GEM Report UNESCO’s Post

🌱 Join us on the margins of the 2024 High-Level Political Forum (HLPF) for a discussion on the role of education in tackling climate change! Organized by the GEM Report UNESCO and partners, this event will: - Spotlight education as a crucial tool in the fight against climate change. - Advocate for education to be a central component of climate action. - Promote cross-sectoral collaboration.

On this International Day of Combating Sand and Dust Storms, we highlight the climate crisis impacting sub-Saharan Africa that is also taking a toll on children’s education. Sukie Yang and Kai Feng, doctoral students at the University of Pennsylvania and #2023GEMReport fellows, delve into the complex relationship between climate anomalies and educational attainment. Key Insights: 1️⃣ Climate change amplifies education crises across the region. 2️⃣ Children exposed to prolonged climate anomalies face higher risks of primary school dropout. 3️⃣ Better-educated mothers mitigate adverse impacts of climate change on children's education. This #WorldEducationBlog post sheds light on the critical intersection of climate change and education, offering insights for comprehensive policy responses: https://bit.ly/3HG97B5 #ClimateChange #EducationForAll #SubSaharanAfric #SDSDay

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Today, we celebrate Malala Day, honoring Nobel Peace Prize laureate Malala Yousafzai and her commitment to #EducationForAll. ✨ Inspired by her example, let's ensure that every child’s right to education is protected and realized! 📰 Read our latest report on girls' education #2024GenderReport: https://lnkd.in/dRFbRNcz #Malala #MalalaDay Malala Fund

Tune in to the latest episode of the Association for the Development of Education in Africa (ADEA) ‘African Learning Together’ Podcast Series featuring Manos Antoninis, #GEMReport Director, “Focus on the 2024 Spotlight Report: Achieving Foundational Learning Proficiency in Africa." This episode dives into the "Learning Counts" report, highlighting the critical importance of foundational numeracy skills in #Africa. Manos Antoninis explores how countries align their national education visions with curricula, teacher guides, and assessments to build strong numeracy skills among students. Discover insights on curriculum development, textbook materials, teacher training, and assessment practices essential for achieving learning goals across the continent. 🎧 Listen now and join the discussion on building a brighter educational future for Africa: https://bit.ly/3VZyVir #BorntoLearn

Young people worldwide are calling for a broader vision of #ClimateChange education. 🔴 Youth voices will shine at the High-Level Political Forum at the United Nations Headquarters this week. Follow #GEMReport’s side event at #HLPF2024 – “Education and Climate Change: Learning to Act for People and Planet" – LIVE today from 8:15 AM New York time on the GEM Report UNESCO’s LinkedIn page! 🔴 95% of youth are deeply concerned about climate change, yet many feel their formal education falls short. They seek more action-oriented learning, a focus on justice issues, social-emotional aspects of climate change, and more content, reassurance, and hopeful messaging about the climate crisis. Current education systems often miss the political dimensions of climate change. However, youth-led movements like Fridays For Future International have raised awareness and engagement. Students are not only learning but also educating their communities about #ClimateJustice and policy advocacy. Youth activism is growing, from pushing for fossil fuel divestment in universities to leading legal battles for climate rights. Initiatives like the Planetary Health Report Card are driving curriculum changes to integrate #ClimateEducation across disciplines. Young people are not just passive learners but active agents of change, advocating for inclusive, justice-driven, and action-oriented climate education. It’s time for educational institutions and policymakers to listen and act! 🌱 See more in the #WorldEducationBlog: https://bit.ly/4cYFw3p #LearnForOurPlanet #GreeningEducation

Rachel Jetel, Co-Director, Systems Change Lab: #GEMReport and Sustainability and Education Policy Network #MECCE paper sheds light on how education is affected by #ClimateChange and how actions are influenced by education. Its analysis calls on leaders to integrate education, skills development, and behavior change into efforts for transformation. 👉 Read "Education and climate change: Learning to act for people and planet": https://bit.ly/ccec2024 #GreeningEducation #LearnForOurPlanet

💻 Despite the hype around digital technology in education, its classroom use remains limited, even in the wealthiest countries. Internet connectivity has increased globally, and many schools are now equipped with digital tools. Yet, both students and teachers often underutilize these resources in daily lessons. For example, only about 10% of 15-year-olds spend more than an hour per week using digital devices in maths and science classes, even where internet access is high. Research shows that while educational technology is available, its integration into teaching practices is lacking. Many #EdTech products focus on self-learning and exam preparation, not classroom interaction. In low- and middle-income countries, most personalized learning solutions serve as supplemental tools, not primary teaching aids. AI in education is progressing slowly, with few countries actively incorporating it into teaching. Most #AI strategies emphasize developing expertise over direct classroom use. So, the impact of technology on #education remains uneven and incremental. As we move forward, it is essential to ensure #TechOnOurTerms in education. Prioritizing foundational needs — classrooms, teachers, and textbooks — is crucial before heavily investing in technology. Governments should make informed choices, ensuring technology serves clear objectives and benefits students without causing harm. ➡️ Explore how in the #WorldEducationBlog: https://bit.ly/4ddbTvJ #2023GEMReport

📢 Join us tomorrow from 8:15 AM New York time for the livestream of "Education and Climate Change: Learning to Act for People and Planet," a side event at the 2024 High Level Political Forum #HLPF2024. Organized by UNESCO's #GEMReport and partners, this event highlights the vital role of education in #ClimateAction. It coincides with the HLPF's review of #SDG13 on climate action, aiming to prioritize climate change education on the political agenda. Speakers include: - Astra Bonini, PhD, Division for Sustainable Development Goals, United Nations Department of Economic and Social Affairs - Aissata M.B. Camara, Deputy Commissioner for Policy & Strategic Initiatives and Chief of Staff, NYC Mayor's Office for International Affairs, City of New York - Priyadarshani Joshi, PhD, Senior Researcher, GEM Report, UNESCO - Neeraj Kumar Negi, Senior Evaluation Officer, Independent Evaluation Office, Global Environment Facility - Ambassador Camilla Mellander, Consul General of Sweden in New York - Jennifer Williams, EdD, Executive Director, Take Action Global - Angela Busheska, Youth climate activist, North Macedonia 🌱 Watch it LIVE here: https://bit.ly/3RXgF8o #LearnForOurPlanet #GreeningEducation

Mathematics skills are essential for working in #STEM fields, yet maths anxiety is a significant barrier, especially for girls. According to the #2024GenderReport, 1 in 5 people feel anxious about mathematics, with girls experiencing higher anxiety levels compared to boys. The 2022 PISA survey revealed that gender gaps in maths anxiety are significant, with Denmark, France, Germany, and Norway showing the largest gaps. In contrast, countries like Jordan, the State of Palestine, Saudi Arabia, and Cambodia showed no gender gap. Maths anxiety has real consequences: it affects girls' scores and influences their subject choices, leading to fewer #WomenInSTEM. According to UNESCO Institute for Statistics, from 2018 to 2023, women made up only 35% of STEM graduates globally, a statistic unchanged for a decade. Gender stereotypes and social identities play a crucial role. Studies indicate that when girls believe boys are better at maths, their performance declines. Teacher and textbook biases also contribute, impacting girls' self-efficacy and academic choices. To address this, we must engage parents, train teachers, and review teaching materials. By proactively supporting girls in maths, we can help them overcome anxiety and unlock their full potential in STEM. ➡️ Discover more in the #WorldEducationBlog by Anna Cristina d'Addio, #GEMReport: https://bit.ly/3XRxDJ3 #UIS_UNESCO