender disparities in TVET" to "Challenges" heading	Skills for work and life
		Education for Sustainable Development		pp. 9, 23, 25-26	4/4/2017 - Added heading "The connection of ESD and TVET" and linked to main article TVET 5/4/2017 - Added "For UNESCO, education for sustainable development involves..." to introduction	Skills for work and life Education for sustainable development
				p. 19-20	5/4/2017 - Improved TVET by adding subheading "Gender disparities in TVET" to "Challenges" heading
				p. 56-58	5/4/2017 - Improved TVET by adding heading "Technological advancement and its impact"
				P. 63	5/4/2017 - Improved TVET by adding subheading "Globalisation" to "Challenges" heading
		Youth unemployment		P. 74	5/4/2017 - Changed subheading "Vocational education" to "TVET and Vocational education", improved text, and linked to main article TVET	Skills for work and life
				P. 85-86	5/4/2017 - Added "Promoting social equity and inclusive workplaces" subheading to "Challenges" heading
				P. 101-103	6/4/2017 - Added "Continuing TVET" heading
		Lifelong learning		P. 119-120	6/4/2017 - Improved Lifelong learning adding text on China’s policies to the “In practice” heading; Interlinked to TVET article	Skills for work and life
Level-setting and recognition of learning outcomes: The use of level descriptors in the twenty-first century PDF on UNESCO website UNESDOC license page	Learning level descriptors			P. 10-16	6/4/2017 - Created article	Education systems reform
				P. 33, 49-51	7/4/2017 - Added headings "Formulation", "Criticism" and "Setting levels through level descriptors"
					10/4/2017 - added more text to “Criticism” heading
	Qualifications framework			P. 10, 12-13, 15-16, 21, 32-33, 35	7/4/2017 - Created article	Education systems reform
		National Qualification framework			10/4/2017 - added “Qualifications framework” heading and linking to main article	Education systems reform
					10/4/2017 - adding text from p. 31 to “Construction” heading - added “Competences” subheading to “Learning outcomes” heading - added “History” heading - added heading “Five elements of the qualification process" - added heading “Other types of frameworks”
		Delors Report			10/4/2017 - added more text to the heading “The Four Pillars of Education”	Education systems reform
		Lifelong learning			10/4/2017 - added heading “The Delors Report and the Four Pillars of Education” and linking to main article	Education systems reform
		Global Citizenship Education			10/4/2017 - added heading “Competences”	Global Citizenship Education
		Nonformal learning		P. 114	10/4/2017 - added text to the “Validation” heading	Education systems reform
		Work-based learning		P. 115	10/4/2017 - added text to the introduction	Skills for work and life
	Online credentials for learning			P. 129-131	11/4/2017 - Created article	Digital learning
			Educational technology		11/4/2017 - Interlinked
		Online learning in higher education			11/4/2017 - added heading “Online credentials” and linked to main article	Digital learning Higher education
		Digital credential			11/4/2017 - added heading “Online credentials for learning” and linked to main article	Digital learning
		Distance education			11/4/2017 - added heading “Credentials” and linked to main article	Digital learning
			Open educational resources		11/4/2017 - Interlinked
			Educational research		11/4/2017 - Interlinked
			Credential		11/4/2017 - Interlinked
Making Sense of MOOCs: A Guide for Policy-Makers in Developing Countries PDF on UNESCO website UNESDOC license page		Incheon declaration		P. 13	11/4/2017 - added heading "Education 2030: A new vision for education"	Education systems reform Education for sustainable development
		Sustainable Development Goals		P. 17-18	11/4/2017 - /* Intersectoral linkages */ Added subheading "Massive open online course (MOOC)" and linked to main article	Education for sustainable development
		MOOC	Sustainable Development Goals	P. 17-18, 21-22	11/4/2017 - added text to Criticism heading, added heading “Benefits” including link to Sustainable Development Goals	Digital learning
				P. 24	13/4/2017 - added text to "Improving access to Higher Education" subheading
		Qualifications framework	MOOC	P.42-43	13/4/2017 - added subheading “Qualifications frameworks for online learning” to heading “Other types of frameworks” P.42-43 - Interlinked MOOC - Interlinked Educational Technology - Interlinked Distance education	Education systems reform Digital learning
			Educational Technology
			Distance education
Education for Sustainable Development Goals: Learning Objectives PDF on UNESCO website UNESDOC license page		Education for sustainable development		P. 7	13/4/2017 - Added heading "Sustainable Development Goals (SDGs)" and linked to main article	Education for sustainable development
				P. 48-49	13/4/2017 - added heading "Integrating ESD in curricula and textbooks”	Education for sustainable development
		Sustainable Development Goals		P. 7	13/4/2017 - Added "Education" subheading1 under "Intersectoral linkages" heading; changed "Massive open online course" to subheading2; added subheading2 "Education for sustainable development" and linked to main article	Education for sustainable development
Getting Climate-Ready: A Guide for Schools on Climate Action PDF on UNESCO website UNESDOC license page	Climate-friendly school*	Education for sustainable development	Global Citizenship Education	P. 5, 7-8, 10, 15, 18-19	20/4/2017 - Created article - Added heading "Climate-friendly schools" and linked to main article from ESD article 21/4/2017 Interlinked GCED, ESD, and UNESCO ASPnet 2/5/2017 - Added image "The whole-school approach to climate change”	Education for sustainable development Global Citizenship Education
			UNESCO ASPnet
Making textbook content inclusive: A focus on religion, culture and gender PDF on UNESCO website UNESDOC license page		Textbook		P. 8-11	20/4/2017 - Added heading “Inclusive education”	Inclusive education
Schools in action, global citizens for sustainable development: a guide for students PDF on UNESCO website UNESDOC license page		Global Citizenship Education		P. 10	20/4/2017 - Added text to intro; added heading "Connection to Education for Sustainable Development (ESD)" and linked to main article	Global Citizenship Education Education for sustainable development
		Education for sustainable development			20/4/2017 - Added heading "The connection of ESD and Global Citizenship Education (GCED)" and linked to main article
		UNESCO ASPnet		P. 22-28	20/4/2017 - Added "examples" heading with 8 examples	Global Citizenship Education Education for sustainable development
Schools in action, global citizens for sustainable development: a guide for teachers PDF on UNESCO website UNESDOC license page		Global Citizenship Education		P. 12	21/4/2017 - Added more text to heading "Connection to ESD”	Global Citizenship Education Education for sustainable development
		Education for sustainable development			21/4/2017 - Added more text to “The connection of ESD and Global Citizenship Education (GCED)”	Global Citizenship Education Education for sustainable development
Action for climate empowerment: Guidelines for accelerating solutions through education, training and public PDF on UNESCO website UNESDOC license page	Action for climate empowerment (ACE)			P. 6, 14–18, 26, 28	21/4/2017 - Created article	Education for sustainable development
		United Nations Framework Convention on Climate Change		P. 6	21/4/2017 -Added heading "Action for climate empowerment (ACE)" and linked to main article	Education for sustainable development
			Sustainable Development Goals		21/4/2017 - Interlinked 11 articles
			Aarhus convention
			Climate ethics
			Individual and political action on climate change
			Kyoto protocol
			List of international environmental agreements
			Montreal Protocol
			Post–Kyoto Protocol negotiations on greenhouse gas emissions
			United Nations Climate Change conference
			United Nations Convention to Combat Desertification
			Keeling Curve
		Education for sustainable development		P. 16-17, 20	4/21/2017 - added heading “Global Action Programme on Education for Sustainable Development (GAP on ESD)”	Education for sustainable development
The International status of education about the Holocaust: a global mapping of textbooks and curricula PDF on UNESCO website UNESDOC license page	The Holocaust in curricula	Holocaust studies		Main articles: P. 4, 12, 19-20, 34-37, 74, 158-167 Improved article: P. 4, 12, 19-20	25/4/2017 - Created article - Features heading "Connection with textbooks" which links to The Holocaust in textbooks	Holocaust remembrance
	The Holocaust in textbooks				25/4/2017 - Created article - Features heading "Connection with curricula" which links to The Holocaust in curricula 25/4/2017 - Created heading "The Holocaust in curricula and textbooks" on Holocaust studies	Holocaust remembrance
		Education about the Holocaust		P. 4, 12, 19-20	16/5/2017 - Added heading on curricula and textbooks	Holocaust remembrance
Not Just Hot Air: Putting Climate Change Education into Practice PDF on UNESCO website UNESDOC license page	Climate Change Education (CCE)			P. 6, 8, 10, 32, 40, 44, 46, 48, 58.	1/5/2017 - Created article	Education for sustainable development
		Education for sustainable development		P. 10	1/5/2017 - Created heading "The connection between ESD and CCE"	Education for sustainable development
			Environmental education		1/5/2017 - Interlinked 5 articles
			United Nations Framework Convention on Climate Change (UNFCCC)
			Climate-friendly school
			UNESCO ASPnet
			Global Citizenship Education
Global Citizenship Education: topics and learning objectives PDF on UNESCO website UNESDOC license page		Global Citizenship Education		P. 20–21, 44–46	2/5/2017 -added heading “Key learner attributes” - added heading “Examples”	Global Citizenship Education
Reading the past, writing the future: Fifty years of promoting literacy PDF on UNESCO website UNESDOC license page		Literacy*		P. 21-23, 26	2/5/2017 - added “Gender disparities” heading - added image Figure 4 - added subheading “Spread of literacy since the mid-twentieth century” - added image Figure 1; - added text to "Regional disparities" subheading - added image “Figure 5: literacy has rapidly spread” 20/5/2017 - added image “Most illiterate persons now live in Southern Asia or sub-Saharan Africa.”	Literacy
A Complex Formula: Girls and Women in Science, Technology, Engineering and Mathematics in Asia PDF on UNESCO website UNESDOC license page		Nobel Prize		P. 23	3/5/2017 - added subheading “Gender disparity” to heading “Controversies”	Education of women and girls
		Fields Medal			3/5/2017 - added heading “Gender disparity”	Education of women and girls
		Women in STEM fields		P. 15, 23-24	3/5/2017 - added heading "Underrepresentation in STEM-related awards and competitions” 20/5/2017 - added image “Proportion of female graduates in science programmes in tertiary education in Asia.”	Education of women and girls
A Guide for gender equality in teacher education policy and practices PDF on UNESCO website UNESDOC license page	Gender mainstreaming in teacher education policy			P. 32-34	3/5/2017 - Created article	Education of women and girls Inclusive education Teachers Education systems reform
			Teacher education		3/5/2017 - Interlinked 6 articles
			Pedagogy
			Gender mainstreaming
			Sex differences in education
			Female education
			Gender equality
	Gender inequality in curricula			P. 9-10, 59-61	3/5/2017 - Created article	Education of women and girls Inclusive education
		Curriculum		P. 9, 59	3/5/2017 - added heading “Gender inequality in curricula” and linked to main article	Education of women and girls Inclusive education
			Gender mainstreaming in teacher education policy		3/5/2017 - Interlinked 5 articles
			Curriculum studies
			Gender equality
			Female education
			Sex differences in education
	Gender budgeting			P. 72-75	3/5/2017 - Removed 'redirect' to Gender mainstreaming - Created article	Education of women and girls Inclusive education
		Gender mainstreaming			3/5/2017 - added heading "Gender budgeting" and linked to main article	Education of women and girls Inclusive education
Emerging evidence, lessons and practice in comprehensive sexuality education: A global review 2015 PDF on UNESCO website UNESDOC license page		Comprehensive sex education	Sex education	P. 14, 15, 29	5/5/2017 - Added heading "CSE as a human right” - Added "The benefits of CSE” - Added “CSE in curricula”; Inclusive ways of delivering CSE" - Interlinked 3 articles	Education for health and well-being
			Reproductive health
			LGBT sex education
School Violence and Bullying: Global Status Report PDF on UNESCO website UNESDOC license page		School violence		P. 9	5/5/2017 - Improved introduction	School violence and bullying
	School violence prevention through education	School bullying	Abuse School bullying School violence	P. 17, 29. 31	5/5/2017 - added heading “Underlying causes” - added subheading “Negative impact on educational quality and outcomes” to “Effects” heading - added subheading "Social and economic costs” to “Effects”	School violence and bullying
Out in the Open: Education sector responses to violence based on sexual orientation and gender identity/expression PDF on UNESCO website UNESDOC license page		Gay bashing		P. 26	5/5/2017 - Added heading "Explicit and implicit homophobic and transphobic violence in educational settings"	School violence and bullying
		Sexual bullying		P. 14	8/5/2017 - added text to “Prevalence” heading	School violence and bullying
		Education		P. 54	8/5/2017 - added heading "Education sector”
	Education sector responses to LGBT violence			P. 15, 61-62, 65, 69-75, 82-83	8/5/2017 - Created article	Inclusive education School violence and bullying
		Education and the LGBT community		P. 54, 59, 65.	8/5/2017 - added “Europe” subheading - added “Global frameworks” subheading - added “Australia” subheading - added heading “Education sector responses to LGBT violence” and linked to main article	Inclusive education School violence and bullying
			Gender inequality in curricula		5/8/2017 - Interlinked 4 articles
			Gender mainstreaming in teacher education policy
			Sexual bullying
			Violence against LGBT people
		LGBT rights in Russia		P. 45	9/5/2017 - added “Restrictive legislation in Russia” subheading
		School violence		P. 110-111	9/5/2017 - added heading "Challenges in measuring violence in schools”	School violence and bullying
Global guidance on addressing school-related gender-based violence PDF on UNESCO website UNESDOC license page	School-related gender-based violence (SRGBV)		Violence against women	P. 19, 23-24, 26, 28, 31, 34	9/5/2017 - Created article - Interlinked 6 articles	School violence and bullying
			School violence
			School bullying
			Gender inequality in curricular
			Education sector response to LGBT violence
			Sexual harrassment in education
		Gender inequality in curricula		P. 61-62	10/5/2017 - added heading “Approaches in preventing gender inequality and school-related gender-based violence”	Education of women and girls Inclusive education
Mobile phones and literacy: Empowerment in Women's Hands; A Cross-Case Analysis of Nine Experiences PDF on UNESCO website UNESDOC license page		Information and communication technologies for development		P. 49-51, 105-110	10/5/2017 - added "Literacy" subheading	Literacy Digital learning
		Literacy		P. 22-23	10/5/2017 - added subheading "Literacy as a human right”	Literacy
		Women's Empowerment		P. 33	10/5/2017 - added heading “The role of education”	Education of women and girls
Open Educational Resources: Policy, Costs and Transformation PDF on UNESCO website UNESDOC license page		Open educational resources		P. 8, 17, 20-21	10/5/2017 - improved “History” heading (8), improved “Defining the scope…” (17), added “Costs” heading (20-21)	Digital learning
	Open educational practices in Australia		Open educational resources in Canada	P. 28-37	10/5/2017 - Created article - Interlinked 3 articles	Digital learning
			Open educational resources
			Educational technology
	Open educational resources in Canada		Open educational practices in Australia	P. 75-83	11/5/2017 - Created article - Interlinked 4 articles	Digital learning
			Open educational resources
			Educational Technology
			MOOC
Digital Services for Education in Africa PDF on UNESCO website UNESDOC license page		Literacy#Literacy_in_Africa		P. 17	14/5/2017 - Improved introduction	Literacy
	Educational technology in sub-Saharan Africa			P. 56-71	14/5/2017 - Created article	Digital learning
		Education in Africa		P. 56	14/5/2017 - Added heading "Educational technology" and linked to main article	Digital learning
			One Laptop per Child		14/5/2017 - Interlinked 3 articles
			Educational technology
			Classmate PC
Preventing violent extremism through education: A guide for policy makers PDF on UNESCO website UNESDOC license page		Violent extremism*		P. 24, 26, 36, 41	14/5/2017 - Added two images. - Added subheading "Sabaoon Project, Pakistan"	Emergencies and conflicts
					15/5/2017 - added subheading “Kenya’s initiatives to address radicalization of youth in educational institutions”, - add heading “Gender disparity”
Education sector responses to the use of alcohol, tobacco and drugs PDF on UNESCO website UNESDOC license page	Education sector responses to substance abuse		Substance abuse prevention	P. 30–37, 41, 44, 53	15/5/2017 - Created article - Interlinked 1 article	Education for health and well-being
Leveraging information and communication technologies to achieve the Post-2015 Education goal: report of the International Conference on ICT and Post-2015 Education PDF on UNESCO website UNESDOC license page		Education in China		11-12	15/5/2017 - added heading "The role of ICT"	Digital learning
	Qingdao Declaration		Incheon declaration		15/5/2017 - Created article - Interlinked 1 article	Education systems reform
Education transforms lives PDF on UNESCO website UNESDOC license page	Education 2030 Agenda		Global citizenship education	P. 6, 8-9	16/5/2017 - Created article - Interlinked 6 articles	Education systems reform Education for sustainable development
			Climate-friendly school
			Sustainable Development Goals
			Education for sustainable development
			Right to education
			International Bureau of Education
		Education reform			19/5/2017 - Added "Education for All"; linked to main articles Education for All and Education 2030 Agenda	Education systems reform
Education about the Holocaust and preventing genocide PDF on UNESCO website UNESDOC license page	Genocide education*		Holocaust studies	P. 18, 30, 34-35, 51-52	16/5/2017 - Created article - Interlinked 3 articles	Emergencies and conflicts
			Genocide
			Eight stages of genocide
	Education about the Holocaust		The Holocaust in curricula	P. 18, 30, 34-35, 51-52.	16/5/2017 - Created article - Interlinked two articles	Holocaust remembrance
			The Holocaust in textbooks
		Holocaust studies		P. 18	16/5/2017 - Added heading "Education about the Holocaust" and linked to main article	Holocaust remembrance
3rd global report on adult learning and education: the impact of adult learning and education on health and well-being, employment and the labour market, and social, civic and community life PDF on UNESCO website UNESDOC license page	Global Reports on Adult Learning and Education (GRALE)	Adult education			16/5/2017 - Added heading "Monitoring"; added subheading "Global Reports on Adult Learning and Education (GRALE)”	Skills for work and life Education systems reform
Teacher policy development guide: summary PDF on UNESCO website UNESDOC license page		Education policy	Teacher	P. 14, 18	16/5/2017 - added heading "Teacher policy" 19/5/2017 - Interlinked with Teacher	Teachers
Using ICTs and Blended Learning in Transforming TVET PDF on UNESCO website UNESDOC license page		OTEN		P. 85	16/5/2017 - Added heading "History" - added heading "OTEN’s Online Learning Systems"	Digital learning Skills for work and life
		Education in Cambodia*		P. 164-165	17/5/2017 - added subheading “Low participation”, - - added image	Skills for work and life
	TVET in Sri Lanka*		University of Vocational Technology	P. 97-104	17/5/2017 - Created article - Interlinked 2 articles	Skills for work and life Digital learning
			Education in Sri Lanka
Comparative review of National Mobile Learning Initiatives in Latin America: The cases of Costa Rica, Colombia, Peru and Uruguay. Comparative Report; Executive Summary/Abridged version PDF on UNESCO website UNESDOC license page		Education in Colombia		P. 7-8	17/5/2017 - Added "Challenges" heading
		Education in Uruguay		P. 9	17/5/2017 - Improved "Recent years" subheading
Reaching Out: Preventing and Addressing SOGIE-related School Violence in Viet Nam, volume 2 PDF on UNESCO website UNESDOC license page	School-related gender-based violence in Viet Nam		School-related gender-based violence	P. 15, 21, 27-28	17/5/2017 - Created article - Interlinked 1 article	School violence and bullying
Bridging Learning Gaps for Youth: UNESCO Regional Education Response Strategy for the Syria Crisis (2016-2017) PDF on UNESCO website UNESDOC license page		Education in Syria		P. 13-14	17/5/2017 - added subheading “Impact of the Syrian Civil War”	Emergencies and conflicts
Partnering for prosperity: education for green and inclusive growth; Global education monitoring report, 2016; summary PDF on UNESCO website UNESDOC license page		Lifelong learning		P. 11-12	17/5/2017 - added heading "Impact on long-term economic growth"	Skills for work and life
Creating sustainable futures for all; Global education monitoring report, 2016; Gender review PDF on UNESCO website UNESDOC license page		Children in emergencies and conflicts		P. 20	17/5/2017 - Improved subheading "Educational consequences”	Emergencies and conflicts
Creating sustainable futures for all; Global education monitoring report, 2016; Gender review PDF on UNESCO website UNESDOC license page
Reimagining our futures together: a new social contract for education UNESDOC license page		Educational Equity Vocational education Knowledge Commons Climate Chance Education Transformative Assessment Lifelong Learning Adult Education Futures of Education	Income inequalityFreedom of ReligionUISChild marriageInternational Association for the Evaluation of Educational Achievement		Content added to the talk pages only	Futures of Education
Protect her rights, strengthen your laws: Her Atlas: status report on girls’ and women’s right to education UNESDOC license page		Female Education Sex Differences in Education Gender Inequality Universal Education Compulsory Education	School-related gender-based violence (SRGBV) sexual harassment cyberbullyingdomestic violence		Content added to the talk pages only	Her Atlas
History under attack: Holocaust denial and distortion on social media UNESDOC license page		Arolsen Archives Hate speech And Covid 10 Misinformation The Holocaust International Holocaust Remembrance Alliance TikTok Holocaust Denial Holocaust and Social Media	Anti-Defamation League (ADL)The International Holocaust Remembrance Alliance (IHRA) conspiracy theories Eternal JewNew World Order		Content added to the talk pages only	Holocaust

Publications

Creating sustainable futures for all; Global education monitoring report, 2016; Gender review

• PDF on UNESCO website

• UNESDOC license page

PDF page number of section	Description	Suggested articles & improvements	Notes
General		Target articles: Gender equality Sex differences in education Poverty#Education Literacy Create: Education in emergencies and conflict areas
P. 10-11	Introduction
P. 12-27	1. GENDER PARITY IN ACCESS TO EDUCATIONAL OPPORTUNITIES: UNFINISHED BUSINESS
	FIGURE 1: Worldwide, 15 million girls currently out of school are expected never to enrol (14) FIGURE 2: In countries with large numbers of out-of-school children, the poorest girls are left behind
	GENDER DISPARITY IN PARTICIPATION INCREASES AT THE LOWER AND UPPER SECONDARY LEVELS (15) Boys are less likely than girls to complete lower and upper secondary school, particularly in Latin America (16)	Improve Sex differences in education
	POVERTY AND LOCATION DEEPEN GENDER DISPARITY IN COMPLETION  (16)
	FIGURE 4: In richer countries, poverty amplifies the gender difference in upper secondary completion (17)	Improve Poverty#Education
	CONFLICT-AFFECTED AREAS ARE SITES OF EXTREME DISADVANTAGE IN EDUCATION (20)	Education in emergencies and conflict areas
	WOMEN’S ILLITERACY REMAINS PRONOUNCED (24)	Improve Literacy
	GENDER DISPARITY IN LITERACY IS MAGNIFIED BY WIDER DISADVANTAGE (26)	Education in emergencies and conflict areas
P. 28-52	2. ACHIEVING GENDER EQUALITY REQUIRES MAJOR TRANSFORMATION		This section parallels Chapter 2 of Partnering for prosperity: education for green and inclusive growth; Global education monitoring report, 2016; summary
	Box 4 (51) FIGURE 23: Some progress has been achieved in the extent to which textbooks include gender equality (51)	Improve Gender inequality in curricula	Add section on textbooks
P. 53	3. LOOKING AHEAD

* Note: this is a report, not a publication

Partnering for prosperity: education for green and inclusive growth; Global education monitoring report, 2016; summary

• PDF on UNESCO website

• UNESDOC license page

PDF page number of section	Description	Suggested articles & improvements	Notes
General		Target articles: Environmental education Green job Lifelong learning Inclusion (education) Gender inequality#In the workplace Women in STEM fields Create: Inclusive economies
P. iv	Introduction
P. 1-26	Chapter 1: Prosperity: sustainable and inclusive economies
	GREEN SKILLS POLICIES CAN FOSTER JOB CREATION (5)	Improve target articles
	Box 1.1 Green industries demand particular skills (6)
	LIFELONG LEARNING ENABLES CONSUMERS AND PRODUCERS TO CONTRIBUTE TO SUSTAINABILITY (7) EDUCATION AND LIFELONG LEARNING CONTRIBUTE TO LONG-TERM ECONOMIC GROWTH (11)	Improve Lifelong learning
	EDUCATION CAN SUPPORT SUSTAINABLE FOOD PRODUCTION (9)
	Figure 1.1 Employment is being polarized by skill category on the global level (14)
	Figure 1.2 Large proportions of workers remain in poverty (16)
	Figure 1.3 Inequality has grown across rich and poor regions (17)
	EDUCATION CAN HELP INCREASE INCLUSION (17)	Improve Inclusion (Education)
	EDUCATION, ESPECIALLY SECONDARY AND TERTIARY, CAN ADDRESS PERVASIVE WORKING POVERTY AND JOB INSTABILITY (21)
	Figure 1.5: Upper secondary attainment can substantially lower the risk of vulnerable and informal employment (22)
	Figure 1.6: Tertiary education is largely required for employment in high skill occupations (23)
P. 28-38	Chapter 2: Education, gender and work
	ADDRESSING GENDER INEQUALITY IN THE LABOUR MARKET (30)	Gender inequality#In the workplace
	Figure 2.1: Women do more unpaid work than men, and often are more likely to be employed in the informal sector (31)
	ADDRESSING SOCIOCULTURAL GENDER NORMS FOR INCLUSIVE ECONOMIC PROSPERITY (32)	Inclusive economies
	Box 2.1 Initiatives for girls and women in STEM and STEAM (34)	Improve Women in STEM fields
	Figure 2.6: Women do more unpaid work than men (36)	Gender inequality#In the workplace
P. 40-56	Chapter 3: Partnerships: enabling conditions to achieve SDG 4 and the other SDGs
	Figure 3.1: What type of integration and support are needed to achieve the sustainable development agenda? (43)	Improve Sustainable Development Goals
	Box 3.2 The MDG Achievement Fund and the SDG Fund (53)
P. 58	Chapter 4: Education and sustainable development: conclusions and policy recommendations

* Note: this is a report, not a publication

Measuring the Education Sector Response to HIV and AIDS: Handbook supporting country-level data collection for core indicators

• PDF on UNESCO website

• UNESDOC license page

PDF page number of section	Description	Suggested articles & improvements	Notes
General		Target articles: Prevention of HIV/AIDS Relationship between education and HIV/AIDS Sexuality education Create HIV Workplace programme	The information found in this guide is instructional and provides methods of measure, and therefore may be too specific to use in the improvement of articles
P. 7-11	Introduction	Relationship between education and HIV/AIDS Create heading "Measuring the Education Sector Response to HIV"
	Education contributes to knowledge and personal skills that are essential for HIV prevention. In countries with a generalized HIV epidemic, the education sector also contributes to mitigating the impact of AIDS on students, education personnel, their families and communities. Monitoring and evaluating the role of education in the response to the HIV epidemic is important for countries to improve their policies and school-based programmes. (8) Table 1: Recommended Core Indicators to Measure the Education Sector Response to HIV (8) The EMIS is traditionally the main source of administrative data on education, for the regular collection, integration, processing and dissemination of data on the educational system to support educational planning and management, as well as to guide policy formulation and decision-making. (9)
P. 12	Tools
P. 13-46	Module A
	UNESCO identifies the primary goal of sexuality education as follows: (17)	Improve sexuality education
	Box 3: Model questions for educational institutions (19) Box 4 (21) Box 5 (24)	Heading "Comprehensive life skills-based HIV and sexuality education"
	HIV Workplace programme (41)	Create HIV Workplace programme
P. 47	Module B
	HIV workplace programme (58)	Create HIV Workplace programme
P. 63	Annexes
P. 65	Appendices

Bridging Learning Gaps for Youth: UNESCO Regional Education Response Strategy for the Syria Crisis (2016-2017)

• PDF on UNESCO website

• UNESDOC license page

PDF page number of section	Description	Suggested articles & improvements	Notes
General		Target articles: Education in Syria Syrian Civil War#Impact Syrian peace process Refugees of the Syrian Civil War Create: Impact of the Syrian Civil War on youth ? Impact of the Syrian Civil War on education and training ? Education in conflicts and emergencies	Might not be enough information in this publication to create the target articles
P. 10-16	Introduction
	More than half the internally displaced persons (IDPs) and refugees are children and youth under age 24. (10)	Improve Refugees of the Syrian Civil War
	Impact of the Crisis on Youth and on Education and Training (13)	Impact of the Syrian Civil War on youth ? Impact of the Syrian Civil War on education and training ?
P. 18-28	Bridging learning gaps for youth
	"The best way to fight terrorism is not through guns. It’s through pens, books, teachers and school." - Ms Malala Yousafzai, Nobel Peace Prize Laureate (19)	Quote would be good in Education in conflicts and emergencies
	Addressing education in emergency situations (20)	Education in conflicts and emergencies
P. 30-32	Organizational mandate and implementation modalities
	Implementation of UNESCO’s Syria crisis response programme will rely on five principles: (31)
P. 34-35	Scaling up UNESCO's response
P. 36	Annexes

Reaching Out: Preventing and Addressing SOGIE-related School Violence in Viet Nam, volume 2

• PDF on UNESCO website

• UNESDOC license page

PDF page number of section	Description	Suggested articles & improvements	Notes
General		Target articles: Sexual identity Sexual orientation Gender identity Sex and gender distinction Bullying Violence against LGBT people Create: Sexual orientation and gender identity and expression (SOGIE) SOGIE-related school violence in Viet Nam School-related gender-based violence (SRGBV)
P. 10	Some informal words related to LGBT commonly used in Viet Nam
P. 14-16	1. Rationale
	Global Protections Against Homophobic and Transphobic Bullying in Schools (14)	Improve target articles and School-related gender-based violence (SRGBV)
	Local Commitments to Improving Viet Nam’s Educational Practice (15)	SOGIE-related school violence in Viet Nam
P. 18-22	2. Conceptual Framework: What is SOGIE-related school violence?
	Defining SOGIE (18)	Sexual orientation and gender identity and expression (SOGIE)
	SOGIE-related School Violence (20) What can SOGIE-related school violence involve? (21)	SOGIE-related school violence in Viet Nam
	Figure 1: Forms of violence (21)
	Where does SOGIE-related school violence occur? (22)
P. 24-28	3. Literature Review: SOGIE-related School Violence in the Asia-Pacific Region
	Research literature suggests SOGIE-related school violence is highly prevalent in Asia-Pacific (24) Extent of SOGIE-related School Violence	SOGIE-related school violence in Viet Nam
P. 30-36	4. Methodology
P. 38-56	5. Findings
	Awareness of SOGIE-related School Violence (40)	SOGIE-related school violence in Viet Nam
	Attitudes to SOGIE-related School Violence (41)
	LGBT Students’ Experiences of Violence (43)
	Verbal violence (47)
	Psychosocial violence (48)
	Sexual violence (48)
	Technology-related violence (49)
	LGBT Students’ Perceived School Safety (49)
	Perceived Motivations Behind SRGBV (51)	School-related gender-based violence (SRGBV) and SOGIE-related school violence in Viet Nam
	Responses to SOGIE-related School Violence (52)	SOGIE-related school violence in Viet Nam
	LGBT Students at Highest Risk for Negative Outcomes (55)
P. 58-62	6. Discussions and recommendations
	High Risk of Violence and Negative Outcomes for LGBT Students (59)	SOGIE-related school violence in Viet Nam
	Inaction on SOGIE Rights and Violence (59)	School-related gender-based violence (SRGBV) and SOGIE-related school violence in Viet Nam

Comparative review of National Mobile Learning Initiatives in Latin America: The cases of Costa Rica, Colombia, Peru and Uruguay. Comparative Report; Executive Summary/Abridged version 

• PDF on UNESCO website

• UNESDOC license page

PDF page number of section	Description	Suggested articles & improvements	Notes
General		Target articles: M-learning Educational technology Distance education Create: Mobile learning in Latin America	This study focuses on Colombia, Costa Rica, Peru, and Uruguay--but still believe it's possible to create Mobile learning in Latin America
P. 4	Introduction
P. 5	1. Comparative study of mobile learning: starting points	Mobile learning in Latin America
P. 7	2. ICT policies in education in Colombia, Costa Rica, Peru and Uruguay
P. 10	3. Difficult areas and pending challenges for the future Technological Infrastructure and Connectivity (12)  Changes in Educational Practices (18)	Create "Challenges" heading
P. 22	4. Conclusions and Recommendations  Connectivity is a Pending Challenge as it Strengthens the Pedagogical use of digital Technologies. (22) Democratization of Knowledge Shapes a New and Favourable Scenario for the Production, Dissemination and Consumption of Digital Contents (23)	Mobile learning in Latin America

Using ICTs and Blended Learning in Transforming TVET

• PDF on UNESCO website

• UNESDOC license page

PDF page number of section	Description	Suggested articles & improvements	Notes
General		Target articles: TVET Educational technology Blended learning Create: Quingdao declaration TVET in Germany TVET in Sri Lanka
P. 14-59	Part 1: Setting the context
	Chapter 1: The demands and challenges (15-31)
	UNESCO defines Technical and Vocational Education and Training (TVET) thus: (15)	Improve TVET intro
	Qingdao Declaration (16) the first global declaration on ICTs in education	Create Qingdao Declaration Improve Educational technology
	To reflect these new trends, issues and needs in education for development, UNESCO (2015c) revised the goals for TVET to read: (17) UNESCO (2015c) also recommends the following for the transformation of TVET (20)	Create "Transformation"heading on TVET
	Gender Issues (19)	Improve TVET (Technical and Vocational Education and Training)#Gender disparities
	Sustainable Development (19)	Add heading "Role in Sustainable Development" to TVET
	The Challenges (20-30)	Improve TVET (Technical and Vocational Education and Training)#Challenges
	Chapter 2: ICTs, Blended Learning and TVET Transformation (39-59)
	ICT-based Applications in Teaching and Learning (42-45)
P. 66-190	Part 2: Case studies
	Chapter 3: Germany BIBB (67-81)	Create TVET in Germany
	Chapter 4: Australia: OTEN (83-85)	Improve OTEN	OTEN needs a lot of improvement
	Chapter 5: Sri Lanka: TVET and ICTs (97-111)	Create TVET in Sri Lanka
	Chapter 6: New Zealand: Open Polytechnic (113-125)	Improve Open Polytechnic
	Chapter 7: Jamaica: UTech (127-139)	Improve UTech
	Chapter 8: Finland: VET and Omnia (141-151)	Improve Education in Finland
	Chapter 9: INVEST Africa (152-162)	Create Innovation in Vocational Education and Skills Training in Africa (INVEST Africa) Commonwealth Association of Polytechnics in Africa (CAPA)	Might not have enough information to create Commonwealth Association of Polytechnics in Africa (CAPA)
	Chapter 10: Cambodia: The TVET Academy (164-177)	Create The TVET Academy (Cambodia)
	Chapter 11: Canada: e-Apprenticeships (178-189)	Create e-Apprenticeships in Canada
P. 191-230	Part 3: Planning for Transformation
	Chapter 12: Considerations in Costing ODL and ICTs in TVET (192-204)	Improve Distance education (add "TVET" and "Open learning" headings)
	Chapter 13: Planning for the Use of ICTs at the National and Institutional Levels (207-222)
	Chapter 14: Conclusions and Recommendations (221-230)

UNESCO strategy for education on health and well-being: contributing to the Sustainable Development Goals

• PDF on UNESCO website

• UNESDOC license page

PDF page number of section	Description	Suggested articles & improvements	Notes
General		Target articles: Sustainable Development Goals (SDGs)  Education 2030 Incheon Declaration  Education for all Create: Education and health and well-being ?	Education and health and well-being might work better as a heading in one of the target articles
P. 7	Introduction and background
P. 9-14	Goal and strategic priorities UNESCO’s goal is to support the contribution of national education sectors to ending AIDS and promoting better health and well-being for all children and young people. (9)	Improve target articles and create Education and health and well-being ?
	Strategic priority 1: All children and young people benefit from good quality comprehensive sexuality education (10)
	Strategic priority 2: All children and young people have access to safe, inclusive, health-promoting learning environments (13)
	Taking action to eliminate school- related gender-based violence (14)
P. 15-20	Implementing the strategy
P. 20	Annex 1: How UNESCO’s strategy will contribute to the Sustainable Development Goals and UNAIDS targets
P. 23	Annex 2: Comprehensive sexuality education – life skills, sexual and reproductive health and HIV-related content

Teacher policy development guide: summary

• PDF on UNESCO website

• UNESDOC license page

PDF page number of section	Description	Suggested articles & improvements	Notes
General		Target articles: Teacher education#Teacher education policy Education for all Right to education Sustainable Development Goals (SDGs)  Education 2030 Framework for Action  Create: Teacher policy	Teacher education policy and Teacher policy are not the thing. There is enough information here to warrant the creation of a separate article.
P. 6	Introduction
P. 11	Chapter 1: Background	Teacher policy
P. 13-18	Chapter 2: Contextualization
	Aligning Teacher Policy with Education and Other National Policies (14)
	Foundations and Guiding Principles for a Teacher Policy  (15)
P. 17-24	Chapter 3: Dimensions
	Nine key dimensions are considered crucial to any comprehensive teacher policy (18-24)
P. 25-25	Chapter 4: Phases
	4.1. Key Phases in Developing a National Teacher Policy (26-29)
P. 30-33	Chapter 5: Implementation
P. 37	Conclusion

3rd global report on adult learning and education: the impact of adult learning and education on health and well-being, employment and the labour market, and social, civic and community life

• PDF on UNESCO website

• UNESDOC license page

PDF page number of section	Description	Suggested articles & improvements	Notes
General		Target articles: Adult education Andragogy Continuing education Environmental adult education Lifelong learning Create: Belém Framework for Action Adult Learning and Education (ALE) Global Reports on Adult Learning and Education (GRALE) ?	There is an Adult education article, but you could probably create an Adult Learning and Education (ALE) article since there is so much information here. You may have to differentiate between the two in order to justify having both articles
P. 14	ALE IS A KEY COMPONENT OF LIFELONG LEARNING AND WILL MAKE A MAJOR CONTRIBUTION TO THE 2030 AGENDA FOR SUSTAINABLE DEVELOPMENT.	Connect Adult education, Lifelong learning and Education 2030 agenda
P. 15	LEVELS OF LITERACY AMONG ADULTS REMAIN ALARMINGLY LOW.	Improve Literacy and Adult education
	GENDER INEQUALITY CONTINUES TO BE A CONCERN	Improve target articles
P. 18	Introduction
	Overview: Global Reports on Adult Learning and Education (GRALE) play a key role in meeting UNESCO’s commitment to monitor and report on countries’ implementation of the Belém Framework for Action.	Add heading "Global Reports on Adult Learning and Education (GRALE)" to Belém Framework for Action
	Figure 0.1 The overlapping benefits of ALE	Improve Adult Learning and Education (ALE)
	GRALE 2009–2015: THE STORY SO FAR	Create Global Reports on Adult Learning and Education (GRALE)
P. 25-63	Part 1
	Chapter 1: Monitoring the Belém Framework for Action (27)	Create Belém Framework for Action
	Box 1.1 The definition of ALE provided in the GRALE III monitoring survey (30)	Create Adult Learning and Education (ALE)
	Box 1.2 Countries’ definitions of ALE: Some examples provided in responses to the GRALE monitoring survey (31)	Adult Learning and Education (ALE)
	1.2 POLICY (32)	Belém Framework for Action
	Figure 1.2 Percentage of countries per region in which literacy and basic skills are a top priority for ALE programmes (34)	Connection of Adult Learning and Education (ALE) and literacy
	Figure 1.3 Target groups of (potential) learners that are especially important in countries’ ALE policies (35)
	1.3 GOVERNANCE (39)	Belém Framework for Action
	Figure 1.10 Expenditure on education as a percentage of GDP (45)
	1.5 PARTICIPATION, INCLUSION AND EQUITY (50)	Adult Learning and Education (ALE)
	Figure 1.13 Participation in ALE programmes by sex and type of programme (52)	Create heading "Gender differences"
	1.6 QUALITY As stated in the Belém Framework for Action, ‘quality in learning and education is a holistic, multidimensional concept and practice and demands constant attention and continuous development’ (57)	Belém Framework for Action
P. 65-116	Part 2
	Chapter 2: Health and well-being (67-81)	Create heading in Adult Learning and Education (ALE) "Health and well-being"	There is enough information here to warrant the creation of an article as opposed to a heading
	Figure 2.1 Countries that agree that ALE makes a large contribution to personal health and well-being (by region and globally)
	Chapter 3: Employment and the labour market (88-102) Figure 3.2 Types of ALE that countries view as having the most positive impact on productivity and employment (96) Figure 3.3 Percentage of countries globally, by income group and by region that have evidence for the impact of ALE on labour-market outcomes (97)	Create heading in Adult Learning and Education (ALE) "Connection to the labour market"
	3.2.2 GENDER IS A CRUCIAL FACTOR WHEN ASSESSING THE BENEFITS OF ALE (92)	"Gender differences"
	Box 3.1 Literacy and the labour market (100)	"Literacy's connection to the labour market"
	Chapter 4: Social, civic, and community life (108-116)	Create heading in Adult Learning and Education (ALE) "ALE in social, civic, and community life "
	Figure 4.1 Women’s literacy lag (116)	Improve literacy
P. 121-139	Part 3
	Chapter 5: Lessons, trends and the implications for adult learning and education (123)
	Challenges (124-130) 5.1.1 ADULT LITERACY CHALLENGES REMAIN (124) 5.1.2 GENDER INEQUALITY REMAINS A FUNDAMENTAL ISSUE IN ALE (125)	Create "Challenges" improve relevant target articles
	Chapter 6: Conclusion: Realizing the potential of ALE in the 2030 Agenda for Sustainable Development (134)	Create ? Education 2030 Framework for Action  The 2030 Agenda for Sustainable Development

Education about the Holocaust and preventing genocide

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PDF page number of section	Description	Suggested articles & improvements	Notes
General		Target articles: Holocaust studies The Holocaust in curricula The Holocaust in textbooks Create: Genocide education Holocaust education or Education about the Holocaust	Will have to be able to differentiate between Holocaust studies and Holocaust education in order to warrant creation of the article
P. 13-19	Introduction	Improve target articles
	Box 1: Resolutions and decisions on the Holocaust and on the role of education in the prevention of genocide (15)
	Box 2: Key definitions (including Genocide education) (18)
P. 20-35	The rationale for educating about the Holocaust	Improve target articles
	What is education about the Holocaust? (21)
	Why teach about the Holocaust? (22)
	Common contexts for teaching about the Holocaust (23-28) The prevention of genocide  The promotion of human rights  Dealing with the past
	Box 6 : Education about the Holocaust in a global context (29)
	Educating about genocide: Recommendations (30)	Genocide education
	Box 7: Genocide and mass atrocities – Resources (33)
	Box 8: Educating about genocide in Rwanda (34)	Improve Rwandan genocide
P. 36-44	Learning objectives
	Research on teaching and learning about the Holocaust (37)
	Contribution of education about the Holocaust to Global Citizenship Education (38-39) Learning objectives, topics and activities for teaching about the Holocaust in a Global Citizenship Education context (40)	Connect Education about the Holocaust and/or Holocaust studies to Global Citizenship Education
P. 45-67	Implementation
	Challenges (46)	Improve target articles
	The curriculum (47) Box 11: The Holocaust in curricula worldwide (48) Box 12: Cambodia’s e ort to develop and implement a public curriculum for genocide and Democratic Kampuchea history (commonly known as Khmer Rouge History) (49) Cross-curricular approaches and project-based learning (50)	Improve The Holocaust in curricula
	A gender approach to the fields of Holocaust and genocide education (51)	Improve Education about the Holocaust, Holocaust studies, Genocide education
	Recommendations for curriculum developers and textbooks authors (52)	Improve The Holocaust in textbooks
	Non-formal education and extracurricular activities (59)	Create heading "Nonformal education" in Education about the Holocaust
	Adult education (65)	Create heading "Adult education" in Education about the Holocaust
P. 68	Annexes

Education transforms lives

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PDF page number of section	Description	Suggested articles & improvements	Notes
General		Target articles: Education for all Right to education Create: Education 2030 agenda
P. 6	The Education 2030 Agenda	Improve target articles
P. 7	Global education challenges	Improve target articles
P. 8-9	Ten targets to achieve	Education 2030 agenda
P. 10-11	UNESCO's role	Education 2030 agenda
P. 12-15	How UNESCO's education agenda changes lives	Create heading or use examples to inform the target articles

Reading the past, writing the future: Fifty years of promoting literacy

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PDF page number of section	Description	Suggested articles & improvements	Notes
General		Target articles: Literacy International Literacy Day United Nations Literacy Decade Create: History of modern literacy
P. 9	Around 1950, hardly more than half of all adults in the world were reported as being literate. Since then, the adult literacy rate at the world level has increased by 5 percentage points every decade on average, to 86 per cent in 2015. However, progress has been far from uniform across countries and regions.	Improve Literacy#Regional disparities	Interesting fact
P. 11-18	Introduction
P. 19-36	Reading the past: Fifty years of progress	Create History of modern literacy and link back to Literacy#Modern literacy	Content from this section could be used to create a "History" subheading for heading "Modern literacy"
	Figure 1: The adult literacy rate has progressed at a constant pace since 1950 (21)
	Figure 3: Youth literacy rates are higher than 90 per cent in most regions (22)
	Uneven progress across decades and countries (23)
	During the 1950s and 1960s, progress was slow despite national e orts and international cooperation that followed decolonization (25)
	The 1970s and early 1980s witnessed an acceleration of progress in Latin America and Eastern and South-Eastern Asia (26)
	The 1990s and 2000s saw the implementation of EFA policies, and the number of illiterate persons started declining (26)
	Figure 5: Literacy has rapidly spread in several regions in the last twenty-five years (26)
	Strong progress in fifty countries over the past fifteen years (28)
	Figure 7: Five decades of data illustrate the diversity of pathways towards universal adult literacy (32)
	Gender parity (33)	Improve Literacy#Gender disparities
P. 37-63	Sustained vision, changing approaches	Improve target articles
	The thread of changing conceptions (37)
	Functional literacy (48)
	Literacy for empowerment (56)
	Literacy as social practice (59)
P. 65-66	Lessons and implications
P. 69-73	Evolving context of literacy
	SDG agenda and literacy (68)	Improve target articles	Literacy is central to the SDG agenda
	Lifelong learning: expanding the literacy vision (71)	Improve Lifelong learning
P. 74	Concluding comments

Preventing violent extremism through education: A guide for policy makers

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PDF page number of section	Description	Suggested articles & improvements	Notes
General		Target articles: Violent extremism Violent extremism#Education Global citizenship education Radicalization Counter-terrorism Extremism Terrorism Create: Violent extremism prevention through education
P. 10-15	Introduction
	Relevant UN and UNESCO documents, resolutions and decisions on the prevention of violent extremism (11)
	Education as a tool to prevent violent extremism (12)	Improve Global citizenship education Create "Education" subheading 3 here Counter-terrorism#Non-military
	Media and online coalitions for the prevention of violent extremism (12)	Add subheading to target articles
	Youth participation and empowerment (12)	Add subheading to target articles
	Celebrating cultural diversity (13)	Add subheading to target articles
P. 16-24	Understanding violent extremism	Improve target articles
	Terminological complexities (17)	Add headings to appropriate target articles
	Drivers and pathways (19)
	Role of education (21)	Create "Education" subheading 3 here Counter-terrorism#Non-military
	Education in the UNSG’s Plan of Action to Prevent Violent Extremism (22)	Improve target articles
	Sabaoon Project, Pakistan (24)	Improve Sabawoon Rehabilitation Centre
P. 25-49	Action areas
	Figure: Key dimensions of effective responses to prevent violent extremism (26)	Add to Violent extremism#Prevention of radicalisation and deradicalisation
	Policies for inclusion and diversity (27)
	Educational programmes on heritage and creativity (29)
	Pedagogies that strengthen resilience and constructive engagement (30)	Create "Resilience" heading to improve target articles
	Safe and supportive school environments (34)	Improve target articles
	Initiatives to Address Radicalization of the Youth in Educational Institutions in the Republic of Kenya (36)	Perhaps create Initiatives to Address Radicalization of the Youth in Educational Institutions in the Republic of Kenya
	Challenges Challenges in identifying learners at risk (38)
	Violent extremism is indisputably a gendered phenomenon (41)	Create Violent extremism and gender	This may work better as a heading
	The role of Digital Media (47) Digital citizenship education (48)	Improve target articles
	Role of Teachers (48)	Improve target articles
P. 50-60	Modalities of implementation
	Curriculum-based approaches (54)	Improve target articles
	Non-formal education and community-based approaches (58)	Add heading on "nonformal education"
P. 61	Frequently asked questions

Leveraging information and communication technologies to achieve the Post-2015 Education goal: report of the International Conference on ICT and Post-2015 Education

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PDF page number of section	Description	Suggested articles & improvements	Notes
General		Target articles: Educational technology Information and communication technologies for development Education in China
P. 5	Introduction
P. 6	Executive summary
P. 8-12	Keynote speeches
	In 2010, the Government of China released its medium and long term national ICT in education master plans, which stated explicitly that ICT would have a historic impact on the development of education and called for a strong emphasis on ICT in education. (11)	Add heading "Educational technology" or "ICT in Education" to Education in China
P. 13-15	High-level debate: Scenarios and enablers of ICT-enhanced future education
P. 16-33	Thematic discussion
	During the session on Transforming Teacher Education Institutions, the UNESCO-Chinese Funds-in-Trust (CFIT) project that is being implemented in eight sub-Saharan African countries (Congo, Côte d’Ivoire, the Democratic Republic of the Congo, Ethiopia, Liberia, Namibia, United Republic of Tanzania and Uganda) was introduced by representatives of the Ministries of Education from some of the beneficiary countries. The topics discussed can be grouped into three key points summarized below. ... (17-18)	Create The CFIT Project (UNESCO-Chinese-Funds-Trust)
	MOBILE LEARNING (20) LEVERAGE MOBILE TECHNOLOGIES, EMPOWER WOMEN AND GIRLS (27)	Improve Mobile Learning
	INCLUSIVE AND RELEVANT LIFELONG LEARNING (21) ICT represent a new window to integrate many areas of development to building lifelong learning pathways (25)	Improve Lifelong learning and/or Inclusion (education)
	MOOCS and Other Online Learning Innovations (30)	Improve MOOC
P. 31-37	Main trends MEDIA AND INFORMATION LITERACY (36)
P. 36	Qingdao declaration	Create Qingdao Declaration

Implementing the Right to Education: A Compendium of practical examples

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PDF page number of section	Description	Suggested articles & improvements	Notes
General		Target articles: Right to education Education for all Educational equity Economic, social and cultural rights Discrimination in education Create: National frameworks for the Right to education National frameworks for the prevention of discrimination in education National frameworks to ensure gender equality	This publication provides detailed statements from national constitutions, charters, statutes, etc.
P. 9	Introduction
P. 14-39	Chapter 1: Legal Framework	Create: National frameworks for the Right to education Link back to Right to education and create heading "Right to education" for relevant countries on their education articles. For example, The Education Act of Burkina Faso (23) could be used to create the heading "Right to education" on Education in Burkina Faso	This section details the precise wording from various national frameworks that support the Right to Education.
	Provisions concerning inclusion (vulnerable groups) (30)	Improve Inclusion (education)
P. 41-58	Chapter 2: Eliminating and preventing discrimination in and through education  Non-discrimination in the admission of pupils to educational institutions (41) Non-discrimination within the education system (44) Specific measures for refugees or asylum-seekers (49)	Create: National frameworks for the prevention of discrimination in education Improve: Discrimination in education and link back to country education pages	This section details the precise wording from various national that prevent discrimination in Education.
P. 59-111	Chapter 3: Promoting equality of opportunity and treatment in the matter of education Application of the principle of equality of educational opportunity across all levels of education	Improve Education equity and National frameworks for the prevention of discrimination in education
	Constitutional guarantees of free and compulsory primary education (62) Legislative guarantees of free and compulsory primary education (63)	Improve Primary education
	Making secondary education generally available and accessible to all (65)	Improve Secondary education
	Making technical and vocational education generally available and accessible to all (67) Measures to promote and improve technical and vocational education (69)	Improve TVET
	Making higher education equally accessible to all (70)	Improve Higher education
	Eliminating illiteracy and encouraging lifelong learning (75)	Improve Literacy and lifelong learning
	Adoption of national plans of action for Education for All (EFA) (79)	Improve EFA
	General measures promoting an inclusive education (80)	Improve Inclusion (education)
	Specific measures for learners with disabilities (83)	Improve Special education
	Examples of measures taken to target nomadic students (98)	Create Nomadic Education	Might not have enough information from this publication alone to create the article
	Measures taken to ensure gender equality (100)	Add heading to National frameworks for the prevention of discrimination in education Improve Sex differences in education Could create National frameworks to ensure gender equality
P. 114-134	Chapter 4: Quality education Human rights in and through education (121)	Improve Human Rights Education
P. 135-142	Chapter 5: Religious and moral education Organization of religious and moral instruction (142)	Improve Religious education?
P. 146-155	Chapter 6: Rights of minorities and language of instruction  Specific measures taken regarding particular minority communities (148)
	Nomadic populations (150)	Improve Nomadic Education
	Legal provisions regarding mother tongue and multilingual education (154)

Curriculum Development and Review for Democratic Citizenship and Human Rights Education

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PDF page number of section	Description	Suggested articles & improvements	Notes
General		Target articles: Curriculum Curriculum development Human rights education Inclusion (education) Qualifications framework Create: Education for democratic citizenship  Curriculum development for Human Rights Education
P. 9-57	PART I. PHASES OF EDC/HRE CURRICULUM DEVELOPMENT AND REVIEW	Improve target articles
	The curriculum system  EDC/HRE curriculum development typically focuses first on curriculum policy, including frameworks, learning areas, associated syllabi and learner outcomes to be assessed. The three common curriculum strategies that are practised include separate courses, the integration of key EDC/HRE themes within other (“carrier”) subjects and a transversal integration of EDC/HRE themes across all subjects. (10) Aims of EDC/HRE: curricula and competences (11) Challenges (19, 29, 41) Curriculum mapping (23-24)
	Table 1: Communication, dissemination, consultation with stakeholders (14-15)		Wouldn't use figure but the content on the three planning phases might be useful
P. 58	PART II. CASE STUDIES OF EDC/HRE CURRICULUM DEVELOPMENT AND REVIEW  Australia: curriculum development phases for civics and citizenship (58) Colombia: organisation of competences for living together, democratic participation and plurality (62) Finland: EDC/HRE in conditions of local choice (66) South Africa: external actors and cross-curricular reform – applying a human rights perspective (68)		Case studies could be useful in the suggested articles to be created

Education sector responses to the use of alcohol, tobacco and drugs

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PDF page number of section	Description	Suggested articles & improvements	Notes
General		Target articles: Substance abuse Substance abuse prevention Drug addiction Create: Responses to substance abuse in Education Substance abuse in youth populations
P. 13-16	Introduction Substance use, especially harmful use, can affect a young person’s well-being, and is clearly linked to academic underachievement (e.g. cognitive functioning, disengaging from school,2 truancy and early school leaving) (Arthur et al., 2015). (14)
	An overview of systematic reviews of existing evidence (J.K. Das et al, 2016) concludes that, ‚for tobacco use, school-based prevention programmes are effective in reducing smoking; ‚for alcohol use, school-based prevention programmes are found associated with reduced frequency of drinking; and ‚ for drug use, school-based interventions based on a combination of social competence and social influuence approaches have shown protective effects against drugs, including cannabis use. (15)	Improve target articles
P. 18-31	Context and rationale Prevalence of substance use by adolescents in schools (18) Alcohol (19) Figure 1: Prevalence of alcohol use among school adolescents aged 13-15 (19) Tobacco (21) Cannabis (23) Amphetamine-type stimulants (ATS) (25) New Psychoactive Substances (NPS) (26) Poly-drug use (25) Educational consequences (27) Figure 3: Prevalence of tobacco use among school adolescents aged 13-15 (21) Reasons why some young people use substances and others do not (28) The role of the education sector (30)	Improve target articles
	Table 2. Factors associated with substance use by adolescents (29)	Improve Substance abuse in youth populations
	Figure 13. The national education sector response ecosystem (30)	Might be useful in Responses to substance abuse in Education
P. 32-58	Good policy and practice in Education sector responses to substance abuse Key principles for education sector responses to substance use (33) Components of comprehensive education sector responses to substance use (34) Training and supporting educators and other personnel  (41) Evidence-based responses at school level (44)	Improve target articles
	National and subnational curricula (37)	Improve target articles as well Curriculum development
P. 59	Considerations for sustaining and scaling up effective Education sector responses to substance abuse

Digital Services for Education in Africa

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PDF page number of section	Description	Suggested articles & improvements	Notes
General		Target articles: Sub-Saharan Africa#Education Education in Africa Educational technology Open educational resources Create: Educational technology in Sub-Saharan Africa
P. 8-29	Chapter 1: The state of education in sub-Saharan Africa  Progress in access to education (12) Advances in universal schooling (14) Disparities between countries (16) Political instability, territorial disparities and gender (18) The challenges of education and its organization (22)	Create: Educational technology in Sub-Saharan Africa and improve the target articles
	Combating illiteracy (17)	Improve Literacy#Literacy in Africa
P. 30-55	Chapter 2: 2. ICT, a potent factor for development in sub-Saharan Africa  The rapid spread of mobile devices in Africa (32) Major disparities between countries and regions (36) The challenge of coverage in rural areas (38) ICT for economic and social development (42) Open and Big data (46) M-education, the main lever for growth in educational ICT (50) The economic weight of e-education (52)	Create Mobile learning in Sub-Saharan Africa, link to Educational technology in Sub-Saharan Africa, improve M-learning
	Image: A shopfront in Ouidah, Benin. A fishmonger’s can sell mobile phone top-ups and rent out chairs... (35)	Add to Mobile learning in Sub-Saharan Africa
	The ABSOLUTE European project (39)	Create ABSOLUTE (Aerial Base Stations with Opportunistic Links for Unexpected & Temporary Events)
P. 56-79	Chapter 3: Integrating ICT into teaching in sub-Saharan Africa  Uses mainly centred round school (62) Personalization (64) Distance learning in higher education (67) Cross-fertilization of practices and tools (72) Open Educational Resources (75)	Improve target articles
	Radio and television, vectors of education since the 1970s (58) The large-scale impact of educational television (60)	Create a "History" heading
	Figure: TECHNOLOGIES AND EDUCATIONAL USES (75)	Add to Mobile learning in Sub-Saharan Africa
P. 80	Chapter 4: Conditions for the successful use of ICTE in education in sub-Saharan Africa

Open Educational Resources: Policy, Costs and Transformation

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PDF page number of section	Description	Suggested articles & improvements	Notes
General		Target articles: Open educational resources Open education Open educational resources policy Distance education Open format
P. 8-9	The global movement for OER culminated at the World OER Congress convened in Paris on 20–22 June 2012 by UNESCO, COL and other partners. The resulting Paris OER Declaration (2012) reaffrmed the shared commitment of international organizations, governments, and institutions to promoting the open licensing and free sharing of publicly- funded content, the development of national policies and strategies on OER, capacity-building, and open research.	Add this text to Open educational resources#History
	It is also pertinent to underline the Qingdao Declaration on leveraging ICT to support the Education 2030 agenda, which was adopted at the International Conference on ICT and Post-2015 Education, organized by UNESCO with the support of the People’s Republic of China in May 2015.
	Along with the Paris 2012 OER Declaration, the Qingdao Declaration opens new perspectives to contribute to access to knowledge for all and to enhance opportunities for quality learning within the vision articulated in Incheon, at the World Education Forum, and through Sustainable Development Goal 4 (SDG4) and its seven targets.	Connect Open educational resources to SDG and ESD
P. 10	Contributors		It would be possible to create articles on the contributors, but is it necessary?
P. 17	Introduction Policy (19-20) Costs (20-21) Transformation (21-22)	Improve Open educational resources policy  Improve Open educational resources	Interesting example
			Provides summaries for topics explored in depth throughout the publication
P. 28-38	Chapter 1: Open Educational Practices in Australia	Create Open Educational Practices in Australia and link to target articles
P. 41-55	Chapter 2: Open Educational Resources Policy for Developing a Knowledge-Based Economy in the Kingdom of Bahrain	Create Open Education Policy in Bahrain and link to target articles
P. 56-73	Chapter 3: The State of Open Educational Resources in Brazil: Policies and Realities	Create Open Education in Brazil and link to target articles
P. 75-86	Chapter 4: Open Educational Resources in Canada	Create Open Educational Resources in Canada and link to target articles
P. 89-97	Chapter 5: Caribbean Open Textbooks Initiative	Create Caribbean Open Textbooks Initiative and link to target articles
P. 99-108	Chapter 6: Open Educational Resources in Germany	Create Open Educational Resources in Germany and link to target articles
P. 111-116	Chapter 7: Copyrights in OER Publishing in India: The Case of the National Programme on Technology- Enhanced Learning	Create OER in India and link to target articles
P. 117-129	Chapter 8: The Promise of Open Educational Resources in Indonesia	Create OER in Indonesia and link to target articles
P. 131-139	Chapter 9: Using Open Educational Resources for Undergraduate Programme Development at Wawasan Open University	Improve Wawasan Open University
P. 141-156	Chapter 10: OERu: Realising Sustainable Education Futures	Improve ESD?
P. 159-170	Chapter 11: Integrating ICT for Innovative Educational Solutions in Oman: Leveraging OER Policy to Enhance Teaching and Learning	Create OER policy in Oman and link to target articles
P. 172-184	Chapter 12: The Polish Open e-Textbooks Project as a Policy Model for Openness of Public Educational Resources	Create Polish Open e-Textbooks Project and link to target articles
P. 186-202	Chapter 13: Open Access to Educational Resources Through Federal Portals and OER in Russia	Create OER in Russia and link to target articles
P. 205-220	Chapter 14: Open Educational Resources for Early Literacy in Africa: The Role of the African Storybook Initiative	Create OER in Africa and/or African Storybook Initiative and link to target articles
P. 221-232	Chapter 15: Developing an Infrastructure Support for Faculty Use of Open Educational Resources: The Case of the Washington State Community and Technical Colleges System

Mobile phones and literacy: Empowerment in Women's Hands; A Cross-Case Analysis of Nine Experiences 

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PDF page number of section	Description	Suggested articles & improvements	Notes
General	Education plays a key role in achieving this by increasing women’s voice and participation and their chances of obtaining decent work. Information and Communication Technologies (ICTs) in our societies are increasingly recognized by many as potentially improving the lives of communities and groups including women and girls in disadvantaged contexts. (9)	Target articles: Women's empowerment Gender empowerment Gender equality Mobile phone use in schools Mobile learning Social media in education Literacy Sex differences in education#Gender gap in literacy Mobile for development ICT for development Could probably create Mobile phones and women's literacy and link to target articles	Connect M-learning to improving chance of obtaining decent work
P. 18-34	Part I: Making Connections: Literacy, Mobile Phones and Empowerment  Literacy (18) ICTs and Mobile Phones as Part of Development (24) Women’s and Girls’ Empowerment as Human Development (30)
	BOX 1: Mapping women and girls’ literacy around the world (21)	Could create Women and literacy or Gender and literacy Improve Sex differences in education#Gender gap in literacy	Might not have enough information from this publication to create Women and literacy or Gender and literacy
	Literacy as a lifelong learning process for individual and social change, including critical literacy. (22-23)	Connect Lifelong learning to literacy
	Oral and Visual Literacies (23-24)	Create "Oral literacy" heading and/or article
	BOX 2: Global commitments: literacy as lifelong learning in an information and knowledge society (24)	Improve lifelong learning
	ICTs and Mobile Phones as Part of Development (25-26)	Improve Mobile for development and ICT for development
	Mobile learning can encourage learners to...(29)	Improve Mobile learning introduction
	Tailoring mobile learning to gender needs (30)	Improve Sex differences in education#Gender gap in literacy
	Adapting mobiles to learning contexts - including rural areas (30)
	Women’s and Girls’ Empowerment as Human Development (31-34)	Improve Women's empowerment
P. 35-36	Part II: Methodological and Analytical Aspects
P. 39-80	Part III: Cross-Analysis of Nine Projects: Trends and Outcomes  Project Implementation Contexts (40) Project Rationales: Literacy and Empowerment (48)   The Mobile Learning Process (53) Sustainability (78)
	Rural Communities – Poor, Diverse, Conservative and Young Gender disparity and inequality at local levels tend to be linked to poverty; poor reproductive health; low civic and political participation; lack of education; and diminished economic and labour market opportunities. (42)	Create "Mobile learning in rural communities" article or heading	This section also details a number of aspects that could be used in a "Challenges" heading: P. 42-48. Also see Part IV: Challenges and Solutions
	Literacy and Empowerment (48-53)	Create "Literacy and Empowerment" article or heading	This section could probably be combined with the recommended article/heading above
	English Second-Language Acquisition in Children (54)	Create "Children" heading in Second-language acquisition or could create article English Second-Language Acquisition in Children and link
	Mobile learning and women’s goat-rearing enterprise (68)		Interesting example
P. 85-101	Part IV: Challenges and Solutions	Improve "Challenges" heading in one of the target or created articles. Create "Solutions" heading as needed

Global guidance on addressing school-related gender-based violence

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PDF page number of section	Description	Suggested articles & improvements	Notes
General	Violence based on sexual orientation and gender identity/expression in educational settings	Target articles: Violence against women Gender equality Sex differences in education Sexism Create main article: School-related gender-based violence (SRGBV) and create headings for the target articles
P. 19-32	Section 1: SRGBV Intro (20) Background (23)	Create main article: School-related gender-based violence (SRGBV) and create headings for the target articles
	Figure 1: Different forms of SRGBV (20)
	WHAT IS THE SCALE? (23) Types of violence
	Box 2: Some challenges in measuring the scale of SRGBV (24) WHAT ARE THE MAIN CHALLENGES IN TERMS OF ADDRESSING SRGBV? (31) Box 7: Challenges to reporting SRGBV (74) Box 9: M&E challenges for SRGBV interventions (95)	"Challenges"heading	Content to inform this heading extends into Section 2
	WHAT ARE THE ROOT CAUSES? (26)	"Causes" heading
	WHAT ARE THE CONSEQUENCES OF SRGBV? (28)	"Consequences" heading
	Box 3: Timeline of policy commitments and international agreements (30)	"Policy commitments and international agreements" heading
P. 34-105	Section 2 – PRACTICAL ACTION FOR HOLISTIC SRGBV RESPONSES Leadership: Laws, policies and education reform (38-46) Environment: Ensuring schools are safe and supportive (51-57) Prevention: Curriculum, teaching and learning (61-70) Responses: In and around schools (75-81) Partnerships (84-94) Evidence (96-105)
	Figure 6: Six guiding strategies for national action on SRGBV (34)		As opposed to using the figure, would recommend exacting the information to create summaries on the main sections of Section 2 (as listed in the above column)
	Environment: Code of conduct A code of conduct is a set of guidelines that detail the set of recognized ethical norms (or values) and standards of acceptable conduct and behaviour. (55)	"Code of conduct" heading
	CURRICULUM APPROACHES TO PREVENTING VIOLENCE AND PROMOTING GENDER EQUALITY (59-64)	Perhaps create Inclusive Curriculum development for LGBT and Gender Equality	In conjunction with the previously reviewed publication Out in the Open: Education sector responses to violence based on sexual orientation and gender identity/expression
P. 109	ANNEX I: REGIONAL POLICY COMMITMENTS AND AGREEMENTS ON CHILDREN AND VIOLENCE	Heading or create Policy commitments and agreements on children and violence

Out in the Open: Education sector responses to violence based on sexual orientation and gender identity/expression

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PDF page number of section	Description	Suggested articles & improvements	Notes
General	Violence based on sexual orientation and gender identity/expression in educational settings	Target articles: Education and the LGBT community Gay bashing Violence against LGBT people LGBT rights at the United Nations Create main article: Violence based on sexual orientation and gender in educational settings and create headings for the target articles
P. 5	In 2011, UNESCO convened the first-ever UN international consultation on homophobic bullying in educational institutions  UNESCO has expanded its work on school-related gender-based violence, including preventing and addressing homophobic and transphobic violence in educational settings, as part of its mandate to ensure that learning environments are safe, inclusive and supportive for all and its contribution to the achievement of the new global 2030 Agenda for Sustainable Development.  a three-year programme supported by the Kingdom of the Netherlands, Education and Respect for All: Preventing and Addressing Homophobic and Transphobic Bullying in Educational Institutions	Improve LGBT rights at the United Nations Align LGBT rights with Sustainable development goals
P. 14	THE EXTENT OF THE PROBLEM
P. 17-30	Introduction What is violence based on sexual orientation and gender identity/expression in educational settings? (22) What is the impact of school-related homophobic and transphobic violence? (28)	Improve Violence based on sexual orientation and gender in educational settings
	data from 106 countries collected through reliable international surveys show that the proportion of adolescents aged 13 to 15 who say that they have recently experienced bullying ranges from 7 per cent to 74 per cent  (17)
	Figure 1: PREVALENCE OF BULLYING REPORTED BY STUDENTS OF DIFFERENT SEXUAL ORIENTATION (22) Figure 3: NOT JUST INSIDE SCHOOLS: HOMOPHOBIC AND TRANSPHOBIC VIOLENCE IN EDUCATIONAL SETTINGS HAPPENS IN MORE THAN ONE PLACE (23) Figure 4: MORE THAN BULLYING: HOMOPHOBIC AND TRANSPHOBIC VIOLENCE MANIFESTS IN A NUMBER OF WAYS (24)	Improve any target article
	BOX 2 EXPLICIT AND IMPLICIT HOMOPHOBIC AND TRANSPHOBIC VIOLENCE IN EDUCATIONAL SETTINGS (25)	Improve any target article, especially Violence based on sexual orientation and gender in educational settings and Violence against LGBT people--add heading "Explicit and implicit violence"
	Impact on education and employment (27) on health and well-being (29)	Improve Violence based on sexual orientation and gender in educational settings
P. 32-51	THE SITUATION OF HOMOPHOBIC AND TRANSPHOBIC VIOLENCE IN EDUCATIONAL SETTINGS  Africa (36) Asia (39) Europe (42) Latin America and the Caribbean (47) North America (50) The Pacific (51)
	Figure 5: PERCENTAGE OF LGBT STUDENTS REPORTING EVER EXPERIENCED PREJUDICE/DISCRIMINATION IN DIFFERENT SETTINGS
	BOX 8 RESTRICTIVE LEGISLATION IN THE RUSSIAN FEDERATION (45)	Improve LGBT rights in Russia
P. 55-122	THE EDUCATION SECTOR RESPONSE What are the key principles for education sector responses to homophobic and transphobic violence? (62) What is a comprehensive education sector response? (64) How is the education sector responding to homophobic and transphobic violence? (72)	Improve Violence based on sexual orientation and gender in educational settings with heading "The role of the education sector"
	BOX 9 WHAT DO WE MEAN BY “EDUCATION SECTOR”? (54)
	BOX 10 UN GENERAL ASSEMBLY RESOLUTION ON PROTECTING CHILDREN FROM BULLYING (55)	Improve LGBT rights at the United Nations
	BOX 11 PREVENTING AND ADDRESSING HOMOPHOBIC AND TRANSPHOBIC VIOLENCE IN EDUCATIONAL SETTINGS WITHIN THE FRAMEWORK OF THE SUSTAINABLE DEVELOPMENT GOALS (55)	Connect to Sustainable Development Goals
	INCLUSION OF TRANSGENDER AND INTERSEX STUDENTS IN POLICIES (79)
	Relevant curricula and learning materials (82-89)	Improve Curriculum development Perhaps create Inclusive Curriculum development for LGBT
	CURRENT MONITORING OF VIOLENCE BY GOVERNMENTAL BODIES AND MULTILATERAL ORGANIZATIONS (104)	Improve LGBT rights in [country] or create article Monitoring LGBT violence
	CHALLENGES AND POSSIBLE LIMITATIONS IN MEASURING HOMOPHOBIC AND TRANSPHOBIC VIOLENCE IN SCHOOLS (110)

School Violence and Bullying: Global Status Report

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PDF page number of section	Description	Suggested articles & improvements	Notes
General		Target articles: Bullying School bullying School violence
P. 9	School violence encompasses physical violence, including corporal punishment; psychological violence, including verbal abuse; sexual violence, including rape and harassment; and bullying, including cyberbullying.	Improve intro of School violence
	School violence and bullying is perpetrated by other students, teachers and other school staff; violence that occurs on the way to and from school may also be perpetrated by members of the wider community. It is important to di erentiate between violence perpetrated by peers and violence perpetrated by educational institutions or their representatives as this distinction in uences both the impact of and the response to violence.	Connect bullying and school violence	School violence is an umbrella terms that encompasses bullying
P. 11	Key challenges	Improve target articles
P. 16	Image: WHAT IS SCHOOL VIOLENCE AND BULLYING?	Add to heading connecting bullying and school violence
P. 17	The underlying causes of school violence and bullying
P. 18	Image: Reasons for bullying	Improve Bullying
P. 20	Types of school violence and bullying vary with age
P. 28-30	The impact of school violence and bullying	Improve "Effects" on Bullying
P. 33	Response/Solutions Leadership This includes: developing and enforcing national laws and policies that protect children and adolescents from violence and bullying in schools; and allocating adequate resources to address school violence and bullying. School environment This includes: creating safe and inclusive learning environments; strong school management; and developing and enforcing school policies and codes of conduct, and ensuring that sta who violate these are held accountable. Capacity This includes: training and support for teachers and other sta to ensure they have the knowledge and skills to use curriculum approaches that prevent violence and to respond to incidents of school violence and bullying; developing the capacity of children and adolescents; and developing appropriate knowledge, attitudes and skills to prevent violence among children and adolescents. Partnerships This includes: promoting awareness of the negative impact of school violence and bullying; collaboration with other sectors at national and local level; partnerships with teachers and teachers’ unions; working with families and communities; and the active participation of children and adolescents. Services and support This includes: providing accessible, child-sensitive, con dential reporting mechanisms; making available counselling and support; and referral to health and other services. Evidence This includes: implementing comprehensive data collection; rigorous monitoring and evaluation to track progress and impact; and research to inform the design of programmes and interventions.		Each response is explored in depth in the chapter

Emerging evidence, lessons and practice in comprehensive sexuality education: A global review 2015

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PDF page number of section	Description	Suggested articles & improvements	Notes
General		Target articles: Sex education Comprehensive sex education Reproductive health
P. 14	Right to sex education BOX 1: GROUNDED IN HUMAN RIGHTS	Add heading to Sex ed and/or CSE
P. 15	EVIDENCE FOR THE BENEFITS OF CSE  Connection of CSE to Reproductive health Sexuality education does not hasten sexual activity but has a positive impact on safer sexual behaviours and can delay sexual debut	Improve CSE and Reproductive health
P. 19	AGE-APPROPRIATE CONTENT FOR THE DEVELOPMENT OF HEALTHY BEHAVIOURS	Improve CSE
P. 21	WORKING WITH COMMUNITIES AND PARENTS
P. 25	CSE in curricula
	MANDATORY VS. OPTIONAL
P. 29	CSE and inclusive education	Improve CSE, Sex ed and connect to inclusive education

A Guide for gender equality in teacher education policy and practices 

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PDF page number of section	Description	Suggested articles & improvements	Notes
General		Target articles: Sex differences in education Female education Gender equality Gender inequality Gender sensitization
P. 9-12	GLOSSARY AND CONCEPTUAL CLARIFICATIONS
P. 20	Technical terminologies related to gender  Practical gender needs  Strategic gender interests	Improve gender equality
P. 22	Table 2. This table explains the meaning behind women in development and how it is different from gender in development	Add heading on difference between WID and GAD to Women in Development
P. 30-35	Policy and gender mainstreaming in teacher education policy	Create heading or article "Policy and gender mainstreaming in teacher education policy"
P. 58-60	Gender and curricula Formal and hidden curriculum and gender  Gender equality concerns in the curriculum  Curriculum language and gender  Curriculum structure and gender	Improve Curriculum
P. 72-76	Gender-responsive budgeting Gender-responsive budgeting consists of procedures and tools aimed at ensuring that resources are allocated and used in ways that contribute towards mitigating gender inequalities and thus increasing prospects and opportunities for gender equality and empowerment.	Create Gender-responsive budgeting
P. 82-90	Mainstreaming gender issues in research	Add heading "Mainstreaming gender issues in research" to Gender mainstreaming
P. 94-99	Monitoring and evaluation for gender sensitivity	Create article Monitoring and evaluation for gender sensitivity
P. 104-107	Gender advocacy	Create article or heading Gender advocacy

A Complex Formula: Girls and Women in Science, Technology, Engineering and Mathematics in Asia

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PDF page number of section	Description	Suggested articles & improvements	Notes
General		Add "Women and STEM" heading to STEM Create Women and STEM in Asia	Would be possible to have individual country profiles for the 7 target countries
P. 13	Figure 1 Number of female and male Nobel Laureates and Fields Medallists in STEM-related fields	Improve Women in Science and/or add to "Controversies" heading on Nobel Prize
P. 18	Psychosocial Influences  Females may experience higher rates of anxiety around mathematics and science subjects.
P. 23	Differentiations at the primary level and higher education Studies indicate that while there may be gender equality in achievement at the primary and lower secondary school level with regard to STEM-related subjects, the proportion of female students opting for these subjects rapidly declines at every stage of upper secondary and higher education, as does the proportion of women choosing to pursue careers in STEM fields and advancing to the highest positions	Improve Women in science
P. 24	Progress made but lagging in some countries There has undeniably been remarkable progress in achieveing gender equality both in terms of access to and advancement in education (IIEP, 2012). As of 2011, however, globally only 60 per cent of countries had achieved gender parity in primary education, and a mere 38 per cent of countries had achieved parity in secondary education
P. 26	Figure 3 Analytical framework: the gender dimension of learning achievement and progression to STEM
P. 32	Table 4 Participation in higher education across all fields and female participation in science programmes	Improve Women and STEM in Asia
P. 33	Cambodia	Gender Parity in Education and/or STEM in Cambodia
P. 34	Indonesia & Malaysia	Gender Parity in Education and/or STEM in Indonesia Gender Parity in Education and/or STEM in Malaysia
P. 35-36	Mongolia, Nepal, Korea, Viet Nam	" "
P. 37	Box 1 Proportion of women in science fields by academic level in China and Japan (%)	Improve Women and STEM in Asia
P. 38	Figure 4 Proportion of female graduates in science programmes in tertiary education in Asia(%)
P. 39-42	Figure 5-9 Proportion of students enrolled in STEM disciplines in the target countres	Gender Parity in Education and/or STEM in ...
P. 45	Within STEM fields of study, females tend to be concentrated in certain disciplines such as pharmacy, medicine and biology yet remain underrepresented in others such as engineering and physics. This indicates that further data analysis may be required on women’s participation in specific STEM disciplines such as engineering and physics.
P. 50	International Olympiads in STEM-related fields		Women in International Olympiads in STEM-related fields could be an interesting article although it is very specific. There is enough information here to warrant its creation
P. 56	Role of Education policy	Improve Women and STEM in Asia
P. 59	Relationships between students and teachers
P. 60	Teaching and learning materials
P. 69	Table 11 Most and least enjoyed subjects reported by students by country and by sex		Might not be relevant enough to include in the article, but interesting
P. 75	Table 13 Student attitudes towards mathematics and science in the seven countries under review by sex (%)
P. 76, 78	The importance of parental and teacher encouragement  Beyond the issue of gender differences in student performance in mathematics and science subjects, there may be further psychosocial influences where female and male students are affected in different ways in terms of their attitudes to these subjects, and could provide an important area for further investigation.	Add heading to Women and STEM in Asia

Global Citizenship Education: topics and learning objectives

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PDF page number of section	Description	Suggested articles & improvements	Notes
P. 12	Box 1: Core conceptual dimensions of global citizenship education	Improve GCED
P. 13	Global citizenship education aims to enable learners to:	Improve GCED
	Priority Gender Equality  Global citizenship education can play an important role in contributing to gender equality	Improve GCED Interlink with Gender Equality
P. 20	Box 4: Key learner attributes of GCED	Improve GCED
P. 31-65	Table A: Overall guidance	Add to GCED
P. 39	Key words		Might be useful in finding topics to interlink with GCED
P. 43	Setting learning objectives	Could add specific country examples to GCED
P. 44	England example
P. 45	South Africa
P. 48	Sierra Leone and Sri Lanka
P. 53	Australia and Indonesia

Not Just Hot Air: Putting Climate Change Education into Practice

• PDF on UNESCO website
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PDF page number of section	Description	Suggested articles & improvements	Notes
P. 8	Introduction
P. 8-30	Case studies of national experiences  Dominican Republic (12-17) Guyana (16-20) Mauritius (19-24) South Africa (23-26) Tuvalu (27-30)	Create headings or articles: Climate change education in Dominican Republic Climate change education in Guyana Climate change education in Mauritius Climate change education in South Africa Climate change education in Tuvalu
P. 10-11	Climate Change Education for Sustainable Development (CCESD)	Create or add heading to ESD
P. 31-65	COUNTRY PROFILES 16 National Policy Reviews  Australia (34) Bangladesh (36) Brazil (38) Chile (40) China (42) Costa Rica (44) Denmark (46) Dominican Republic (48) United Kingdom (50) India (52) Indonesia (54) Manitoba (56) Philipinnes (58) Republic of Korea (60) South Africa (62) Viet Nam (64)	Possible to create headings or articles for each country

The International status of education about the Holocaust: a global mapping of textbooks and curricula

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PDF page number of section	Description	Suggested articles & improvements	Notes
General		Create Holocaust in textbooks and curricula
P. 8-13	Introduction Origins Concepts Aims Main findings	Improve Holocaust studies
P. 15-32	PART 1 Background, objectives and methodology of the study  The effectiveness of curricula and textbooks Assessing and comparing representations of the Holocaust in textbooks in twenty-six countries  The international status of the Holocaust in educational media	Improve Holocaust studies Create Holocaust in textbooks Create Holocaust in educational media
P. 33-157	PART 2 The Holocaust in curricula worldwide  Categories and contexts of the Holocaust in curricula (33)	Create heading "Holocaust in curricula" on Holocaust studies or create Holocaust in curricula
	Spatial distributions of the Holocaust in secondary school curricula (maps)  Map: The status of the Holocaust in curricula worldwide (40-41)	Add to Holocaust studies?	Map spans two pages and may be difficult to incorporate
	Map: The status of holocaust in curricula in Africa (42)	Holocaust studies in Africa (article or heading)
	Map: The status of holocaust in curricula in Asia (43)	Holocaust studies in Asia (article or heading)
	Map: The status of holocaust in curricula in Europe (44)	Holocaust studies in Europe (article or heading)
	Map: The status of holocaust in curricula in North America (45)	Holocaust studies in North America (article or heading)
	Map: The status of holocaust in curricula in South America (46)	Holocaust studies in South America (article or heading)
	Table indicates countries whose secondary school curricula feature the Holocaust and those which do not (48-72)
	The Holocaust in the textbooks of twenty-six countries (74-157)	Holocaust in textbooks	It would be possible to create profiles for each of the 26 countries
	International narrative patterns
P. 169	PART 3 - Recommendations

Action for climate empowerment: Guidelines for accelerating solutions through education, training and public

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PDF page number of section	Description	Suggested articles & improvements	Notes
General	The principal objective of these guidelines is to facilitate the implementation of Action for Climate Empowerment (ACE) at the national level, in accordance with the Doha Work Programme on Article 6 of the United Nations Framework Convention on Climate Change (UNFCCC). (12)	Create Action for Climate Empowerment?	There is enough information on ACE in this publication to warrant the creation of an article on ACE
P. 6	Action for Climate Empowerment (ACE) Action for Climate Empowerment (popular name for Article 6 of the UNFCCC)	Improve ACE, add heading to United Nations Framework Convention on Climate Change and connect to article
P. 14	Brief history of Action for Climate Empowerment	Heading in Action for Climate Empowerment
P. 15	Figure 1 • Article 6 elements - scope and objectives	Improve ACE and/or United Nations Framework Convention on Climate Change
P. 16-17	Figure 2 • Article 6 timeline	Improve ACE and/or United Nations Framework Convention on Climate Change	Problematic because the figure extends onto next page
	Global Action Programme on Education for Sustainable Development (GAP on ESD)	Add "Global Action Programme" heading to Education for sustainable development
P. 18	ACE implementation  The implementation of Article 6 is currently guided by the Doha Work Programme (DWP)	Heading "Doha Work programme" on ACE and/or United Nations Framework Convention on Climate Change
P. 20-21	Climate Change Education (CCE)  The UN Alliance on Climate Change Education, Training and Public Awareness  The One UN Partnership for Climate Change Learning (UN CC:Learn)  United Nations Joint Framework Initiative on Children	Create Climate Change Education (CCE) with headings of the bullet points Add link from Environment Education (which already has some text on CCE)
P. 26	Table 1 • Characteristics of each ACE element
P. 28, 20	Guiding principles for ACE activities  A gender approach  Intergenerational   Box 3. Examples of gender and intergenerational approaches (30)
P. 34	Examples of establishing coordination to develop national strategies  Chile – National Climate Change Action Plan 2008-2012 (NCCAP) Tanzania - National Climate Change Communications Strategy 2012-2017 (NCCCS)  Uganda – National Climate Change Learning Strategy (NCCLS) 2013-2022	Improve Climate Change Education and/or Environmental Education
P. 36	Box 4: Understanding the UNFCCC process	Improve United Nations Framework Convention on Climate Change
P. 37	Box 5.Understanding Education for Sustainable Development (ESD) as it relates to ACE	Heading on ACE. Connect ESD with ACE
	Figure 8 • The role of Climate Change ESD
P. 38	The GLOBE programme (US/International)
	The Cleen programme (Albania)
	Yunga Climate Change Challenge Badge (International)
P. 52	Namibia – proposed Climate Strategy Action Plan	Include in examples?
P. 60	Examples of synergistic cross-sector partnerships for climate action  Mexico: INGO and Government partnership to support climate change education  India: International NGO, state government, national banks, and community-based organization partner to raise awareness on climate change, implement renewable energy and support women’s entrepreneurship  Zambia: UN Agency, government and construction sector partner for green jobs training	Heading "cross-sector partnerships for climate action"

Schools in action, global citizens for sustainable development: a guide for teachers

• PDF on UNESCO website
• UNESDOC license page

PDF page number of section	Description	Suggested articles & improvements	Notes
General			There are many parallels between this publication and Schools in action, global citizens for sustainable development: a guide for students The student version was reviewed first; therefore, any useful information that overlapped in the two publications is documented in the student version (see table below)
P. 11	Figure: ESD ENTAILS FOUR DIMENSIONS	Improve ESD
P. 12	GLOBAL CITIZENSHIP EDUCATION AND EDUCATION FOR SUSTAINABLE DEVELOPMENT ESD and GCED have received increasing attention recently. They are both included in the Sustainable Development Goals, notably in target 4.7 of the Education Goal	Make sure that UNESCO ASPnet, GCED and ESD are linked. Perhaps create heading in each article that articulates the connection
P. 14	Teaching Global Citizenship Education and Education for Sustainable Development  ADOPTION OF VALUES AND ATTITUDES RELEVANT TO ADDRESSING GLOBAL CHALLENGES SKILLS FOR COLLABORATION, COMMUNICATION AND CRITICAL THINKING (17)	Add "Teaching" heading to GCED and ESD
P. 17-25	SKILLS FOR COLLABORATION, COMMUNICATION AND CRITICAL THINKING (17)		This section might be too specific in that it includes a list of suggested activities.
P. 26	Figure: KEY ACTORS ENGAGED IN SUCCESSFUL ASPnet GCED AND ESD ACTIVITIES	Figure might be useful on UNESCO ASPnet, GCED and/or ESD
P. 27-32	SELECTED GOOD PRACTICE EXAMPLES FROM ASPnet SCHOOLS	Improve UNESCO ASPNet	Watch out for crossover with student version

Schools in action, global citizens for sustainable development: a guide for students

• PDF on UNESCO website
• UNESDOC license page

PDF page number of section	Description	Suggested articles & improvements	Notes
P. 10	GCED addresses themes such as – peace and human rights – intercultural understanding – citizenship education – respect for diversity and tolerance – inclusiveness	Improve GCED	GCED article has lots of room for growth
P. 11	BECOMING A SUSTAINABLE DEVELOPMENT ACTOR  addresses themes such as – climate change – biodiversity – disaster risk reduction – sustainable consumption – poverty eradication	Create Sustainable development actor or create heading on SD or heading "Role of sustainable development actors" on SDGs or ESD
	Nice photo on this page		The publication has some photos that could be useful but they are unattributed
P. 12	Common vision of GCED and ESD: empower learners of all ages to become proactive contributors to a more just, peaceful, tolerant, inclusive and sustainable world.	Make sure that GCED and ESD are linked. Perhaps create heading in each article that articulates the connection
P. 13	Great figure here that shows the connection of GCED and ESD
P. 22-28	ASPnet students in action – examples from across the world	Improve UNESCO ASPNet. Add "Examples" or "ASPNet students in action" heading with subheadings of the examples	UNESCO ASPNet needs a lot of work

Making textbook content inclusive: A focus on religion, culture and gender

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• UNESDOC license page

PDF page number of section	Description	Suggested articles & improvements	Notes
General	Making textbook content inclusive Rationale and challenges (6) Objectives and target audience (7)	Create page Textbooks and inclusive education Add heading "Making textbook content inclusive" to Textbook and link to main article Add heading "Textbooks" to Inclusion (education) and link to main article
P. 8	Religion  The role of education	heading/subheading
P. 8-9	Gender	heading/subheading
P. 9	Culture	heading/subheading
P. 11	Table 1: Employing inclusive language What aspects of language should authors be aware of when writing or revising textbooks?	Improve Textbooks and inclusive education
P. 14-17	Table 2: Representing diverse identities How can textbook authors illustrate the complexity of identities and related experiences and promote diversity?		This table is probably too large to include
P. 18	Integrating human rights	heading/subheading
P. 19-20	Table 3: Integrating human rights How can textbook authors integrate rights and link them to international legal instruments?		This table is probably too large to include

Getting Climate-Ready: A Guide for Schools on Climate Action

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PDF page number of section	Description	Suggested articles & improvements	Notes
P. 7	DEVELOPING A SCHOOL CULTURE OF SUSTAINABILITY  A school culture of sustainability is one in which students, staff and families hold shared values and beliefs about the importance of taking action for a more sustainable society. Taking care of the environment and contributing to reducing climate change is an integral part of this. Therefore, de ning what climate action means to your school is part of developing a culture of sustainability. Some schools see climate action as key to “doing their part” to take care of the planet. For other schools, it is about addressing issues directly affecting them. For example, several schools in disaster-prone Japan see climate action as a practical way of helping students and their families stay safe and prepare for the future.	Improve ESD Create Climate-friendly schools
P. 9	Table 1: INVOLVING THE WHOLE SCHOOL COMMUNITY IN CLIMATE ACTION	Could be useful in a hypothetical Climate-friendly schools
P. 12	The whole-school approach A whole-school approach means including climate action in all aspects of your school, including school governance, teaching and learning, facilities and operations, and community partnerships.	Climate-friendly schools
P. 13	Climate-friendly schools include climate change in all areas of study Addressing climate change is complex. Environmental, economic, social, cultural, ethical, political, scienti c and technological issues all come into play. For this reason, your school should include climate action in all subjects - not only in science and social science courses.	Climate-friendly schools
P. 17	Climate-friendly schools example HEALTHY KIDS AND HEALTHY ENVIRONMENTS AT HAWKSTONE PRIMARY SCHOOL  COMMUNITY PARTNERSHIPS IMPROVE LEARNING FOR STUDENTS AT ENDRUPSKOLEN SCHOOL (18) ASPNET SCHOOLS AND RESEARCHERS MOBILIZED FOR FOREST CONSERVATION (19)	Climate-friendly schools
P. 18	BUILD COMMUNITY PARTNERSHIPS FOR LEARNING AND TEACHING	Climate-friendly schools

Education for Sustainable Development Goals: Learning Objectives

• PDF on UNESCO website
• UNESDOC license page

PDF page number of section	Description	Suggested articles & improvements	Notes
General		Created heading and link Sustainable Development Goals to Education for sustainable development Add sustainability goals to "Background" heading on Education for SD
P. 7, Box 2	By 2030, ensure that all learners acquire knowledge and skills needed to promote sustainable development, including, among others, through educa on for sustainable development and sustainable lifestyles, human rights, gender equality, promo on of a culture of peace and non- violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.	Improve Education for sustainable development
P. 9	Learning objectives for achieving the SDGs	Add heading to SDG and Education for SD
	Box 1.1 Key competencies for sustainability	Add heading and subheadings to SDG and/or Education for SD
P. 10	Specific learning objectives cognitive domain  socio-emotional domain  behavioural domain	Add heading and subheadings to SDG and/or Education for SD
P. 11	No poverty	Add heading to SDG with learning objectives as subheading
P. 13	Zero hunger	Add heading to SDG with learning objectives as subheading
P. 15	Good health and well-being	Add heading to SDG with learning objectives as subheading
P. 17	Quality education	Add heading to SDG with learning objectives as subheading
P. 19	Gender equality	Add heading to SDG with learning objectives as subheading
P. 21	Clean water and sanitation	Add heading to SDG with learning objectives as subheading
P. 23	Affordable and clean energy	Add heading to SDG with learning objectives as subheading
P. 25	Decent work and economic growth	Add heading to SDG with learning objectives as subheading
P. 27	Industry, Innovation and Infrastructure	Add heading to SDG with learning objectives as subheading
P. 29	Reduced inequalities	Add heading to SDG with learning objectives as subheading
P. 31	Sustainable cities and communities	Add heading to SDG with learning objectives as subheading
P. 33	Responsible consumption and production	Add heading to SDG with learning objectives as subheading
P. 35	Climate action	Add heading to SDG with learning objectives as subheading
P. 37	Life below water	Add heading to SDG with learning objectives as subheading
P. 39	Life on land	Add heading to SDG with learning objectives as subheading
P. 41	Peace, justice and strong institutions	Add heading to SDG with learning objectives as subheading
p. 43	Partnerships for the goals	Add heading to SDG with learning objectives as subheading
P. 47	Implementing learning for the SDGs through ESD  ESD helps develop the above cognitive, socio-emotional and behavioural learning outcomes as well as the cross-cutting sustainability key competencies needed to achieve all the SDGs. This third part of the guidance framework offers recommendations and illustrations of strategies to implement ESD		This could provide a good link between SDG and ESD articles
	Box 2.1.1. Progress in policies for ESD	Add heading to ESD
P. 48	Box 2.1.2 Country examples of good practice of integrating ESD in policies
	Integrating ESD in curricula and textbooks	Add heading to ESD
P. 49	Box 2.2.1. Examples of integrating ESD into curricula	Improve "Integrating ESD in curricula and textbooks" heading
P. 50	Integrating ESD in teacher education	Add heading to ESD
P. 52	Figure 1. The whole-institution approach (UNESCO 2014a: 89)		Image might be useful on ESD article

Making Sense of MOOCs: A Guide for Policy-Makers in Developing Countries 

• PDF on UNESCO website
• UNESDOC license page

PDF page number of section	Description	Suggested articles & improvements	Notes
P. 13	The Education 2030 Framework for Action  recognises lifelong learning for all as one of the underpinning principles of this new vision, stating that “all age groups, including adults, should have opportunities to learn and continue learning.”	Improve EFA and/or Incheon declaration
P. 15	MOOCs can also be delivered to increase participation in lifelong learning and training for very large numbers of people	Improve Lifelong learning (add to Emerging technologies heading or Web 2.0 subheading)
P. 16, 70	Higher education higher education (HE) has undergone major transformations, brought about by: (i) increasing internationalisation and student mobility; (ii) an ever-growing demand for quality higher education and lifelong learning; (iii) changing student demographics; (iv) the rise of online and blended learning, (v) cross-border higher education and (vi) recognition and quality assurance of quali cations in a digital world without borders  The “unbundling” of higher education (70)	Improve higher education
P. 17	MOOCs are an important tool to achieve Goal 4 of the 2030 Agenda for Sustainable Development	Link MOOCs article to Sustainable development goals Add new heading where needed.
P. 18	MOOCs and online education	Link MOOCs to Educational technology
P. 19	Difference between MOOCs and an online course	Improve MOOCs
P. 21-24	Benefits of MOOCs Widening participation in higher education (23)	Add "Benefits" heading to MOOCs
P. 25	The limitations of MOOCs for society	Improve "Challenges and Criticisms" heading on MOOCs
P. 31-35, 47-48, 66	MOOCs in developing countries access to quality lifelong learning (32) Opening up education (32) What are MOOCs for development? (34) Bonk and colleagues (2015) have identi ed the following concerns for MOOCs in developing countries (47-48) There is no viable MOOC business model for the developing world as yet; higher education institutions in middle- and lower-income countries should adopt a business model that privileges local institutional capacity building over outsourcing. (66)	Create article MOOCs in developing countries and/or as heading in MOOCs. If article created link between the two articles
P. 36	Quality assurance for MOOCs A quality assurance framework is a critical component for a national MOOC strategy; such a framework does not yet exist for MOOCs	Improve "Challenges and Criticisms" heading on MOOCs
P. 44	Qualifications framework and MOOCs	Improve qualifications framework (once created)
P. 45	Learner-centred Approaches and the Benefits for Learners  Relationship of MOOCs and ICTs in Student-centred learning	Improve Student-centred learning
P. 47	Table 5.1: Motivation toTake a MOOC, by Region
P. 48	A learner-centred approach
P. 50, 57	Reusing MOOCs Reusing MOOCs as way to cut down on costs Reuse (elements of) MOOCs from other providers (57)	Improve MOOCs
P. 51	Modes of MOOC development
P. 56	Designing for different types of learners
P. 64	Focus on collaboration in open educational practices	Improve Open education

Level-setting and recognition of learning outcomes: The use of level descriptors in the twenty-first century

• PDF on UNESCO website
• UNESDOC license page

PDF page number of section	Description	Suggested articles & improvements	Notes
General	Learning level descriptors The research draws on the development and application of level descriptors as an integral part of qualifications frameworks internationally, but also considers how the level of learning is determined in other contexts, such as longitudinal studies, international competence assessments and diagnostic reviews (10)	Create Learning level descriptors of Level descriptors (Education)	This is the subject of the publication
P. 15	This research is about three age-old concepts: learning, level, and recognition Level descriptors are statements that provide a broad indication of learning appropriate to attainment at a particular level, describing the characteristics and context of learning expected at that level. ey are designed to support the reviewing of speci ed learning outcomes and assessment criteria in order to develop particular modules and units and to assign credits at the appropriate level	Improve Learning level descriptors
P. 25	CATEGORIZING LEARNING  Learning in a lifelong learning context (27) Domains of learning (31) The level of learning (48) Qualifications and qualifications frameworks (78) The application of learning outcomes to describe KSC for measurement and recognition (94) Assessment of learning outcomes (112)	Create Categorizing Learning Improve Categorization Link to National Qualifications Framework Create Qualifications Framework and link to National Qualifications Framework (NQF is a type of QF. Explored on p. 76)	Might want to combine hypothetical Level descriptors (education) and Categorizing learning articles The dimensions of categorizing learning are summarized on p. 25--detailed, they are explained in detail in the page numbers cited in the description column.
P. 27	Lifelong learning	Improve Lifelong learning
P. 30-31	GCE While GCE can take different forms, it has some common elements, which include fostering in learners the following competences	Add "Competences" heading to Global citizenship education
P. 31	What is meant by ‘learning outcome’, ‘skill’, ‘competence’ or even ‘knowledge’ in one country or region is often different from, though related to, the use of the terms in another country or region is a complexity permeates the language of qualifications frameworks origins of quali cations frameworks. ey emerged from two complementary education and training discourses in the late 1980s: the competence approach to vocational education, and the shi to learning outcomes, embedded within the broader concept of lifelong learning.	Improve Qualifications Framework
P. 32	Learning outcomes Definitions of the concept of learning outcomes vary across contexts, although some common elements can be identi ed. Here are some examples:  learning outcomes are understood to be statements that describe mainly three major domains: knowledge (learning to know), skills (learning to do) and competences (learning to be)	"Learning outcomes" should be a subheading of heading "Domains of learning"
P. 33	All qualifications frameworks are learning outcomes-based	Improve Qualifications Framework
P. 38	Different categorizations of competences	"Competences" should be a subheading of heading "Domains of learning"
P. 40-42	Different categorizations of skills	"Skills" should be a subheading of heading "Domains of learning" Link to main article: Skill (labor)
P. 44	Different categorizations of knowledge	"Knowledge" should be a subheading of heading "Domains of learning" Perhaps link to main article: Knowledge
P. 47	Figure 1: The manner in which learning outcomes are used to describe knowledge, skills and competences	Add figure to "Learning outcomes" heading
P. 48	The level of learning Setting levels through level descriptors (49)	"Level of learning" heading
P. 52	Table 1: Levels and domains across a selection of transnational quali cations frameworks	Add table to "level of learning" heading	Be selective with figures and tables
P. 53	Convergence in the use of domains Qualifications frameworks use variations of domains in their level descriptors: in a few instances (such as in Victoria, Australia, and the ASEAN RQF) the domains of knowledge and skills are collapsed into a single domain	Add "Level descriptors" heading to Qualification Framework and link to main article Level descriptors (Education)
	examples of level descriptors from the knowledge domain
P. 54	examples of level descriptors from the skills domain
	examples of level descriptors from the competence
P. 58	Interrelationship between level descriptors developed by different types of qualifications frameworks	Add heading to Improve Qualifications Framework
P. 60	Limitations of level descriptors	Improve Level descriptors (education)
P. 68	Table 3: The Dreyfus model of skills acquisition	Add table to Dreyfus model of skill acquisition
P. 76	Qualifications and qualifications frameworks	Add heading "Qualifications and qualifications frameworks" to Level descriptors (education)
	The origin of qualification structures can be traced back to organized education in antique civilizations such as Greece, Sparta, Rome and China.  The first institutions of formal higher education were established at this time in the Islamic universities of Al-Azhar in Cairo and Sankore in Timbuktu	Add "History" heading to Qualifications Framework
P. 79	Table 4: Different definitions of qualifications	Add table to heading "Qualifications and qualifications frameworks" and/or Qualifications Framework
P. 80	The qualification process varies enormously from setting to setting, but in most cases it includes the following five elements	Improve heading "Qualifications and qualifications frameworks"
	Different types of qualifications frameworks	Add heading "Types" to Qualifications Framework -- Link to main article National Qualifications Framework
P. 94	The application of learning outcomes to describe knowledge, skills and competences for measurement and recognition  focuses on how learning can be recognized using current and new recognition methodologies, but more broadly also for measurement and recognition	Add heading to Qualifications Framework
P. 98-99	Credential evaluation  Credential evaluation practices provide a particularly useful application of the principles of recognition embedded in quali cations frameworks  Thee following are three key terms related to recognition (99)	Improve Qualifications Framework
P. 105	Learning metrics  ‘Learning metric’ is used in this study as a collective term for a wide range of international skills surveys and related statistical studies that use learning outcomes and/or competences as a basis for measurement.
P. 106-107	LAMP's five levels of literacy	Improve Literacy?
P. 108-110	Types of classification systems Occupational classification systems Educational classification systems	Improve heading "The application of learning outcomes to describe knowledge, skills and competences for measurement and recognition"
P. 112	Assessment of learning outcomes  Governments, the international community and other stakeholders are increasingly recognizing the importance of assessment for monitoring TVET systems, for adapting qualifications and developing pathways, and improving learning and achievement levels
P. 114	Facilitating the recognition of informal and non-formal learning	Add heading "Recognition" to nonformal learning
P. 115	Work-based learning  Work-based learning encompasses a diversity of formal, non-formal and informal arrangements including apprenticeships, work placement and informal learning on the job. The key driver is the need for active policies to secure learning that meets the need of the workplace.	Improve Nonformal learning
P. 117	International credit transfer  Credit accumulation and transfer (CAT) schemes constitute another important area to be considered when assessing learning outcomes, and the recognition of learning more broadly.	Create article or heading "International credit transfer"
P. 120	The existing trend has been for credit schemes to be closely associated with NQFs, and more recently also with an RQF, the EQF. Four di erent types of associations are identi ed	Improve "International credit transfer"
P. 129 -130	Online credentials  3 forms of online credentials	Improve Education technology
P.129, 132	The challenges posed by Online credentials and International qualifications to Qualifications Framework	Improve Qualifications Framework
P. 141-142	Table 10: The use of learning outcomes in recognition methodologies		Table could be useful for reference, but not sure it should be added to any specific article

Unleashing the Potential: Transforming Technical and Vocational Education and Training

• PDF on UNESCO website
• UNESDOC license page

PDF page number of section	Description	Suggested articles & improvements	Notes
General		Create page for TVET or heading in Vocational education	Currently, TVET redirects to Vocational education. Is this adequate?
P. 14, Box 1	TVET and its attachment to sustainable development Since education is considered the key to effective development strategies, technical and vocational education and training (TVET) must be the master key that can alleviate poverty, promote peace, conserve the environment, improve the quality of life for all and help achieve sustainable development.  The economic rationale of TVET	Improve Education for sustainable development with TVET heading
P. 19-20	Social equity rationale for TVET Expanding access to skills with TVET, especially for women, and facilitating their gainful employment  Recent years have seen rising numbers of young women enrolling in TVET programmes, especially in service sector subjects  Gender disparities in learning opportunities, and earnings, are a cause for concern. The persistent gender-typing of TVET requires concerted attention if TVET is to really serve a key facilitative role in shared growth, social equity and inclusive development	Create Women and TVET? or Gender and TVET or Gender disparities in TVET
P. 21	From a human rights perspective, expanding TVET is an important means for realizing the right to equal learning opportunities
P. 21-22	Sustainability rationale  The sustainability rationale places certain demands on the economic and social equity rationales  It calls for sustainable growth which ensures that future generations will continue to be able to use their environment to generate and sustain the growth required to meet their needs and enjoy a high quality of life  Although ‘sustainability’ is still de ned in various ways and a consensus is yet to emerge, ‘most de nitions include: living within the limits of what the environment can provide, understanding the many interconnections between economy, society and the environment, the equal distribution of resources and opportunities’	Create Sustainability rationale
P. 25	For UNESCO, education for sustainable development involves: integrating key sustainable development issues into teaching and learning. This may include, for example, instruction about climate change, disaster risk reduction, biodiversity, and poverty reduction and sustainable consumption. It also requires participatory teaching and learning methods that motivate and empower learners to change their behaviours and take action for sustainable development. ESD consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way. (UNESCO, 2013a)	Improve Education for sustainable development
P. 26	TVET as solution TVET is seen by a large number of countries as a key part of the solution to a myriad of challenges including sluggish growth, poverty, inequalities, employability and unemployment, particularly though not exclusively for youth and for women, and as a means to tackle human underdevelopment and climate change.	Improve TVET
P. 30	Transforming TVET Figure 2
P. 38-39	Age distribution in less developed and developed regions  Figure 3 Figure 4 (39)	Improve Population aging
P. 47	Migration and TVET
P. 52	Four out of every ten of the world’s working women and men are trying to make a living o the land, and in some of the lowest-income countries, three-quarters or more of workers, especially women, are engaged in agriculture
P. 55	Technological advancement and TVET the long-term trend of technological change has been towards jobs requiring higher cognitive skills  Even though the rate of technological progress in developing countries has increased over time, the ‘technology gap’ between rich and poor countries still remains high  TVET is responding to the diverse ICT needs of learners	Add heading to TVET or Vocational Education
P. 59	Globalization and TVET Globalization intensifies pressure on the TVET sector to supply the necessary skills to workers involved in globalized activity, and to adapt existing skills to rapidly changing needs	Add heading to TVET or Vocational Education
P. 66	TVET in post-conflict contexts In many post-conflict contexts, there is demand for TVET to play a major role in reintegrating the ex-combatants into civilian life, for example by recognizing prior learning, retraining, professional reconversion and skills upgrading	Add heading to TVET or Vocational Education
P. 71	The Netherlands and TVET The Netherlands Sector Skills Council (SSC) system exempli es other e orts to improve the alignment between demand and supply. Employers are essentially the starting point. They work through sectoral skill bodies called ‘Kennicentra’ (‘knowledge centres’ in English) to identify and express the skills that are required by a sector. Their diagnoses of what skills and curricula are needed is provided to BVE Raad (the Dutch Council for Vocational and Adult Education), which then supplies this information to regional technical colleges so they can develop a curriculum based on the standards and requirements set by employers. The SSC system proved e ective because of the partnerships built between TVET stakeholders.	Improve "Netherlands" subheading under International heading on Vocational Education
P. 73	Jordan and TVET In 2003 Jordan commenced work on a labour observatory, with networking between public and private institutions to support the economic reform process	Create "Jordan" subheading under International heading on Vocational Education
P.74-75	Improving youth employability	Improve "Vocational education" subheading under possible solutions on Youth unemployment
P. 79	Meeting the skills demands of the rural economy  The limited opportunity for millions living in rural areas to acquire the skills and knowledge needed to develop their capacity for work and life is a major barrier to successful development and the achievement of the Millennium Development Goals  Globally, over 900 million people live on less than US$1 per day, and most of them are in developing countries. Three out of every four of this number in developing countries live in rural areas  One of the main avenues to improving living standards in agrarian economies is increasing productivity in farming.
P. 81	A competency-based approach Providing an appropriate mix of broader competencies alongside specialist skills  Skills for economic development include a mix of technical and soft skills
P. 85	Making workplaces more inclusive	Improve Social exclusion
P. 87	TVET for green economies	Add TVET for green economies to Green economy and/or Vocational education
P. 98	Private sector TVET  Private TVET providers include for-profit and non-profit institutions	Create private sector TVET or add heading to Vocational education
P. 102	Developing continuing TVET in workplaces  Continuing TVET involves ongoing training to upgrade existing skills and to develop new ones	Create or add heading "Continuing TVET"
P. 108, Box 9	Non-formal and informal learning in Portugal	Create Nonformal and informal learning in Portugal
P. 119	Figure 13: Focus on empowering the TVET learner	Improve TVET or Vocational education
P. 120, Box 11	Lifelong learning in China	Add to "In practice" heading on Lifelong learning
P. 124	Incentives for learners to acquire TVET qualifcations  countries with clearly defined and successful TVET systems, including Austria, Finland, France and Germany, have all opened up clearly identi able pathways and quali cations so that TVET students can expect open pathways to further education or training, and not to a dead end	Add to TVET or Vocational education
P. 126	Strengthening the management of TVET institutions	Create TVET institutions
P. 128	ICT and TVET TVET institutions have been expected to introduce ICT instruction into their curriculum in response to the market demand for workers with these skills	Improve TVET institutions
P. 141	Mobilizing financial resources for TVET
P. 157	Reducing income gaps with TVET Knowledge and skills are forms of social and human capital that when equitably distributed can empower individuals and reduce income gaps  Material inequalities partly reflect unequal opportunities for learning, and that these then often translate into inequalities in the world of work

Learning, knowledge and skills for agriculture to improve rural livelihoods

• PDF on UNESCO website
• UNESDOC license page

PDF page number of section	Description	Suggested articles & improvements	Notes
P.14	Learning Knowledge and Skills for Agriculture and Rural Livelihoods  The main aim of the IFAD-UNESCO research project was to contribute to understanding about the kind of education and learning opportunities needed to address the currently high levels of youth unemployment in rural areas, as well as rural poverty and food security.  The conceptualization of a continuum between formal and informal learning (rather than a hierarchical model of discrete categories, with formal above informal) has informed the research design of this IFAD-UNESCO project. (41) The aim of this project was to compare the ndings from the research studies conducted in Cambodia, Egypt and Ethiopia on issues connected with young people’s learning, their aspirations and perceptions of agriculture and rural livelihoods.  (49) Summary of main findings and proposed actions (117)	Create page for the project Learning Knowledge and Skills for Agriculture and Rural Livelihoods	The project is the subject of the entire document. Break down the three target countries into headings and subheadings "actions" & "results"
P. 20, 30, 32, 33, 96	Farming and youth Today’s generation of young people is the largest in history. Some 1.8 billion young people worldwide are between the ages of 10 to 24, and 90 per cent of them are living in less developed countries (UNFPA, 2014). Although many of this younger generation have abandoned the rural context and migrated elsewhere, a major proportion of unemployed young people still live in agrarian societies and in rural areas. Accordingly the focus of attention is increasingly shifting to young rural people, and in particular, the next generation of farmers. For many countries, one of the main concerns is to provide sustainable livelihoods and employment opportunities in agriculture for young people.  Young people have been identi ed as an important group for taking forward new advances in technology in the sector and responding to a context of rapid social, economic and environmental change. (p.30)  Research has revealed that the situation is in fact more complex – that parents as well as young people regard agriculture as ‘an occupation of last resort’ because of the lack of land and environmental risks among other factors  (p.32) With changing patterns of land ownership, young people may only ever be able to work as labourers since the land is being sold off or leased by their parents to large companies  (p.32) In agricultural policy and programmes, researchers have argued for a more holistic approach that recognizes the diverse needs and practices of young people. Brooks and colleagues (2013, p. 13) present a framework for analysing policy initiatives in this area through identifying four agricultural career paths followed by young people: (p.33) Young people and agriculture: their views, aspirations and challenges	Adding heading "Farming and youth" to Farm	A lot of information here. Could potentially create new article Farming and youth and link to Farm
P. 22	Youth unemployment in rural areas	Create heading "Youth unemployment" and subheading "Youth unemployment in rural areas" to Unemployment
P. 29	Non-formal and informal learning for agriculture and rural livelihoods  This project also broke new ground in looking at informal learning in everyday contexts	Add heading on rural areas to Nonformal learning
P. 30	Agriculture as a solution to rural poverty Given the fact that at least 70 per cent of the world’s poorest people are living in rural areas (IFAD, 2010), agriculture has been widely identified as key to development and poverty reduction and as the main driver of non-farm economic opportunities.	Improve Rural poverty Improve "Poverty reduction" heading in Agricultural policy
	Gender differences At least 80 per cent of rural smallholder farmers worldwide are women (World Bank, FAO & IFAD. 2009), largely because greater numbers of men are migrating and searching for off-farm jobs.  Women are over-represented in producing and selling food crops, while men take the lead in selling cash crops  While men may have enhanced access to land and resources over their lifetime, women are more likely to face increased dependency on others and limited mobility after marriage. Young girls are also likely to suffer lack of access to secondary education compared with boys, which later in uences their roles in paid agricultural employment and their decision-making and bargaining power in the household and society. (p.32) While it is dif cult to challenge the gender division of labour through offering women training in ‘male’ areas of work, programmes have been successful in providing opportunities in new occupations which are still gender-neutral, such as solar technology and computer repair. Women-only programmes can provide a ‘safe space’ for women to develop their con dence, catch up on basic skills and access extension services through collective action (p. 39)	Improve Feminization of agriculture
	Threat of 'superfarms' Although smallholder farms have been seen by some as a key to sustainable and equitable rural development (IFAD, 2010), many developing countries have witnessed the growth of ‘super farms’ Fernandez (2012) reveals the tendency for governments to use the land of smallholders and displace indigenous communities.
P. 33	In agricultural policy and programmes, researchers have argued for a more holistic approach that recognizes the diverse needs and practices of young people. Brooks and colleagues (2013, p. 13) present a framework for analysing policy initiatives in this area through identifying four agricultural career paths followed by young people: full-time on existing family holding full-time on new holding part-time combined with household enterprise (e.g. sale of services) off-farm waged work.	Improve Agriculture policy
P. 41	Rather than thinking of formal, non-formal and informal learning as discrete categories, Colley and colleagues (2003) suggest that it is ‘more accurate to conceive of formality and informality as attributes present in all circumstances of learning’. Rogers has proposed seeing informal and formal learning as ‘lying on a continuum ranging from accidental/incidental learning, through task- conscious learning, through self-directed learning to non-formal and formal learning’ (2013, p. 5).	Improve Nonformal learning
P. 42	Literacy and rural development	Improve Literacy--perhaps heading or subheading "Literacy and rural development"
P. 50-62	Cambodia country study  National policies and strategies for agricultural education and livelihood in rural areas (51) Overview of the main findings (59)	Improve Agriculture in Cambodia Perhaps add heading "Agricultural education in Cambodia"
P. 63-74	Egypt country study National policies and strategies for agricultural education (64)	Create Agriculture in Egypt Add heading "Agricultural education in Egypt" to Agriculture in Egypt Add main article link from Economy of Egypt	Agriculture in Egypt directs to Economy of Egypt, but there is certainly enough information for Agriculture in Egypt to have its own page
P. 75-87	Ethiopia country study Policies and strategies for enhancing agricultural livelihoods and education in rural areas (76)	Improve Agriculture in Ethiopia perhaps add heading "Agricultural education in Ethiopia"
P. 90	Land: a shrinking resource  diminishing access to productive land  People’s response to diminishing land and natural resources in the three study countries has often been to seek alternative employment in local towns or outside the area.	Improve Land Improve Rural flight with subheading "Environmental determinants" or improve "Economic determinants" subheading
P. 51	Schooling and rural livelihoods	Create Education and rural livelihoods?
P. 126	Gender, education and rural livelihoods	Create Gender, education and rural livelihoods?

Investing against Evidence: The global state of early childhood care and education

• PDF on UNESCO website
• UNESDOC license page

PDF page number of section	Description	Suggested articles & improvements	Notes
P. 9-12	Positioning ECCE in the global development dialogue	Early childhood education (add heading on ECCE and global development)
P. 13	Half of the world’s children currently do not have access to pre-primary education The limited access to pre-primary education in these regions is, to a large extent, provided by the private sector, which normally makes quality assurance di cult
P. 15	Compared to other areas of basic education, globally comparable data on pre-primary education financing remain scarce. While much of existing non-formal and private programmes may not be fully accounted for, it can be deduced from the level of provision that pre-primary financing remains inadequate, especially when considered against expected benefits.	Education economics (add heading or subheading addressing pre-primary education financing)
P. 16	Barriers to ECCE Children’s learning potential and outcomes are negatively a ected by exposure to violence, abuse and child labour. Thus, protecting young children from violence and exploitation is part of broad educational concerns. Globally, 150 million children aged 5-14 are estimated to be engaged in child labour In confict-affected poor countries, children are twice as likely to die before their fifth birthday compared to those in other poor countries In industrialized countries, 4 per cent of children are physically abused each year and 10 per cent are neglected or psychologically abused	Early childhood education (add heading on Barriers to ECCE)
P. 17-20	ECCE as a holistic and multisectoral service ECCE begins at birth and can be organized in a variety of non-formal, formal and informal modalities (include list)	Early childhood education (add heading on ECCE as a holistic and multisectoral service)
P. 18	Connection of care to education Poor care, health, nutrition, and physical and emotional security can a ect educational potentials in the form of mental retardation, impaired cognitive and behavioural capacities, motor development delay, depression, di culties with concentration and attention early health and nutrition interventions, such as iron supplementation, deworming treatment and school feeding, have been shown to directly contribute to increased pre-school attendance
P. 20	Relationship between neuroscience and ECCE Neuroscience research provides powerful evidence of the importance of ECCE for lifelong learning and well-being. Shonko (Chapter 2) presents core concepts of early brain development and their e ect on lifetime individual development, health and learning.
P. 20	Public investment and the economic benefits of ECCE economic returns from investment in ECCE can equal roughly ten times its costs		More information in chapter 3 (p.72)
P. 22	ECCE as public good The notion of education as public good (UNESCO, 2013) extends to ECCE. The high externalities associated with ECCE shown by the studies support the claim that ECCE is ‘a public good deserving government investments and going beyond the responsibility of individual families to provide’ (Barnett and Nores, Chapter 3, p. 76).	Improve Public good or Common good articles?
P. 22	Negative effects of poor policy Poorly designed policies can result in increased participation in ECCE of minimal quality that supports maternal labour force participation but has negative consequences for child development.	Improve Education policy
P. 23-24	Gender equality ECCE is shown to promote gender equality by enabling mothers to work (Barnett and Nores, Chapter 3) and by freeing girl siblings from childcare to go to school. It contributes to gender equality by supporting gender-sensitive and -equal practices at home, in the community and in ECCE programmes (Leo-Rhynie, Chapter 4).		More information in chapter 4 (p.89)
P. 25-29	Quality of ECCE quality ECCE varies across levels of economic development, resource availability, values and cultural beliefs tension can exist between ‘foreign’ and ‘indigenous’ values, perspectives and practices. On the importance of making ECCE culturally relevant in Africa through the use of local concepts and strategies of child development and socialization, Serpell and Nsamenang (Chapter 12) warn against using imported approaches and tools without local adaptation (28) Parental involvement is a key ingredient in raising the quality of ECCE provision (29)	Improve Early childhood education or create article ECCE Quality and link to ECE article
P. 38	Human rights imperative for ECCE The rights of all children from early childhood stem from the 1948 Universal Declaration of Human Rights Declaration of the Rights of the Child Connection to EFA: the Dakar Framework for Action on EFA established six goals, the rst of which was: ‘expanding and improving early childhood care and education, especially for the most vulnerable and disadvantaged children.’	Connect articles Convention on the Rights of the Child and Committee on the Rights of the Child to Early childhood education Add heading "Children's right to education" to Right to education
P. 38-44	Children's right to education (44)	Add heading "Children's right to education" to Right to education
P. 47	Implementing Child Rights in Early Childhood
P. 55	National Scientific Council on the Developing Child (NSCDC) (NSCDC) – a multidisciplinary, multi-university collaboration designed to bring the science of early childhood and early brain development to bear on public decision-making in North America (NSCDC, 2007).	Create article National Scientific Council on the Developing Child (NSCDC)	Might not be enough information in this document to warrant the creation of a comprehensive article; however, I've noticed links to NSCDC from several articles, so the need for the creation of the article is evident.
P. 55-61	early childhood development and its underlying neurobiology	Create article Neurobiology of Children
P. 62	The foundations of healthy development The foundations of healthy development refer to three domains of in uence that establish a context within which the early roots of well- being are either nourished or disrupted: (1) the importance of a stable and responsive environment of relationships; (2) the role of safe and supportive physical, chemical and built environments; and (3) the need for sound and appropriate nutrition.
P. 64	Caregiver and community capacities The multiple, interrelated capacities of caregivers and communities are essential promoters of the foundations of child well-being.
P. 66	The need to address significant inequalities in opportunity, beginning in the earliest years of life, is both a fundamental moral responsibility and a critical investment in the social and economic future of all societies.
P.73-85	Economic benefits of ECCE Economic rationale for public investment Broad evidence of ECCE benefit (74) How ECCE policy and programme design matters	Create article Economic benefits of Early childhood care and education
P. 89-90	Gender socialization of young children	Improve article Gender socialization	Gender socialization article is a draft/stub and needs a lot more work
P. 94	Gender analysis of ECCE service settings
P. 96	Gender issues associated with ECCE: policy concerns
P. 103	Ethnic diversity and social inclusion in ECCE in Europe The European network Diversity in Early Childhood Education and Training (DECET, see www.decet.org) provides six interesting guiding principles (P.107)	Create article Ethnic diversity and social inclusion in ECCE in Europe	This article might be too specific. Ethnic diversity and social inclusion in ECCE might be a better article, or a heading added to ECE article
P. 117-130	ECCE in emergency and conflict situations Children between the ages of 0 and 8 represent the highest percentage of those a ected by today’s global emergencies In sum, emergency and con ict may impact on children’s development in the following manner: (p. 121) Supporting young children during emergency and con ict situations (p. 124) Examples of programs: HEART: Healing and Education through the Arts – A Save the Children programme (125 Box 1). Psycho-social Support to Parents and Teachers of Young Children – A programme by the Arab Resource Collective (ARC)/Lebanon (126 Box 2)	Create ECCE in emergency and conflict situations or add as heading in ECE
P. 121	Impact of emergencies on children with disabilities Children with disabilities are disproportionately affected by emergencies, and many become disabled during disasters	Improve Developmental disability and/or Disability abuse articles
P. 122	Gender differences in emergency and conflict situations Some research shows that girls exhibit higher levels of distress than boys in relation to stressful situations and are considered at higher risk in situations of war and terror	Create Gender differences in emergency and conflict situations
P. 134-150	Harnessing the power of early childhood care and education to advance disability rights Enhancing the capabilities of persons with disabilities (140)	Improve Disability Rights
P. 144	Towards human rights-based systems of inclusive ECCE
P.153	Parenting education What is parenting education and support? (159) Role of parenting education in ECCE Global trends and in uences in parenting of young children (156)	Create Parenting education. Add to 'See Also' ECE
P. 170-183	Child health and nutrition in Africa Extent and gravity of child health and nutrition in Africa Deficiency in essential nutrients and micronutrients Main strategies (175) Possible to have country headings: Senegal, Niger, Benin & Madagascar (177-183)	Create Child health and nutrition in Africa
P. 188-190	What is institutional care? Institutional care is commonly defined as: ‘a group living arrangement for more than 10 children, without parents or surrogate parents, in which care is provided by a much smaller number of paid adult carers’	Create Institutional care
P. 210	ECCE quality and child development in Asia Children from socially and economically disadvantaged backgrounds who have received ECCE have better developmental outcomes than those who have not many programmes in the developing world would be considered of extremely poor quality	Create ECCE quality and child development in Asia	Article too specific?
P. 212-216	Early childhood education in Cambodia Lots of figures for inclusion	Add 'ECCE in Cambodia' heading to Education in Cambodia
P. 216	Early childhood education in China	Improve Education in China	There is a sizable text on primary and preschool education in this article, but may be able to add somethings.
P. 218	Early childhood education in India	Improve Education in India	There is a sizable text on primary and preschool education in this article, but may be able to add somethings.
P. 231-233	African conceptions of child development Three complementary lines of scholarship have sought to generate knowledge about child development and socialisation rooted in endogenous, African ways of knowing: analysis of traditional proverbs, theory-building, and documentation of parental ethno-theories. African games and songs: neglected resources for the enrichment of ECCE curricula (233)	Create Child development in Africa and link from 'See Also' in Child development	Problematic that the text from this document is pan-African?
P. 244	Curricula and quality The quality of a programme is greatly influenced by the quality of its curriculum.	Improve Curriculum
P.247-252	Curriculum development and implementation: key issues and challenges	Improve Curriculum development
P. 269	Challenges in addressing issues of inclusion, diversity, equity and quality

Youth and changing realities: Rethinking secondary education in Latin America

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PDF page number of section	Description	Suggested articles & improvements	Notes
P. 14	In Latin America, at the beginning of the new decade, practically all boys and girls aged 6 to 11 years and eight out of ten adolescents aged 15 to 17 years were attending school. secondary school was not originally designed to be inclusive of all children. On the contrary, its initial function was to select and train only those who would shortly be joining the country’s professional and ruling social strata (Tenti, 2014)	Improve Education in Latin America
P. 15-18	Young people’s educational trajectories Table on pp.16-17 is useful At present, primary education is compulsory throughout the region. The first phase of secondary education – or lower secondary according to UNESCO’s International Standard Classification (15,18) data show that 2.5% of boys and girls aged 9 to 11 years never entered the primary level or, in any case, do not attend school, with no considerable gender di erences. In rural areas, this proportion is even higher. The schooling deficit among young men and women living in households counted among the most underprivileged social strata is 10 times greater than that of those belonging to the wealthiest families.	Improve Education in Latin America Add table to Education in Latin America	Table is useful but is quite large and would have to be edited together as it appears across two pages.
P. 21	Table 2 Percentage of young people aged 21 to 23 years who entered secondary education (access), percentage of graduates among those who enrolled (retention) and percentage of young people completing their secondary studies (completion), by country. Latin America, 18 countries.	Add table to Education in Latin America
P. 22-23	Why do young people disengage from education? The fact that school drop out intensifies specifically when young men and women are between the ages of 15 and 17 years and that it increases disproportionately in populations that are under-served in other ways highlights the difficulty the education system has in interacting with populations in situations that are more complex than those with which it was designed to cope Figure 1 p. 23	Add "Latin America" heading to High school dropouts and include figure 1	More information in chapter 2, p.40
P. 25	The lowest-income families with at least one dependent aged between 0 and 17 years are four times more likely than higher-income families to live in conditions of critical overcrowding, substandard housing, lacking access to drinking water inside the home or without basic sanitary services. To overcome the substantial challenges, families need access to material resources; access to a space in which to produce these resources (an adequate home located in a healthy environment, for example); and the time and skills of agents capable of transforming those resources into protection ties (Hernández and D’Alessandre, 2014).
P. 28	Family dynamics: a possible driver for secured educational pathways Connection of family to education
P. 31	Figure 4 Distribution of youth aged 18 to 24 years, by schooling condition and by educational attainment in each country	Improve Education in Latin America
P. 34	Figure 7 Percentage of young people living with at least one child aged 0 to 8 years, by educational attainment and by sex. Latin America	Improve Teenage pregnancy or prevalence of teenage pregnancy?	This figure is specifically about how education factors into young people living with children. Not entirely sure it is relevant enough to improve the suggested articles
P. 40	Youth drop out the available data show us that the problems of retention are more pressing in the actual zones of these new recently enrolled segments, namely in rural, indigenous and marginal urban areas. The debate on adolescent identity - Identity's role in dropping out (42)	Improve High school drop outs
P. 44	Cyber-socializing, the internet and its roles	Create Identity in Latin America or improve Identity formation	Will need more information for an article as broad as Identity in Latin America
P. 45	The identity of young people in rural and poor urban areas
P. 47	Approaches to identity and gangs; violence and group and gender identity
P. 50	Construction of the student identity Connection between education and identity	Create Education and identity or The role of education in identity formation or improve identity formation
P. 51	Intra-school factors associated with school drop out The subjective push factor Violence as a critical push factor Reciprocal representations between adolescents and teachers	Improve High school drop outs or create School dropout	School dropout currently links to High school dropout, which seems to be misleading and certainly not comprehensive. Might have to rethink a better article to create
P. 61-66	Inclusive education Four ideas on inclusive education An overview of inclusive education in Latin America (64) Challenges for achieving inclusive education (66)	Improve inclusion (education)

Rethinking Education: Towards a global common good?

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• UNESDOC license page

PDF page number of section	Description	Suggested articles	Notes
P. 10	Sustainable development relationship with other global issues Despite progress such as economic growth and the reduction of global poverty rate, among others, there are challenges to overcome Challenges cited in this passage: vulnerability, inequality, exclusion, violence, global warming, environmental degradation, natural disasters, violence against women and children, discrimination of women, religious intolerance, identity-based political mobilization and conflict Education for sustainable development as a way of overcoming these challenges	Sustainable development (new section) Education for sustainable development
P. 16	An emerging global context for learning, the relationship between globalisation and education Current situation of the world is highly paradoxical. Indeed, while there is economic globalization, there are also many challenges While there has been reduction of global poverty, there has also been low-employment growth and rising youth unemployment, for instance. Inequalities in education: For instance, education is only open to wealthy people in under-developed countries Economy: Demographic growth and urbanization often cause pollution and use of non-renewable natural resources which causes ecological problems and affects people around the world Cultural diversity: violence based on cultural or religious background Many wars, conflicts and school-related violence. Terrorism is also a problem Education is a powerful tool to overcome these challenges
P. 22	Ecological stress and unsustainable patterns of economic production and consumption. Climate change as the biggest threat to humankind Sustainability as the way to preserve nature and reduce the effects of climate change Water use doubled Food consumption and production increased - The majority of world’s population lives in urban areas. By 2050, 80% of the world urban population will live in cities This will have a direct impact on climate change, as this will increase “the risk of natural disasters worldwide”
P. 23	The relationship between wealth and inequality Poverty decline between 1990 and 2010 was mainly due to countries’ economic growth China and India are expected to grow rapidly in the next 15 to 20 years Nonetheless, inequality persists around the world Not enough job opportunities	Economic inequality
P. 24	High income inequality in Latin America Box 1: In terms of income inequality, Latin American and the Caribbean is the most unequal region in the world	Wealth inequality in Latin America
P. 24	Information and communication technologies and rising levels of ethnic, cultural and religious intolerance, violence against women Knowledge and information sharing has become easier thanks to new technologies However, new technologies have also made it easier for people to attack each other The result of this are often conflicts and violence Violence against women and girls increases when there is instability
P. 25	Criminal violence, violence related to conflicts Violence connected to drug production and trafficking still exist and takes away many lives in countries around the world (especially in the Central American region) Violence connected to conflicts and/or instability
P. 26	Human rights Definition of human rights Rule of law, dynamics of power
P. 26	Gender, women’s rights Gender as an element of discrimination Progress has been made in enhancing the voice and participation of women in social, economic and political life
P. 27	Connected world Emergence and expansion of “cyber world” Connected world, how internet has transformed the way people communicate with each other More opportunities, but also more challenges to overcome
P. 28	Neurosciences Neurosciences as a way of understanding how humans learn, useful for the field of education
P. 28	Climate change Biggest challenge of our century Education as a way of raising awareness and promote change
P. 29	Creativity New forms of cultural and artistic expression
	Sumak Kawsay Quechua people	Quechua people
P. 33	Sustainable Development Sustainable Development through Education Aichi-Nagoya Declaration on Education for Sustainable Development
P. 36	Humanistic approach UNESCO’s mission in terms of education
P. 39	Four pillars of education Concept of the Delors’ Report Learning to know, learning to do, learning to be and learning to live together
P. 41 - 42	Curriculum development Possibility of creating a humanistic curriculum Curriculum based on intercultural education
P. 42	Inclusive education, Education for All, Millennium Development Goals Right to basic education has been improved, but still more work to do Inequalities in education
P. 43	Children with disabilities, gender equality Children with disabilities do often not access education Not much data on this situation
	Gender equality Gender equality in basic education Gender is a factor of inequality and disparity in education. Usually girls and women are the most disadvantaged in the field of education
P. 44, 46	Secondary and higher education, early childhood education Gender parity has been achieved in certain regions, while not in others Early childhood education is very important, as education has a direct impact on children’s development
P. 45	Senegal Protection of children is a great concern in Senegal
P. 50, 51	Mobile learning, mobile literacy The use of mobile technologies for learning New educational processes have developed thanks to new technologies
P. 51	Pakistan Mobile literacy for girls in Pakistan UNESCO Mobile Literacy Project
P. 51	Massive Open On-line Courses How MOOCs are transforming higher education Limits of MOOCs
P. 52, 53, 54	Traditional university, University rankings, knowledge society, digital technologies Traditional universities vs. new universities How can traditional universities stay relevant when there are so many other ways of acquiring education today?
P. 53	University rankings Positive and negative aspects of University rankings
P. 55	Finland The positive situation of teachers in Finland
P. 59	Youth The fact that there are less job opportunities causes frustration among youth around the world More competition for jobs Traditional education institutions are being questioned
	South Africa and Costa Rica South Africa: New employment opportunities for youth thanks to the Harambee Youth Employment Accelerator Costa Rica: idem thanks to the industry association of technology companies
P. 63	Bangalore and Hyderabad Both cities are considered “leading cities” in terms of global Information Technology (IT) sector
P. 65	Citizenship education The meaning of citizenship is evolving under the influence of globalization
P. 73	Right to education Privatization of education is often a barrier to access education High costs demanded by private providers often prevent certain groups to access education
P. 74	Egypt Private tutoring in Egypt and how it damages education changes of disadvantaged people in Egypt
P. 79	Knowledge creation General definition of knowledge

Reimagining our futures together: a new social contract for education

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PDF Page Number of Section	Description	Suggested Articles & Improvements	Notes/Graphs
p. 19-27	Towards more equitable educational futures Incomplete & inequitable expansion of ED Poverty & rising inequality Exclusions	Educational Equity - Add intro - Add section sections: enrolment data, high quality education, participation worldwide, predictions, teacher shortage - Add part on gender perspective to “gender equity in education” - Add higher education to “racial equity in education/higher education” Vocational education - Add TVET section under “overview” Educational Equity - Add section on exclusion form education   ° Poverty and economic growth + the smaller sections   ° Gender discrimination   ° Disability   ° Conflict   ° Ethnic minorities + indigenous peoples
p. 63-65; 67-77	Participation in the knowledge commons Enabling role of higher education	Knowledge Commons Add following sections: - curricula and knowledge commons - education - literacy - numeracy - humanities - sciences - digital skills - higher education
p. 66-67	The importance of an inclusive curricula - Feminism & climate change - Indigenous knowledge	Climate Chance Education - Add section on inclusive curricula
p. 79-90	- Recasting teaching as a collaborative profession - The life-entangled journey of teacher development - Public solidarity to transform teaching - Universities’ ongoing relationships with teachers	Transformative Assessment - Add first part to general introduction - Add section on teaching in collaboration - Add section on global challenges in teaching - Add section on safeguarding and transforming schools
p. 113-117	- Expanding ‘when’ education happens - Broadening the right to education	Lifelong Learning - Add first part to “concept” - Add section on right to education under “contexts” Adult Education - Add section on adult learning and education as an emancipatory project
p. 93-103 p.105-113 p. 121-132 p.135-143	- The irreplaceable role of schools - The necessary transformation of schools - Transitions from school to higher education - Steering educational opportunities towards inclusion and sustainability - A new research agenda for education - Expanding knowledge, data, and evidence - Innovating educational futures - Responding to an increasingly precarious world order - Towards shared purposes, commitments, norms and standards - Cooperation in knowledge generation and the use of evidence - Financing education where it is threatened	Futures of Education - Add this to “context”: “From the mid-twentieth century, which saw the creation of the United Nations and UNESCO, and the adoption of the Universal Declaration of Human Rights, international cooperation in education has played a significant role in consensus-building about education’s purposes and goals” Add sections on: - education across different times and spaces - inclusion and sustainability   ° the role of governments and states   ° digital spaces - research and innovation   ° research within education   ° decolonizing knowledge   ° data collection - global solidarity and international cooperation

Protect her rights, strengthen your laws: Her Atlas: status report on girls’ and women’s right to education.

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PDF Page Number of Section	Description	Suggested Articles & Improvements	Notes/Graphs
p. 3-4	Her Atlas research description Right to Education without discrimination - Legal protection - CADE - Taliban Accessibility - Gender Internet Divide - Gender Digital Divide - Personal Data and Privacy Protection	Gender Inequality - Declaration of human rights - 127 mio. girls out of school Sex Differences in Education Add sections to inequalities around the world - Legal Protection - CADE - Taliban Add sections to Forms of sex discrimination in education - Accessibility    ° Gender Internet      Divide     ° Gender Digital Divide     ° Personal Data and Privacy Protection
p. 5-9	Compulsory primary and secondary education	Sex Differences in Education - Add Section to improvement of sex discrimination in education Compulsory Education - Add section to Countries without compulsory education	p. 4-11
p. 10-14	Free primary and secondary education	Sex Differences in Education - Add Section to improvement of sex discrimination in education Universal Education - Add Section to access to education by law
p. 14-15	Compulsory and free pre-primary education	Sex Differences in Education - Add Section to improvement of sex discrimination in education	p. 14-17
p. 15-17	Early marriage	Sex Differences in Education - Add section to forms of sex discrimination in education Gender Inequality - Add section on Education and then Early Marriage
p.17-19	Corporal punishment and gender-based violence in educational institutions	Female Education - Add section under Issues Gender Inequality - Add corporal punishment to the section education	p. 19
p.19-23	Right to Education of pregnant and parenting girls	Female Education - Add section to issues

History under attack: Holocaust denial and distortion on social media

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PDF Page Number of Section	Description	Suggested Articles & Improvements	Notes/Graphs
p. 12	Major findings Holocaust denial and distortion on SM	Holocaust and Social Media Add introduction, outline the definition and problematic Add section Holocaust denial and distortion on social media Hate speech Add section about Holocaust distortion and denial online under section “internet”
p. 14-16	Definitions and Data General definition, post truth era Definition by the International Holocaust Remembrance Alliance Actions against Holocaust denial and distortion	Holocaust and Social Media General definition, post truth era, freedom of expression (challenge) Holocaust Denial False equivalent and effect, add general definition (IHRA) Holocaust and Social Media Add section on Actions against Holocaust denial and distortion online
p.17-20	Actions against Holocaust denial and distortion - What is Holocaust distortion? - Why is it harmful? ·         Antisemitism ·         Justification & denial ·         Universalization	Holocaust Denial; Add section on Actions against holocaust denial Add definition if distortion (compared to denial) TikTok Content concerns, add parag. about the “Auschwitz inmate trend” Holocaust and Social Media; Add to Holocaust denial and distortion add definitions + examples of distortion by IHRA Add section on effects of denial and distortion International Holocaust Remembrance Alliance add section on Holocaust denial and distortion online
p. 21-31	Measuring Holocaust denial & distortion online - Content moderation policies on Holocaust denial or distortion - Quantifying - Across languages - Narratives on social media	TikTok Content concerns -> Content censorship and moderation, add Content moderation policies Holocaust and Social Media; Add content moderation policies off all SM platforms The Holocaust Remembrance and historiography Add Quantifying chapter and graph Add narratives	p. 26-29; 31;
p. 32-45	Holocaust denial - Celebrating the Holocaust - Blaming Jews for the Holocaust - Delegitimizing Israel by depicting it as a Nazi State - Smearing Jews by accusing them of inventing or exploiting the Holocaust for their own benefit - Equating the Holocaust ·         COVID-19	Holocaust and Social Media; Add the following sections: Holocaust denial - Celebrating the Holocaust - Blaming Jews for the Holocaust - Delegitimizing Israel by depicting it as a Nazi State - Smearing Jews by accusing them of inventing or exploiting the Holocaust for their own benefit - Equating the Holocaust - COVID 19 Add the COVID 19 section to: The Holocaust Remembrance and historiography And Holocaust Denial Western Europe And Covid 10 Misinformation Jewish origin add comparison to nazi treatment yellow star badge, Nurenberg code
p. 46-53	Communication of Denial / distortionist content - Coded language - Memes - Dog whistles - Signposting	Holocaust and Social Media; Add all the sections. - Coded language - Memes - Dog whistles - Signposting
54-64	Prevention of Holocaust denial and distortion online - Classifying Holocaust denial and distortion as hate speech - Equations to recent historic events - The difficulties of content moderation - Current initiative against Holocaust distortion and denial ° The European Union Strategy of combating antisemitism and fostering Jewish life ° Global Task Force Against Holocaust Distortion ° Institute of Strategic Dialogue ° Observatorio Web ° Amadeu Antionio Foundation, Expo Foundation and HOPE not Hate ° Twitter and TikTok ° ThinkBeforeSharing social media campaign ° AboutHolocaust.org ° The Anti-Defamation League ° Arolsen Archives	Hate speech - Classifying Holocaust denial and distortion as hate speech Holocaust and Social Media; - Equations to recent historic events - The difficulties of content moderation - Current initiative against Holocaust distortion and denial ° The European Union Strategy of combating antisemitism and fostering Jewish life ° Global Task Force Against Holocaust Distortion ° Institute of Strategic Dialogue ° Observatorio Web ° Amadeu Antionio Foundation, Expo Foundation and HOPE not Hate ° ThinkBeforeSharing social media campaign ° AboutHolocaust.org ° The Anti-Defamation League ° Arolsen Archives TikTok Content concerns -> Content censorship and moderation Arolsen Archives - Add section